BOE Special Meeting 2022-01-12

001[Music] good evening everyone i am calling our special board meeting on january 12 2022 to order please call the roll president adair president mrs beckerly president mr brown mr cole here dr pierce president vice president reyes here is vera president you have a quorum thank you so much uh the purpose of our meeting today and on our agenda reflects that we are here to have a facilitated conversation with aj krabill from the council great city schools to continue discussion on our interim guard rails and that is what we have planned for today is there a motion to approve the agenda motion to approve second thank you president of there yes sorry it's okay i was gonna do it the other way but go ahead forced to have it my back so i'm two for two

002on board meetings sorry ms beckerly yes mr cole yes dr pierce yes vice president reyes yes ms vera yes and that motion carry all right thank you so i'm going to go ahead and turn it over to uh dr dixon her team and aj crable for the council great city schools to lead us through discussion hi aj evening um always great to be with you much of this is going to be the dixon show and her team but before we dive into that i just want to tee up uh the conversation so the board has already identified uh the community's vision and you've codify that as a set of goals you've identified the community's values and codified that as a set of guard routes um the next step in that process is that the administration

003has to interpret those and identify what are the ways that we're going to measure progress to ensure that these things are actually happening in reality it's not enough for the board to say these things should be done the board then needs to every single month come back and do some monitoring to make sure that the community's vision and values are being enacted in reality and so the interim uh metrics provide an opportunity for the board to do that so tonight what we're doing is we're looking at the interim metrics that have come back what's important about this and the reason i teed this up is because there is a segregation of duties it's the job of the board to represent the community's vision of values you've done that in the form of the goals and

004guardrails it's the job of the superintendent to then interpret those and come up with a set of interim metrics so if you ever see an intrametric that is a board you're like we just like this is so far disconnected from what we intended in this guardrail your access to action is not to change the interim metric it's to clarify what you meant in the guardrail itself and so the task this evening isn't to sit down and you know manage the intro metrics it's to have a conversation and see has the superintendent put forth a reasonable interpretation of our guardrails um and and you know her interpretation because that's what you see in the interim metrics and so the question is has she interpreted this in a reasonable manner not in a manner that i 100

005agree with or that's what i would have done that's not the standard the standard isn't do you love it the standard is is it a reasonable interpretation and if it is then my coaching to you would be to let's write let it ride and not sit around and try to do perfection for the next six months but then not actually get any work done but instead let's let it ride and then as necessary down the road we can come back and look at adjustments that we need to make but the idea is to get to this evening uh and saying yeah you know what this guardrail that expresses what we intended and we know it expresses what we intended because the reasonable interpretation the superintendent's provided in the interim metrics we can live with that

006it may not be exactly what i want that is not the standard this event it's did she provide a reasonable interpretation that the board can live with and if so then there won't be any added to the guardrail however if you look at the intro metrics and after some dialogue with the superintendent it just still feels like there's a gap what that means is you just were insufficiently clear in your expectations and you need to contemplate modifications to the guard rails is appropriate now that being said we've gone through this process a few times the only reason we're back here right now is because you do have a slightly modified executive team and the superintendent wanted to bring back uh some data sets that she felt like to more accurately and effectively describe how the

007administration is going to get from point a to point b and so the intention of this evening was never to come here and rewrite all the gorgeous hard work of the last eight months but instead just to check in on the fine tuning and again if what you wind up with is something that yeah we could generally live with this that's a reasonable interpretation that my coach would be let's let it ride and let's actually go out and execute actually do work for children and then see how the measurements work and if we need to make adjustments down the road because the measurements aren't right then we'll sort that out so that's the that is the setup that's the coaching uh for this evening so what will happen is i'll ask the superintendent to go

008through you know uh guardrail one and to share some of her thinking you know behind uh the intro metrics uh that she's that are her interpretation of that guardrail um and then if you all have questions you have to get clarification to try to figure out kind of what's meant and this you know see if we can get a little bit closer and closer uh then we'll do that um but then if there's anything that's just like ah this these don't work for me then that means you need to be thinking about what language changes would i make to this guard rail that would make more clear what the intention of the board was uh but we won't listen for any changes yet we'll go we'll move on to guardrail number two we'll go to

009the same process you know on down through uh four and then after we've gone through all four of them then we'll come back and say okay so now that we've gone through these is anybody proposing specific language changes uh to guard row one and then we'll do two and three and four so that's the order of operations any questions before we dive into our workflow any questions about that approach before we dive in it appears no one has questions all right uh madam superintendent guardrail number one take us away all right uh thank you aj and good evening to um board members wow it just seems it was about eight months ago or eight or nine months ago when we started this journey on our goals and guardrails and as aj stated tonight we want

010to make sure that the language on the guard rails is exactly what you want eight or nine months later right so we know that we do have a different team there may be some different interpretations we may need to strengthen some of our data points and this is what we want to discuss tonight so we just want to have a discussion about these we'll go through each one so we can clearly understand um what it is that you want and make sure that we can measure those and bring that information back to you on a quarterly basis we have these mapped out on our monitoring calendar and so we want to make sure that when we come back on our monitoring calendar that we are able to bring data points back on how well we

011are measuring these guard rails again if we go back and look at the guardrails i think is go back and look at the definition that their operational actions typically strategic and not tactical which the superintendent may use or allow may not use or allow in pursuit of the district goals guard rails are based on a community values aligned with the district's educational vision and goals and are non-negotiable right so we stated that very clearly so i want to make sure that we honor that so let's first start with guardrail one fun intervention supports the superintendent will not allow the multi-tier system of support mtss for students need to be underfunded and when we first started talking about this we talked about how important it is that we're looking like not only at the social emotional

012needs of our students along with our educational needs and how do we make sure that we are providing those supports and providing those supports across all schools and all grades bands and if we need additional funding for that then i can come back to the board and say we need additional funding to implement this with fidelity so it's going to go through the interim progress measures 1 1.1 1.2 and 1.5 we will start there and i have my team members here who are joining me and we can ask and feel free to jump in and answer any questions but we'll go through russ dr brown will you start first please sure um first and foremost as we all know it's important that the the guard rails focus on outputs and so if you look at

013uh interim measures 1.1 1.2 and 1.3 they are all output measures uh that will require substantial changes in adult behavior both at the school level as well as central office levels these guard rails are the under arms are also set up in a way that they require inter divisional or inter office work within the organization and so as we walk through this you're going to hear different people talking about different interims because they come together they are not discreet and so with respect to interim progress measure one which is ccs schools will increase from zero percent on the begun implementation scale of the multi-tiered systems of support mtss implementation rubric in june of 22 to 100 by june of 2026 that lies uh with our chief academic officer and so um kira or mr schlomak

014if you would sure so with that i know we talked about these briefly in december at that board meeting and there was confusion about what begun implementation meant and or means and we know that school buildings and our local sites are using pbis and using response to intervention because those are mandated but what we don't have right now is a systemic process for mtss that brings together both the behavioral and the academic components so when we refer to a rubric here we're using a rubric that measures the adult behaviors and how we are implementing mtss where we are on on that specific rubric which we're creating in with lots of research behind it and other districts as models we're creating so that we can have buildings really measure themselves on what their teams need so

015that we can provide that support so we don't mean we're not using mtss in buildings and zero percent i think board member cole you brought that up we've been hearing about these supports for years it means finally we're bringing together both houses measuring it together have a shared understanding so that we can support and move forward together and moving on to interim progress measure two the the school uh school climate student favorable responses from the panoramic sel survey will increase from sixty percent in april 2021 to 70 uh 70 by april 2026 as we we know as we focus on school school climate it's a core component of mt mtss it's actually the foundation for learning and this particular guardrail lies with dr blue's office you know as russ said we want to increase the

016favorable responses we know that we don't always get the response rate that we want but we know that through working on various aspects pbis so that we really want to increase the the positive relationships that students have not just with adults but also with one another so we really want to see an increase in this in this aspect of the panorama survey based on the strategies that we're putting together with with the pbis coordinators and the things that schools are doing to really improve the climate and culture equity fits into that of course and so really just hoping that schools are able to see based on their panorama specific panorama data that they can say that these are the specific metrics that we know we want to improve on and then they can kind of

017go back to those metrics as they do as they implement specific strategies to see are these strategies really impacting our data so you know the the hope is that they'll really um dig into that data to to to kind of marry their strategies with the outcomes that they want to see and be able to improve those and part of the beauty of that scale it is it's a scale it's a multi-item scale that panorama has put together and it's nationally norm so it allows us to compare our students perceptions of school to those of other students around the country and the the expectation of change there is anchored to the national national norm so it really is looking at arson again on output if we have mtss in place and we're supporting it one of

