001well good evening today is tuesday august 10th and this is a work-study session and a brief board meeting we have a few items associated with our brief board meeting but we will start with a roll call miss wilson would you help please dr charles santa cruz here miss laurie wood here miss sheila eugetti here miss jill humphries here mr bill park parker mr president all board members are present you have a quorum thank you mrs wilson and welcome to all of you who are here in the boardroom this evening it appears to be mostly staff but there are a few other folks in the room as well and those of you who are watching live stream also like to take this opportunity to welcome mr william parker to the board newly appointed as of friday
002last week and so welcome sir thank you [Applause] we'll move to item number two a presentation and discussion of topics 2.01 is the instructional framework dr mccord thank you dr santa cruz governing board members if i could have dr newman and ms jones up here they're going to talk to you about uh what we've been working on and what they've been working on particular probably for the last year uh the gps instructional framework and and i won't do it any justice so let them give the intro so i don't really mess it up but i'm just very proud of the things they've done this is something that's going to be good for our entire district and for our staff as well primarily for our students in the long run so take it away all right
003good evening um president santa cruz governing board members and dr mccord mrs jones and i get into the mic a little bit sure is that better a little bit closer everything how about that there we go now it's picking up your okay good thank you um good evening we're excited to be here thank you for giving us the opportunity to do this um really a lot of the bulk of this work really was a result of vicki's leadership and collaboration with a lot of others and so that's what we want to share with you tonight he told me too yeah there we go um we have had instructional frameworks previously in previous years um we've had some documents that we've got that helped guide some of our work and we've had some more formalized types
004of structures but really and truly the formal process of creating the document that you have in front of you was a result of some work that we began in 2020 and that was just to create a cohesive instructional framework that articulates expectations for teaching and learning while at the same time creating a student-centered learning environment and that was especially important for us to be able to clarify and provide clarity to teachers as to what does good instruction look like and with that the framework allows us to clearly articulate the expectations and also provide training and support to ensure that our students are gaining access to the student center classrooms that we know will help them to be successful you know i think and i'm just sorry yeah you're like oh my gosh he's speaking um
005we often get asked or or people wonder what are we about and where are we going i think this document pretty much nails it right on the head so i just want to point that out to everybody because this is exactly what gilbert public schools is about um the instructional framework this process was definitely a collaborative effort um it was a group of individuals that as you can see come from very diverse positions and experiences and it was brought together for us to meet we met from october 2020 through january of 2021. we wanted to explore we wanted to research we wanted to come to consensus about what does student-centered instruction look like in gilbert public schools and what is it that we need to do as a group to ensure that everyone is clear
006on those expectations the spring 2021 really was a time for us to refine and finalize the framework and so we knew it was important that while we had individuals that represented all levels elementary middle junior high and high school district office and other we wanted to be sure to that all of our campuses and the individuals there had an opportunity to provide some feedback and so that was we created that draft document we spent a full day with administrators explaining what this was and we asked them to please take it back and share this information with their campus leaders and also their teachers and other staffs to make sure that they it represented what they believed was what teaching and learning should be the team then used the feedback in spring of 2021 and that
007was to create this finalized document and the end result was a research-based approach to instruction and that included five domains and we'll talk about those a little bit in detail later but each of those is really crucial to that instructional process and that fine final product is what you have in your bff which is your blue framework folder the pd department is very very clever and so nobody will forget their bff they bring that to all of their meetings but that's something that we're really really proud of is that final product i want to just go on record saying the bff was my one moment of brilliance in the in the whole process so my staff thought it was corny and i said no we're having bffs so um thank you for for having us
008here and allowing us an opportunity to to discuss this important work i appreciate it the five domains that we ended up with as a result of this work um obviously represented in the in the folder that you have connect design instruct assess and reflect um really were the the five guiding principles um that that research tells us are are important in order for us to be really purposeful in our adult actions and um and making sure that those adult actions that we know that they matter and that those adult actions have significant impact on our kids and so that that idea of of collective teacher efficacy and hattie's work is off the charts at a 1.57 and so that that idea that all of us together can can make a difference was a huge guiding
009force for us and and what we can do for kids the more we know the more options we have to serve kids and i believe that's that's true and and is important for teachers as well the more the more resources and options and and knowledge and skills that they have the better prepared that they feel to to go in and work with kids of all levels and and all capabilities so the the foundation of the instructional framework we knew needed to be connect and that's where we started um this district and and i'm proud to have been part of this district for going on 30 years now and and connection is what we're about we're about our relationships with people and making sure that that we um hold people true and and we know that
010that people are at the end of every decision that we make so connect became the the first domain connecting with our students families and community requires that that we are very intentional in our practices and that we keep our focus on every person and the knowledge that everyone within our diversity within our diverse community feels connected we develop strong interpersonal relationships through honesty integrity and trust and we deliberately construct engaging learning environments that promote academic social emotional well-being for all of our students and taking care of the the whole child we make sure we invite our community and families to connect with the schools and make sure that they're partners in our students educational journeys as we as we go through this process we can't do what we do the teachers can't do what they
011do without the support of our families in our community and that was an important aspect of this framework in the design domain we intentionally design instruction in the design domain we intentionally design instruction to make sure that again as vicki mentioned that our teachers and students both have clarity about what is important as well as how we're going to measure that success so if you notice in the on each of the domains we have domains which is the design or the connect on the left we have our concepts um and those concepts are specific those are measurements of criteria those are our success criteria um then on the right that demonstrates how do we know that we've got there how that we've gone there within each of the domains you're also going to see and
