J.O. Combs Special Board Meeting 06/20/2022

001wait a minute so do we i need approval of the meeting agenda all in favor aye so we have three board members present and we have two absent right we have that written down somewhere okay i can't write it sorry i'm tapping technical difficulties over here so what do we have on our agenda next okay i pledge allegiance okay so do we have any public comments awesome so 5.1 discussion information regarding district uh celebrations for the 2122. you guys go ahead pull up that slide okay so what we're going to do uh first is is the way we're going to go ahead and talk about celebrations for this year i know we've done it differently in the past years because we're going to look at at what is a rough of the annual report this

002annual report will be printed in hard copy um probably uh tail end of july there are still components to it that may be added uh there's issues with not issues but we have information on the on the finances that need to be updated as we get as we close out the school year uh we've also included as part of our uh homes educational foundation we put out a push for a different way of doing donations and so part of their donations if you're at a certain level you end up getting a full page ad half page ad quarter page ad eighth page ad in here based on what you what you donate so we already have people that are donating to the point where they'll get a full page ad and we anticipate over the

003next month um that we'll get additional uh ads and just just so everybody's on the same page our donation levels are 7 500 6 000 5000 4000 3000 so um if you're doing a full page ad it's a substantial donation uh by that company and we have one possibly two for sure at that level and we're working on some others so when you see stuff in here if you have a concern at the very end of this we'll have a discussion about what else we need to do when we come to celebrations um but if you see something in here just make sure you talk to kayla or myself trying to make it fit within the report but also fit within the spaces that are available to make the presentation or such that at times

004not everything can fit the way we want just the way we're doing it there'll be some stuff in here that we'll spend more time on uh later on but we just wanted to at least start it that way okay so what we're doing uh this year if you're not aware we really started to look at a report that we dealt with which is called the road ahead combs 2035. so the theme of this whole annual report is the road ahead and so we we're taking a look at some issues with where we're going to go in the next decade because of growth obviously there's any number of factors that will come into play this this year i know uh with uh the new uh company that's coming into into our uh attendance area that'll that'll

005be the start quite frankly of lots of different entities that will come in uh there is no and talking with the city or the town of queen creek in pinal county just so we're on the same page the notion of the land north of germaine south of pecos meridian over to schnepp there is no consideration for anything other than urban employment which means it's going to be commercial development so there is no homes going in there and that matter of fact that stretch of land actually goes all the way over to power or to ellsworth excuse me then it jumps up and between pecos to the airport um that same stretch of land all the way to power is also going to be commercial development so just know there's a corridor in there that's crucial

006commercial development so that will help us out from a from a financial standpoint in terms of tax base for those living in in the community but it also creates a different set of issues the the homes down south are still growing uh combs ranch is the one that's really starting to take off if you're not aware kenworthy will be a four laner and they'll put a bridge in over the next two years um so it's going to go combs all the way up to um pecos as a four laner so probably the roundabout here on germain is going to get wiped out if you're not paying attention uh jermaine is going six laner all the way from kenworthy to meridian and so why the road ahead for those kinds of ideas there's lots of stuff

007that's coming in and so how do we get out in front of it how do we take the existing priority map key components of hashtag forward vision and mission work through our organizational plan and what do we do to go ahead and prepare ourselves for the next decade to two decades and so that's the notion of why the roadhead that's the the the uh theme for this particular piece but we want to first look back and celebrate what happened this year so there's a number of celebrations that we want to take a look at and then we'll move forward from there so again just some little numbers it's always critical this is an amount of free meals this is going to change this is going to change uh because the federal government has not authorized

008and more than likely will not be authorizing free meals for those on the free and reduced plan therefore this year in the last year and a half every kid in our district's got free meals that will not be happening next year we will start a campaign here in the next couple weeks for the fact that parents need to know they have to pay the other problematic issue we have is we do not set pricing for those you that do not know we do not set pricing ade sets pricing and we have not yet received the pricing from from ade so we believe that we're going to see an increase in our pricing however we'll not get that increase until ad provides the information we got some additional information last week and we're just waiting for

009them to give the rest of it but to give you the impact with the free meals uh we're sitting here at over thousand seven 67 and six thousand seventy five um meals breakfast and lunch and snacks so it's a substantial amount that we're providing kids we would anticipate that number may go down a little bit with the cost especially if parents are not ready for it not used to it 150 000 in child care scholarships so that's for our young coyotes our our pre-k and all that kind of stuff more substantial i think than probably people realize in terms of the number of kids that we serve also critical that we continue to get this message out how are we helping our community those two factors alone are critical for our community it's important that

010we go ahead and make sure that we are doing what we need to do within our community and when we provide these services it's for kids that might otherwise not receive the services that we provide and i think it's critical because when you look at other areas and other um i'll just say competing schools you're not going to see that same commitment and so when we talk about why public education and where public education this becomes real critical our student scholarships again over 2.4 million scholarships um again that's for both stuff that the foundation did but also obviously what kids received those that are going on to four-year colleges or [Music] post-secondary in some fashion so fairly good numbers all the way around and we would anticipate that this will grow over time we do

011have some program success that we're going to talk about um how we invested in our resources so we'll talk about a little bit about that i can't kayla did a lot of this and she's uh out today uh ill but um so i can't quite remember which goes with what but paper is an example that we're going to talk about uh hr receiving a healthy worksite recognition in the state we continue that with the platinum that becomes critical um i think we need to make sure that we we keep an eye on that the whole notion of healthy schools healthy workplace it's not something unique to us it's in every organization across the country when we sit and we we think about everything we've been through in the last couple of years the notion of

012a healthy work site becomes critical in terms of how how people feel so it's not just a case of social emotional for kids it's a case of social emotional for adults as well financial uh outstanding financial reporting um i'll just take some shots here and there today just because that's moved him in just so you know we spent thirty thousand dollars on on our auditing which is what's required across the state many other school districts or other schools not districts but other schools that are not traditional public schools probably spend as little as five thousand dollars on their auditing purposes uh and that becomes critical because in both cases both entities use uh state dollars but obviously one entity is maintaining and being held accountable for how they spend those uh state dollars in comparison

013to another entity um and so when you get an outstanding financial reporting this is across the country and across the world so it's not something that's just handed out to anybody and everybody you have to meet some criteria and then i think probably the platinum user for major clarity that just becomes a key component when we start to look at what are we doing to help kids get ready for college career ready major clarity which replaced um i can't remember the state program that we used azcis we used it replaced a couple years ago because we had to just based on what was being done at the state level it's basically helping kids plan all the way down to we're looking to go out this year all the way down to fourth grade but this

014year we did middle school and high school major clarity is the form that we're using and and to receive a platinum power user means that the majority of our kids got engaged and into the program to start to take a look at what they're going to look to do when they move forward and that that's the first component i mean kids at least exploring what are what's out there in terms of uh careers and or college readiness if you're not out there exploring then you don't know and so the fact that we have the number of users we have and we're looking to expand it um means that the kids and the teachers made a commitment to that and that's for all areas it's it's a focus in the help with ct but it's really

015just working with all kids we're also looking to do a new digital presence with a new website um and so we're hoping that everything will go there's a planned for july one and then the one differences will launch the new website july 1. uh we'll be moving to this will get a little bit confusing so we're going to have to pay attention but we have some we have trainings coming up i can't remember when we'll move from school messenger to blackboard messenger that's just our messaging tool to talk to parents and so the training is coming up next week this week june 29th so at the sites make sure someone understands how to use the document uh it'll just get confusing because everybody's talking about messenger school messenger blackboard messenger and the word messenger is

016in there so people are going to be confused but that's the new presence let's see if this does what it's supposed to do nope so craig there's a live link in here how do i get a live link to the website here i get it thank you okay so first issue that so again with some innovative okay the national school safe program that's our athletic program and to give you a perspective on that there's usually only one in the state each year maybe two macs that are awarded this it's not offered out every single year and we were the only one in the state awarded this this year and so i think it speaks highly of of jason nielsen and what he's doing with that program it's one of our cte programs that's very successful

017with lots of kids involved um i know we shared some of the success of alex i believe it's alex gould who's a graduate of the district and he works uh he's at asu and he's having a lot of success in in the college journalism but he's also doing pictures as well as other things for the arizona republic a lot of his work is showing up throughout the republic and again it's just a chance to highlight alumni as well as as well as kids that are in the system and we will be working i know when we're looking at some pictures for this document to take a look at the work that the kids do um it's pretty they're doing phenomenal work and how do we get more of their work published in some of the

018documents that that we do some of the the pictures and the videos that the kids do is pretty pretty impressive we get into some of the more of the specifics on the actual um annual report again students recognize the state level student our student athletes we continue to have success in in that arena and at the middle school with concert and band uh ranking superior in that area we are changing uh uh music director at the middle school this year um so we have to regroup and keep moving on forward with that but yes we have i'm coming from minnesota i believe um okay if you got that take a note deanna i i have the report itself it may be written again this is for this group the report itself and the way it's

019presented in the in the annual report may be slightly different than this i just i thought i brought it in but i didn't bring it i'll take a look at it okay again this is just an example uh a chance to highlight one of our cte programs that we've chosen to do and and uh part of it is is because of the the level of excellence superior honorable mention rankings not only at the state level but also at the national level and so we're just taking a chance to an opportunity to go ahead and highlight what's taking place in this particular cte program so you have a couple cte programs that are that are extremely successful we also talk about how we work homes cares hashtag home scares how we work with our community and

020so we decided to highlight several different ways we work with our community the top one again is for a one pill can kill that sherry's doing an amazing job with um and her ability and her strength to tell her story and so we're very very appreciative of that and getting that message out um as we continue to to share something that's that's uh uh really hurting a lot of kids and a lot of families around our country again john does a great job with the community workforce uh in this case we bring in a lot of community uh vendors and people work in our community this would be critical if we look at hashtag forward and the notion of community is one of the drivers within our um within the framework of modern teacher and

