001one principle, I can say that. Those are the tough conversations that you have to have, but if you… Co-create the strategy with the community, you can identify those things that are just part of the culture that become non-negotiables. So that's a great question, yeah. Thank you. And then, if you can, uh, thank you so much, um, if you can pull up the timer for the discussions, I think that's gonna help us to just be on… Trackwood. Sorry, it wasn't running, it just wasn't displaying, but it'll display next time. Yeah. Um, or Member Booza-Struther? Yeah, thank you. Um, my question, um, you started, I think, touching on it when you started to talk about the… external supports, but I… I have a couple questions, and I'll start with that one, is around… How will the individual
002family or parents of each of these schools. experience this differently, to know. that they'll know that something has changed. You know, you reviewed. you know, how these… the systems difference, and I was wondering how that will be obvious collectively. as the parents of the school, but also individually, will parents start to have. higher engagement that teachers are coming to them instead of us going to the teacher, or… you know, I mean, those types of… differences that they could say throughout the year. this does something… something has changed, and I could feel how we are… I could see how we are helping my child succeed. So that's one question. And the other is the, um, staffing plan, so if there's instructional directors with just. clusters of 8. Does that… did we… and I apologize, I know
003we do do the ultimate hiring. Did we expand it? instructional directors or their instructional directors who now have a bigger. group of schools assigned to them. So, I just wanted clarity on… those two items. Dr. Gloucester, those are two good questions for you. I'll let you answer. I was trying to come off mute. Uh, so for the first question around how families will experience this differently, I'm so excited you asked that question. I actually just had a conversation with my team. Um, and members of cabinet, and actually with David Reese, we'll be partnering very closely. With, uh, our community schools department, where we're going to model very similar to the work that Dr. Joseph. has created around the parent listen and learn sessions. And, uh, model that around just by clusters, so the cluster of
004schools, while they aren't necessarily feeder patterns. We want to create opportunities specifically for our. Our families and our community and our partners to be a part of it, to hear their voice. And to really destigmatize the notion of what it means to be a CSI school, but to rather strengthen. our supports, um, combined with the parents and families that we'll receive. So, to your point. And I'll be brief, it's not just us coming to them, but they feel safe to have those conversations with us. So that we can increase the supports and the capacity of student achievement and growth. And I didn't get to the second question, because time is up. Very well. Thank you. We'll have a second round, Dr. Gloucester, and then I want to… who are working with each other for that.
005Um, student member Ajaya… okay, I'm gonna say Aerie, and you're gonna correct me every time I need to see the spelling, but for right now, I'm gonna say Ari. Um, and you'll correct me next time, Gary. Thank you. Thank you so much for this wonderful presentation. I have two really quick questions, so, um, I know the first… well, my first question is, I wanted to know, like, the signs or trends that I noticed, like, before a school becomes a CSI school. Because I know in the presentation, you touched on, like, what makes a school a CSI school, which is, like, when specific groups in the, um, school, like, whether that's multilingual learners or. you know, other groups, they fall below, like, the 5% in the county, but I wanted to ask, what are some signs
006or trends that are noticed before a school is placed on a CSI school list, so that we can, you know, make a plan, I guess, to nip it in the bed at that specific time, versus them getting to be a CSI school, and then you have to, like. you know, work on the plans to get them out, or get them as an exited CSI school. Thank you, Director Airy. Um, it's good to see you. We met a few months ago back at the… whatever it was. Um, the beginning of school moment at the Sports Learning Complex, but that's such a great question. Using trend data is imperative for us because it allows us to be, um, proactive. around identifying which schools could possibly land in CSI. I think that's the premise of your question. So,
007some of the trends that we look at. Uh, we do look at MCAP data. Um, the Algebra 1 assessment, the Bio assessment, for example, at the high school, we look at those pathways. We also look at. Um, if a school's graduation rate is trending downward, closer to that, uh, 70 or that 67%. Um, that's… that becomes a red flag for us to really be intentional, to begin thinking about. okay, uh, you know, how many of our 9th graders are traditional 9th graders, are being promoted. with their… with their original cohort, right? So we don't want to have a… you know, a third-time ninth grader that isn't on track to graduate with their original cohort. We want to make sure that they're already on track with that. So that is another trend that we look at.