018the outputs we would expect is that school climate would improve for students and then finally the third 1.3 is the tiered fidelity inventory which focuses on pbis again this is dr blues area again these are interdigitated around the mtss model and so dr blue if you so that's the only would i would add in terms of this is there was a question about the 70 piece and is considered fidelity for the tfi so that's not a metric that we created so what we want to see is more of our schools reaching that metric based on the the definition of fidelity that the instrument itself has so that's that's why that says 70 percent or higher because that is considered fidelity and we want to get as many schools to that method or to that bar

019as possible okay thank you so now we're going to go guardrail number two prioritize a whole child focus the superintendent will not allow the district to ignore a whole child approach so first we have interim progress measures 2.0 job embedded professional development and coaching and restorative practices were increased from 10 percent of buildings trained in 2021 to 40 percent of buildings trained in 2026 and this was something that we talked a lot about early on and it was one of those items that i think board member cole and others stated that we started with restorative practices years ago and that at that time we talked about we only had about 600 staff members have been trained and there was a commitment that we were going to make sure we had a whole district focus of

020restorative practices and trauma informed practices and we were going to have that commitment that every building and every staff member across the organization receives some training so we would go back to that job prophetic professional development that is going to again a lie in dion's dr blue shot yes and i don't know if there are more specific questions about that but we are looking into how can we say something aj are you trying to say something hear me yes now we can okay excellent uh i was going to recommend that um we do questions on guard row one before moving on to guardrail two it's just a it's a lot to ask board members to try to hold in their brains all four sets of inner metrics and so before moving on to guardrail 2

021pause for a second what questions do board members have about uh pertaining to guard round number one and in particular um where do you where if at all do you perceive uh the interim progress measures to not be a reasonable interpretation of the board's guard rail so if you meant this over here and the intro metrics are way way over here then this is your time to ask questions about that but if they seem relatively close like it's a reasonable interpretation then i'd let it right and let's move on so checking in are there questions about guardrail one because you have concerns that the interim measures are far far away from what the board intended with gargoyle one remember beckerly all right um you know i do have questions i want to understand it better

022but i do love a lot about all of this and i want to say that you know i think we're really close and conceptually you know a lot of these things are exactly what one would anticipate what i anticipated but i i want to know why um begun implementation percent in 2026 um i i suppose there's one way one way to ask the question is why why is that causing adult behavior to change or how is that evidence that we haven't underfunded mtss because just because of the term begun suggests that it's taken us four years to get going so it may be that i we need to better understand what is entailed and begun so that's like that's one part of the question because it's just it's almost like it's unfortunate terminology um then

023the other piece of it is i clicked on some of the things that you when the answers you guys gave us um a sample rubric and that had like um emerging had different language and i'm wondering why we're not using that language instead of this i'm sure there's a reason but i just and and maybe i know i'm asking 300 000 things but i want to be able to say to the grocery store to aj's point when somebody says you know what it you know why are you happy with begun in five years from now i want to be able to say because begun really means blah blah blah yeah thank you so much board member becker lee i think i'm glad you looked at the sample rubric because ours aligns very closely to that

024and what we're working on so in um a draft to make 1.1 clearer i use that exactly that we will instead of begun it is more like aligning the behavior and the academic approaches so that mtss is a systemic process and measured by the actual rubric so i think there's room for improvement on how this interim progress measure is currently written that essentially says what we're getting at but uses the rubric why wouldn't we use our measuring tool in the rubric okay is there any way we can pull up that rubric's word we can look at it really quickly i don't know if we have that kind of i don't know that we gave that to ryan and the team i apologize but you're right it says so it's either not implementing implementing emerging transitioning

025and sustaining right and so instead of begun we would use the language that emerging understanding would be our measure initially and then dr brown and i spoke that if we were to make edits to this interim goal we would certainly want time for us to establish baseline right because we're certain that there are pockets and buildings that are probably a little beyond emerging some are not emerging some are not implementing at all so we would want to establish that baseline so that these numbers are more accurate and reflective of what's happening in buildings and that allows us to be more responsive too in our support well and the other way we can do this and aj can you click on again because i want you to help me explain this better than i'm going to

026um the other way to do that is rather than to say 100 begun if we were to say 20 at the high end yep and then that would mean everybody has begun and we've got 20 percent and in a way you're kind of giving credit to the people that are already kind of doing it up and running it's the schools of the building so can you explain that better aj where you rather than talk about measuring your training or your implementation measuring output such that it assumes the implementation yeah so the so and this is part of my comments to the administration so none of this is uh particularly surprising to them uh that i've you know highlighted for them that the way this is languaged you know might leave board members curious as to

027how this is evidence that um mtss is being adequately funded um and so i i think the most useful inquiry here is you know administration um the the burden is on you to articulate why taking four years for all of your schools to be at the beginning level represents um adequate funding for mtss so can someone explain why why it is that in your professional judgment mtss is adequately funded if it takes four years for all the schools to have gotten started is there somebody who wants to speak to that i think when we were first thinking about this aj we were thinking up into the board we were thinking about how do we have the funding to scale this and the training right so do we have all the training and the tools that

028every 112 buildings we need to implement with fidelity so we know when we think about the the um the training that we currently provide in our our buildings we do some some district level training on certain programs but what would be the start so if we start this year how many buildings would we start with how many buildings would we start with the following year so i think we were thinking about that in that way and not um initially all buildings starting in year one being trained i think that's i know that's how we were thinking about it that is which is why once we settled on the rubric function this language didn't represent adequately where we wanted to go because there are some buildings that are are past the begun implementation and more in

029emerging understanding and transitioning so i think if we're able to rewrite these and draft something different that we can be much clearer on where we're going because in all honesty central office hasn't used a rubric to bring together behavior social emotional and academics and measure that and support that across the district so that's really what we're talking about here is using a tool to measure how we're providing mtss to students and bringing it together and we know that that'll we need a goal that represents buildings that are just getting there and buildings that that have that and have been doing that and i think to also add to that too um we've not uh we've not had a history of implementing with fidelity across the entire organization right so i think the thinking about how

030to do that came from how you know some historical how we've done it in the past right and so now you know we're thinking about okay if the board wants this and we believe it is the right thing to do right how can we make sure we do it and the district decides and do it well right and do we need to scale so we were not thinking about who's already doing this pretty well now right we were mostly thinking about a a restart right and so now with more eight months with more information we're saying you know what they're already sick there could be some exemplars already out here and and we look at those exemplars and put them um and look at the cadence now from these schools to getting all 112 schools

031what does that look like yep can i just add one more thing because i think some of our culturally and i was in it so i recognize it i think we tend to think we can't do all of that it's too much and and i think the board in the guardrails is saying we want you to do all that and then we want you to tell us how much resources you need yeah and and i think we just it's it's um it's instinctive almost among us as in terms of our district culture to say well let's just do begun because this is big and we you know i think and and what we're trying i mean this is change we're trying to change and i think and to add to that and that's really hard

032to really hear that we say it but we really mean it and like and so we're doing this dance like do you really mean it yes we really need it but i think the other thing is it means that we have to stop doing something else yes and that's where we have to right right right so so you know we want to empty implement with fidelity all of these things but you know some things that we may have to say that we're going to press pause we're going to stop doing some things so that we can really focus on this because we value this right and you guys get to throw that back at us and say i'm stopping i'm not going to say anything because i don't want to start a discussion i'm stopping

033x yeah and then when everybody's raising holy heck you say well the board told me i have to this board really wants me to do this i have to stop doing that and that's where we have to stand up and back you right i'll stop talking don't have a call thank you madam president um thank you for kicking this this off um so from what i see with the interim grows in terms of its qualitative value in relationship to the guard rail i don't necessarily see where there's no fidelity there i see clear relationship and the tactical kind of things you looked at i'm just say that you were going to invest in um but to put in the parking lot until we get through all of them i see a direct correlation is tied

034to this very issue i see a direct correlation between 1.1 2.1 and 3.2 where there is this misalignment of execution so you have one of them i think it's 2.2 or maybe it's 3.2 where the first two years there's literally no growth whatsoever so again i i'm i'm additionally concerned about it i think um where you might be able to answer some of the question of how do we look at uh what what what we want to adopt and how we spread it throughout the district in 2015 2016 ramona we did this site-based model and the site-based model was really designed to give that individual school its own look at what worked best for them so from a behavioral standpoint mr lee did mtss work best for you or you know some other model that