012especially within design well articulated learning expectations based on the priority standards so this is as the teachers are designing their lessons as they are looking at their resources and determining how best to meet the needs of their students wherever they are there's purposeful consideration and implementation of instructional strategies and that allows teachers to engage students in their own learning and also to provide those effective instructional practices that are evidence-based that's really important that we're making sure that we are utilizing the evidence-based practices so that we can ensure that our students are growing and learning in the way that they need to be um can i just ask a question um on at the bottom under concept you have numbers and what do those numbers relate to so the numbers relate we wanted to be sure
013the framework really encompasses everything that we do so this was not going to be something new or something that we're adding on this was something that will frame essentially everything that we do here in public in gilbert public schools specifically also related to the teaching and learning so those numbers are related to the danielson which is evaluation that's used for the teacher evaluation all right thank you that's a good question thank you the next domain that we tackled was instruct obviously once you've prepared high quality um intentional design of your of your materials you have to figure out how you're going to get that information to kids and so instruct became an obvious result of that learning goals targets and success criteria are only beneficial if we can get that information in in the hands
014of our students so the instruct domain articulates how teachers and students can work together to ensure students are actively engaged in their learning process and there really is a focus here uh similar to the focus in danielson of having students be actively engaged and knowledgeable um of what's going on and not just be passive uh part of their education but really be active in that um so the the idea of teacher clarity centers on how we can clearly communicate expectations with our students it's it's common for our teachers to know what it is that they want to get across but sometimes they don't always tell kids what they what that end goal is and it's research tells us that that clarity up front and education not being a surprise to students is really important and
015students need to be actively involved in that process so providing them with the tools um that they need to achieve at a high level while they can monitor their own progress through self-assessment is is a key integral part of of the instruct framework we are intentional in our use of high-yield instructional practices like dr newman said they're all research based in their their uh the practices that we promote actually accelerate student learning while we we focus on engaging them in their own learning journey so those proven strategies that work are really important in this particular domain and also the idea of getting multiple strategies into the hands of our teachers like i said before teachers can serve our students better if they have more instructional tools in their toolbox that they can put out pull
016out when they have unique learning situations that they have to deal with there's a variety of assessment types that exist to ensure that teachers can create opportunities for students to demonstrate both growth and mastery of content a system of balance assessments allow teachers to really effectively monitor the progress and adjust instruction to meet the needs of every learner so you're going to hear us keep talking about every learner instead of all learners we're talking about every learner it's important for us to ensure that we are meeting the needs of each and every other one of those learners when students are assessed against clearly articulated success criteria then not only are we able to provide as educators timely and specific feedback but we're also able to put words for into students minds and into their hands
017so that they're able to also assess on their own and that's a really important piece is students being able to monitor their own learning and this will help as we clearly articulate what that looks like and as teachers do that for them the final domain in the process is the reflect domain and this is a domain that's often overlooked within education because we get really busy and and we have to continue moving forward but research again has shown us that the the the ability and the um the time taken to reflect upon our practices and not only reflect on how we feel about things but also look at the data and look at the data to see what our end result was is really important for us so reflection becomes a powerful tool for both
018teachers and students and this and this domain asks not only the teachers to reflect on their practices but also as students to reflect on their practices and their goal setting as well the data allows us to take responsive action and improve our teaching and learning outcomes and whether we reflect individually or as part of a team we actively engage in this process and that ensures that we have the ability to always move forward because we learn from what we've done in the past and and that allows us to not continue to go back and either repeat those or to um utilize a more effective strategy as we move forward or know that a strategy was really effective and we don't have to go through trial and error anymore we can just go ahead and pull
019some of those strategies out because we know that they've been affected with our students on that particular domain and we talk about framing what we are doing already so vikki is going to explain some of the things in the initiatives that you've heard us talk about before and how those directly tie into the framework one of the things you'll notice and reflect is is under concept r3 is is team reflection and and this is actually very timely as we're ready to roll out our annual updates on on our professional learning communities this was a really important aspect for us to include within the framework we feel the the the board has been gracious in allowing us time to have professional learning communities and we want to make sure that we're we're continuing to utilize those
020in the most effective and efficient manner possible um and so by providing a tool um within the instructional framework that helps guide those conversations um then we feel like we're making the the most of the time that we've been afforded and allotted for that if you if you set the plc minutes the reporting forms that they do for us the guiding documents that help guide those conversations next to the instructional framework you'll find that those things match up fairly nicely the the plc minutes talk about establishing looking at priority standards establishing success criteria learning targets how we assess our students how we monitor our students progress how we adjust for instruction how we make sure that we've we've taken care of interventions for students who haven't gotten it and how we reflect on those practices
021and move forward so it very much parallels um the the work we've been doing and both of these projects have been in work in the works for for a little while and it's really nice that we've been able to roll them out in their full form um simultaneously so that teachers can see that the parallels between those two and what they're doing in their plcs is really meaningful for what happens in their classrooms every day may i ask a question many years ago when i was a principal we had the teachers write their the goal on the on their board yeah about what the learning was which is what i think you're doing here but there wasn't all the rest of this that went along with it yeah and when i look at what you're
022saying about reflection i think that's really amazing how are we addressing a reflection on a child who doesn't succeed it's um and i'll answer that kind of twofold and then obviously jump in one of the things that um that and this is part of the plc process as well um one of the things that we've we've done is we've asked teachers to um to focus on shorter term uh classroom goals rather than year-long goals and to really integrate when you look at the assessment portion you're going to find a lot of references to formative assessment which allows our teachers to monitor student progress at much smaller increments if i'm monitoring my students and i'm and i'm checking their progress every day or two i'm much more likely to catch their misconceptions when i know i