021having them come in and work with our students and then this is example with a student that was at cms if you remember earlier in the year just wasn't quite getting what would be a special birthday so laura and her team stepped in to go ahead and uh help this kid out have a have a good birthday and so again i think it's these kind of stories that as we celebrate what we're doing that we continue to do and we want to think more and more the more celebrations the better we put some stuff in on our spending and our finances a lot of this i'm going to go over in a little bit with the ag's report it's coming from the ag so i'll go ahead and just wait till we get the aeg

022report on that that graduation rate was a little bit low but that's indicative of uh given the lag time of cobit we know it's going back up this year this gives you the data again i'm going to go share this data in another report so i'm not going to spend time here but it's going out to our community so people can see exactly how we're spending our dollars salary increase again this does not reflect the significant increase this year because it's from 21 but you're still seeing an increase and that's again the ag's report and we'll talk about that a little bit further in the meeting okay so we're going to go into a few things i'm not going to spend a lot of time with this either but this is the bridge to our

023new vision and our new mission which are these two statements so the vision is empowered learners driving innovation and excellence and we'll talk a little bit about that when we get into organizational plan so i'm not going to spend a lot of time on that but we're trying to get the message out as we move forward what the new vision mission is and then what our core values are integrity innovation learning respectful and nurturing all those things are developed by staff members internally and so this information their handwritten stuff there is linkages to hashtag ford there's linkages to the priority map so it's trying to build on what we had before put it into a different framework and i'll go over the organizational development plan a little bit later in the meeting we'll get into

024more details this one becomes critical and i will go over this in more detail but for the leadership team when we start talking about the portraits of a portrait of a graduate which is the first thing we did and then we talked about porch of a modern learner parent educator leader school and district this is how all the pieces fit together so this is a graphic visual of what these different pieces are and how they link together we're talking about the skills knowledge and characteristics that we need each one of these four or each one of these six smaller areas that all feed into success at the larger area which is a portrait of a graduate this particular graphic we will start to use more and more as we move into next year so this

025is the bridge into where we're going in the modern in the future and it starts to make connections if you take a look at it and i'll share more information in another presentation more details but you'll start to see there's themes and terms that come up over and over and over again they're linked to the priority map they're linked to hashtag four they're linked to modern teacher they're linked to the things that we've done in the past so there is a continuity in the way that we're we're doing this particular presentation okay so that's a little bit of celebrations any questions and then we'll take a look we're gonna have a short activity um but first i'll entertain any questions okay so as we celebrate one of the things we want to do now is

026from at each of the tables there's a number of different ways that we celebrate uh if we talk about the blue apple program or we talk about the recognition of staff both in excellence awards or when we hand people the recognize the different groups each month because it's uh custodians of the month or custodian day or one of those we try to recognize obviously we want to do the superintendent's report but the issue that we have is making sure that we continue to find ways to better celebrate what we do the arena out there is very packed the amount of information that's available to you is overwhelming the negative information at times supersedes the positive information so what are other ways that we need to look to expand how we communicate and celebrate what we're

027doing so if you'll take some time at your tables and then we'll report out to go ahead and come up with ideas of how we can continue to expand uh what we uh how we report on our celebrations the annual report this is only second year we've done it so that's an example of what can we do that we've never done before well the annual report is an example are there other ideas do you have experiences in other districts or other workplaces that of how you celebrate so let's take we're not going to take a ton of time but let's take about five minutes to throw on some ideas and then we'll we'll uh put them on a piece of paper so i can collect them but then we'll also share out so take a

028few minutes so go ahead and finish every last couple thoughts and then we'll come back together and and we'll just go around the room but i'll bring the microphone around so people can online can hear so who wants to share out some an idea or two that they were talking about at their table hands go over look at this okay so we were just talking about um having all of the schools in the district come together um once a semester so two times a year to celebrate what everyone is doing at the schools to get elementary kids excited for high school or middle school and just so that we can kind of bring everyone together with the accomplishments so that's kind of what we were talking about over here so we have a little list

029here of ours um we feel like we need to visualize the awards more on banners on our school buses using the video piece of our marquees that are available right now we're just you know putting things up there i'm utilizing the a plus school application each year we feel like at this table that we should have a school each year apply for a plus i believe our last school to receive that was ranch sue was that correct was no oh okay but you applied though right oh i thought you were oh thank you okay that makes sense so the a plus school application is a great application but there are also national award programs like the national arts awards national alternative we were talking about that alternative school award the asa administrator awards we got

030great administrators we should try to nominate somebody every year and the civic engagements awards with the arizona department of ed we thought maybe we could put a tv in each of the front offices and scroll through the positive things that are happening in our schools and district i think we get a lot of parents that come in and if they would see that scrolling message then they would be able to take it out as well as our students they need to be a messenger of spreading the good news as well so we think that would be great we discussed that at the staff meetings and the pd where we have groups together to make sure that we're recognizing what's going on with not only our staff but also including it with the students since they're

031a part of our community making sure we recognize those also on the new website not just maybe on a monthly basis but throwing up those banners as different events come to light through the district others person we talked a little bit about um partnering with some of the hoas within the neighborhood as well to get our name i know that we're getting stolen by so many people but how can we get out there too and do the same thing of building a partnership with them about who we are and why they should choose us john and i talked about increasing our public awareness banners flyers social media and being very intentional with what we want to share um thinking about some expectations for schools to post and share using the the school electronic board to

032really get out all that's happening at the school and then we thought about um a regular communication marketing meeting but it could be as part of the leadership meeting where schools are sharing out what's going on so that the community the communications marketing team is aware of that and can make some strategic plans throughout the year okay so i'll collect when you get a chance to have them right now we'll go ahead and collect that uh that information we'll start putting together you'll see where that could show up in the strategic plan relative the goals the the strategy the strategies and the goals or the objectives uh so we'll go ahead and take a look at that so that's kind of a celebration of what's going on now we'll go ahead and give some time

033to mr berkshire the last day his last presentation uh on student achievement [Applause] all right so this is uh i get the pleasure of one last presentation on our student data here in the district um before i start to do that with my new district so today we'll be going not really about the district assessment plan but more about our state achievement results just a reminder we're looking today at all of our our uh state end of the year and district in the year summative assessments um really what that's useful for is uh the district looking at are we covering the standards with appropriate breadth and depth how are grade levels and content uh performing in regards to the standards do we need to identify resources to provide more curricular support so we're going to

034start with our ela side literacy side and our screening results related to that so fastbridge early reading is what's administered to kindergarten first grade something to keep in mind with this one is that each administration what is being assessed of students is different and the score that students need to receive changes as well each administration so you can kind of see that kindergarten started out the year with only 30 percent of our kids at uh that benchmark level and then we leveled off between that 48 and 45 percent uh the mid-year end of the year and then our first grade continued to improve over the course of the year cbm reading is administered first second and third grade that is basically um students get three passages that they have to read they have one minute

035to read that passage and then the teacher is monitoring them for accuracy in terms of that reading again the benchmark level that they have to score in terms of fluency and accuracy does change at each administration so the expectations rise as you go i can say with dibbles which is what this really replaces um in second grade historically every year we saw our second graders go down in terms of that because the accuracy needed in increased dramatically by the end of the year so this doesn't look too much different than what we saw with dibbles correct so uh the beginning of the year there was the first graders aren't reading yet necessarily so they aren't administered cbm uh so the first time they get it is the middle of the year um remember we're expecting

036third graders to by third grade they should be fluent readers in terms of that oral reading fluency first grade they are still learning to read but these are nationally normed benchmarks so yes that that is a number that is low fast bridge auto reading this is an assessment given to four through um we administered it all the way up to 12th grade but i'll tell you that our 12th grade um participation numbers were not high enough for me to include those uh the data was very inaccurate based on the number of 12th graders that we had participate in it so i only did it up to 11th grade um basically what this is it's a computer-based assessment um looking at automaticity basically in terms of reading so it takes the place of early reading and

037cbm reading in an elect in a digital format basically so it's looking at how fluent are kids in things like the accuracy and rate of phonological sound orthographic spelling semantic meaning skills so they're things that they're looking at it's timed letter names letter sounds that kind of thing so you can see where how we adjusted over the course of the year these are those fundamental skills that kids should have in order to be able to read marcus i have another question so fourth grade at the beginning of the year they're at 65 right correct but when you went back to third grade at the end of the year they were only at 46. so what happened over the summer different tests first of all so so this is looking at their oral reading fluency them

038able to sit down and read a passage and how well can they read that passage how many words can they read in a passage in a minute without making mistakes oh is this comprehension no oh it's just fluency it's just fluency and that's what's recorded to the state for move on when reading um the so as long as you know how to read it but you don't have to continue you don't have to to know anything about it right correct okay that makes sense yeah it's all about speed reading basically without making mistakes the idea is if you can read orally very fluently without making mistakes then you're able to better comprehend what it is that you're reading however the the measures for comprehension after an oral reading fluency assessment are very subjective um it's

039uh there is a component that we didn't use with fastbridge this year where the last passage that the teacher would ask questions of the student but the teacher is rating the quality of the answer of that student and and so it it really depends yes so generally this is the piece that's considered to be the most accurate uh in terms of is a student a at a point where they should be now reading to learn rather than learning to read do we have any idea if you look back on that last one on eighth grade the the significant drop what took place there where right there when you take a look if you look at seventh grade then you see a drop off on eighth and then you bump back back up at ninth and