035we were utilizing multi-tier so maybe that might be something that you consider in terms of equitable so if we're sticking to the work equitable not not equal but equitable distribution throughout the district maybe there are some schools that could help you identify what works best as that model in that particular school one of those folks with that institutional knowledge might very well be michelle ward i don't know if she here but um mrs ward you know goes as far back as that model and she can at least give you guys some thoughts around how you work out those bugs but if we look at this from an equitable standpoint remaining infidelity to that um maybe that site-based piece and some guidance from your building level leaders might help out but that was my concern as

036well i made some direct correlations between where we're missing the mark of execution uh and in a in you know i mean a big time gap two years of big time gap so just something to consider too uh continue to nudge the board remember when we come back to the second round the question will be what if any specific language change are folks recommending so as you're thinking through any areas of discomfort be thinking through what is a specific length change in the language of the guard rail not the interim metrics what's a specific change in the language of the guardrail uh that i am suggesting um uh that would better clarify what the intention of the board is um and so see with that i also want to um identify that the time we've

037been working in this one for about half an hour so we can stay here as long as you need but i certainly want to make sure that you have time for the other three without feeling rushed this evening so there any other questions that folks have about guardrail one before we move on to guardrail two yes we have more questions rivera i'm actually gonna pass for right now okay i have a question i guess based on something aj said at the beginning um i so i re-read our goal which is that the superintendent will not allow the multi-tiered system of support for student needs to be underfunded i'm not sure we meant underfunded i mean that's important but based on our conversation and based on what we see here it's more about implementation with fidelity

038and you know holding ourselves accountable that's a lot more words than underfunded but i don't i think that or the measurements are in and are good and and and what keir's saying adding in that rubric i really like the rubric too i think actually we can get more of that rubric and you know um and and really strengthen some of these measurements i don't know if what the board wrote and i asked my colleagues because we wrote it if if the word is really underfunded or if we're really talking about fidelity and ensuring support for the implementation i mean funding goes along with that but the way that the way that they interpreted what we wrote that's not what they agree with you i agree with you the way they're interpreting it feels like the

039superintendent will not allow the mtss for students to be implemented implemented ineffectively is the way they're they're interpreting under funding that if they are implementing it effectively then that means that they are applying the adequate amount of resources to it i think it's up to the board to decide uh is that a reasonable interpretation for you all or do you want to modify the language to clarify to indicate effectiveness is what you're focusing at or do you want to push back on the administration say no actually we didn't mean effectiveness we actually did mean underfunded and we need metrics that reflect that yes no kira sorry thank you president adair so i think when we talk about funding mtss adequately we're also talking about that's a that's a huge umbrella so we're talking about adequate

040funding for tier one which is a guaranteed and viable curriculum for every student we're talking about then um the supports at tier one also for behavior in sel we're talking about then tier two for both of those and tier three and to board member cole's point when we talk about growing where some buildings are doing it well that's exactly what i was trying to say earlier which is that if we if dr brown and i have a chance to really use this rubric and then have buildings rate themselves we can say that there we can acknowledge that there are some buildings that don't need as much support as other buildings so that we can provide the intervention truthfully equitably to where it's needed most but but to your point president adair when we talk about

041funding mtss we're talking about funding the whole system which at its basic level at the foundation level is a guaranteed and viable curriculum for both houses for all students so i guess the superintendent doesn't really do funding the board does funding is i guess and so we want to make sure right exactly she we decide where the money goes you know with along with stan helping us and budgets all of you telling us what you need and all of that but it's just the superintendent will not allow it this needs to go underfunded i don't disagree this is beautiful i love this i love what we're getting at but i don't know aj made me read he said does do the interim progress measurements say what the guard rail is supposed to do or board

042based on the interpretation of what your team just did is that what you meant so i'm asking the board is that what we meant because personally maybe you all don't and if you don't then i'll just let it go i see a little bit of misalignment between what we wrote and the interpretation i like the interpretation very much go ahead carol i know i talk too much but the one thing i like about underfunded is i think it provides the administration of supports when they're reallocating their resources and priority to get this done over other things because i think that really invests or not invest empowers them to defend because this the there has to be a juggling of priorities and a realignment of what we focus on versus what we don't focus on and

043um those are going to be the tough decisions and if the administration and talisa can point to this guardrail and say my hands are tied i'm doing what the board told me to do i have to make sure i'm funding this adequately to achieve these interims i think that it's awkwardly worded and it's kind of weird but i think that that term underfunded gives them the um the leverage they need to do what they need to do and and it also allows them to put it back on us that's just my thought about that term i will argue the other side i think implemented i think implemented with fidelity now that i look at because if you're implementing with fidelity when we look at budgets when we do zero budgeting we all sit in here

044and you say this is this is what i need in order to do x program this is what i need in order to hire ex-staff this is what i need in order to pay the bills that is a whole different separate budget allocation based on what our priorities are so i'm look i i agree with you jennifer that it it's where we are you're you are interpreting or you are implementing this guardrail or or preventing us from going away it's not and then in order to fulfill what that means which is implement with fidelity then you have to you have to make sure it's funded we have to make sure it's funded you say this is you told me this is what we agreed on um therefore when we create the budget you're going to

045see line items 10 20 and 30 that say guardrail one i'm just making that up um so that's when i'm looking at a budget that's what's coming up on my mind and maybe that's just how i run my agency but you know it's i implement this is my goal this is my my funding but you're really doing the implementation of the goal so ramona you're saying this should be implemented with fidelity rather than under funding okay just want to make sure i understood because the the funding comes with your implementation or should and again this isn't you guys this is the way we wrote this i think what you are saying is on point but that's what i'm saying i don't want to feel like misalignment like when you come in and do presentations right

046and you show us all this data and we're measuring it but then you know the guardrail was not to be underfunded i'm not sure how any of these actually show i mean i hear you care what you're saying in the big big thing but how like how are we interpreting the word underfunded i'm not saying because then you're presenting a budget a budget versus data right right so if it should not be underfunded then you would tell us uh i spent 90 000 and i really needed 230 000 so so so what the way i'm reading it now is your talent you would come back and say you give me figures versus data supporting the actual action that you're doing at least that's the way i'm reading it now that but we have the the

047measurements here okay i don't unless aj wants to help us for a second no i think you all have i think you all have surfaced all the issues now i don't feel like you're going to benefit by continuing to go around and around this now that you've surfaced it my request is to step away from this and let's move on to guard rail two and remember we're going to come back a second round and say okay now that you've had a little bit of time to digest it is there a specific language change that you're recommending um and then at that time we'll test to see if the will of the board is to make a language change and so i think you all have surfaced the issues sufficiently on guardrail one um i'd encourage

048just to move on to guardrail two and go through the same process again okay yeah so thank you so guardrail two prioritize a whole child focus um and it uh really blends well with mtss because we talked about making sure that we were looking at uh not only the students academics but also their social and emotional well-being um thus the whole the whole child and the superintendent would not allow the district to ignore a whole child approach and so for our interim progress measures we talked about job embedded professional development and coaching and restorative practices will increase from 10 percent of building train in 2021 to 40 percent of buildings train in 2026. interim progress measure 2.2 supportive relationships responses from the panorama seo survey will increase from 80 in april 2021 to 85 in

049april 2026 and the third 2.3 the tiered fidelity inventory score for tier 2 will increase from 25 of schools scoring 70 or higher in 2021 to 70 percent of school scoring 70 or higher by june 26 2026. um so all of these the whole child focus resides in dr blues 2.1 the thinking was around the fact that as we mentioned earlier some schools are trained in restorative practices others were trained and trauma-informed and so really trying to have some consistency across the buildings in how people were trained and also how they're utilizing uh these practices in their buildings and so uh also just with the logistics of the um like it's one thing to get the training but then it's another thing to actually be using them again that back to that word fidelity and

050so we want to really be able to take a step back and say the schools that are um implementing restorative practices right now what does that really look like we don't necessarily have um you know that rubric to say this is what it looks like in your building this is how it should be impacting your data that sort of thing and so um and so we we will be ramping up the training on this but it it's got to be in small um they they train in small groups and so especially not with covet so it's going to take time to get that training like really um embedded and and penetrated across all of our buildings and so that's kind of what that number is you know is looking like now um and then the

051ongoing coaching because you know to the point that people say we're doing trauma-informed we're doing restorative practices but maybe not necessarily doing them in the way that we would like them to and so that's kind of why that that number looks that way uh two point oh sure it's important that the training um because we have a district where um you know we're divided up in regions we have staff that are moving we just want to make sure that staff really trained and trained well to regardless of what buildings that they are teaching and assigned to they have those those tools and skills to implement these strategies in their buildings and with 2.2 remember we had that conversation about supportive relationships and we kept asking how do we know that every student is connected to