008We also… a really huge bucket is our chronic absenteeism rate. We know that if students are not present, they aren't receiving the high-quality education that we know that they deserve. So we're really looking closely and working with our PPWs to make sure that our students are coming to school. Because what we can control is what they receive once they're there. So we're really looking closely at our chronic absenteeism rates to help with that piece as well. Um, there are other trend data that we look at, uh, but those are 2 or 3 big rocks that we really focus on. Thank you. Really quick, Board Member Briggs, the other thing is, our Summer Leadership Institute, uh, we worked with the Department of Accountability, and we worked with all schools. Schools were able to bring a school
009team. to learn about what's in a CSI plan, what those schools have to do, because the more you can talk to other schools about what they're doing, you build their capacity. Thank you so much. Board Member Olivo? Thanks, Chair Briggs. Um… Actually, Dr. White just got to, um, I think started to answer one of the questions I was going to ask as far as… I understand that these clusters, you know, will share an instructional director. Is there also a real opportunity for the principals to meet regularly to share. their own best practices and that sort of thing. It sounds like that answer is yes. Yes, yes, they… we actually have one scheduled next week on October 22nd. We'll be with them all day as an area, and then they'll have time within their clusters. We're
010also mapping out, as a team, providing them what we're going to call community of practice, where they'll be. practitioners in the work. Um, so, you know, we can meet… we'll be meeting, uh. you know, virtually, well, they'll have time to share their best practices, effective practices. Um, it'll be facilitated by our IDs, but the goal really is for them to provide their own problem of practice, and for them to give each other feedback on, um, opportunities. to strengthen the capacity of what's happening in their building. So the answer is yes and yes. Absolutely. Thank you. And then, um… with my time remaining, my second question, or maybe this is a little bit more of a comment, is I think this also gets. Um, a little bit to the question that I had asked in our
011last work session about really making sure that we're using, you know, these additional funds. Um, that the schools qualify for based on, you know, various statuses. Um, that we're really using those to meet the strategic needs of the… Well, remember, Olivo, I think you… White answer there about, you know, working directly with the principals to… Oh, I'm sorry, did I cut out? you put out, you might want to just… the last, maybe, uh, 10… 10 seconds. Okay, so, um, let's see, I know that Dr. White had answered at the work session about really working strategically with principals to make sure that they're using those funds. To meet the needs of their schools and the strategic goals of their schools, but it sounds like some of that work will also be happening within these clusters, and
012really specifically overseen by these instructional directors. Is that… and I see Ms. Dr. Gloucester shaking your head, so yes, that's… also correct. Yes, um, as I mentioned a few moments ago, some of schools have up to 4 bucket bodies. resources, right? And so we want to make sure. Yeah. Um, first, we're strengthening their capacity around strategic financial management. That's one of our goals. And really thinking about. you know, what are those design… those pieces, the exit strategy. What are those, um, student groups that identify them as a CSI school, and allowing us to create strategy around identifying resources? So there's… and then there's only one North Star, right? You know. Yeah. they have their school performance plan, they have their CSI plan, they have their performance goal, but they're all working toward the same North
013Star. And so. by strengthening the strategic. management, um, strategy. Right. this will support that work as well. So thank you for that question. Okay, so we're in the first round. I think there might have been second round, but I'll go really quickly for this first one. Um, I did have some questions, and I feel like many of the board members have already asked, in some capacity, what I was gonna say. Um, with slight variation. So, there's a nuance, and maybe if we can just, like. get to that part. Um, I did… I was curious. I like the question around trend analysis, like, are there things that we're seeing across these schools when we say. there are disparities in the lowest 5% of Title I schools. Do you just have any, like, initial, kind of, you