040so was there anything in particular with fastbridge at eighth grade that we saw that jumped out at us uh i don't know how to this is our first year with password so it may be irrelevant because there's not trend data yeah it's hard to say i mean it was a beginning of the year in eighth grade obviously it's a new test um could be that could be a factor students have never taken it before they didn't know um again auto reading is timed so they have like 10 seconds to answer each question as they go through if they're not familiar with it then they may have gotten timed out that kind of thing um but you do see that though those fundamental pieces improve in eighth grade seventh grade goes down though so um we're

041gonna need more data and the way fastbridge is set up the teacher gets the most useful data i have to dive down to a teacher's level to really see at a classroom level an individual student level to see where those mistakes are happening and what to do about those mistakes that's the reason why we purchased fastbridge was it provided teachers with a lot of information that they could use right then and there to address where students are at the elementary level they are using it for progress monitoring and intervention the middle school i know that they're using it to identify those students for the strategies class and whether students have made progress out of those uh to move out of the strategies class and honestly i couldn't tell you i i know the high school

042was looking at it they had a conversation with us at the beginning of the year about what it means we brought the team in to discuss that but beyond that i i do not know how they're using this information at the secondary level within the individual classroom level a reading is similar to star it's a basic general reading test it's computer adaptive so students start out at a certain point as they answer questions it will adjust the level as they go through we can get a lexile out of this this is the assessment that our third graders that were are in danger being held back due to the move on when reading law will take at the end of summer school if they score at a high enough national percentile level then we believe that

043they have what they need to to be promoted up to fourth grade otherwise they'll continue with third grade this is aasa is the new state test so this is how we did versus the state this past spring remember this is third through eighth grade high school is taking a totally different test this year and i'll show you those results in a second [Music] this is how we've done prior years versus the current year aasa is the exact same test that they've been taking it is azmerit it is azm2 the only difference is the platform that students used was test nav versus tied but really for the student experience very little difference on the teacher side a whole lot of difference pan is very frustrating but it doesn't impact student results the items on aasa 100

044percent written by arizona that's the biggest difference easy merit was forty percent arizona sixty percent uh air azm2 flipped that to sixty percent forty percent um and now it's a hundred percent but all of these items have been embedded all of the arizona written items have been embedded in azmerit and azm2 for years to test for reliability and validity that was our ncdc year when we hosted in cdc right no that was the year before as we were ramping up for that i couldn't really tell you as we were preparing for ncdc there was a lot more focus on what was happening in the classroom and so i do believe that there was a lot more intentionality in what was happening and uh in terms of teachers being aware of what they were doing and

045and i think that's a that's a critical issue that we've talked about as a leadership team when we start talking about intentionality and getting in the classroom whether we're doing instructional walks and what it looks like um our intention for next year given the the the impact to cover the last couple years uh trying to keep people off campuses because the cover the number of kids that were out all those kind of things uh was different than it's been so our intention for next year and one of our areas of strategies that we're looking to move forward on is to get in and be more intentional uh and more specific in what we're seeing and what's happening and not happening so that's the strategy that we're working on right now we believe that some of

046that work shows the potential for hashtag ford unfortunately after ncdc20 they canceled the state testing that year uh because of covid and then there's been the two years of that so we would hope this year we would see some marked differences as we move into the classrooms to work with all teachers on implementing the strategies that are part of hashtag forward so right the other thing to keep in mind is that was the second year of implementation of our new ela curriculum resources so that in combination with your point in terms of staff turnover could very well be uh par both of those contributing factors of that particular process right so go back and look at 18 19 20 21 and see which of those teachers are continuing on and what their individual scores and

047as marcus alluded to one of the reasons we liked fastbridge is because you can you can drill down and you can find that information it was a little more challenging with galileo but with fastbridge you you can do those things so i won't be here to do that but i think that would be a fascinating piece and look and i can tell you as someone who's used data like this those are the things we should be doing we should be drilling down and identifying the teachers who are continuing and what's the pattern do we have new teachers that have come in that are be outperforming our current teachers and if so why if not why those are the questions that we need to be asking those new teachers the tools that they need so that

048our kids are performing that year not waiting for them to become proficient in three years right we definitely tried to provide a scaffolded approach for our new teachers coming in we offer summer classes summer camp before they get here which offers them an opportunity to kind of dig into their resources and materials and we start introducing our foundations of forward during that time and then during new teacher orientation we also bring them a little further into forward we also start helping them develop relationships with one another and get to know the people at the district and at the site levels so that they know their resources so they can reach out for support and then we launch into the district pl days where we take that learning a little bit further for them and we

049have different pathways for our teachers that are entering to the district versus teachers that have been in the district so everybody gets new learning and it's personalized so we do our best to help those struggles or they'll start those structures in addition to that when the school year starts our coach team actually we meet once a week to talk about our teachers and where they are and what supports they need by what they're saying and what we're seeing and then we try to meet with them as a team or individually to help them in addition to that we also have our mentors that are meeting with our new teachers as well to help them with any of those stressors or any of the resources or systems that we have in the district so we're trying

050to put a comprehensive symptom system together to help them out i bet you we had the same amount i mean we we i know we have a high turnover because they come here they get their get get their right they get something under their feet and then they hop so i mean i get it i mean i'm but bet you did we didn't have we had the same amount in 2019 as we had in 2021. as far as turnover or new teachers no okay right yes it is they're aligned with best practice and what every teacher needs to be doing in their building not you know so the plc questions the guiding questions should be asked by every single team digging deep into the data so i think there's some systems pieces that we're working

051on that will help um despite who comes into our district or doesn't come into our district but what do they need to do and what tools do they need to have so they can start addressing it if they're a new teacher or returning teacher or a teacher that has been here for a while with great success and we're seeing some difficulties i think it can't be at the end of the year autopsy which is what we're doing it's got to be an ongoing analysis of what's happening within our our classrooms and i also think it's critical that people understand that this is why any i mean so we're looking at a data like this but there's multiple things that are taking place and so when we talk about moving our starting salary up to fifty

052thousand seventy dollars that's in part to some of this conversation because the longer you hold on to people the more you get them trained the better off you get with results so when we talk about what does a starting salary look like in the district that's irrelevant in some ways the conversation of what takes place in the classroom in terms of getting test scores but it's not and so people need to understand when we talk about working on different aspects most people won't look necessarily at hr type thing and what salaries are but that's another component so we're trying to move on several different layers uh to go ahead and address the issue um because it becomes critical for us to to to look at everything in terms of trying to get results so that

053that movement to 50 000 starting salary is i think going to be crucial to try and save some people that will stay with us longer and shelly i i wanted to um just kind of respond to something i have all of the um arizona auditor general reports with me for the last five or six years that's a normal thing to do and um the percent of teachers in the first three years in fiscal year 2018 was 35 so more than one-third of our teachers were in the first three years in fiscal year 2019 it dropped to 22 percent and fiscal year 2020 it dropped to 18 so we've been getting more teachers staying longer with us uh the average uh number of years of experience back in 2018 was eight and a half in 2019

054was 10 and a half and in 2020 was 10.8 so we're getting more experienced teachers staying longer over the last few years and we'll get into the ag report here in a little bit but you'll see that trend continuing you'll see that you'll see that trend continuing so it it speaks to things that are changing now we have to put them all together to get the results that we want so go ahead marcus here's our cohort performance um so since 2017 because that's the group that that group that i have five years worth of data remember for eighth grade actually never mind that's for math uh so you can see our eighth graders this year took azmerit in 2017. 40 of them were passing at that point in time we're now down to 25 passing

055by eighth grade but on this so everybody sees understand there's a gap here because there's no 2020 there because the test didn't occur so this is reflective of cova data over here but there's a gap year that's not reflected on this because we don't have any 2020 data um it's it is what it is relative to covid uh but we're not the only ones across the country that are seeing some differences in terms of what test scores uh are aligned with that uh not excuse but a reality of what we're dealing with so please keep in mind when you look at uh at the cohort data good news was our third graders who did not do very well at all last year significant improvement from third grade to fourth grade and then the last ela

056piece of data i'm going to show you for the for the uh third through eighth grade is our district benchmark performance versus asa and i've been saying all along i believed our cut scores were high uh for on our district benchmarks [Music] and they were but i will say i've done a correlation and analysis and if a kid did well on our benchmark they did well on aasa it's pretty much a very solid straight diagonal line for third through sixth grade seventh and eighth grade as usual as they get older gets a little bit wonkier uh in terms of that correlation but generally if kids are doing well on our benchmarks they're going to do well on aasa which goes back to the early statement talking about if we are monitoring where students are from

057the get-go from the beginning of the year and we're looking at where they are where those mistakes are being made what talking about that student data from the get-go then it doesn't become an autopsy at the end of the year it becomes what do we need to change as we're going as the train is running down the track in order to make sure that kids are ready when they get to the test so using that data in their plc conversations and talking about those strong instructional strategies that can be used to to identify and adjust along the way district benchmark growth in ela so using our benchmark there is a growth tool in there so we can look at beginning of the year to the end of the year we administered this the beginning first

058four five weeks of school and then the end of the year was right after asa testing was done that bottom red it doesn't translate as well here as it did on my computer screen that bottom group of bars those are students that did worse on our end of the year test than they did at the beginning of the year third grade was where we had our most success on ela in aasa and this is illuminate also allows us to look at this from a teacher standpoint as well so we can drill down to teachers and look at which teachers were having more success with students from the beginning of the year to the end of the year moving to math this is our fast bridge early math remember when we introduced fastbridge at the beginning

059of the year we focused on the literacy side to begin the year and then administered the math um screeners so kids didn't take the screeners until outside of the normal four week window it was closer to the week eight through nine uh or actually six through nine that they were getting the fast bridge screeners which means that our beginning of the year data is going to be skewed because they had more instruction than what the the screener is expecting them to have so the cut score should have been adjusted but because the way it's it's constructed it wasn't um so middle of the year end of the year is going to be much more accurate because those were done within the actual screening window that's expected by the instrument early math is those early math