052in schools and that's what that you know i just want to remind us as we talk about the whole child how could we how do we measure that how do we know that every student had a trusted adult that there was no student um you know in a sense left behind socially emotionally in a building and they had that caring adult so that's how we got to that using panorama to see if there were specific questions in a panorama that could answer this right and just also thinking about the fact that this piece is also an indicator of the culture and climate of a building which takes longer to to really improve you know what i mean so it's it's not something that we can say hey we've immediately changed this culture takes a long

053time to change we see that just by changing trying to change the culture of our district in general so we probably can make some other and we may be able to make some other impact on that that number but you know we're just seeing the fact that it's going to take time and effort to really make those that slow process of growth in terms of um school climate as far as 2.2 and then 2.3 is similar to what we discussed in 1.3 to board member cole's point in terms of really looking at what is meant by fidelity on the on the tfi uh which measures tier tier one two and three so we have a strategy for um you know how we'll ramp up each fidelity in each of those tiers across the five years

054that's it for questions board member cole thank you madam president um so this is an interpretation um challenge for me so when i read guardrail when when i agreed to this um you know the prioritization of the whole child is a focus my thought around that was not just culture and climate within our buildings it was also the extraneous wraparound supports that we would identify develop you know functional partnerships with that are sustainable and then thus provide those additional services that not only support our children but their families that was my thought to this so the way that i see that this is prioritized a seems much more internal um and much more centrally child focused as opposed to whole child focus i just i see that that that gap between what it what i

055see as whole child versus what you've identified here tactically the last part again in terms of the you said the external piece is talking generally you mentioned something about an external focus or an internal focus i mean on will you say that again with the the paradigm of the whole child to me represents not only a focus on what we do in terms of our our lines of operations feeding educating and transporting children but also providing those supports to their family so to put that in example would be nationwide children's hospital and the clinical support that they provide the ohio state university and the dental support that over the years they've helped assist with i'm thinking of those things that not only become beneficial to the child but also beneficial to that child's family so

056i see these guard rails here these interim pieces more as centrally focused on the child individually each kid as opposed to their them and their family i just see an interpretation issue yeah so so for this particular item um the it sounds like the key factor here is whole child approach so anytime the board uses a phrase like this and does not define it then you completely delegate to the superintendent the authority to define it um and so clearly superintendent has done that here so um compared to the guardrail one where i think you could make questions around what was the quality of interpretation of the part of the administration here i think this is clear cut this is a board issue that if you all have something more specific in mind would you think

057of whole child then you probably are going to want to modify the language of this guardrail to be more explicit so if you're comfortable with the superintendent interpreting it then leave it alone and now you have a sense of what you're going to get from a superintendent interpretation but if you're not comfortable with the superintendent interpreting it then don't leave it to the superintendent's interpretation and so when we come back for the second round and ask okay who has any recommendations for changes of language uh to guardrail to that will be your time to say okay instead of saying this it really needs to say this more specific thing to capture uh because i think fair i would argue that these three interims are definitely a reasonable interpretation of the term whole child approach so

058your problem the problem that you surface isn't that she didn't interpret it in a reasonable way it's that you meant something more specific so just be prepared be use this time to think through what is that more specific language uh that i would want the board to consider and then we'll see what the board stands on madam president you said that there was a definition yeah it's so this is actually from the ohio department of education it comes from the whole chat it's the whole child framework work a collaborative approach to learning and wellness we talked about so everything michael said is in there it's a very very big framework and so um you know perhaps strategically the administration chose to narrow in on something but it is part of the each child our future

059strategic plan for ode and it's the whole child right and i think madame we discussed it this is ward has something to do you have to come over here because they stole the good mic whoa i just wanted to clarify um when we talk about tier two and the tfi the purpose of the tfi is to identify those support so at the tier two level when we recognize that young people are still struggling behaviorally we begin to identify what those supports are so those could be external supports like you mentioned before remember call around nationwide children it could also be columbus public health it could also be columbus rex and parks and after school activity and so the tier the tiered fidelity although it sounds simplistic has several sections where buildings are responsible the same

060what is my process how do teachers know behaviorally academically to cures point when a young person needs additional layers of support and in a building or at a district level what are those supports and so the process of identifying very clearly so teachers and other support staff don't have to fumble when a young person is struggling or needing that additional support so yes tier two support specifically look at what are some smaller more targeted supports internally within our buildings with our support staff as well as external tier three more intense more depth maybe those individual counseling sessions so our mental health provider but mental health providers don't just necessarily do one-on-one interventions but they may have groups so the idea to president adair's point is how do we take an instrument that we know goes

061deep and goes wide to be able to support our students so in essence the higher the score the higher what what's the correlation between the highest score and a tier two so the score says seven one second when a building score is 70 or higher that that building at that tier is implementing with fidelity so tier one of those prevention levels we have expectations kids know the structure of the building kids feel welcome in the buildings we have standard things that they know maybe it's greeted in the morning maybe it's a brain brain breaks that we incorporate as a whole building that creates that break and that regulation for a student so when those are created and we're scoring it with fidelity then you should see increased positive climate of culture at tier two what

062that means is that we have a system in play that helps if a young people a young person needs more services we know where to go and then we link them because we set that parent permission and do those kind of things we link them we monitor them and we talk with our providers to make sure that the needs that we need our students to have met they are make or they are meeting so the monitoring part when you look at the manual the link for tier two it starts it talks about certain components that are required to ensure that we're implementing with fidelity so on the scale once buildings are scoring 70 they have those processes and systems and play to ensure students needs are getting met thank you for that clarification if there's

063just something up under there in terms of an asterisk that could help delineate the two i think that'll be helpful but i i agree now that i understand i feel okay i'm much clearer okay are there questions so we just think i'm sorry vice president reyes oh thank you um dr blue i just um i know we've talked about uh uh board member cole and becker lee have both talked about the numbers the baseline numbers and note dr dixon we talked a little bit about um you know these are the baselines before we take i'm assuming we're going to make some take some sort of inventory i'm specifically talking about um 2.1 so if i do the math 112 buildings um we're going slowly we're going to uh 21 22 that means that 17 buildings

06425 26 that would be 44 buildings so we're looking at it less in terms of number of buildings and more addressing from a middle school and high school level kind of trying to strategically leverage uh the older students to even though because usually that's where you know we'll see kind of most of those issues and so that ends up kind of hitting that number because we're going to focus on supporting middle and high school and i can actually i'm sorry dr i can add clarification when we started this process when there was a change over um in a break one of the things we began to look at was regionally so when you talk about that number 17 when you look at the number of buildings in a region you're hitting between 17 19 buildings

065so when we're talking about percentage one when we when we initiated this goal we were really looking about how do we implement at a regional level so if you're implementing at a regional level and that's 18 buildings but when you consider what that takes as a lift to be able to take the year of training to figure out where training we were looking through iirp so they have specific training requirements they're virtual it's 24 people per session there's two and a half days of training and so trying to implement that in a way within a year that not only gives training but one of the gaps we realized previously when we first rolled this out was we didn't have we didn't put in for coaching we didn't put in for real life it sounds wonderful

066when you go through the training but when the rubber meets the road and a situation happens how do we so the initial thought when this goal was being delivered was that we will look at it in regions and then in that period of time we would have four regions for us we thought that was quite a feat considering and then continue to build on that because you have training coaching sustaining right becoming a part of your culture and then continuing to grow and expand so the original rationale for that number was based on a region model as we've taken a look since then one of the things that we are we're looking at is our middle school and our high schools do we still do the region model or do we look at our middle

067schools in our high schools for different reasons because our middle school and our young high school is a different there's a different perspective of our young people and when you look at what's happening societally in the range of age and things that are occurring in the community that's that 13 to 17 year old so this goal dr blue and i have talked about about taking a look at what's making sense now but the goal is to build a part of the culture so restorative practice restorative lens is who we are it's how we approach situations and in order to do that we also have to take in consideration where buildings are ready because there's some pre-work that we may have to do in getting people together but that was the ration now at least an

068initial thought process for the goal or the interim guardrail and i appreciate you saying that because one of the my follow-up questions with that as if you do take the middle school and high school level is are is your thinking also that you would hit maybe some of the i don't want to say um the most needy the most needy schools in those regions tackle those first we would develop well we would develop the strategy so if it is that we're taking a look at middle and high for some of the reasons we talked about and then within that what does that look like and how do we work with the office of transformation to say where do we start because in it it may start most needy it may start with people who already

