001because tonight marks the beginning of an important process for trustees as well as working with staff to craft goals and success indicators for 20 2025 26 um one of the major important roles of Trustees is to set and establish districtwide priorities for the entire district and that is a huge responsibility and we really appreciate all of your feedback today in advance um we know that um that really sets the stage for the upcoming year and it really gives staff the lens and the opportunity to to then um begin to plan for next school year the other thing that uh is important is setting up a criteria so we have uh goals and success or goals overarching goals and then we have what we call our success indicators which are criterias of success and so the
002board also sets these measurements to tell us whether or not we're meeting the goals and so I'll walk through that a little bit in more detail in just a moment one of the important reminders is this is an information discussion item only tonight you're not taking action uh but we are going to ask for some direction as we move forward with things so as we're adding success indicators or modifying success indicators or goals for that matter we need to get a consensus from the board uh so that we can uh hear all those things and then summarize them and bring them back for the next board meeting which will be to approve the 2025 26 goals and success in the getter so just um information with that a little bit about the timeline so tonight
003again we're going to review those uh as I mentioned before we're going to bring those back for uh action at the April 23rd board meeting once you the the overarching goals and success indicators then staff really begins to work on an action plan to achieve those things so in that action plan we're talking about lots of different things resources we're developing budgets and then we'll bring that action plan back to you on the May 21st uh board uh board meeting and then if that gets approved with the preliminary uh goals and success indicators as well as the action plan we'll post that to the to a public website and we'll ask for a public comment then we'll have two board meetings in June one being a um a public hearing and then the second one
004being the final adoption so just um some information there I did want to cast up our current board goals and success indicators and this is an exhibit it's Exhibit C this is actually staff recommendations and I just wanted to take a moment to just kind of highlight what's on this so we have three overarching goals that we've had in the district for about five or six years now um and those goals are highlighted in the colors so you'll see goal one ensuring that students demonstrate academic growth and proficiency so that they leave TK through 12 ready for college and career and then embedded underneath those goals are our success indicators so the goal you'll see is more lofty uh it's um more aspirational and the success indicators you'll see are much more specific and they
005always attach a percentage or a way to measure uh whether or not we've met that or not so you'll always see a measurement tool in there so as you're thinking about revising as you're thinking about potentially adding um we want wanted you to be aware of the distinction between goals and success indicators so goal two you'll see here that that's aligning student learning to state adopted standards supported by materials instruction and technology in a fiscally sound safe and clean environment and then you'll see the success indicators that uh populate under that and then goal three is around engagement engaging parents staff and the community to promote unique educational opportunities for students you'll see the success indicators that are there for that um one of the things that I did want to highlight is that there's
006a difference between goals and success indicators and our local control accountability plan and sometimes I use that term interchangeably and I shouldn't and I just wanted to uh draw out a key distinction to that um our goals in success in indicators will populate in our lcap plan the lcap plan is a Compliance Document that the state uh requires us to uh fill out every year it also has very specific requirements about what we measure in the elcap plan so our goals and success indicators are really our priorities that you set as an organization and a board and we include those in the lcap plan but you when you read our lcap plan it will also include State metrics that the board hasn't prioritized in the past so they don't mirror one another and I think
007that's an important distinction even though we've had a process in place well before the elcap plan ever was established we kind of morphed the two together and um I think we've done that in a fairly effective way but sometimes we're going to have goals and success indicators um that aren't necessarily completely mirrored to what's in the lcap plan so so um important distinction and I just wanted to point that out uh again I I talked about the elap being uh more specific metrics by the state an example that I could give is the lcaps uh one of the things that we have to measure every year is the percentage of teachers that are miss that are teaching outside their credential area it's an important thing that we want to measure and track however it's not
008something that we would put on our goals and success indicators document uh it hasn't risen to that level of being important in that regard so it still resides and we still measure it we still track it um and it's in the lcap but it's not on our annual goals and success indicators for tonight um a couple other distinctions in regards to the purpose of tonight's feed uh tonight's discussion is to talk a little bit about the feedback that we've received uh the next slide so we want to talk about the feedback that we received and we received in a couple different areas we received feedback through whoops sorry yeah you're right there we go oh fantastic let me do this it's gonna do that all night um we received feedback in a couple different ways