023only have a day or two that i have to go figure out where they missed it versus if i wait to the end of a unit which might be three or four weeks later now i don't have time to go back and reteach the whole unit but i do have time to go back and readjust if i'm only a day or two out from that so that the the collaborative the focus on both the formative piece of assessment not just the summative piece and the work within the plc's that actually ask them did you achieve your ultimate goal of 80 mastery or more and then it specifically says to teachers what are you going to do to bring those students up to par and when are you going to implement those those interventions so we've
024really put focus on that and then take that combined with the instructional toolbox um that they'll be continuing to get more and more support on we feel like we we've given them we'll be able to give them some strategies uh to instruct maybe a little differently to catch some of those kids who maybe didn't get it in that tier one level and i think the most important piece on this is that the child doesn't get discouraged right and that's what i you know i think is the most important thing because sometimes the child will get discouraged because they didn't meet their goals yeah the student the student involvement in this process is amazing um the the idea of of sharing our goals with students and allowing them to to mark their progress and see their
025small incremental success again it's the same thing if i as a student don't ever get to know that i'm making progress until i get the final summative and maybe i only got 60 of it but i don't know where i started right and so there's the the the clarity that we allow and and the the engagement that we we bring into this with with kids and so they can see those small progressions and they can say maybe you haven't mastered it yet but they can definitely see the incremental growth it's just going to be really key to some of those kids that have maybe gotten lost in in the past to being able to say you know i can do it like i can move along maybe not as fast as everybody else right but
026but at some point in time there are some things in the works for me and i trust that my my teachers and and and the staff are going to make sure that i get there so um we're excited about it's the combination of all of those things it's not just assessment it's not just the plcs it's the combination to me that is probably the most important factor of what you're doing is for a child to see even if they're not making the major growth that they're seeing that they're able to do something and this is really yeah really important thank you yeah to see teachers who use who already use success criteria successfully in their classrooms it's so much fun to watch them with the kids and and the the knowledge that the kids have
027about their own processes and their own cognition um it really is amazing so um yeah we're we're pleased with that that's part of this so thank you yeah um excuse me if this has already been answered but uh the professional learning communities or is that based on grade level subject area uh typically yes so if the elementary is typically uh broken up by grade level at the secondary is typically broken out by a subject area we do have some district wide plcs especially when you get to the secondary level you'll have one german teacher at a school or you'll have one physics teacher and so there's some flexibility in terms of how they they choose to to do that but every teacher belongs to a plc a regular group that they can collaborate with okay
028thank you you're welcome so not only does the um the professional learning community fold into the instructional framework um as ms humphrey's humphries asked the question earlier um the evaluation component also wraps into into that um and the numbers that you see below each of those um in those concept areas does link back to the danielson framework um and the reason that we added those there um was we felt it was really important um the we we've known for a long time the the research has proven that the danielson framework is an effective way um to have uh conversations with teachers and move their their profession forward but we also felt like we wanted to make sure that teachers knew that there was some that this document supported them in that action and so as
029we go through and we train in this document and we provide resources to support this document and we provide additional supports that go along with the framework that will continue to support their efforts and their evaluation as well it will continue to support their efforts in their plc as well so as they learn through the framework as they learn together they will continue to move forward and and should see better results on their evaluation as as well and they can kind of choose those areas if there's an area they want to improve in on their evaluation we have a framework area that they can link that to and then there'll be resources linked to all of those about all of those areas so hopefully that will allow them an opportunity to allow teachers an opportunity
030to continue to meet their own personal goals within the areas of the framework as well as the areas of the evaluation system something too that we'll be adding is um resources for our instructional coaches so as principals and evaluators are working with teachers there's also a coaching side of it as well so while we know that our administrators also coach um you know instruction and help guide teachers there's that other piece where there'll be that additional support for them as well so vicki's team will be leading that with instructional coaches too so we're excited about that so learning walks and other principals and instructional coaches can work collaboratively together with that and we've actually taken the framework and we've created an instructional coach framework and we and we did this with instructional coaches so that
031they could see where they fall and and where they play a role in the implementation of this important work and they have been pretty excited about it so it's been it's been fun to to explore that work with them and and as we start a new year they're they're excited to to continue that work so we appreciate that support um finally just wanted to um show you what we call it's a clarity map um this is something that will we're helping with teachers this is one of the means by which we establish success criteria and learning targets we do this for our teachers as well as we ask teachers to do this with their students it's one of those pieces that allows students to have clarity in terms of what the expectations are and what
032the learning outcomes are we use this this particular clarity map and and it was rolled out with the first domain of the instructional framework so that teachers know that in year one our our objectives and our learning targets are really for them to be able to explain and be and be comfortable with this document it's for them to start having a common language common references and and common goals to to pursue we we hope that people will be curious about various portions of the framework and even if we're not taking a really deep dive into a portion if they're curious about it there's a plethora of resources and training available and they can pursue that on their own or they can continue into year two with us and and that's we're really going to go
033into some applications we're going to ask teachers to apply what they've learned in year one we're going to ask them to start um kind of ramping up uh the the formality and and the the expectation level within their plc conversations and their instruction we're going to continue the administrators will continue those look fors in terms of instructional strategies practices and continue to have those coaching conversations so this year is very much a clarifying year so that we're all on the same page more implementation and campuses will set their own goals next year to really be able to kind of dig into an area that maybe is of a particular need to them and then by year three we would expect most of our staff to be closer to the i got it section which is