060skills um that students have for can and it's administered kindergarten in first grade it's a one-on-one assessment again just like early reading the assessment tools change over the course of the year because what we're asking of kindergarteners and first graders change dramatically over the course of a year cbm math this is different than the cbm reading in that it's a computer-based assessment it's not kids getting a worksheet full of math problems and how fast can they do it in a certain amount of time it's similar to the auto reading which is so it's computer-based they are timed it's looking at those basic foundational math skills and that automaticity in terms of can they solve problems addition subtraction multiplication division in a timed kind of environment a math is that general math assessment of math skills

061so again this one very dramatically i would say don't look at the beginning of the year because it's not as accurate but next year we will be administering it during the appropriate window and we'll have beginning of the year to the end of the year data that's much more accurate here's how we did on aasa math state versus the district one of the things i will say um is that there are districts around the state that have voluntarily shared their data with each other um we are comparable to mesa in terms of our performance on aasa some of our higher more wealthy demographic districts that around us around us that have shared data did much better than we did but they have historically also done much better than we did um i can tell you

062honestly the district that i'm going to is not happy about their data here's how we did on math compared to previous years celebration in eighth grade highest passing percentage we've had in many years also keep in mind though eighth grade in uh 17 or 15 16 17 18 and 19 students were taking an end of course assessment so our eighth grade algebra kids aren't necessarily reflected in these numbers so that's a little caveat there but you can see 21 and 22 that was all 8th graders taking the 8th grade assessment the other thing we will start to take a look at so that everybody keeps keeps in mind when we get down to the teacher level you have several schools and several grade levels where where our ability to fill with teachers becomes problematic and

063so long term subs uh or people leaving mid-year or having multiple teachers uh in a class start to come back and impact us this is not something that's going to go away given the the the shortage of staff and the pipeline issues we're working hard to get them filled but i think we also have to be uh recognition there should be a recognition of the fact that this is an issue that maybe the stability that people have had in previous years uh even if we may only keep teachers for five years or something like that depending on where they're at if you lose some teachers mid-year and they're replacing with long-term subs or alternative certified people that it can make a difference and if you have multiple teachers in the same classroom for the same

064reason it's an issue so we have to keep that in mind too here's our math cohort data again keep in mind 17 18 19 those were all eighth grade um where students were taking algebra as well these looked different because on the previous graph it was just the eighth grade assessment that was included here i've been able to include both the algebra students as well that passed the algebra test and then again here's how we did on our benchmark versus aasa again in the math strong correlation between students doing well on our benchmarks and students doing well on aasa marcus i know we've talked a little bit but what's the recommendation coming out of cia relative to the benchmark level for next year keep it the same or modify it or what what what's the

065i know tim and those guys are coming on board they're gonna have to get up to speed but i know we've had a conversation about that i didn't make a recommendation on a change i did make a recommendation that if a change happened the my recommended cut scores so proficient would be i want to say 65 percent rather than uh actually highly proficient would be 65. proficient would be i want to say 55 um but i can't i honestly that was a few weeks ago and i have a lot has happened since then um but i handed that all out to dr fountain so he's got it and that'll be decision for another group of people right but for the board as a reminder as we have this conversation then because when when we do

066reporting out throughout the year and you have our proficiency levels high and then you see result levels that are down like this there's questions raised both from the public and from the board about what's the end result of what we're having but then at the end of the year irrespective of whether we should be at a different place or not you're starting to see this kind of gap issue that's suggesting that we're moving at least staying on path for where we've been in the past even though the data in the middle of the school year may suggest otherwise because of these of this proficiency issue and so it's something that that it's okay to keep it this way or to make an adjustment but people have to be at least understanding of what this means

067and i know mark has talked about it in most of the presentations i don't know especially if you have people online that they understand this issue of what's taking place we'll have trend data that we can start to use in future years against this but if the decision is to to adjust those numbers then we just have to keep that in mind that that that plays around with uh what's going on because fastbridge was brand new and illuminate was brand new this year we were purposely trying to figure out where we sat on some of these issues and so the adjustments may come come forward but just keep that in mind as we take a look because you may see increases at this piece that are not commensurate with the increase you see here from

068us versus the state testing but it may have an issue on where your cut score is as much as anything else it may be greater here and lesser here as we move forward it may be greater here but you just need to keep that in mind as we make those decisions that as we go into conversation in the middle of the year about scores oh yeah this is what we did this is why we did it and so we'll come forward with what what our recommendations are that was something we lost with galileo galileo gave us a scale score um and so you didn't look at a raw score you looked at the scale score and and so kids could score 25 on a test but when looked at a normative rating that's actually passing

069um and so that's what's hard about illuminate that's the reason why i've been emphasizing when we talk about our dna benchmarks students that did well even if they relative to their peers in the district did better on aasa so if i've if my highest score in my grade level was a 30 that kid more than likely probably passed aasa and if i've got a large number of kids that scored a five percent and they're at that bottom quartile then they're in danger of not passing that state test so if i'm looking at that data from the very very beginning of the year reevaluating those individual students at the middle of the year and having those strong conversations in those plcs and at the site level that's where the power of the assessment comes in so

070again we can look at our district benchmark growth from the beginning of the year to the end of the year again that bottom block our students that made negative growth they did worse on the end of the year benchmark than they did at the beginning of the year now we're moving into secondary so this year uh ninth graders took act aspire and 11th graders took the act challenge here is this year uh we don't have cut scores for proficiency yet so act aspire will be used to determine growth for the 11th grade act test so this is a baseline year with act aspire there will be a committee meeting uh the first week in july to look at the act results and determine what this the cut score will be and then there's another meeting

071at the end of july to look at both az psi act aspire and act to determine so to really look at that data and how it impacts a through f um so what you're going to see here is basically a scale score on a c t aspire how we did versus the state for a through f what will be used will be math and then a score called ela which is a combination of english reading and writing you don't have an ela score up here right now because act aspire for whatever reason in the thought data file that i get doesn't provide an ela score yet i'm hoping to find that out in july when i go to the committee to to look at the cut scores um they also have a writing score though

072i don't include writing because historically writing hasn't been taken as part of the a.c.t it's required by us as a state to do the writing which is why sat was not one of the menu of assessments because act said we're done with writing we're not going to do it anymore acc said we will continue to do writing and so writing is involved here english we did a little bit better than the state average um on a scale score and this is an average scale score it's not a percent proficient reading actually no i take that back act this is act readiness so what this is telling you sorry i'm learning this test for the first time as well um so what a ct aspire readiness is telling us is this percentage of kids will perform

073at or above that college readiness score on the act so looking at this number 52 percent of our kids in ninth grade right now are showing that they will perform at or above the college readiness level on the english act subsection of the test versus a state at 48. reading 32 percent of our kids are going to perform at or above the college readiness level on the reading subtest of the act in 11th grade math 26 of our kids we're right there with the state average on both reading and math writing we were at 33 i don't have state data because that has it's not normally reported so this will be the first year we'll get those averages but we they haven't shared those with us yet and when we say committee when mark's talking

074about the committee's talking at the state board so the state board of education is having meetings in the beginning of july and in july to create the cut scores act this is a scale score um so what you're looking at here is how we did on each of the subtests the two that will be used for the a through f letter grades are going to be math and ela so you can see our 11th graders um above the state average in english and reading and writing a little bit below in math and a little bit above in ela what we don't know again is what that cut score is going to be so the next two charts you're going to look at are hoping to give you an idea of where we might fall depending

075on what that cut score will say so this is the actl ela this is the number of students that got a particular score on the act ela subtest so um so if the state puts the cut score at say 21 this bar right here all of these kids will be proficient all of these kids will not be proficient and the challenge i have is right now for the ccri that we have to submit to the state where our seniors get points um for the a through f they get points for english scores and reading scores but they don't get points for an ela combined score again because writing was not considered to be a normal part of the act and that writing score factors into the ela so it's a guessing game right now where

076that point might lie and i'm on that committee to to look at those so i'll have a lot more information at the end of july but i have to sign a non-disclosure agreement as well so um so a question or a statement one they do when the committee sets the cut scores if it's part of the a a to f the reality is they're looking for a bell curve correct when i sat on the committee to do azmerit it was very the process was not necessarily a bell curve we started out looking at actual items and ranking those items in terms of difficulty and then used that to determine a point and then they threw it up and said what does the curve look like so so the bell curve wasn't the the starting point

077but there was an end did what we do create a bell curve and and if it was accurate enough then that that's what the recommendation of the state board was i don't know what the process with act will be because i'm not sure how much pearson will share their items like air did so it'll be like i said it'd be an interesting opportunity and only bring that up so everybody understands though that that now the politics plays and so there's only going to be a certain percentage of people that are going to be at the top and there's only going to be a certain percentage of people to be at the bottom because you can't afford to have too many at the top or too many at the bottom so we're talking about a bell

078curve or some notion of a curve that is going to play a role in what takes place here so let's not kid ourselves as we have this conversation it could be beneficial to us or harm us but we're not getting into psychometricians and having a conversation that's non-political we're having a conversation that is political and therefore and they and to the point of in previous years with adaf they have blocked the numbers from coming out and they've had special meetings to re establish the cut scores because the initial cut scores one year in particular i'm thinking of there was an error made and there was going to be too many people that failed so please keep that in mind as we have this conversation it's much more so than just a conversation about test scores

079there's a political question and conversation in this discussion so we want to keep that in mind uh marx early you said that if the cut score would be at 21 everyone to the right would be considered proficient and everyone to the left which would be a greater majority would be so if they made it 18 for example it's almost just eyeballing it 50 50. so that would be the way to interpret this graph correct okay here's math and what i do know on math what i don't know again is what that cut score will eventually be but i can make a pretty good guess is that if the state board was saying 22 is enough for a senior to get points on the ccri then we're probably looking at ballpark around a 22 is this