069have foundational pieces already in play for restorative practice and that makes sense to start so the strategy is around where and how do we start and how do we work collectively over time consistently and and when we find hiccups in the road it's a level set but it's easier to level set when you're looking at 18 than it is to try to go wide across the district and we kind of did that with great intention when we first started it but it was it was too broad it was too fast and i would like to add and remember when we had this discussion with shara was with us before and that was something that came out and she just said what happened why aren't we further along i think there was one of the questions

070that the board asked why were we further along and it was at that time when ms ward said we did not have the infrastructure we did not have the support we didn't have the funding so therein lies some of the other conversations we have we say no the board said this will be a priority it will be funded we will implement with fidelity so that's how we got here and of course if we need to strengthen some in the language and get um we would definitely do that but thank you cheryl you can stay there that would actually kind of i don't know if there's a statement or a question because that was um i was wondering if if we wanted to be more aggressive or we wanted to hit more school than is it

071a is it a question of we don't have enough coaches we don't have enough people providing this development and coaching so that we can hit more schools you know the the narrative right now is there's a lot going on in to your point in our middle school in high school can we afford to go at this speed so it's not an answer to give me a yes or no um so as you're thinking about this does it mean that we need a bigger team more people implementing more coaches you know um you know there's a question about now we're in kobe so the issue about in person we're in class so that should to me that shouldn't be a question of whether i know that the coaching is uh virtual probably because of whoever we

072hired to do the coaching but uh everything else if we're in class and we're teaching our our students are going to class i would assume that we're taking these um development and coaching in person so i knew i knew aj was going to turn his camera off i know i was going to say that that's it i'm done such important questions but not what we're actually doing so the question is does the interpretation meet what we said well um well that's so i was questioning the ten percent of the forty percent so yes okay for me that's what i meant with my questions so i'm done all right so let's go ahead and move on to number three so guardrail three uh is allowing resources equitably the superintendent will not allow any region to be

073without strong learning communities there are three interim measures under this the first is columbus c schools will develop a multi-dimensional measure of student need to inform an equitable budgeting process this this actually lies uh with mr baharik and he and i have spoken about this a bit and i spoke a little bit with mr gooding today as well it gets at um actually back to something mr cole would mention the notion of sight based control and looking at allocating budgets based on student need across the multi-dimensional scale now that doesn't exist at this point in time it it's based on a student-based budgeting type model which you know for example might look at second language learners uh what what grade they come in could could differentiate it their prior language ability could differentiate need as

074well as whether or not they've had interrupted schooling all those things often come into that model in a multi-dimensional way just for second language learners we think about that that also applicable to special ed poverty prior academic background it's a fairly complex thing to get into the reason much like other parts of our interim goals were we had a pause in a year and didn't have a metric for the year we have to develop that that student-based budgeting model and that will require technical assistance and and so that year of 2022 to 2023 is actually a year for that to be in place that budgeting model is absolutely necessary to be able to do the next two things here it's the precondition for both of those and that's why there's a hole there or an

075open space there because you know we're trying to focus on on outputs rather than inputs and and rather than talking about hey well we're going to develop the model this year no we're developing implementing as we move forward the second of these is the percentage of personnel allocated to leadership roles based on just on a district developed internal metrics where educator effectiveness will increase from zero percent of may 21 to 30 in may of 2026. again anchored to student need anchored to student performance uh and will be anchored again part of that process with our third party and dr blue is aware of this because all of the above supports equitable funding equitable resource allocation and equitable staffing across the organization again focuses on the on those outputs that are necessary for all our regions

076in each of our buildings to have the resources they need in order to be able to move forward and finally the third 3.3 columbus city schools will increase from zero percent in june of 2021 in the project of creating implementing and normalizing school-based comprehensive staffing model to 100 by june of 2026 again the the pre-condition necessary for that is to work out your student-based weighting and then allocating of staff based on weighting and also enrollment and enrollment projection questions garbage three on interpretation of what we've written to what we see in the measurements dr pierce um so my question relates to the responses that we received from administration in regards to the metrics being developed for each one of these guard rails and the question is specifically given that these measures are being developed could

077an appendix be included with these guard rails to indicate a firm deadline or timeline on when we can expect those metrics to be developed and at least the board informed of what they are if we do not get the opportunity to um thoroughly vet them that we at least be informed of what those metrics are so that's the question oh yeah absolutely yes yes again remember beckerly um i guess for i'd rather we were focusing on outputs and not inputs and it seems to me that if we're trying to make sure we have strong leading learning communities we need to have these percentages in those i mean i understand why we can't do it right away because we have to develop the tool or the metric or what's it called the multi-dimensional measure and i

078think that makes good sense and you're going to figure out a way to budget it based on equity all really good but it seems to me that if we want to not allow any region to be without learning communities we need to be not talking about unless maybe this is what you mean that but 50 of the budgeting process will be based on this model and then by 2026 100 will be based on the model is that what this means yeah it's an implementation of the budgeting model okay which would impact every school in the system but okay so then i would say rather than develop i'm not supposed to edit the interim but it should be implement a multi multi-dimensional see what i mean and then and then this these percentages are referring to

079implementation not developing the model itself i like that okay good and then i would guess it's probably the same thing for the 3.2 because i read it as the metric we're measuring how we're developing the metric rather than implementing it maybe i missed it read that based on district developed internal metrics no never mind that's not that that reads fine the way it is so these are these are great i love them because i'm a strategic planner and i love tools of measurement is there anything though in the meantime as you are developing that the board could measure even if it's other baby steps towards getting here is there some other thing you know because it's kind of like this stuff is so important i love that we're developing it we're doing it in a

080very strategic lens and so in year 2023 24 it's going to be amazing but then i kind of feel like we're hanging out in the next couple years yeah and part of this is because we you know just that the regional strategy so maybe there's a way let's maybe there's because otherwise what do we talk about when we ask you about guardrail three right like to kind of dr pierce's point like yeah you just say oh we're still working on it right i mean okay i i don't know so that's maybe something to think about um because we don't get to really talk to you about anything for the next couple years or maybe we just get updates on the process of the development whatever it is i don't know but then that needs to

081be like something yeah yeah dr pierce's so it could be that they help us to develop a presentation to the board or something like that that shows yeah this is the process that we'll be using in order to get to these pieces okay um so yeah it's something it's almost like a flow chart because we talk about implementation i've heard that quite a bit in all of the guardrails but will we have something we'll be able to see you know what does that implementation look like and what is the personnel needs and what is the funding needs so that you know we're kind of thinking futuristically about what is this going to look like and what do we need to start preparing for you know because 2024 i mean that'll be here tomorrow right so

082just being able to have some kind of flow chart as to okay this is these are our guardrails this is the personnel this is what we're thinking budget wise um just so and i'm sure stan will we've been talking a lot about budgets but wanting to start thinking futuristically about how how is all of this going to happen in terms of just something that we can visually see in some step-by-step like flow chart of some story i think would be really helpful if it would be acceptable to the board i think dr pierce's recommendation in terms of sort of the project plan uh and articulation of that over time as we're moving there because to your point um ms vera this is a a major paradigm shift in terms of how to fund right and

083it will be a heavy cultural lift for this organization to to do this and and talking about that over time and how we're implementing i know we're not supposed to look at inputs but that will i think help the board understand the progression towards those outputs absolutely yeah thank you and i know superintendent mentioned earlier um kind of the planning process you were thinking like could we afford it talking about the budget pieces and i guess i'm even curious to see like how did we come to yes or no like what are we what are we engaging as to what kind of number we're going to need for this heavy lifting because i know you said that was the initial process of what you were looking at how can we afford it but i know

084when we talked about futuristic funding based on some of the numbers i've seen we have some things to be looking at yes presently without any of what we're talking about today is not even in those projections just yet including personnel and i know that's going to be a big piece that we're still trying to gauge like how many personnel do we presently have and how many more do we need and what you know how do we start planning for that and that goes back to to your point that purposeful budgeting right and then how do we um what are the things that we're going to prioritize and what are the things that we're going to stop doing because you know we want the whole pie we want everything and we know um in order for

085us to be very strategic and say that this board is going to focus on these things that is going to be our priorities not saying you know those other things that don't mat that don't matter and we may find other ways to fund those but these are the these are our priorities and we're going to prioritize funding for those and it's just a tidbit you know when we do professional development in our um in our district there are professional development dollars that we utilize for professional development but is it enough to do what we're talking about and i would say no it's not so it will be you know me coming back to the board and saying that we would need additional funding on some of these strategies and it could be funding from personnel

086you know not necessarily materials it could be technical assistance whatever those those things that we believe that will be um that we would need to make sure that we're implementing these various strategies with fidelity and we have the funding and the staff not to fund it but the staff that we need to do it and it goes back to something we talked about earlier when we talked about the restorative practices et cetera you know what does that look like when we um implement throughout the whole district do we need additional staff members to do it um the training that um miss wards spoke to you know you know is that training we know we have current um a select number professional development days um in this in the school year you know do we need