034they have the ability to dig into this document and with with a fair amount of of clarity um uh implement what's asked of in here and or identify areas where they feel particularly strong or there that they need some some support in that and be able to pursue those options um in in a in a way that's meaningful to them so that we can personalize their learning experience and their growth experience as well um and and that's so that's kind of our our progression so we've rolled this out to the staff they know this is kind of a three-year process for us and we will get more intentional about it every year as we go through so we wanted them to be comfortable with it before we put a lot of pressure on them to
035um really take the some of those deeper dives and with that too we're looking at measures of success at each year so obviously year one when we want them just to be able to explain why and how that impacts student learning for example at the end of each of the trainings which we probably did not mention but um i was at each of our houses they've already started they had the connect as vicki mentioned before um and then each of the half days they will have a training that they will be um implementing we as a district team go and we get to watch so it's really cool because we get to see all the amazing things there is it's very intentional even as far as the training goes we've tried training before we've tried
036to implement things before and this we've been very strategic the vicki's team in particular has really created a dynamic training session our campus teams our administrators bring in some coaches sometimes they bring in teachers depending on who what their choices and what fits best for their campus they bring them in and they experience this first as a participant so they're able to kind of understand what it feels like and what this training is and it's very detailed as far as a script instructional strategies very specific as far as when i was at harris the other day they talked specifically about this is the instructional strategy that we just used with you and so they're modeling instructional strategies and practices all throughout the training so with that we at the very end there's a choice board
037that the teachers have it's almost like their exit ticket and then they share with the principal um you know within the next week or two what which of those items on the choice board they're going to do so that will be our measure of success because they are at that time they are choosing after that training what they as a plc group will be talking about what they might be trying and so that would help principals determine if they're truly understanding and be able to provide feedback for them for year two and that's really the teacher's application of the concept so it's going deeper into the training and also deeper into the concept so how are teachers able to apply so that's where our teachers will be able to within our plc notes we'll be
038able to see because of the plc you're asking what do my students need to know how will i know that they got there what am i going to do for those kids that still need that extra support and what am i going to do for those kids that already have it you know how am i going to enrich their learning how am i going to expand their learning and so those plc new notes will be very evident of as teachers move through the cycle of all of those domains um we also know that our principals will be continuing with their walk-throughs our coaches will have some learning walks and then there will be evaluations so we're looking at whatever they're choosing on their campus to dive deeper into and that will be their focus as
039an administrator they're probably going to say when i come in the next time when i'm doing my walkthroughs over the next month these are the things i'm going to be looking for and then they can provide evidence so those are some of our measures of success for years one and two and then as vicki mentioned we really expect by year three to see student outcomes increase we know that in year two student outcomes will be increased because our teachers will be implementing um additional strategies or be really intentional with the strategies that they are and there will be in um additional professional development and conversations within plc's and within at a district level with them and so we those are the measures of success that we expect during that implementation of those three years i'm
040sorry i was just going to jump on and just add that that there's really going to be a focus especially in the beginning on classroom level data i think that sometimes is overlooked a lot because it doesn't get in the newspaper like some of the the the end-of-year test scores and some of those kinds of things but but in addition to what what we anticipate being increases in those end-of-year results we also will be able to see some of those growth experiences within individual classrooms and as as teachers are using data to make their decisions more we should be able to see that reflected um in in the results within their classroom where they can say this was my pre-test this is my post-test this is where my students have grown um and these are
041this is why we made the decisions we made so we should be able to pull some plc data to be supportive of that as well so dr newman and ms jones this may be a question better suited for full implementation in year three or four but i'd like to know what what you're envisioning as we attach the framework to the assessment which assessments are the end of course assessments are the formative summative assessments are the ac tsat what assessments are we expecting to impact at what level and how will we know we got there so the answer is yes but with the assessment we know that as our because of the plc work and the work that's being done that formative data and the in our intentional consideration and really putting that formative data on
042a level where we say this is the important this is the stuff that really makes the difference in students learning it's not the end of the year it is that formal data so yes we are looking at that form of data as vicki mentioned about the classroom we're looking at those end of course because our teachers then are able to look at that along the way whether it be the beginning of the year the middle of the year end of the year and see where the students are growing and what needs to be done so we would expect continual growth as our evidence-based instructional practices continue and then also the end of the year whether that be our state assessments whether that be our a.c.t um and some of the other strategic whether we're looking
043at psat and some of the other things that will be like so in in order to refine the the data evaluation process among educators in the classroom are you also expecting a transference of skills as it relates to reviewing the data that from the assessments you just uh enumerated with their in-class teacher-made assessments structuring similarly so that there's a consistency there right and having the conversations about this is my classroom data and this is what it's showing and this is the other data so then that that lends itself to a lot of conversations are we focusing on priority standards what are our assessments looking at and that's why that assessment domain is just as important as all of the other four because we truly are looking to say what is it that we want to
044make sure that the students are learning but before we assess them are we teaching them the things that we want to be sure that we are going to be assessing to demonstrate that they do have that proficiency that alignment with that alignment between what i've established is my success criteria this is what students need to know and that that alignment between the standards is going to be essential there's we've all heard kids say well what was on the test wasn't anything right and there's always those those anecdotal kinds of things that are out there but this really purposeful if we selected priority standards carefully and we've aligned our instruction to those standards and we've monitored throughout that every teacher should be able to walk in to any assessment summative assessment situation and feel really confident