080cut score which means everybody to that left of that line is not passing and the reality is if we look at our act aspire data it's that 26 percent of our ninth graders are going to perform at or above college readiness level 22 being college readiness level we're at about 30 percent of our 11th graders that would be at that level uh on this assessment so again right now it's all guesstimate the committees meet in july that information then goes to the state board in august uh state board for information probably state board will make approve it in september early drafts of a through f will come out and into september october and the final drafts have to drop by november 1. so that's when we'll get our final a through f scores will be

081right around october no beginning in november any other questions the i can provide subgroup data i didn't put it in here because it gets really complicated for a big level it's in the data files uh i think act and act aspire have it but i haven't had a chance to disaggregate and really look i did an eyeball test on aasa special ed and it was about two percent of our kids passing aasa in ela and about eight percent of our kids passing math but as we as we bring on you know as we go through the summer we'll we'll dive down into the subgroup data uh from you know from the state to other questions okay talking shelly what we're going to do because we've been sitting for a while we'll go ahead and take

082uh roughly a 15-minute break get up stretch your legs then we'll come back for the next couple of presentations i'm sure thank you okay we'll go ahead and get started if we can get seated we'll go ahead and go back okay so what we're going to look at so just from everybody perspective here we'll probably do about an hour of a couple different presentations uh then we'll break for lunch uh i think it's italian that's coming in and then this afternoon we will work on the um shared vision and the um codes uh that will go no later than two o'clock because at two o'clock we'll start our regular board meeting the regular board meeting will be we have to do the uh proposed budget we'll talk a little bit about that when we get

083to that portion of the board meeting and then i know for the principles there's a science curriculum that we have to get taken care of and a couple of little things like that so we'll have a regular board meeting so just for planning every day that's kind of what we're looking at so we'll go ahead if we could pull open the organizational development plan that's why i'm not locked behind a podium which i'm not good at so when we talked about the road ahead and what's happening the road ahead 2035 um really what we're talking about is organization development plan we've been talking about this for a couple years so i just want to give the board a chance to understand where we're going and how it's all coming together uh it's been kind of

084uh taken apart a little bit with cobit so we slow slowed us down we were supposed to do some work uh that march and april of covid when they shut the schools down we couldn't do it so we've we've had to back off uh and some of this we alluded to before um with um the the annual report so an organizational development plan just as a reminder for those who don't aware it's basically a planned system of change so when we start talking about what is it we're going to do to get the results that we want this is part of what the organizational development plan is all about and so you start with three key questions where do you want to go where are we and how do we get where we want to

085go and where we want to go for us started with the grad the portrait of a graduate that's where we wanted to go if our kids were going to leave us at that point in 2019 it was about 12 years ahead or 13 years ahead what were we looking for where we're at was now to take a look at our true vision mission core values and then how do we want to get where we want to go that would be the strategic plan portion of it and i will tell the board we will show some goals for strategic plan that the leadership teams are working on but they're not finalized we're still working on that piece but that way you get an idea of what we're trying to look at again we completed the graduate

086the profile graduate portrait of graduate in and then we did vision mission core values this year and we'll have the strategic plan completed and we'll talk about how we align that with what we're doing with hashtag forward because we're trying to create alignment between all the things we're doing so that starts to make sense we also did a whole process of a portrait of a graduate uh the portrait of a graduate then links into the new research when we talk about research-based practices bill daggett is who works with model schools for those for the board members if you're not aware with model schools uh that's that icle that we use to come in and look for rigor and relevance and he's not the only one that does this if you look at what double asa

087the national organization's doing and others they start to talk about you should have portraits of a modern learner a modern educator a modern leader a modern school a modern district so we just expanded off that portrait of a graduate into these other areas and we decided in part because it was aligned with success indicator 114 for modern teacher was that we would look at skills knowledge and characteristics the original document and you still see some documents up there the one up here we've not had a chance to change it the original document said 21st century skills knowledge and characteristics we're just talking now about skills knowledge and characteristics so we framed everything off of that notion so when you look at the portrait of a graduate the key thing is i'm not going to go

088through all this detail it's been out there for a while but the key things to start taking a look at is are the words that are shown in the skills the knowledge and the characteristics and the definitions and it's important that you take a look at it because in order to create consistency and alignment you will start to see some of the same words show up over and over and over again so as we create these portraits and as we create definitions you will see just like one hashtag ford came in i don't know because it's been a number of years if people realize or remember that much of what was done with hashtag four theory of action uh and our instructional model in many ways were tied to the priority map that the district

089was using at that time and so it's not a case of saying we're no longer going to use the visual of a priority map so we're going to get rid of the priority map completely it's how do we take what we've done with the priority map and meld it into some different document that still creates alignment between what's been done here in the past the goal is not to throw the baby out with the bath water and start over fresh every single time those districts that roll over leadership roll over boards a lot that's what they do and all you do is spend every two years starting over again so there is linkages so that that's not the case that's happening with us so so please look for those linkages i'm not going to go

090there's a lot of words um where we don't need to go over the words in some of these cases this information is for the board so that on your own time if you want to really dive into it um you can dive into it but i'm not going to read you paragraph by paragraph by paragraph every single thing that's taking place okay so this is what started in 2019 it frames everything we do although this is the visual that we use to tie all the pieces together we're moving to uh this particular visual and so again at the center of this whole thing is still the portrait of a graduate we do not have the definitional pieces but the words that around the outside of this gear okay still show work ethic integrity adaptability those

091same terms and then what we started to do was take these different portraits so in this case of the district and you're still looking at the same terms the terms that are unique to that particular area where did we get these terms it varied so when we did students the learner and the portrait of the parent we talked to kids and we talked to parents so we have the superintendent the parent advisory they're the ones that created the portrait of a parent and its initial phase then we put it out to parents for a rank order of what they thought the most important characteristics were for parents with kids it was a very similar conversation using thought exchanges and surveys as we moved into we did the same with educators but when we came to

092schools and district we did something different which is we started to take a look at the instructional model that we're using in in hashtag ford and the theory of action and we realized if you really looked at the instructional model in the theory of action you were talking about schools and districts so there's no point uh there's a real fine line that i think people need to understand everybody always wants input and they always want us to do input a lot of people don't want to give input so you can only go out and ask so many times when you get a return to the point where you're not getting the value of return why do you keep asking the same questions so you have to balance out how many times i'm going to go

093out and ask people for information and if they're not going to give me any information back because they're tired of being asked then we have to take a look at it differently we were starting to see that with a number of our surveys in a number of our thought exchanges and so when we looked at the idea of the theory of action in the instructional model and this is critical for the board to understand is the instructional model is now framing everything we do and we'll talk about that instructional model in a second so you know if you're not remembering it you're familiar with it but it frames everything we do so the school and the district portrait was based on those two components and then the portrait of a leader was developed by the

094leadership team so the stuff that's up there has been worked on looked at and developed by a variety of different people throughout the district whether it's our kids our parents our community or our employees and that's the kid that's the case of getting involvement at what level and to what degree depends on the particular situation that we're in and what we're trying to do so i just tell you that because sometimes people say where does this come from this came from a lot of different people if you really want to take a look at the total numbers we're probably looking at north of 500 600 people that have at some point time been involved in one portion of another of the civil organizational development plan so i think it's critical for our community knowing for

095our board to know that when we do this stuff it is coming back and asking people for their opinions and then it's not done behind closed doors with a few people just working on it now these next ones for the portraits this is for the board i am not going to go through all this but i share this with you so if you go back to the previous page if we took a talk about a modern learner we just pulled out these bold words this is the definition that goes with them obviously you cannot put all those definitions on this particular screen because as it is we have a hard enough time seeing it try to put two sentence paragraphs three sentence paragraphs with each one of those would make it an impossibility but i

096ask that you take a look at this because what you will start to see is connections to hashtag ford connections to the portrait of a graduate connections to the vision statements connections to the core values connections to the mission statements so all the terminology that's being used in an indirect or direct way is connected together through this process it's not us a suggestion to see how many different ways we can say something new and have no connection to it so when you talk about global awareness global awareness is tied into that concept whether you want to call it an ever-changing world never changing society global awareness it's all the same stuff personalized learning personalized learning is what the foundation of hashtag forward is about so you're going to see personalized learning in many areas growth

097mindset that's a component of hashtag forward it's described under our instructional model so please keep in mind when we take a look at this stuff that there are connections now i'm not as i said i'm not going to read this to you but you can see we did the same thing for educators leaders parents this is probably the one that that moves a little bit further away from hashtag forward and that's only because parents maybe are not as aware of some of the terminology that we used but it is unique to them making sure that they understand and they have knowledge of their child's learning style that becomes critical for us if we're going to work with kids it's beneficial for our parents to understand how their kid learns so that's where that becomes important

098but you still see in other words that are very much throughout the whole document expectations collaboration communication respect and responsibility accountability engagement those are all things that are inherent throughout the entire document and so it's important again not for me to read this stuff for you but for you to understand and take a look at it and if you look at it and if people are researching our district they should start to see who we are and what we're about this critically defines who we are and what we're about and i i think it's crucial for us to understand that so again i'm not going to go through each one of these but a student-centered experience that's what we've been talking about professional learning that's written all over what we do with hashtag forward assessments

099again innovation both of those are key components of our instructional model that's why we have what we have some cases we may use the word culture or nurturing culture but again it's back to the same concept again for the district so at each of the schools in the district and then this became the vision developed by about 30 employees across two meetings and we also did a thought exchange to get some input from uh all teachers and staff and administrators in the district and so this is the end of the final product you'll see it's not super far off of where we're at before but it's a little bit more tightly aligned to hashtag forward and some of the concepts in the hashtag forward so empowered learners driving innovations and excellence okay then we came