014know, highlights of, like, its attendance, or it's… you know, behavior, or it's academics, or is it a combination of all those things? Certainly. So, I will reiterate that chronic absenteeism is a big rock. Um, for a reason, because we recognize that, um, in some of our schools, the chronic absenteeism rates are. relatively high. And, um, we want to make sure that we are working very closely with our principals. Um, we are working… we are looking at. some of our schools now having weekly attendance meetings so that we are making sure students are coming into the buildings. Um, so that is a strategy that we're already implementing. Another piece that we want to… I want to name. Um, we were just looking at our trend data this past week, and we'll look at it again this
015week. really is our, um… it's based upon those designations, SRML students. And students with disabilities. Um, we see that in mathematics and in ELA, and again, it's not an indictment, it's just really. Being bold about the courageous conversation, that in many of our schools. While we see growth, um, the… it's not growing at a rate to reach that. that metric of proficiency that's been identified by the state, right? Um, and so, we know, which is why those. those student groups have been identified as our, um, strategic exit strategy, um, because we recognize that while they aren't growing at the same rate. There's work to be done, and so our collaborative planning, our community of practice. All of those, you know, having those coaches come in to support, um, is really being intentional about accelerating and
016pushing in those areas. Um, so chronic absenteeism, our multilingual learners, our special education, which is why all of those are big rocks. identified by our interim superintendent, because it directly aligns to the work that has to occur here in our innovation zone. slightly just for this last second, but I did want to say I was also curious about how we're… bringing… so, you know, for me, it's like a… I appreciated the, um, call to not just compliance orientation, because. Mm-hmm. Correct. the clients is to meet us… to meet the goals, right? But if you set a… your year as a household, and you said, we need to meet this goal. And in that process is no longer serving you, you go back and you revisit and say, we don't need to do this anymore, because
017this thing isn't working. We're not just… Yep. Yep. clients for the sake of being in compliance, so I really appreciate that. I mean, I guess more of the human piece is, I guess my other thing is, like, how are we bringing families in? Because when I think about this, and I think about CSI schools, I appreciate it the point. Sure, right. Right. that you were making that, like, families may say, well, number one, I can imagine they're like, what does this even mean? How does it… And then what's the long-term consequences? But then I think… that it's the real consequences of how do families actually navigate this, right? Sure. attendance might just be that we just are working multiple jobs, and the kid is not, you know… provision for them, right? Or we don't have
018time, you know, the resources for a summer enrichment programs, or tutoring after-school programs, because they need to work a second job when they leave. So, how are we, like, do we have, in part of this plan, in the UVA kind of intervention. Mm-hmm. I know family engagement, deep family engagement, is, like, a lot of research behind that, right? Sure. How are we really bringing parents in as partners? Because that's what I hear a lot of from my constituents. Like, they want to be in the schools. You know, you may have some who are, like, time poor, but they're like, if I can do something, these are my kids, I want them to have the best future possible. We do that, and is this a part of that plan? Absolutely. Um, you know, and how does…
019what does that look like for the people who may, you know, be curious and watching? Like, what would that look or sound like? So, Dr. Glasser, I can start a little bit. Um, so, Coach Year Briggs, um. your question is right on time. Actually, today we had our first. Systemic Principles Meeting, and, um, the thread for our parenting, uh. Professional learning this year is parent engagement, and we are doing a study on powerful partnerships. Yep. And we talked about different types of schools. And so what's, um, in particular, these schools will be doing is analyzing what is… what is my current powerful parent. partnership program look like? What are the structures, systems? How are we welcoming them in? Um, what does that look like on a day-to- like, they have to analyze that and really
020look at. Okay, what is it that we're actually doing? What does that look like? And then co-creating the plan with the families. Right. It's not, um, coming up with a plan that they think is in the best interest of the families, it's rather, okay, we're gonna bring you in to sit down with us, or we're gonna go out to you, to a community center, right, and have this meeting. But it's co-constructed, and that's what, um. the research that we've been sharing and doing this… gonna be a year-long book study with our schools around. What does powerful partnerships with families truly mean, um, for you, and where are you on this trajectory? And also, with the instructional directors that are assigned, that is one of their major focuses as well. Right? So, analyzing. If you said