045that their students know the material because they should have already checked them multiple times along the way and so we should see those end results in especially the state data some of the other things that are just if i could because we've been having a lot of conversations about other types of data that this could potentially even have an impact on that we don't always think of as academic our dropout and graduation rates if we have kids actively engaged in their learning and excited about what's happening in the classroom and knowledgeable and they're feeling confident in what they're doing they're going to stick around with us when you look at access to rigorous curriculum um we talk about you know kids moving up and whether that is somebody who is in a resource classroom who
046has the ability to access a gen ed classroom somebody who's in a in a gen ed classroom has the ability to access an ap classroom with that confidence level and with with some of the strategies that are here it increases access for for students at different levels because they can they learn in different ways and so i think there's some of those other data points that we talk about we talk about our data dashboard and we talk about some of those things that are out there quality instruction in the classroom um and that research has told us this quality instruction in the classroom really impacts so many other things it impacts your discipline rates if kids are too busy in class to to be bored and stray you're not going to have a lot of
047those little discipline problems that pop up and so i think that we actually have the ability to measure in so many different ways academic and non-academic per se um for us to to measure some success so it'll be exciting to see that progression and and see the impact that they've got in those various areas i applaud the structure you've articulated there it's necessary but very ambitious it is ambitious well and it's a three-year plan right so um we've tried we've tried before right with all best intentions but we want to be sure first and foremost that teachers understand the why and that was a big conversation in some of the training at the very first connect in that domain was understanding the why is key because we could get right to what we need to
048do but if we don't understand the why then we're missing out on that and so that will become less intrinsic if we've if we've skipped that step and so year two is when we dive really deeper into each of those domains so when we we're talking about assessment we're talking at a surface level about this is what the expectation is this is what the goal is this is what the success criteria is and then moving forward it's that professional development about what is that what do each of these look like and diving deeper into those year two now the framework could become a an absolutely valuable roadmap for the classroom educator uh miss jones you've referenced a an educational researcher as foundational to this can you speak to her skill and her her idea about
049the instructional framework so we we we're kind of happy geeks in my office we we love john hattie um and we've done with john hatty um some fisher and frye with the success criteria playbook um in some of those researchers marzano's work and so we've gone in hattie's probably our big one because he has the he has the broadest reach in terms of his his study billions of students um and so he um what he brings back in and his ability to to break research down into specific adult actions instead of generalizations really helps us be able to say so jigsaw does this for us so for if we're if we use this instructional strategy we have the ability to help students in this way um and so we've we've used a lot of of
050those resources we have utilized the the assistance of lissa pianovsky who is an author of architects of deeper learning who worked with the international center has worked with us with her company innovate to educate and she has really helped lead a lot of the research in that area to make sure that that we are aligned with the things that research and and that's out there um in our verbiage and in the way that articulates in our document to make sure that we're we haven't gone astray um and that the things that we're doing really feed back into those proven practices um versus the things that maybe we like or we're comfortable with or we're overly confident with and so um i we we feel like we've we've done a nice job of finding the the
051teachable moments i will if i can do a little shout out to my team um because there are amazing people but and then and they do amazing work with the trainings in particular but one of the things i'll give them the biggest shout out for is they are a group of teachers who have recently come from the classroom and every day they say to me this has to impact teachers in the classroom this can't be theory this can't be something that lives in the clouds this has to be something that they feel every day that they can do every day and then when they walk away from the training they have something they can turn around and implement every day and they have really kept us grounded in um the things that and the resources
052that we can make available to teachers to make their life easier and and to give them more tools in their toolbox so teachers don't have time to go on research all that's why that's why we have the jobs that we have it's our job to go in and find out what's what works and be able to help and articulate that so i give them a lot of credit for for saying to us this has to be um good for teachers and they have to feel in the classroom not in some theory or not some big far away kind of thing and so i that's something that we continue to have a focus on is is how does this impact our teachers um and our kids in a positive way something with hattie also is that's
053not something new like all of a sudden teachers aren't going to have to learn about hattie or they're not going to have to learn about you know marzano some of the things that we've done so it's really interesting i was in a vendor presentation with a group of junior high and high school teachers and one of the teachers spoke out about feedback and feedback is and it has an effect size of 1.2 according to hattie you know and that's probably wrong it's probably not 1.2 but it's probably close um but just that conversation about they're already those are things that we've been doing and this just frames it in a way really and truly so um we had another conversation with um they were talking about jigsaw in the pres in the training and um
054this is an instructional strategy that we use and howdy shows um the effect size of 1.2 that's the 1.2 expect size of 1.2 and and so everyone and right away the um administrators said tell me what is an a year's growth what effect size do you need 0.4 right so 1.2 effect size how many years is that three so teachers are already talking about these things they've already all of their professional development has been focused on that and this just brings it all together for them and some of that training that you speak of and these researchers and presenters have come through the international center yeah right yes through uh daggett's consortium and mars and all of that yeah and we have spent a good deal of money sending teams of people from gilbert to
055the international training center and so if this is a yield that comes from that that's good stuff and also bringing them in we just had uh three presenters from international center at seti this year and so not only did we expose them to some of our administrators we had 150 teachers that had access to those experts and their knowledge and their skill base and so we've been excited to be able to to bring those things home um so that teachers have direct access to to those resources as well did you judy here comment i i actually have three comments you only can have two okay um first of all i just want to say that i think the most important piece of what you're talking about is language and using the same language for all
056the the instruction because you know when one teacher says one thing and another teacher says another thing kids get confused and everybody gets confused so i think that's that's really important the other piece i want to say is that um i think having coaching is probably the most important aspect of what we're doing as a district because the principals can only do so much and you know just about the time that you think that you can go into a classroom and talk to a teacher you have an issue on the playground so you can't do it so the coaches are the are are such an incredible piece that can help the principals to do the jobs that they have to do because they have to be everything and then the other other thing that i