087additional time um for staff away from the classroom in order to do those professional development um so that's training rather so there's a lot of things that we have to consider and we'll be bringing that information back if we need additional budgets dr pierce did you have your hand up i did so i i just want to clarify because we're talking about two really big issues and i want to make sure that [Music] our steps for moving forward are just clarified and solidified and very clear um so i think and i appreciate dr brown noting that we do need to pay attention to the process um for how we're carrying this plan out and the timeline but also i want us to make sure that we're focusing on defining what those metrics are and delivering

088those metrics to the board so that we can vet them so those were the two things and then i think with this last um comment uh related to the superintendent indicating that we need more dollars for professional development i think that that's that's so big and i guess i want to echo what board member becker lee is saying in terms of making sure that we're beginning to look at the outcomes right because there are some organization agencies external vendors that are very focused on making a solid outcome and impact that their professional development costs may be lower than some of these other organizations that may be more focused on capturing those dollars and not so much focused on the outcome and so i guess in regards to the cost we're being very focused on making

089sure that we're not under funding making sure that we're not understanding making sure that we are equitably financing what needs to be done within this district but i don't want us to lose the fact that um in many instances while cost is important it's the outcome that we're looking for right and so i just want to make sure that we're highlighting that oh yes absolutely yeah cool um i think i'll park and lobby okay that's great because i think aj's gonna turn his camera on and tell us we need to move on to number one so number four ensure a culturally responsive staff the superintendent would not allow the staff to um would not allow the staff to be culturally non-responsive so we have our three measures here interim measures 4.1 the percentage of columbus

090city school staff who complete the equity and inclusion diagnostic survey instrument will increase from 0 in may 2021 to 60 in may 2026. second 4.2 the percentage of columbus city school staff with access to curated professional development modules on cultural responsive cultural responsibility that are relevant to their job will increase from zero percent in may 2021 to 100 in may 2023 and 4.3 the percentage of columbus city school staff utilized and created professional development modules that are relevant to their job category will increase from zero percent in may 2022 to 75 percent by may 2026 and dr blue and her team is leading um guardrail number four so dr blue okay so when it comes to culturally responsive staff we know you either have to hire people who have the skills the cultural responsive skills

091that you want to see or you have to train them so between those two pieces that it also kind of connects into guardrail 3 in terms of comprehensive staffing and really outlining what is an equities what does a culturally responsive staff member really look like and so we really have to um define what that is to uh one of the points that dr pierce made earlier so so the idea on on this on this guy rail is is primarily about professional development but it also connects to guy rail 3 which is already kind of already been outlined in terms of those two pieces of the pie in terms of becoming culturally responsive the other piece is because we cannot say that um you know a person takes you know one pd and they're culturally responsive

092culture building a skill set around cultural responsivity and equity and understanding diversity in your whatever ways that you touch students or whatever way that you touch education takes time and so the idea was to a get a sense of where we are what the perceptions are of our staff and eventually also our students and and families to see where what what do our what does our ccs community already see as our level of cultural responsibility as a as a district and so using that that diagnostic as just kind of a way to triangulate as we build equity goals and priorities and things like that and understanding the fact that it's also difficult to sometimes get a high response rate on surveys and we have you know several surveys out there that um that we've been

093doing across the year as a department you know panorama et cetera and really seeing that our response rates are not as high as we want them to be sometimes and so that's kind of why that that number is what it is to to build the relationship and trust of our department with our staff to for them to want to fill out a survey that can sometimes have questions that may make them a bit uncomfortable we did get calls from folks saying how do we know that this is really and truly anonymous you know things like that so we know that we have to build that um that capital with folks in order to really increase the numbers on the survey which will give us back information that we need to um to help to do

094our work looking at two and three there probably are some adjustments that we would want to make to those to the points that you all have made about output and and impact outcomes because we are building a menu of professional development modules so that we can say foundationally you know every you know ccs employee must take x y and z you know module right now our system is not necessarily set up to mandate that of people so that is something that we would have to come back to the board and say hey we built this beautiful pd no one's taking it because they don't have to and i can't make them and so how do we get to that point of really um of having um you know removing whatever barriers that we may have

095right now to help us to get um more participation as we go in terms of those professional development models but the idea of the modules themselves is to have this kind of individualized learning path that people can take depending on how they touch students if it might be more behavior they might it might be things that are culturally responsive teaching practices other kind of areas related to diversity equity inclusion to help people grow that that skill set for themselves and begin to really use that so understanding that the parts that we can control within our department are the creation of it but the parts that we would need support from in terms of the board is really around the systemic barriers that may now exist to keep us from being able to have that sort

096of um not just participation in terms of using them but really to the point that ms ward made earlier is really about also the ongoing process the coaching it's not just we took this and now we're done and we know that you know we love a checklist but it's really deeper than that so we know that it's going to take time to really build that skill set and take time to define what it looks like as we are on boarding and hiring new employees so that's kind of the thought process around why it's um written the way it is but we can also obviously make adjustments that more so speak to the impact just before we get into questions um just as another reminder the term culturally responsive is another term that's defined by ode

097so if you aren't familiar with that we can make sure you have it but we discussed that when we picked it so a former i'm sorry dr pierce and then board member beckerly um so thank you so much dr blue for um your explanation of how we're moving through this point how we got to this point i just want to give the team a kudos on that i had the great opportunity to listen to dr hills sean harper's talk this evening about critical race theory in our schools and really helping to refine and clarify that conversation that's happening in in our communities and in the public to help people understand that we cannot have this checklist when it comes to our educators becoming culturally responsive educators that we really have to create and tailor these

098individualized programs and tracks that they can actually engage in a lifelong learning journey to get them to the point where they're understanding cultures and diversities and so thank you for acknowledging that within this particular guardrail and staying relevant with not just what we need within the district but also with the national context that's that's taken place so i appreciate that thank you okay thank you dr pierce uh let's stay focused on the does this interpret what we um what we wrote that was very important comments though dr pierce so i guess to be clear and to stay in focus with that yes that aligns with what was interpreted it aligns with what's happening on the national scene i'm very appreciative of the work that you've done in that area remember beckerly um i i really

099appreciated your discussion of the plan because that was really helpful i the one thing i would think is can we men is there a way to measure whether a particular staff member is culturally responsive because i think clearly you have to do this diagnostic survey that has to happen i'm sure for you to do your work but what we want to know especially the way it's worded we're not going to allow the staff to be culturally non-responsive so this is hard to talk about but can we say you know at the end of by 2026 35 of our staff will rate measure x on some sort of a rubric for you know i i assume when you're doing this sort of thing you identify and yeah i don't want to equate bias with cultural responsibility

100but just for as a proxy for that conversation like if i take one of these surveys i it turns out i'm 75 biased right so if you could say at the end of you know by the end of 2026 or by 25 20 25 256 only 15 of your staff will be biased instead of it started out say at 75 or something like it seems to me we want an outcome and i don't know if that exists can you measure bias in terms of your staff maybe don't know yeah that's not i mean that's so we have a session with dr blue that we are scheduling so i think these are all really important kind of questions that we have for her for that so that's really good question doctor i mean doctor pierce is

101he elevated um or more regularly but outcome like some sort of an outcome rather than an input that's my only thing really okay uh i triggered dr pierce i don't know why you very much did i just think well that's not so we penned it if you're going to talk about what she just talked about we penned it so i just think it's it's important to clarify in the context of the conversation right now that when we talk about measuring responsiveness measuring bias that's like a harvard implicit bias review it's so complex and i want our board to just be very clear that we're not directing or questioning our administration to measure one's bias we're just not but but i think what carol was trying to say is like is there a way of like

102performance review right when we coach when a uh a supervisor coaches or gives an opportunity to a direct report that may have enough you know may have not handled something in the appropriate way or may have not [Music] responded in a culturally responsive way i mean what what is what is our module how do we hold them accountable how do we create a coaching it's not a punishment you weren't trying to do it as a punishment you're trying to do it as a continued coaching so if if no one's providing that feedback either in a performance evaluation or in a monitoring of some sort then how do we know we're being successful does that yeah how do we know we're being successful i mean i kind of was assuming it would all be um anonymous