100up with mission same group of 30 people they worked on both of these again not significantly far away from what was in the priority map but a little bit more tightly aligned to what we're doing with um ford modern teacher that we are dedicated developing learners who leverage the skills knowledge and characteristics do we not just talk about skills knowledge and characteristics in our portraits there's the linkages to flourishing and contribute to an ever-changing global community no different than what we've talked about before with global awareness and ever-changing community so i think it becomes critical that people understand that that how these different parts are connected i know some people like oh really we're going to go through this did you plan once again but for lots of people it does show who you are

101and what you're about and there are individuals that look to see whether they want to come and work for us or not and they will look to this kind of stuff so it becomes critical for us to drive where we're going in our core values this was a different committee this was a committee of probably about i think 20 we did a survey of the staff for what they thought thought exchanged for what they thought were the highest values i think we ended up with about 12 values then we brought a committee together they went ahead and narrowed this down to eight then they wrote definitions then we put it back out to our staff we then voted on what they thought were the top values uh their top three values and this is where

102we got these five again it becomes very critical to the same terminology that's being used in all aspects of the organizational plan when you look at these definitions they also very much tightly aligned with the conversations that we have had with hashtag forward as well as other components of of uh what we're doing with modern teacher and so again it's trying to tie everything together as the groups worked it we shared with them the portrait of graduate we shared with them the priority map we shared with them hashtag forward vision and hashtag forward instructional model that's why you're seeing some of this connection so that they didn't just go off on their own tangent and take us away from where we're talking about this is new so for board members we have not had core

103values before and so this is a component of the of the strategic plan that's that's different than what we've had in the past okay so this framework i want to spend a little bit of time here on this framework only because this is instructional model that was developed by the district before i even came on and so we again looked at our four quadrants nurturing culture innovation purposeful learning and assessment if you look at those definitions again you're going to start to see key words taking risks positive relationships ever changing needs authentic engaging learning experiences you have words down here that help to further describe what we mean by each of these areas so if we're talking here nurturing culture growth mindset positive relationships board of environments student-centered experiences those words show up in the

104portraits those words show up in the definitions of the portraits those words show up in the core values those words show up in the vision mission one you look at this holistically why is this going to become critical because two things have happened the 301 committee which does performance pay for teachers because of the changes that the board made to take the 3 200 and move it into the base and only have 800 the 301 committee came together to make changes to our 301 plan we're still working on it we've probably had i think we're up to five or six meetings because now there's only 800 and so is there a way for us to change what they came to as a realization was that they should write four goals and those four goals should

105be nurturing culture innovation purposeful learning and assessment what they looked at was the statute and when you look at the statute there's specific provisions in the statute those you that are really interested in statute stuff it's 15 977 and what it does is it tells you this is what you need to do in a performance pay plan and so we looked at and said how can we do these things which one of those four areas does it go to and then based on that they then started to develop a rubric that could say how could we measure so purposeful learning as an example in many ways can be measured by the pd that dorsey's crew does now why is that important number one it gives value to what's being done there's money attached to it

106at the end of the year the amount of work that the teacher has to do is minimal in the sense that they have to show up and they have to pay attention and hopefully they're going to apply it but they don't have to track all the information for the end of the year there's systems we have in the district we can track the information for them why is that so critical because if we start to take a look at our test scores and we start to take a look at what we've done in the past we want our teachers focused on teaching not collecting data a hand in at the end of the year so they can get performance pay money so the ideas of what we do with this instructional model is trying to

107figure out what's the easiest way to go ahead and make sure that teachers are freed up to teach and not just collect a bunch of data so when we start talking about assessment it could be test scores or letter grades we don't have to like the test scores we don't have to like the letter grades we don't have to do any of that stuff but the fact that matters we get that information from lots of sources teachers don't have to go spend the time doing that it is important for them to do the work to ensure that the test scores go up and the letter grades go up to get the most benefit the most money so they're not off the hook any more than administrators are but we're not creating an exercise and collection

108of data or creating exercise and people doing their job and people going ahead and getting the results that we need and that becomes critical why is this critical because we'll be coming forward to the board as we discussed as part of the budget but haven't brought it to you yet to go ahead and have a performance pay system for administrators as well as classified staff that plan will be based on four goals what are those four goal areas nurturing culture innovation purposeful learning and assessment so this becomes the framework for where we're moving forward in terms of everything we're doing in the district and so you want to make sure you're very familiar with this because we'll come back to this assessment can be any number of different areas purposeful learning can be the same

109way our nurturing culture we have to do parent surveys and student surveys per the state statute right away that falls under nurturing culture do we create an environment that parents and kids want to send their uh excuse me parents want to send their kids to and staff wants to stay i'll tell a short story as a segue but this weekend on saturday um my wife and i went to come from away i don't know if you guys know what come from away is out of this world best best musical i've ever seen in my entire life come from away is about what happened in gander newfoundland canada on 9 11. so what happened on 911 when they hit the two towers is they shut down airspace across the entire country well you had something like

110244 250 planes that were coming across the ocean from europe and they were not allowed in american airspace so they were forced to land in canada in several different places in canada the largest contingent was gander newfoundland why gander newfoundland because it used to be the jumping off point for planes back in world war ii and before where you had to get refueled before the jumbo jets you would have to drop on the gander then you could take off and get over across the pond okay so they had to give you perspective i learned this yesterday because intrigued by it they had a runway that was something like 1100 feet wide normal runway is 200 feet wide and so gander got 38 airplanes that came out of the sky between nine o'clock in the morning

111and 12 o'clock at lunch and they were not allowed to go anywhere the people of gander opened up their homes they took over these people for five days it's a phenomenal story to listen to them they didn't ask to be done they just naturally said they cook more food than they know what to do with they prayed with people they laughed with people they cried with people i tell you that because the mayor of that town now says people used to come to gander newfoundland for three things the weather not quite sure because it's on the edge of canada and next to the analytic ocean that's pretty dang cold but the weather the culture or the historical significance they come to get gander newfoundland now for one reason and one reason only the culture because

112enough people have heard the story to see how these people to give you perspective gander newfoundland has ten thousand people seven thousand people landed in those planes so they almost doubled the population in four hours and literally to the point where they said you guys don't have a place to stay you only have 500 hotel rooms you come to my house by the way here's my refrigerator here's the bed there's a shower your clothes you take what you need i have to go to work i'll come back in a couple hours and see how you're doing and the kindness of those strangers was such that people come to gander newfoundland right now for the kindness culture that that community has why do you tell you that story because if that was a culture that we

113had in this district we would have people come back to this district for the culture of kindness if you have not looked at the story i tweeted it out if you haven't looked at the story look it up it's an amazing story would that happen in every other any other community around the world i'm sure in some places but if you listen to what they did in the lifelong friendships and if you go to that play it is absolutely phenomenal i've seen hamilton i've seen lots of other plays i'm not a big play person but the rest of my family is so i go to those place far and away the best play i've ever seen far and away not even close it's the message in a time that we're as divided as we are

114and people are attacking us the way they are if we have a culture of kindness that makes all the difference so when we look at these things up here keep that in mind of what we're trying to do this is what makes the district special this is what we have to shoot for so i give you this framework because we get into goals we have the goal the strategy and the action steps we're still working on strategies and action steps this is rough draft of some goals given to the board i will bring you the goals for your approval probably in august i don't think we'll get to july so they may change but i want you to get an idea you've seen some stuff about celebrations you've seen some stuff about test scores so

115when we take a look at this stuff here you can see that we're starting to take a look and address some of those so in this first one we're talking about learner center and uh environment sense of long and high levels of engagement by five percent increased annually through june 2027 it's a five-year strategic plan as measured on a variety of surveys and measurement instruments so if we go back to the performance pay plan for teachers and for administration and for support staff if surveys of parents on how we're doing is a component of 301 then this is also going to be a component of the district strategic plan so they're linked together so that what we're trying to do to get better we're going to go ahead and do in our goals as well

116as the strategic plan down to the individual's plan for for people in district so again goal number one nurturing culture just like the instructional model goal number two purposeful learning we talked about student achievement a little while ago what we're basically suggesting that we will have student achievement increases of five percent annually through june 2027 so we should see a 25 increase in our student achievement scores over the next five years that's the goal that we're talking about we'll get into the specific action steps of what we're going to do with that again these may be modified a little bit as we move forward but that's the essence of what we've worked on goal number three innovation okay one of the areas that we're going to really work on is moving towards personalized learning plans

117that's a key component of what's in hashtag forward it's a key component of the framework of modern teacher and so there will be work done on personalized learning plans but that'll apply to both students and staff so what does it take for me to be a successful person in this organization not just a successful student and that becomes critical when we move forward we want everybody to be moving forward we talk about a discrete a personal learning plan that's aligned with the work when we talked about major clarity and what's happening with major clarity and the word we got from a major clarity in many ways this is all aligned to that kind of stuff major clarity is saying kids where are you going to go for career readiness where are you going to go

118for college what's the plan you can start in 4th grade to start looking at and exploring where you want to go that is in essence a personalized learning plan they are talking about themselves if we do learner profiles that's how do i learn best did not our parents did we not ask our parents to make sure they understand how their kids learn how do i learn best that becomes part of a personalized learning plan if we give student choice in student voice and staff choice and staff voice are we not talking about a personalized learning plan we're saying kids what how do you learn best so let's give you a voice and choice when you're in the classroom that becomes a learning plan and then our fourth goal is assessment and we have both student