057know that you have a three-year plan but i think that you that we all have to understand that that three-year plan may be a four-year plan just because we don't know where anybody's going to be because of what's happened in the last year and we've got kids all over the place in terms of where they've been where they haven't been if they've been in school whether they've been online or whatever so you know i i love that we have a three-year plan but i think that that we have to address the fact that we're going to have to look at the lack i don't want to say the lack um what's the word i want to use um changing possible setbacks setbacks from learning that happened over the last year and and i think that
058that i i'm i'm applauding everything you're doing but i think three years has got to be four to five and let me clarify the the three-year map we rolled this map out so teachers knew that they didn't have to because this would be really scary if somebody gave this document to teachers and they're like going i have to do this tomorrow and we're like no you really don't right um we're saying to them we were trying to give them a clarity map in terms of this is kind of the progression there's nev i'll be honest there's never an end to this there's no because we all know in education when we decide that we're as good as we need to be education just keeps going right and so this is a never-ending process the the
059resources that we use the tools and strategies that we use we will continue to update that we will continue to update our training the trainings that we're doing right now um for the the rollout for the instructional framework will become the basis for induction for our new teachers when they come in so everybody will be trained in the framework when they come into the district it'll be a net this will never stop in terms of our continuing to support teachers through this process because just like kids some teachers will pick this up right away and there will be other teachers that five years from now we're still working on them getting to to some acceptable levels in some areas right and and that's just that's part of what we do we have to coach up
060our own staff um it's just the nature of education now we have to be able to support them through that so we view this as a never-ending process so but i also i also believe that we're in a place that we've never been before absolutely and we have to be realistic and you know and i i have no doubt that you guys i mean i know what you do so i applaud this is this is wonderful and you know but we just have to understand that there's going to be issues that we've never dealt with before and our hope that this is a resource for people having who have to deal with those issues they never dealt with before it may give them a strategy that they've never known how to use before and that's
061and that's really how we're approaching that is how can we how can we support you and where you're at right now well we've implemented plcs we've now we have all of our schools trained in the data teams but but we really have this will help because they are going to find students in all different places so as true as we are to the cycle of the instructional framework and all of those domains and specifically that instruct you know the design all of those pieces tie in to that learning knowing that we're going to need to give additional support to teachers for kids and like i said i applaud you on this i think this first year is going to be a learning curve and then maybe next year they'll be the third three years right
062and i hope i'm wrong does humphreys go ahead yes please um i i was very excited when i looked through this prior to the meeting i'm i think this really does it's it's not in an in of itself new it's it just puts all the pieces into the puzzle in the right place so that it's more clear for everyone and it's more understandable to everyone and so i think it's really really exciting i think that kudos to all those that worked on it because i can tell there's been a lot of work and a lot of collaboration i also feel that it points out the importance of professional development for our teachers that education some people say education needs to change hasn't changed 100 years that is just not true it changes all the time
063and we have to stay on top of that we have to stay on top of the way our kids change and the experiences they have and i think that this will really help us going forward in this year and i love the way that you're addressing every student because learning you know if we get the whole if we get a large group of the class and they're doing great but there's maybe two or three that might need some additional attention i love the way that we're doing this so that if somebody's missing something we catch it immediately and we can go back and help them so they don't get confused i just think that that's really really important and i think that's something we've gotten really good at these past few years but always always
064we want to improve to help every student be successful and then you just answered i was wondering about how we were going to induct our new teachers into this framework so you're including it in their training and um i think that's really exciting i'm excited to to see how this comes across in the classroom and to see the effect that it has on students and and see that um coming through and some of the assessments that they have you know maybe not this year but in a year or two so thank you for all the work i i'm really really excited about i'm very pleased thank you ms wood thank you dr santa cruz um i am so appreciative of our teachers every single one of them and this in all these couple past years
065especially um but every year and i i really do believe that supporting our teachers and what happens in the classroom with those students is the most important way to impact student learning and student engagement all the things that we really want and care about and so i really hope and you guys have explained several times that was one of my questions is i hope that our teachers see this as a support and as a you know help and uh just all the things that you've said and not as an extra and another thing but just as the really making the thing that you want to do most possible and us helping give you the tools to make you know to have the best experience in your classrooms which i know our teachers want so i'm
066super appreciative of that and um i actually wanted to go back i had a few questions if you guys don't mind on the connect part i just wanted to ask um different people use definitions of words in different ways and i just wanted to see when you're talking about inclusive of all and specifically let's see oh and the concept um interpersonal relationships just the ideas of equity the idea of diverse and different things like that how how are you addressing that what is your thought and um idea behind that in this document do you want me to address that okay so um first of all let me point out there's a glossary of terms in the back of the document which will help articulate some terms that we feel again having those that common language
067um and it can be anything from when i say a learning target um we want to make sure that we're all talking about learning targets and not learning goals and those kinds of things so we do have our definitions anything that's bolded in this document um there's a definition for it in the glossary in the right and then um one of the things we're working on this year is that within all of the glossary terms there will actually be a page dedicated to additional resources on that and so when we talk about diversity we're talking about the practice or quality of including and involving people from a large range of social racial ethnical backgrounds gender sexual orientation ability levels etc it's basically saying that we acknowledge the fact that that we have a variety of