009we received it through our standing cons consultation groups and I'll talk about what those groups are but those include Pac and tsac and and Cuda um but we also uh received a tremendous amount of feedback through our thought exchange so we'll talk about each of those we'll talk about some uh key information that we've received and we'll kind of go through each one tonight um for the purpose of tonight I I just highlighted some key questions uh question number one what insights can be interpreted from the 2025 stakeholder survey results and and do we see any wildly important goals or overarching goals that need to be added or adjusted for next year and do we see any success indicators need to be added or adjusted for next year uh the the Temptation is to dive
010directly into actions and services and I've done this 12 years now and that's understandable we're going to talk about adding counselors or keeping class sizes low I'd like the focus hopefully to be more on the overarching goals and the success indicators we do have a process where we can uh put additional items that you'd like staff to consider as it relates to actions and services that we're going to be bringing back to you as I mentioned before in May so there'll be a process for that that uh where we get some consensus and staff will bring that back when we bring back our draft actions and services uh in May again so to dive right into the thought exchange uh we we offered the thought exchange uh from February 4th to to March 3rd the
011question that we asked is the same question that we asked the previous year what are the most important things Carl's Bad unified needs to do to support and increase success for every student over the next 3 years this is a breakdown of the total number of participants that we had that t took the survey the total number of thoughts and the total number of ratings um for the survey in general uh we had approximately 30% of the respondents were parents 56% were students 9% were certificated 4% were classified we did have community members and other but they uh were less than 1% we had a good breakdown of um uh sites represented um this is just a breakdown by parents of sites that were represented this is a breakdown of uh certificated and classified staff
012by site that were represented we also ask um does your child uh belong to any particular groups so specialized groups so are they an English language learner are they a foster parent um does your child receive special education services so you see a breakdown of that and then you'll see a breakdown of respondents by race so one of the nice things that thought exchange does is it um compiles all that information and then generates through their AI feature um those things into themes and so all the thoughts uh it rates them into themes and then we're able to sort those by um respond in type so we're able to sport uh uh present those by parents by students by staff um so this gives you uh all the adult respondents and then it it generates
013uh the ratings for each thought based on the themes that were created through the AI so AI uh themes were smaller class sizes mental health support school counselor school safety a lot of different thoughts make up small class sizes so um we didn't mess with any of the themes that the AI generated um you know it it we felt like at this point in time it takes the subjectivity out of um our end and it puts it directly on the AI where the themes are sorted so this just represents of the themes that were created what were the highest rated themes so in this case smaller class sizes through the adult lens the 10,27 respondents that was their highest rated thought um based on those themes that were cre mental health was the second highest
014rated thought school counselors was the third highest rated thought school safety um to give you a general idea the other thing that the AI does is then it takes those same themes and then it breaks it out to you well what were the total number of of uh times that that thought or that theme was um uh was put into place so in this case for this there were over 3 50 specific instances where the theme inclusive education was mentioned now there's a lot of different things that make up the AI theme of inclusive education that could mean uh you know uh higher quality teachers there's a lot of different things that we include and I believe trusty ver bef had asked that question herself what makes up that and I'm happy to go through
015those uh if you want to in more detail but this just gives you the total number of thoughts in those particular themes so it's just a different way of looking at it one is the highest rated the other is the total number of thoughts in that theme we also did it for students you can imagine there's slightly different themes there for students that the AI reports out um and this is similar to what we've seen in previous years as well um but it you know uh to defend our students that's something that's important to them and it's impacting them uh and their day-to-day lives absolutely um we also do the same thing about frequency of those themes and you'll see uh those those slightly different than the previous uh adult responses so we also include