119services and cia working together on a framework this talks about tier one tier two tier three interventions and how well we do in those particular areas so this is a tentative idea and i only want to give it to you because it's june but i want to get give you a sense of we've talked about this organizational development plan for the last couple years since i first came in and so we went ahead and did specific steps to move us forward first step portrait of a graduate second step mission vision core values third step goals now it gets more complex than that because of all the different pieces we've added to it but there is a sense of where we're going and now that we're back into more of a traditional strategic plan a little

120easier to measure than what maybe the priority map did we would hope that we would start to see everybody moving in the same direction everybody rolling in the same direction and we're going to get the results that we need so this kind of just a summary update but are there questions especially from the board oops before one last thing then this would be our pl goals for hashtag ford again goal number one is nurturing goal number two is purpose of learning goal number three is assessment goal number four is innovation i wonder where that comes together so the other stuff was tied off of this work that was done several years ago okay and so we're if you look at these words you're still seeing the same words over and over again we're trying to

121tie everything together so people hear the same message over and over again if you ask us who we are and what we're about this is who we are and this is what we're about bob you had a question so when i look at the previous four slides goal one two three and four they all appear to follow the smart model with exception of goal number three there's nothing that says a specific time when that needs to be done so it might want to say yearly or by a certain date or something like that yeah that's good observation we're looking at the goals were smart goals and so that just as we put it together we didn't get that so we'll make that adjustment other questions from the board or leadership any comments okay key point

122to all this as we as well [Music] and i'm not going to put i'm going to put dorsey on the spot for just a second because i wasn't around when they built some of this out and it's through modern teacher framework so she might be able to explain those a little bit better sorry can you tell me exactly what you need again right those are actually were not created in a smart model at all they were actually taking our instructional model and relating them to the pl goals within the modern teacher framework so what they did was we we took the nurturing culture piece we articulated what that meant and then we were able to match professional learning sessions that would meet that goal so within the modern teacher framework what we have is a

123percentage goal of teachers who take the literacy portion with just just the learning portion but really where the action hits the road is when teachers are able to show their learning through the fluency portion when they um present that in their classrooms or their we have evidence that their culture has changed and so that's how those goals are actually represented is just through the match of professional learning and the implementation of that learning and what it looks like on a teacher reflection form in a walk-through yes and what i'm asking i'm asking craig to call it up real quick and throw it up on the screen so right when we had done this with our coach we related them to goals because they are actually connected with our goal um cycle on um the framework

124so we could right and but but as you scroll scroll up on this or down or whichever direction we want to go the opposite we're at right here keep going it becomes critical and dorsey can speak to this but these become some of the the areas that that um they're going to go ahead and take a look at as teachers and is it on this page dorsey is on no i wanted to look at the architect of learner center classroom well this is the cover page to craig so if we go into is it in framework try gold cycle why she's looking at that no but i but i think it's but i think it's critical to that that you understand so look at the goal cycle i don't know if it's school cycle no

125it's not professional learning move over professional learning and district pl goals and so we go here then keep going down there and and so this becomes and where there's ties in bob and i think it's important to understand is then we get into this whole notion of literacy and fluency and so what happens is the teachers go ahead and move through on the literacy level first which is to perform and understand the particular area so if we talk about architect of a learner-centered culture when they go through on the on the litter so open that up again craig when they go through on the literacy level they're completing and keep going down they're going to complete their knowledge and understanding but then they come down here stop to the fluency and fluency is application in

126the classroom and so that's where you start to get although not written a smart goal we can possibly modify them but the idea is their ability to complete both literacy and fluency for the different components of each of the goals should in turn mean that they're now in the classroom doing the work that they need to do to get us to the level of success that we need to do and there's a series of so in this case if you minimize that craig for goal one it you have architect of a learner-centered classroom and architect procedures for modern learning in the other three goals if you open them up you have different sets that's going to teach you so architect for rigorous learning experience and architect for learning using effective pedagogy so all of those

127are tied to the goals in hopes to build their skill level and their ability to apply it to to their teaching practices to end up getting better results in the classroom if i've modified that the wrong way dorsey please jump in yes and um when we come back to modern teacher we're looking at a percentage of teachers in the district that were able to achieve the fluency goal so if you have goal one and you have your two areas of goal one within fluency when we're looking at um teacher reflection tools and walkthroughs we're really looking at a hundred percent of teachers being able to make that goal so if the district has 60 of the teachers implementing the fluency goal within goal 1 then it's measured on our on on a tracking system that's

128within that as well but the timeline is definitely not there because it is a process as people move forward i just have a clarification question um i love oh as far as a comment i love what you guys have been doing it's this is fantastic it's great to get everybody heading in the same direction i think that's wonderful um uh just clarification like on the on the goal number two where it talks about purposeful learning when it says measure i'm talking about right there so where it says support increase student achievement of five percent annually um i just want to clarify when we say student achievement are we talking about a five percent increase in the number of like in in how yeah like well there's there's two things right there's so okay so that

129so you you want to go by the percent proficient how many kids achieve proficiency that's what you mean okay right and there's just two you know there's two measures there's the there's the percentage of like getting more questions correct on those assessments right and what are they increasing how many questions they're getting right are they increasing their score on the test and then if more kids start to increase their scores on tests then eventually the percentage of kids who meet the benchmark or the proficiency cut off then those that proficiency will increase by five percent um anyway just make sure i just want to see if we make that clear because my experience has been that sometimes it might be more achievable to to make that five percent achievement an increase in five percent achievement

130on the test the assessments themselves that their scores increase by five percent or more and then the percent the percent proficient will just naturally start to increase here's the thought and i think what's going to happen with these because remember this is a five-year strategic plan so if this is the goal i think the danger that everyone runs in any of these goals is the notion of rigging relevance and so at what point you know it's that old notion of of stretching the rubber band the tension in the room to get the results you want to get and so for the first year i think you look at the student achievement component if we are not seeing the successes we think we should achieve then the question is why are we seeing other successes and

131i think in future years your action steps underneath here may in fact be modified modified based on the conversation you're having but i think we have to be very careful because there's a lot of places where if you create modifications to the goals enough you don't create enough rigor and relevance and therefore the goals become achievable not because they're rigorous enough but because they're simple enough and that's that's the real differentiation if we're going to get true success and it's a hard one for all of us because we're we're all online but at what point in time do you make sure it's rigor rigorous enough to get the the results that you need to get the change and so that when we look at our test scores we say yes we're seeing a upward trend

132and i think that's what we're playing around with this right now but that's why we're shooting for five years and it's not like we're gonna necessarily see uh everything's gonna stay static for the next five years we write this one and doesn't change we may have to make some slight modifications in the least action steps any other questions okay the last thing we'll go before lunch this is just bob for a chance to take a look at um the ag's report the ag's report is is changing and i will bring that piece up too i think someone's going to may have to click it when we get there i'm not going to read again every single piece okay but just as a quick reminder uh auditor general's report applies from proposition 301 back in 2000.

133it's done by auto general classroom spending versus non-classroom standing please understand that this report was released in march 1 of 2022 and applies to fiscal year 2021 so some of your data is not necessarily totally accurate or not it's not that it's not accurate but it's not for this year so there may be factors that happen this year in terms of people staying or leaving that are not necessarily reflected in this data your salary is not necessarily reflected by the growth that we gave last year even and this year it's reflected by two years ago so keep that in mind these are the areas i would just argue the only thing i would argue as we take a look at this is i would argue these six areas and they were chosen because they're used

134across the country the big discussion is how much is going to the classroom i would actually argue that all three of these go to the classroom oh but by the way so do these other four people don't want to argue that because you know those dirty rotten administrators they make too much money anyway and so when we look at these things we don't count this as dollars that affect kids in the classroom when in fact food service and transportation if you can't get them to school then it's not impacted by them if you don't feed them many kids don't have any food otherwise and so but that's the political nature of the game it's a report that's been out since 2000 so we're talking on 20 years of data my initial plug would just be

135it's only for traditional school districts charter schools are not covered by this so you keep in mind there are a couple different groups that we we get compared against and it's for specific reasons you may take a look at it and not understand the comparative groups but but they use peer districts for comparative so when it comes to district operational expenses these are the districts we're compared against let's base the degree on free and reduced poverty rates within districts and some other characteristics so you'll see that these are probably more consistent with who we should get compared against it doesn't necessarily compare us against the mesa or pv or some of those the second way we're compared is against transportation and now you see all of a sudden we have chandler and and deer valley

136in that group and gilbert and that's because it's based on rot miles and miles per rider so in this case if i'm in a rural district and i'm driving all over the creation i'm not going to get the same comparison as if i'm in a in a large city and so they take a look at some issues i tell you there are some districts but i tell you to take a look at this because when you look at this data you have to understand the peer data and it's not as simple as just taking a look at a number and saying it's all the same it's not it depends on a lot of factors within these particular school systems right out of the gate with transportation there's obviously a difference between an elementary school district

137a unified school district and union high school school district you're going to see a different kind of travel when it's a union high school district like tempe so you have to keep that in mind but this is done by the auditor general it's not up to us it's up to them so i'm not sure if this can open up or not nope if we can open it up real quickly i don't know if you guys can do that or not okay i might have you toggle through some of that as we're talking but note that this year this is different than what it's been in the past it's no longer the one pager you have to take a look at if you hit the district demographic information this used to be at the top of

138all the scale now it's just put into this format so when you're looking at some of this stuff if you want to go back and take a look though you're going to see five year change in students attending right now we're on two percent decrease if i talk to 15 people out in the real world about what our growth is in this district they would tell me that i'm probably growing at 10 percent that understand that the growth hasn't come across the county line but it also gives you stuff like special education population english language learners you can see that that data is from 2021 we only had seven schools we now have 10 schools that's because it's not this year's data it's last year's data so you have to keep that stuff in mind