068people who walk in our doors both as employees and as students and it's our obligation to make sure that we meet all of those those individuals where they are and that we and we have an obligation to to educate um all kids and and when um dr newman was talking about instead of doing all kids we talk about every student i think that's an important distinction um and so um we we make sure that we're um we're attentive to that fact it's not just the middle of the road kid it's not just the average kid it's our unique learners it's our it's our learners who who may have some struggles outside of school it may be our learners who haven't always been successful in school and and um need a little extra um and and
069something that's a little bit different uh and and maybe it's uh you know they need more collaboration with their peers or they need um extra time or they need you know and so it's when we talk about diversity and when we talk about equity we're talking about how do i reach every student and give every student an opportunity when we talk about equity of access um do we have we made sure that that i'll use ap as an example have we made sure that all students who want to have an opportunity to pursue an advanced course or a rigorous course have the doors open to them have do we do we remove roadblocks and allow students the opportunity to have access to to those things have we created classrooms um with with teachers who believe
070that all kids can learn and who have the toolbox to um make sure that all students have um have what they need at the level that they're at and and so um when we talk about equity that's what that's what we're talking about um is that it's that every person um i'll steal campos um every person every day um kind of a slogan but that's really the concept behind it is is we we really can't leave our kids behind regardless of where they started and uh and and we've got to meet them on their on their pathway in their journey and try to help them get wherever it is that they want to be thanks mr parker forgive me if i have a learning curve um but i applaud you i think this is something
071we need it provides a consistent learning plan a consistent teaching plan and i would assume that we could go from one classroom to another classroom and the teachers are essentially teaching the same thing students are being assessed on the same thing yeah which is what they need for state standards so i think it's great thank you thank you we we wanted to make sure with the instructional framework that it really does exist to support our teachers and to provide the best learning opportunities for students so because of that it was important for us to have that common language the common definitions the research-based strategies so regardless of which school or which classroom our students have that ability and the access to a quality education every single student and that really was the focus as the
072team worked together for that so thank you for that absolutely i'm assuming that we're going to do some type of benchmarks to see where we are in reference to what we've been through over the last year yes absolutely we will we're doing some right at the beginning of the school year thank you yes as you monitor progress to full implementation uh it would be important i think and you probably already have this in your cycle of events and critical things that you need to do and that is whatever feedback you receive from the practitioner the educator the classroom teacher relative to the framework and relative to their interaction with that and their ability to to be conversant with that at all grades just just so that we have that data point to reflect we um
073that was one of the reasons for us going to the campuses too during all of the training so we want we want to learn from them because we want to get their feedback and we want to know what how we need to tweak the training or what are we not clear on so we can be sure that we're getting that support to them not at the end but right away so that's kind of like our formative assessment in a sense right and and that's something that we'll continue to do absolutely thank you board members anything else i hope i haven't cut you short there you were done with yours start to record anything to add yes just uh like i said at the beginning this this does wrap a lot of things that we've been
074doing over the past several years actually up and up in a bow to a degree and being at the initial role at one of the schools and just seeing the excitement and just the engagement that our staff had with the beginning part of this document that was the connect part uh was phenomenal so thank you to vicky your team barbara your team and all those that you collaborated with to to make this possible this is something that i think we should be very proud of and something that we got to hold on to tightly and make sure that we keep working this as we move through the years because at the end of the day it's going to be what's best for kids and so thank you guys thank you yes final note i have
075an educator in the system along with some of the others but the one i know most intimately was quite impressed with the instructional framework and had nothing but good things to say about the training so congratulations that's awesome thank you just wait till the next one this is going to be fun i just got a preview today it's really going to be a good one so yeah thank you guys we appreciate it thank you thank you we're at item 3 which is adjourning this work study session and we move to 3.01 and unless there are other comments other questions or concerns we will adjourn this portion of the work study move to item 4 and we are at the brief board meeting portion of this meeting and once again since this is a formal board
076meeting for tuesday august 10th we will impose on miss wilson to call the role again please dr charles santa cruz here miss laurie wood here miss sheila eugetti here mr bill parker here ms jill humphries here mr president all board members are present you have a quorum thank you mr wilson we're now at item 4.03 and we are calling for a second public hearing pursuant to hb 2862 is there emotion hi move oh go ahead so moved thank you mr eugetti is there a second second thank you mrs humphries any discussion seeing and hearing no discussion we will vote on opening up our second public hearing all those in favor please signify by saying aye aye all those opposed the same motion carries five zero so we are now at item five second public hearing
0775.01 is gps instructional time model dr mccord thank you dr santa cruz governing board members this is our second public hearing we held our last one at our last governing board meeting related to the gps instructional time model this is required in order to ensure that we're meeting the requirements for the state in terms of accounting for our time for our students so i'll turn it over to ms betts welcome ms betts thank you sir good evening governing board members dr santa cruz dr mccord i just wanted to share that on the agenda item we do have a copy of the presentation that was presented to you at the last board meeting in addition the language in house bill 2862 is also included we have added this instructional time model template for your review this
078evening the this template was transmitted to us yesterday from the department of ed and um or last late last week this is the template that we will use to inform the department of ed of our instructional time models for the 201 the 21-22 school year so in reviewing this template we have found that we have accomplished everything that we were supposed to accomplish regarding to public hearings indicate later this evening you do have an action item to approve to approve our 712 synchronous online time time instructional time model and as well as approve in the event of a mandated school or schools closure a k-12 synchronous instructional time model so we are in full compliance with the requirements of this template and dr newman and myself met with joanna cantonzero to verify the content that
079should be included and so as soon as you assuming that you will approve this this evening this will be transmitted to the department of ed probably tomorrow finally i wanted to share that we are ready to go we have a means by which we're reporting our time for those synchronous online learners and so we expect to maximize that funding to the fullest extent allowed to us under hp 2862 giving us the flexibility to educate students in various instructional time models throughout the school year and that's all i had to share this evening the data derived from template and from the information you submit to this date will be a part of our review of your budget report or when will we be able to see numbers in terms of the number of students and students