103anyway like so that we wouldn't be directing of like dei stuff which is what dr blue will work with us on uh that's an important conversation but not exactly what we're doing in the moment right now um but i do think the question about does this actually measure or or put into measurements what the board wanted yes that's fair so if we can stay higher then like yeah we'll go deeper with dr blue a little bit later maybe i shouldn't use an example or it's also occurring to me that maybe is the problem in the language of the guardrail itself well one of the things that we discussed when we were developing this this this card rail was the student experience right and making sure that the student experience and and their outcomes that you

104know it goes back to the trusted adult that our teachers really know who um know enough about the students that we're serving you know that's where the spirit of this this came from yes yes and how do we create something that you really know your students and you want to know everything about your students so that we can serve our students best so that's where this came from so and and we talked about that how can we make sure that staff members are provided um with um some some some dna training etc so that's what i interpret you want it out that's all true but then i think what we need to know is how do we make sure that that training took essentially that's what i'm saying agreed right and that's not that we're

105giving them these are deliverables there's no out there's no they look like deliverables right i think she's got okay yeah dr blue i might i i'll i can go after that no you can go dr blue okay so my uh the idea i think in terms of your point about an outcome and is really not going to just be one measure so even though we want to have a higher response rate on the survey the the overall health of the district responses to panorama survey attendance data behavior data all of those pieces are going to go into play to say are we being more culturally responsive because that is going to lend itself to becoming more culturally responsive so we won't have one you know anti-bias this or that kind of measure it really is

106going to be a collection of measurements that will say the health the health check of the district is that we are being more culturally responsive well they're already captured other places but we i mean we can think about we we can do that as well but the idea was since we're already capturing those in one and two and actually also three that those things will kind of it really kind of flows down into four focuses on um some of the panorama stuff for the adults in the building right right very well dr pierce um so i i like where the administration is headed with the interim measures because i do think that the first step is to establish the curriculum to establish these modules right we want to make sure that people are having the

107opportunity to engage with this material i i would like to i guess when we move to part two i don't know if we can um at this point say what we would like the language to look like but i think when it comes to guardrail four maybe it's not that we're not allowing the staff to be culturally non-responsive but we're empowering the staff to be culturally responsive um so we're spinning that language as a positive as opposed to a negative right um so i think that would be a good language change if we were to put one there and for step two then it allows us to move to a space not so much where we're measuring these biasedness uh our lack thereof of bias in individuals but maybe it is we're measuring their understanding

108of a concept we're measuring their understanding of cultural definitions we're measuring their understanding of our student demographics right their understanding of how our demographics change within the district or change within a particular region right the cultural communication dynamics that can occur when interacting with the different cultural communities in our group so um maybe that's a step too but i like where we're at for the step one um so i think that your suggestion about changing the language violates the rules of how these are supposed to be written because we struggled with that very deeply at the beginning about them sounding negative um you know i struggle with this dr blue because this is what i do every day i feel like personally these could be stronger i didn't understand yeah what you just said about

109the not she said to change this this year will not allow remember we hated that at the beginning aj said that they all had to say superintendent will not be allowed to do something gotcha remember we all hated it but aj said that's how it had to be and we kind of gave in to that so that's that's that's the structure of a guardrail um i think that in in the conversation you know so these are all very so first of all the interpretation of the superintendent is not what she said was not what is reflected here and not what i think the board said so you said we're looking at it under the lens of the student the student experience that is not what this says this is talking about your staff now we

110know it impacts the students right again this is like right did we write it correctly is the question to the board and then i think in the measurements you know i think pd first of all assessment pd but to to the points about how do we know it's sticking you absolutely can do that and it can be done in performance it can be done through competencies that your staff are judged by you know it could be a whole bunch of different ways so i feel like we have like three pd things here it's the same thing you're measuring in my kind of thing so i feel like these could be just a little bit stronger but that's i'm not supposed to really go that deep right now but it's right and i think what i

111was stating was it started from that conversation of getting to um strengthening the outcomes and relationships for students and we knew it couldn't happen unless we started with our adults so that's why we started with the professional development of our staff and uh wanting our staff to be more culturally responsive so so that students would have better interactions with our uh with our adults okay so and maybe i misunderstood you and somebody that's absolutely right what you just said and then but by the way cultural responsiveness is not just staff understanding our students it's staff understanding staff like themselves that's true and how that interaction works together right um so i'm sure that will be in the and i think we also recognize that um as uh dr blue and others stated these are tough

112conversations right and and you and it goes back to dr pierce said too empowering staff right so you have we have to we will create that culture where it is okay to talk about our differences it is okay to honor our differences and find out about one another and do it in a safe and responsible way and that's what we ultimately want to go because we say we value that that is something that we strongly value to the point you're saying to the superintendent you're not going to allow it not to happen for our organization so if we if we don't have these measures right we can all you know we can go back and strengthen those but i think that's what we ultimately are saying how to recreate that type of culture that we

113are so responsive regardless of who comes to our district and um so that's what we're trying to do so we can strengthen that if we've not met this as you um as you had intended and to your point about pv you know kind of like i said before the other pieces in terms of performance those are things that are going to be more addressed in guardrail 3 and it also will mean other conversations that we have to have with some of our bargaining units because we can't just change performance just because we want to do that so there are other things that will have to also happen which is why this primarily focuses on the things that we can currently control but understanding that we are also going to have to work on other things

114in order to really get to this yeah that's completely understood i don't know though so i know aj when because i got and because we tried this before when we were because tina asked dr pierce said this when we were doing one of the practices because she was trying to tie guard rails and other things together and you said no no we can't do that they have to be separate so is that okay what dr blue is saying like if we so she's saying no really bored um we're measuring a ton more stuff in guardrail four in other guard rails is that okay i was wondering if she's gonna tie that back you have to tie it back in here because you're not gonna present right the other three you're going to present this on

115its own so i would assume that you would have to bring that data let's say you're asking 25 questions and four questions are pertaining to this piece i'm assuming you're going to have to grab that data into here i can't assume that i'm going to remember when you guys did presentation two and three see so i'm i'm seeing that i'm going back to what you're saying that the student is missing in this guardrail is how do i how do i know that if it's student-led and it's how do the students reacting we're providing this that's not how it is that's not how it's written that's what i'm saying yeah i'm wondering if it's missing to your point i don't that wasn't what i was saying i wasn't saying it's missing i thought we agreed it

116was staff focus but i think what dr blue is saying some of these other ones supplement how we know that staff is getting culturally responsive what i'm saying is like when it actually works when we get up to guard rail three or four whatever one we're on and we do the presentation we are only supposed to talk about point one two and three four point one two three is she or good group four okay that's right so then we can't measure what's not here that's what i get okay yeah so my sense is that you all have had a really deep dive into each of these four and their constituent progress measures now my recommendation is that we do the final work um for which i'm joining you this evening which is to actually go

117back to guardrail number one and then the question for all four of these will be the same does someone have a specific language edit that they are proposing for guardrail number one not the inner metrics for guardrail number one itself um and so take us back to the top of the list and as you're looking at guardrail number one then any board members have a specific language change that you want to propose for that paul did you have your thinking i had a i initially wrote support behavioral intervention systems so guardrail one would be supporting behavioral intervention systems with the bottom piece saying the superintendent will not allow multi-tier systems of support for students needs to be underfunded the idea here is that we're trying to be we're this is the space that we're trying

118to impact we're trying to impact positively student behavior yes and social emotional systems that support that um so that's where that general statement came from are there opinions i'm not clear on what you're proposing he's saying change the title oh title of guardrail one okay to support behavioral intervention systems yeah except it's not just behaviorable but i would say correct intervention support instead of fund is that what you're saying yes and systems inside supports systems instead of support is there anyone else with the recommendation so changing the title is not a major phenomenon if that helps create clarity sophia is there anyone else inside unless somebody has a problem with that that's how you accept you know that modification but does anyone have a recommended language change for the guard rail itself well if not

119we will move on to guardrail two vice president reyes um i guess i'm still having problems with the not allowed piece because i still feel like implemented with fidelity the underfunded pieces still is stickler for me um so i don't the superpower will not allow the multitude rather than so rather than being focused on funding what you wanted to be focused on fidelity i wanted to yeah yeah that whatever these interventions are would be implemented with fidelity so you're thinking something like the superintendent will not allow the mtss student needs to be implemented ineffectively something like that but i don't like that language but yes i feel like yeah i don't know the word but it needs to be a bit stronger than effective but i don't think it's under fund and that was how

120i brought it up to begin with i don't know what the word is without because cole just changed the title to just he took fund out so support in support intervention systems that's what we wrote doctor who what here should we just keep it simple and change underfunded to be needs to go unmet or be unmet to be um so we'll not allow mtss for students needs to be unmet does that make sense if we look at just the basic definition of unmet i like what you said there but in terms of the sentence the multi-tiered system of support is the title for student needs to be unmet does that make sense it's almost like you're saying you don't want unutilized that's not it's the system so we're saying we're measuring the implementation of the