139as we scroll down this is what you've always seen in terms of what our spending is so not a whole lot of difference within that if you continue on down um you'll start to see they start to throw some numbers out again a little hard to to compare what's going on in the past because you don't know what the dynamics were if we go back to our highest year spending in 2006 we're a school district of about 500 kids or a thousand kids so who knows what the dynamics were back then in comparison to right now so it's a little bit different and if you go down a little bit more and then i'll go ahead and get in this so if you can pull me out of that and get me back to the

140other one i will go ahead and take a look at that oops there we go so i'm just giving you four year trend data so you can take a look at it of what we spent for classroom spending in terms of the districts and where we are with peer and where we are with the state average so we're still a little bit lower and so if you just want to look at classroom spending that could be a negative view of where the district's at however when you go to classroom spending on instruction that shows you one number and you can see the peer and the state are a little bit higher than us but if we get over here to student support you'll also see that we're higher than they are so we may have

141put our resources into student support which counselors social workers parapros other districts may not have had to do that or may have not wanted to do that so again it's not necessarily good or bad but you have to be careful when you look at these numbers because you're not comparing like with like everybody made a decision at the local level and that decision may be different than what our decision was but you'll see a consistent pattern across where we're at for the four years we go and i'm not going to go through all these numbers again you probably need to understand some of the school districts and why the numbers are the way they're at especially for the peer group and instructional support a little bit different a little closer on everybody right there non-classroom

142spending were a little bit higher within two percentage points over a four-year span that would include administration transportation food service and plant operations it raises an issue for us in administration you can see that we're right at this uh state average and quite quite frankly uh below the national average in many cases they didn't quite do as much with the national average this time but if we look at plant operations here's where we have an issue but you have to understand with plant operations we have schools that were built before charters came out here and so we have capacity especially in our elementary schools that we would normally not had had the charters not been here and so you have a conversation about what do you do and especially when we anticipate growth in the

143next decade so you're not going to shut those schools down you're not going to move all the kids from one school to another school because first of all then you have to sell that piece of property off and it can go to a charter school which exacerbates the problem and we know the growth is coming anyway so why would we do that but so for right now when we look at plant operations compared to the number of kids we have in the school system it looks like we have more schools than we should for the number of kids we have but that's an anomaly for we're at at this moment in time if we go ahead and take a look at this over the next five years and we continue to grow you're going to

144see that number change and so even when we look at these people want to look at them in isolation and they take a number and they want to say well you're not doing as well as but they don't want to hear the back story and understand why so please keep in mind keep your mind on that when we take a look at these and again i'm not going to go through all these numbers food service doing a good job with food service you can see that we're operating efficiently relative to the state transportation a little bit misleading again there's a school district in inner city phoenix that travels one square mile so they're in the mix the same as the district up on the reservation that travels forever and and sunday uh every single day

145so the transportation is a little bit misleading we're compared on a pure average with other districts that travel roughly the same in the miles and ridership the same as us so that's a better indicator necessarily than the state average just because um i know in payson as an example we went uh 1400 uh miles and so that's a little bit different than what we're driving here when you're doing a 5x5 teacher salary this is some of the stuff bob talked about before you're starting to see our salaries go up the big climb will be next year when we see the report for next year because we bumped our way up to 50 000 for our starting salary so that 51 is obviously going to probably go up commensurate so you may see a i would

146expect that we would have closed the gap significantly between us and the state average next year because we're given uh uh when everything's said and done coming off where people at they're getting in the neighborhood of uh 9 10 11 raises so what's a positive as we moved up i think that just the positive of the fact that we're 41 just short of 42 and 18 and we're already up to 51. and 20 by 20 was already done in 18 or the big chunk of 20 by 20 was done so it's by operating in a more efficient and effective manner and turning money over to our to our employees i don't think we can sell when we talk about a celebration i don't think we can sell that enough the amount of money that's going

147into our employees we value our employees so much this year that we said we would go ahead and stop any other money coming in unless the budget comes down in a way that's favorable and we would take all the initial investment into our employees so that's a significant commitment on our end to some of bob's points you can see that students per teacher we've actually seen a decrease so we have smaller class sizes so you're looking at me like how did that happen we're still trying to look at the data ourselves because that one doesn't totally make sense but again this is off auto general numbers average years of teaching experience the fact that we went from 8.5 to 11.3 that means our people are staying longer to come with more experience and so that's

148a positive and then you're looking at teachers in your first three years that's critical thirty-five percent of our teachers so one-third of our staff in 18 is at 35 is in their first three years and it's all the way down to 16 so again we're attracting people with more experience and we're not having to automatically just go get the teachers that are coming out of the universities so what we are seeing is before we are seeing an exodus in this direction i will just say from some of the people we hired this year we're seeing movement back in this direction does that mean that every teacher we have we have experience no we still have teachers that are brand new teachers but you are seeing more teachers that are willing to come out and take

149a look at us and stay with us than you were in the past because the salaries are commensurate with our neighbors and i would like to say because i've heard this enough and people are recognizing these good things that are happening in this district that has been communicated on more than one occasion on a consistent basis we are hearing communication i tell you that because it's a compliment to the people in this room for things that are happening but we are getting people that are willing to come out here because they know good things are happening out here and we saw that this year although we lost several teachers in the science department as an example practically the whole science department at the high school some of those people moved to get closer to home

150so it wasn't just a case of dissatisfaction as they're moving back to the midwest we have hired six but seven six out of seven as of right now and there's never you today for seven to seventh one i don't know if we'll hire or not the point is people are not automatically discounting us this is telling you a good story so don't forget this and the story that we're telling questions on this now remember whoever asks the questions it's between you and lunch i'm just kidding any questions okay we'll go ahead and take at least a 45-minute break for lunch there's olive garden there so anything you like uh italian olive garden uh go ahead and grab a bite and we'll come back somewhere in the next 45 minutes an hour okay we'll go ahead

151and get started again just um [Laughter] you know having to keep them board members on track pain in my existence um just so we're on the same page uh again we will this has to be uh done uh by two o'clock which is when we'll stop because we have to run the board meeting the board meeting will probably only last about depending on how many questions shelley asks maybe 10 to 10 to 15 minutes um you know um so what we're going to do is just uh as a reminder i'm just going to go through this quickly we've done this several times but just as a reminder to the board part of the modern curriculu modern teacher and the hashtag forward initiative we do do a learner-centered culture giving staff voice by creating a shared

152vision which is the same stuff we do in classrooms so we do this in every classroom in the district and we go ahead and try to do it also um within different groups so the leadership team went through this and and and you'll say why are we doing this because we have a vision and a code that's up for the leadership team in the book governing board over here on this end and then back there we have a leadership team uh vision and code from last year so why are we doing it again this year and it's because this process uh we do a new vision and a new code every single year based on uh changes in the dynamics of who the who the teams are or who the classroom is and so again

153it's just part of making sure that we present the same thing from the top down that we're expecting teachers and staff to do so learn insider culture um again the biggest the biggest piece to remember with um for the board is the shared vision is the why and then the combs is more the how so why are we doing what we're doing and then how are we doing what we're doing and it's a collective group that's why you're mixed in with uh with leadership team uh we do have a slightly different question we'll ask than some of the others we'll go through this for five steps so we depending on how fast or slow we're uh we may speed up the process uh uh to do it um but we want everyone to come up

154with uh you know at least two ideas or two answers to uh each of this process we want to make sure the process is is done in a manner that's um true to the true to what we do with our kids in the classroom um let's see again a clear collaboratively shared vision between the governing board and leadership we are the leadership in the district and therefore it's critical that we have a voice on how we how we're going to operate in our meetings uh and with each other let's see okay and again it's part of creating uh what what kind of work environment we want um in this collaborative voice uh and why the work done uh really what we're talking about is why the work done by um uh the minister of the

155board and the administration so what we do i think i'm going to skip right to the questions in interest of time the affinity tool and so what we want to do is uh individually reflect for just a few minutes or two on each question we'll read the question in just a second and then on the sticky notes that you have you want to answer one or two or three um things that that you think are applicable we fast track it a little bit and so i'm going to skip through some of these slides then we put the the sticky notes up on the question which i'll read in a second and then we consolidate what everybody says into uh key bullet points from what everybody put up there we vote on which ones are your

156top priorities okay i'm taking a bunch of slides and condensing them into this this piece here we go ahead and vote and then we create a second question we'll do that five times with five questions so underst on your uh uh um dots when you vote you'll get two votes for each one okay so you should have two in front of you so eat two dots for each questions two times five is ten for the math majors in there um so that's how we're going to get to that after we get the shared vision we then move into the codes um and so within that process about an hour and a half so it'll be up around a movement um and so i'm kind of any questions especially for board members of how we're doing

157this yeah the ones up in the front are the ones that we did last year with this group and so that's ones will be replaced the ones that the leadership team did the other day those will be replaced we just haven't gotten around to that yet let's see so the first question there's the first question why do we want to be leaders in the j.o combs unified school district so take a few minutes to think of some ideas it's back here in the corner because the chairs so you want to come back here and place your sticky notes and your ideas of why we want to be leaders in the jlcoms unified district back there and then we'll work on that okay um go oh [Music] thank you family oh much while dorsey's writing the

158next question it's going to be why do you want to make a positive difference with students and staff why do you want to make a positive difference with students and staff that's the second question we'll put up in just a second why do we want to make a positive difference with students and staff hi why not you want to make a positive difference oh thank you um okay the next question why do we want to create a sense of belonging and a strong community why do we want to create a sense of belonging and a strong community one oh i'm stinky now um next question why do we want to be a unified body with a common goal why do we want to be a unified body with a common goal that's where i begin

159folks hello yes last question why do we want to create a common direction to support student growth and success why do we want to create a common direction to support student growth and success why do we want to create a common direction to support student growth and success um thank you yes bye [Laughter] oh bye uh thank you hey [Applause] i'm really worried bye you