021this. Then do your say and your due match. asking those really tough questions. And as you know, like, each school's context is different. So you have to attach it very differently. Great. Um, second round of questions, are there any questions or follow-ups that weren't answered right? Yeah, thanks. So, the one follow-up on the instructional director staffing and how many… if other. instructional directors are taking on more schools. for this group to have the 8. Um, the other question, and then the… The other issue, I don't think we've… touched on, and that I think has been… It's something we, as a board, have been bringing up a lot this last year, is the concept of. shared leadership in our schools, and the fact that our school-based management team policy has not. been implemented, um. Throughout the
022system, and as a reminder, that in. includes the principal and the leaders of the, um. Pete of the… each of the unions in the building. and a parent leader and a high school's a student leader. Yep. And one thing that we keep running into is that we could get ahead of issues if we actually had that group meeting. and talking about issues in… and solutions, and… changes that need to be made, but that hasn't been happening, and then there's also shared leadership built into. Right. the pillars of community schools. And… and so… I'm still concerned about that I just don't feel like we've had any assurances that. school leadership is going to fully embrace and adopt. school-based management team concept, if you have to come back to the board. and asked for this policy to
023change, that's another discussion, but… They're just as… that is just not even… in the system? And will these schools possibly be a chance. to re-engage a true school-based management team that meets regularly and has these voices of leadership in the building. addressing all of these issues. Certainly. So, to answer your first question, I do know that, um, while. for instructional directors did come into the Innovation Zone. Uh, the other three areas, areas 1, 2, and 3, there. Uh, portfolio of schools have not been heavily. impacted, they still range between that 12 and 16. Uh, model, and so, um, to that extent, it hasn't been heavily impacted in that area. Um, to answer your second question. And I'll be brief. We are looking into two things, because you talked about the school-based management team, and you
024also talked about the community school pillars. Um, one of the reasons why we are looking into, um, modeling what Dr. Joseph did around the. the Listen and Learn Parent Sessions is to do just that. Um, to kind of do, like, an audit of sorts, where we actually receive voice. from our parents to help us co-construct the needs of our parents and our schools, our teachers are there, so collectively. Their… their school performance plan, school improvement plan, isn't just done in a silo or unilaterally by the school leaders, but also has the voice of our parents and families, because we recognize it cannot move. Um, which is why Dr. Collins talked about, so even today, um, the book study that we're doing with all of our school leaders. So that's the premise of that. And then
025very quickly, finally, around the. school-based management teams, we are looking to re-engage that at our… in our. innovation and performance schools. Um, during my time as a Title I principal here in Prince George's County, we did have school performance management teams. And, um, it was… the model is precisely what you just named. It was our principles, our assistant principals, I had teacher leaders. Um, I had a central office or area office members, parents, where we all looked at. Um, our data, um, bi-weekly. And then we were able to use that to help us execute the school improvement plan, the school performance plan. So, that work is, um, work that we will be launching as we continue to create. Um, the… the Office of Innovation and Performance, but that… more to come there. Uh, but we
026are looking to do that work. Absolutely, thank you. Okay, uh, Board Member Olivo? Thanks, Chair Briggs. Um, I just wanted to, um, make a comment or bring a topic up around the big rock of chronic absenteeism. And also, just really share, um. I think that we also… we need to, obviously. kids need to come to school. At the same time, kids are going to be absent. They get sick. you know, we don't want them to come to school sick, right? Um, and… I will share my personal experience with two different high schools in the county. is that it is very challenging for the student. to get their absence excused, and have, you know, access to the work, and then have that work graded because the teacher has then seen that it was a lawful absence.