080involved enrolled those we'll update that as we get um it'll probably be included in one of our monthly reports okay i was just wondering how we would how would we we would receive that information to know the impact hopefully the positive impact it will have yes we do expect it will be a positive impact for funding yes sir board members anything else go ahead miss wood thanks dr sanchez i wondered do you anticipate any further instruction or communication from the state department of education about this or do you think this is all that you'll receive so there is a webinar being held on thursday regarding some details which we all dr newman myself and and our student account personnel expect to participate in just to make sure that we have everything covered we believe that
081the request for this instructional time model is very simple and it's comparable to the reporting that we did last year it just provides as a means to be fully funded instead of 95 percent funded or 85 funded for those students participating it also eliminates concurrencies everything every time we have a concurrency with a bricks and mortar students and an online student it does have an impact a negative impact on our total student count which is the basis for our funding here in gilbert in arizona actually ms betts is this document available for community review on our website it's it's on the board agenda thank you yep all three miss wood i'm sorry you're fine did you note i was just thinking so if there is something that comes out of this meeting that for some
082reason we haven't addressed you'll just come back to us and we'll well one of the yes and one of the um one of the procedural statements in this template that was provided to us indicates that if things change we are able to add to the instructional model and the other main thing about the reporting to the department of ed is that per school district it's one it's one template one report so if we are opting to do multiple types of instructional time models it would still be presented into this template and it would be identified separately but for the 2022 school year we are approaching this very simply and what makes sense right now in terms of what's available for reporting the students and so we believe that we will not have any problems everything
083that we've all seen thus far is very consistent with the progress and the movement that we've made for the 2022 school year but yes we will definitely update you if there's any issue at all sorry there was a long way that was great i appreciated that i appreciate it i appreciated all of that thank you board members anything else okay ms betts thank you thank you for the report thank you for the update on the template and now it's just uh implementation waiting to review the webinar and move on to the races is that correct well in fact detail-wise we already have the data being transmitted and being reported so we're in pretty good shape very good thank you miss betts board members seeing that you have no additional questions there are no requests to
084speak under item 5.02 we'll move to 5.03 adjoining this public hearing is there their emotion i move to adjourn the public hearing so thank you ms humphries thank you for that mr parker any discussion it's been moved and seconded those in favor of item 5.03 adjournment of the second public hearing please signify by saying aye aye those opposed the same motion carries five zero we move to item six is reconvening the brief board business meeting 6.01 is a request for motion to reconvene the brief board business meeting is there a motion i move that we reconvene the brief board business meeting thank you mr jenny is there a second a second thank you mr parker it's been moved and seconded no discussion or is there any discussion all right seeing that there is none we
085will vote on reconvening the brief board business meeting all those in favor please signify by saying aye aye those opposed the same motion carries five zero item seven is the consent agenda consent agenda items are before you you have had an opportunity to review those from your board packet we are ready to entertain emotion i move that we approve the consent agenda as presented thank you mrs humphries is there a second second thank you ms eugenie [Applause] been moved and seconded to accept the consent agenda as presented is there any discussion seeing that there is no discussion then we will vote all those in favor please signify by saying aye aye those opposed motion carries five zero we're at item eight action items 8.01 is approving the instructional time model for 7-12 synchronous learning any
086additional commentary dr mccourt no sir okay so item 8.01 is before you is there a motion i move that we approve the instructional time model for 7 through 12 synchronous learning for the 122 school year thank you miss humphreys is there a second second thank you miss eugenie and mr parker any discussion i have a quick question go ahead mrs thank you if is do we need to do this every year then that's a great question i we haven't been indicated uh yet just because of what the legislature passed so this might be a one time but i don't know for sure i just didn't know did we would it matter if we said oh i'll amend my motion to take off of the year okay just so that we're clear and i'll all i'm
087in my second so it's it's a good catch thank you the amendments have been removed and accepted good question ms wood thank you any additional commentary concern if not we will vote on we probably have to vote on the amendment you probably have to make a new amendment a new motion right well we invented the motion to remove the year that's fine but we have to vote on that amendment and if it doesn't pass then we have to vote on the original so okay i i was moving forward since that was a friendly acceptance of the amendment so but if you would like to vote on the amendment and then vote on the motion no we don't we don't have to vote on the motion if we all accept the amendment you confused me there
088mrs humphries i think we're all confused all right we're voting on 8.01 for those of you who have any interest at all and those in favor please signify by saying aye opposed say motion does carry 5-0 i just wanted to clarify in case something happened i appreciate you keeping me on track item 8.02 is audit committee membership uh dr mccord do you have some introductory remarks there yes sir dr santa cruz governing board members we per policy we if we add members to the audit committee it needs to come to the governing board at our last board meeting were uh mr reed carr uh former board member he expressed interest in possibly staying on as a community member and he has submitted his application and we are bringing it to you as a recommendation to
089add him to the audit committee as a community member okay you've heard the rationale 8.02 is there a motion i move that we accept mr carr's application to be a member of the audit committee thank you mr jetty a second mr parker thank you for that second any discussion we believe we have a credible member who wants to be a part of that committee we appreciate his work and we appreciate his interest in serving in that capacity his knowledge and his interest has been invaluable to us and we are glad to see him want to participate at that level so any other discussion seeing no discussion then we will vote on item 8.02 all those in favor please signify by saying aye aye those opposed the same motion carries five zero we are at item
090nine which is adjournment of this brief board business meeting item 9.01 is there a motion to adjourn i move to adjourn thank you miss humphries is there a second a second thank you miss woods and this has been a meeting of motions and seconds and a plethora of no discussion so all those in favor of adjournment please signify by saying aye aye those opposed same motion carries 5-0 thank you for your attendance both here and on live stream board members it's good to see you we begin the race we are adjourned you