121system so it's underfunding about prioritization is the spirit of funding about the prioritization of the multi-tiered system is it all about making sure that we prioritize it by by making sure we prioritize it through the funding yes so you're saying under prioritized instead of underfunded yeah that's better you don't want the system to be take out take out student news for a second because that's just i think added words in that it's about this this multi-tiered system of support we don't want it to be okay would you say underfunded or under prioritized understanding or under resource i like that under resource i like that that's funding that staffing yep and take out for student needs right yeah for clarity because we're yeah absolutely so it sounds like um was it provide intervention or provide intervention

122systems what was it support support intervention systems and then the superintendent will not allow multitude system of support to be under resourced right yes yeah that's good is there any lack of consensus around that doesn't appear so but we did not vote all right what's the sentence because we can't that is the next meeting all right um i don't know or someone did you capture that oh i did that's a mistake um so the garbage one would read superintend i'm sorry support intervention systems the superintendent would not allow the multi-tiered system of support taken out for um to be under-resourced yes okay all right um that takes us to guard rail too is there anyone who has proposed language modifications for guardrail number two no it seems like no guard rail number three wait can

123we have a guardrail number two i know board member cole mentioned like putting some type of asterisk or something to really define what we meant by a whole child is that are we going back to that or is that not uh well it is defined it's what i was reminding everyone okay but we're not putting it in the document is what what we're saying and and again the the key thing that i definitely wanted to see in this is that there is a asterisk or some sort of indexed illustration of the delineation between tier one and tier two because that was the that was where the where the rub was for me understanding the difference between the two that tier two was really a resource focus on extraneous things that provide for the whole child

124whereas tier one focused largely on the social the social climate right the climate of the school but that's the fight in tfi so document that was sent to us okay so motive i'm i'm good with it i'm cool 23 gets you at tf to the second tier yeah i'm cool with it i'm i'm clear but to board member vera's point who's brand new to all of this you know if we give this to the public we should have footnotes about where the definition is in glasgow yeah some type of glass right at the end would make sense okay so nothing on the wording though all right so that takes us to guardrail three is there any specific recommendation for changes to the language of guardrail three oh you didn't want to send the change development

125to implement now that was in the um this that wasn't in the garden that was in the um room it looks like now thank you okay and number four um again i looked at the uh the title aspect of it to help shape greater narrative around or greater context for the superintendent will not allow staff to be culturally non-responsive um i wrote guardrail for as okay so that part the portion here the superintendent will not allow the staff to be um the superintendent will not and i have to put my dog [Laughter] all right don't beat me the head okay so um the superintendent will not allow the staff the student will the superintendent will not allow cultural non-responsiveness to negatively impact the student experience and professional effectiveness the reason i i that came to

126mind was because i see that there's first of all the need for of course our teachers to be culturally responsive first and foremost but i also see that as a reciprocity exchange you know there has to be an understanding a knowledge and awareness of the meaning nature and significance of a student's relationship to the teacher that is embedded where respect is embedded where their open-mindedness to seeing a teacher's perspective is is important to making that class work and for a teacher to be affected if i'm spending as an educator way too much time trying to redirect the student's behavior and then that limits my ability as the educator to be affected so to me i see it as a two-way street i'm listening to this as an educator so again the thought was the superintendent

127will not the superintendent will not allow cultural non-responsiveness to negatively impact student experience and professional growth i like it but does it assume that cultural non-responsiveness is positive in some way ever say it again the superintendent will not allow cultural non-responsiveness to negatively impact the student experience and professional growth it makes an assumption that that it could be positive at some point because you said because non-responsiveness is always negative all right then take out the negative piece okay say it without the thing double negative means a positive that's what you're looking the superintendent will not allow cultural non-responsiveness your impact student experience and professional growth there like it that's what he said and i would say professional i think gets you back to can you just say growth without the professional because it's student well

128no it's it's student growth i'm talking about students experience that we're talking about but it's also professional growth we want to we want this professional who's teaching that certified professional who's teaching our students the teachers growth and the students absolutely i don't want it to impact either of you either of them yes ma'am you don't mean student growth you mean grown-up growth right grown-up professional staff effectiveness or i couldn't think of a word as a filler but i really wanted to make sure that we covered both sides of the student side as well as the certified adult instructor side the way that they're doing it oh absolutely that's what that's what a teacher evaluation is for a question yes are we only focusing on classroom based stuff with that if we reword it that way

129i don't know nobody it should be any and every adult so maybe it's adult professional effectiveness i don't know but okay we need to wordsmith that but i like where you're going we're not voting on it anyway so we can we're gonna miss it and then bring it back for a vote when we do it if we let if we have consensus about the change yeah so it sounds like you have consensus on a place to land with all four of these um two of them without any changes two of them with one of them with minor changes but substantive and the last one with significant and also substantive changes um i recommend you put those on a future agenda um consent agenda is fine i think there's already consensus here so consent makes sense

130uh and move that forward so that your administration has clarity about what their next steps are and then now that we have the modifications here that the board make its intention that we're not going to spend time over the next 12 months coming back to these and modifying modifying modifying with it now the job is to focus on execution either the work is getting done or the work is not getting done and monitoring will be the board's avenue for determining that so if that's uh understood then that means a lot of our energy that shifts to focus on monitoring performance to make sure these things are actually happening the goals and the guardrails are actually being experienced by our students um so with that um the part of this that i had intended we are

131now at uh completion of the questions and uh about the next steps in this process that these should be added to a future agenda formally ratified but then that will close the door on goals and guardrails modification for at least the next year while we spend time instead actually putting systems in place and executing on those systems any questions about those next steps okay so i i get i understand clearly on the guardrail part of this next step that aj just outlined i'm a little confused because i think that some of the interims are in play aren't they based on this conversation and so we need to do we i assume that the guard rails are fixed we'll do the word smithing and we'll but then we're going to have to another meeting with the

132interim to decide whether they're reasonably calibrated to achieve the guard rail don't we still have to do that so based on yes i guess i guess right now i'm being optimistic so thank you for interrupt disrupting my optimism i didn't actually hear a lot of pushback on um interims that weren't also readily accepted by the administration right and so i did i didn't hear a well no we don't like this and so friction i heard board members say hey what about this and administrators actually yeah that makes sense we'll we'll move in that direction so my guess is that you're going to wind up in a place of consensus but to be fair that may not be the case in which case yes you're correct you'd have to take a look at that but i'm

133hopeful that what uh what comes back to you all uh sometime in the next uh week or so is something that people look at as like all right you know we're good to go creation mode and shift into uh system building and monitoring mode the other thing you all should know part of the reason that i'm nudging on this isn't just because we've been here for a really really really long time but also because i've now shifted into trying to work with your administration on reimagining what are the things that need to happen uh with the superintendent and cabinet um in their direct reports begin cascading this work and that work gets paused for as long as it takes for this work to get through so it really is time to start pushing this into

134implementation throughout the entire system but we can't meaningfully do that until this part is nailed down and so the sooner we can do that the quicker we can get moved on cascading this work into the cabinet and then their direct reports and down to the schools to the teachers and hopefully you know uh then we'll actually get to execute on his work enough to have it actually start impacting students any other questions about the next steps i think there are no more questions madam chair uh as as always board i appreciate working with you is you all have any questions at any time you know you can always reach out um you know contact me tom pretty much 24 7. uh excited to be with you as you all continue on this journey madam chair

135back to you thank you so much so we'll try to put this on our next meeting agenda um so board members once we get it take a look at everything and if there is something we need to discuss then like with the interim if that's possible administration let me know um then we can decide on if it's in consent or in board matters um and kind of work from there but that really requires you to look at it when you get it read it provide feedback like quickly okay can we get it outside of the agenda like as soon as it's ready in a separate email i guess sure i guess like once you've got it done rather than putting it in the agenda and then if we edit during a gender review just send

136it to us separately okay yeah as soon as it's finished yeah it's there exactly okay uh was there anything else that you wanted to say uh dr dixon no thank you glad we got this part done and um thank you to the team they've been working hard i think we got the clarity we needed to um move forward to keep moving forward awesome thank you this is this is really hard work and you know i think every time we sit down with aj we learn something new and we continue to learn and grow and that's what we should do as a team and so again i just echo thanks to the entire administrative team and the board members for this whole process it really will change um the way our district works is governed and

137ultimately our student outcomes so thank you for this just need a motion to adjourn motion to adjourn second thank you we are adjourned thank you everyone it's a really good meeting [Music] you