027And so I want to just… I guess really emphasize that the issue of chronic absenteeism. is both, you know, getting kids to come to school, but also that second piece of when they are lawfully absent. that we need to have the structures in place within the school that those absences can be, you know. fairly easily recorded, um, so that the kids do have the opportunity to complete their makeup work, that the teachers realize that the makeup work is allowed and should be graded. And they're just, you know, so many steps, um. Yeah. Beyond that, and you know, and I will also share, um, you know, I have been the parent of a chronically absent student because, you know, he got whooping cough a couple years ago, was literally out of school for two full weeks,
028right? And so… Um… getting that letter kind of terrified me, to be honest with you, at first, and then I realized, oh, actually. you know, I think he may be… on little absence, and that probably just was because it wasn't recorded correctly. Um, so it was all okay, but… there just is a lot of nuance to this, and I really… we need to make sure the systems are in place as well with the schools. Um, to have these recorded accurately so that the kids can do their makeup work and have that work, you know, recorded and graded as well. Board member Olivio, um, if I may, in 15 seconds, I truly appreciate. your comments as a parent, um, I have a daughter, 5th grader in the system right now. Um, I have an older daughter
029who, you know, vulnerably does have special needs and has been chronically absent every school year of her matriculation. Um, I certainly understand, um, what that… what that feels like to get that letter, and it's like, you know, I'm a… you know, I send my child to school, but when she's ill, she… she can't go, right? Um, so… but what I do know is, you know, that's why it's so critical that. We have, uh, pupil personnel workers identified for each of our schools, and we've been working. Um, with, uh, Dr. Faison and that team to really help us identify those. team members to be assigned specifically to our schools, and then to begin to work and create. weekly attendance meetings, so we know our students by name. And we recognize and understand. why they're actually absent,
030right? And I'm excited about the system. I mean, as a parent, I can just email. the system and say my child is ill, right? Um, I can pick up my phone and do that. And so we want to continue to incur… and so those will be the kinds of conversations as we co-construct. these parent plans, um, with our community school partners at the schools, those kind of issues we will begin to, um. reiterate so that they're clear that it's a partnership, it is not a gotcha, but a partnership. But that's certainly, um… Appreciate you naming that, just as a parent-to-parent, that's a real issue. Thank you for that. Indeed. Thank you very much. Yeah, thank you. And I just want to, I guess, just really quickly before I go to you, Aerie, um, say that
031I feel like… I guess it's because it's on my mind with what, um, Board Member Olivio was sharing. is that I think a challenge we have in the district is we want, of course, we want to be accommodating as much as we can be. to the needs, but a lot of times, there's this miscommunication of when we're being accommodating, people have expectations that aren't managed, and then they're like, you're not moving, you don't care, because… solving the problem, and we are a system, right? Like, things don't move… Hmm… Sure. quickly and fast, and it's like, how do we walk that tightrope of. managing that expectation, but also saying we are working with you, and we're on your team, because I just had that issue, so it's like, I… the chronic absenteeism thing, I think, is
032one where it feels bureaucratic in some way, and it's like, how do we… you know, really be honest with people and say, like, it is. There are a lot of parts of that that just really are, and we can't always do the best. And I'll also take that back to, um, Associate Superintendent Faison. I'm actually having a grading and reporting committee meeting. on October 28th, and at that meeting, she's actually going to be speaking about some hiccups and implications we have based on. Students abstinelate work that she wants to bring before that committee so that she can have some input. Yeah. Yeah. And so, I will also convey this conversation. Thank you. Um, okay, uh, student member of the board area? Thank you. So my last question, um, it's pretty brief, um, I just wanted
033to know the difference between the clusters, because I think my Wi-Fi kind of cut out, like, earlier. But why… what is the difference between cluster A versus, like, you know, another school being put in cluster D or Cluster C and B? Excellent question. So, the only cluster that's different is Cluster D. Those 9 schools are ATSI schools, so they have not been identified. as a comprehensive support school yet. And the goal is to… for our work to be proactive so that they do not become a CSI school. Clusters A, B, and C. Um, which are actually clusters 4, 13, and 15. Um, are our 24 ATSI schools. There are 8 schools in each of those clusters. And really and truly, we designed those clusters, we did the best we could by feeder pattern. Um, and
034just by area, jurisdiction, where they are. Um, so, for example, in Cluster C. Um, you'll see District Heights, you'll see, um. Doswell E. Brooks, you'll see, um, Francis Scott Key. I'm like, District Heights, Francis Scott Key, Andrew Jackson, Samuel P. Massey. Drew Freeman, um, but then we have one-off Crossland, right? So, while Crossland is… Um, on Allentown Road, most of those schools, like District Heights, Francis Scott Key, they're in that District Heights, kind of Capitol Heights area. So we try to be, um, consistent in that way. Um, so that when we do have cluster or, um, community of practice meetings, if they don't want to meet virtually, they can just meet at each other's school, with or without us, right? Um, but that was virtually. the premise behind our reasoning behind that. Great question. Certainly.
035Okay, and then I think I'll… I might wrap up, unless there's a need for a third round, but, um, I just want to say that… one, I want to say thank you so much for the presentation, and that it really is helpful, and I think you all always just… are so thoughtful in how you present the information. Um, we continuously get better as a school district, and I think that's apparent in the presentation. Um, my last piece was just around a few things demographically. I know that we talked about special education being… one, we have. some big issues with special education that we're all aware of. I know that there's also some additional funding, I think almost. 26 million additional funding requests coming from. the Office of Special Education at some point. And I had
036a question about implementation of this plan. Is that… Is that being implemented this school year? Is this anticipation of next school year? Um, and then if that's not the case. when we think about those funds and those students who are already not being served because of the special education gaps we have, the teacher shortage. the specialist roles that need to be filled. how are we considering that when we think about the budgetary pieces? Um, are they factored in? Is that something that needs further planning now that we know our financial, or we're learning our financial constraints? Um, and then, um, and then I had a question around, like, comparison, like. I know… it seems like we're always gonna have a lowest 5% of Title I schools, right? Because there's just… it's just a recyc… it's
037like a, you know, there has to be someone who's the low… the least. But how do we compare our lowest schools in comparison to other counties? lowest schools across the state. Um, and then this is the last question, is like, is there any high dosage tutoring tied to this? I know that we talked about the plan of the different areas. Um, and then also behavior. Are there behavior models? I know that sometimes… I'm just thinking practically, like, you have a student who is like, this is… this is our kid. boy-girl, this is our person that we're trying to address in these CSI schools. But they're never in class because they have behavior issues, right? They… the teacher is just like, I'm constantly sending them to. some room or something, and how do we mitigate that?
038Like, is there a behavior kind of model that's tied to this in some way? Are we supporting schools with, like, just being stronger in teachers? interventions in any way, so those are my questions. Okay, so those are four questions with 25 seconds. I'll answer special ed first. So, the request for special education was based on the. Yeah. the system, not just these schools. Um, and that's based on the services that we know we must provide, um, more so due to when you have more vacancies or when services cost more, when we have to go out. and receive services so that students have their accommodations, it increases. So, whether we had these schools in a zone, performance is what we need to do to make sure that we can pay out comp services. that we can
039make sure that students who've missed services are able to receive them after the fact. And then we can always come and, um. Dr. Bowman and I, and talk more with this group in general, um, if you have more specific questions about that. To answer your second question about how do we, our Title I, or our CSI schools compare. to, uh, across the… the state. Um, we have not done a specific analysis around that yet, um, so that's certainly information that we can begin to do and share that back up with the board. Um, third is their high dosage tutoring. Um, connected to this plan. Excuse me, so that's connected specifically to each school's, uh, school performance plan. Um, which is also connected to, um, them doing an analysis of their student performance group. Um, so
040we haven't just said specifically. you know, everyone is doing a high… dosage tutoring, per se. Um, it should be connected to. that what the data is telling them, right? So there are schools that are doing that. Um, there are schools that are not, but again, that's based upon… that's a strategy based upon what the data, um, has… has implied, based upon their analysis. And then finally… yep. This isn't prescriptive. This is, like, you have autonomy to say what works for my particular situation, and then you can go do it, but we have a model that's just governing this, or kind of… providing structure to this process. So it's hybrid, right? So some pieces will be tight, some will be loose. So, you know, the loose will be some of the strategies that we will. you
041know, based upon whatever the data is sharing with them, we want principals to have voice around, you know, they know the needs of their students. They know the needs of their buildings, and so that is a… that is a lose. Um, a piece that's tight will be, um, some of the coaching feedback talent management pieces that we'll be working on. A tight will be. the instructional infrastructure, um, in terms of the coaching, in terms of the PLCs and the collaborative planning pieces that we'll have. So, it's a hybrid model. Uh, but again, specifically, like, a high dosage tutoring strategy, that's… that's a lose, based upon what the data shares. And then finally, the behavior model. Um, we have not dug in specifically into that yet, um, but as we continue to build this out, that's
042certainly a piece. that we will consider as well. So thank you for that. The last thing I'll just add, especially with Blueprint, I think what I'm excited about that you'll see specifically in the innovation and performance area zone. is the intentionality around what community schools should really look like. Yes. Right, and so how do you tie it to the… what's coming out of Blueprint? How do you… the wraparound services you're talking about, if that's done really well, you hit behavior, you hit mental health, you hit all the things, including. academics throughout, so I think they… it's really an opportunity to do a model, and for us to see if the model really works. Uh, alright, and then Board Member Goins McCants. Thank you, Chair Briggs. My question was just really quick. Are those school plans
043public? Or a summary of them, or anything about what they say. I'm not sure… I'm not sure that we've made them… public, but… I'll talk to Dr. Collins. Yeah. But typically, the school plans are sent to the state. And they have a state website where anyone should be able to access those school plans. Mm-hmm. Um, but it should be very transparent. Also, um, from what I recall, um, because the school performance plans. should be located on each school's website. If they had a CSI plan, it should be there as well. So, it should be easily located on each school's website, but we can follow up to make sure that. Right, right. Yes. Mm-hmm, thank you. And I get to follow up with that as a part of this. that that's done. That's a great question.
044and the parent engagement piece, is that specifically going to be explained to parents? Not just, like, how will we see this Innovation Zone working out in the buildings, but what does this mean? What does this mean for my child, and how this school. We expect this school to be able to progress because they are in this special zone. Yes, yes, and yes. Um, and actually, all of the schools, um. I just happen to be a parent in one of our ATSI schools, for example, so I was singing the principal's praises. last week, because I got a notification that they were having a parent meeting to do exactly what you're talking about. I had never seen that before, so the answer is yes. And I appreciate that question as well, because. Um, uh… Changing outcomes takes
045time, so we don't want to give the perception, like, we're gonna do this innovation zone, and we're gonna see drastic results in 6 months, or even a year. But we want to see growth and progress, and this is nicely tied to the growth model that. Our interim superintendent has, um, introduced, is we want schools and communities to say, hey. We've seen that our… this is our baseline data for where our performance is, and we see that our children are growing over time. And I think what'll be nice is this… so this team comes back in February, and she'll have an opportunity to bring people from the field, whether it's a principal, whether it's an ID, whether it's a parent who's engaged in what Dr. Collins has indicated, to talk through what's been done so far,
046and what's that felt like. When she talked about tight and loose, and so, um, you'll have an opportunity to see what it… when we go and hit the field, what's actually happening and how it's landing. Uh, thanks so much. Uh, okay. So, I think we're good unless there's a desire for a third round of discussions. Um, so I'll just pause and see if there are any… any interest in that? Okay. Um, so I want to say thank you all for the excellent presentations and engaging discussions. Our next meeting is scheduled for November 10th, 2025. There being no further business, the time is now 6.35 PM, and the October 13th, 2025 Academic Achievement Committee meeting is adjourned. Have a great evening, and thank you all so much. Thank you