016uh the top rated themes by or top rated Thoughts by respondent type and we've included an exhibit a the top 50 Thoughts by parents by students by certificated staff by classified staff for the purpose of the presentation we kept it to five um but you'll see here these are the top rated five comments um as it relates to parents the top rated five comments as it relates to uh certificated staff uh classified staff students and because the other and uh community members were so low we just didn't include those in this exhibit dress out for PE when it's raining students yeah you like that one yeah I had a daughter that was uh as I was driving her to school today that was saying that exact same thing I hope it continues to rain so
017I don't have to dress out for PE so the other thing that um that the AI will provide for us is those themes again uh slight in presented in a slightly different format this it gives you the opportunity to do a a real highlevel view or what they call a myopic view or a very drill down view so this is the drill down view of AI themes by respondent type and in this case the parents uh also indicated class sizes were up there teacher support technology use safety measures but as you looked at drilling down they also um the AI generated full day kindergarten as being an another theme that was uh resonating with parents um as you look at certificated class sizes counselors mental health support mtss and early intervention and then when you
018look at students less homework better food support for struggling students school safety and more electives okay so I mentioned before that we have consultation groups groups as well that we meet with so part of uh what we do is gather the thought exchange information the other part is that we sit down with our standing consultation groups and we ask them uh we give a midyear update on how we're doing on our current goals in success indicators and then we asked them a couple questions about what they' like to see as far as any goals or success indicators that they' like to see change um and we compile that information as well so some of the things I I went in and I um I did a kind of highle view we've included the exhibit of
019the consultation feedback in in the board item itself I'm not going to go through each one of those but I did go through and kind of compile and uh put things into themes based on those based on the consultation group feedback and this is my interpretation of some of the themes that came out of that one was a focus on mental health and well-being these aren't any any ranked order these were just some of the things that we saw in multiple consultation uh group feedback so focus on mental health and well-being focus on College and Career Readiness there was some comments around data transparency I think that came up directly in CF and pack where they talked about data transparency and accountability and and I I pulled out uh in P act they specifically mentioned
020they'd like to see as I gave a midyear update on how we're doing they wanted to see more comparison data with other districts in our County as well as other districts in the state they felt like that would be um beneficial to them to see how we're doing in comparison to other districts as far as our data and then CF has brought this up a couple different times when I met with them and I think it's interesting to Just note they'd like us to have a success indicator a success criteria around alumni tracking and figuring out and how do we track our alumni to to get whether or not we are uh trying to get after creating uh successful students After High School right we want to prepare them for College and Career so how
021are we checking that certainly we do some college tracking through the clearing house so we provide uh the board that information but we don't do a lot of data alumni tracking um so I thought that that was uh interesting increased support for diverse Learners was another uh High topic for um the consultation groups uh increased focus on student engagement and family communication smaller class sizes were also uh an item continue Focus around chronic absenteeism and attendance support and then uh focus on the whole child so those were the top themes that I pulled out of the consultation groups and the consultation group feedback uh a couple other items and then I'm going to turn it over to discussion for all of you and that's the primary focus of tonight is to hear your discussion and
022hear you talk and not me but I'm happy to answer any questions uh We've pulled this quote and I like this um this is from Tim Cook the CEO of Apple and we talked about it on several different occasions but he talked about Apple being um a successful organization and why he thinks they're successful and he said this we are the most focused company I know we say no to great ideas to keep the amount of things we focus on very small in number in this way we're able ble to put enormous energy behind the things that we choose and I think as we look at goals and success criteria it's important um I think when I first got here we trusty Rawlings reminded me of this we had probably 10 different go overarching goals
023and maybe 50 55 success criteria we've worked with the board to coales around this idea and I want to just recognize that for the trust that are here that um in order for staff to hyperfocus on on goals and success indicators I think it's important to keep this quote in mind that we could throw a lot of different things up on the board um and what that does though is it it distills our focus and staff really um implores you to keep this quote in mind as you're wanting to add different success criteria that you just are cognizant of the idea that um there will be a critical point at which it's just up there and we can't put any resources or devote any time to actually try to accomplish it so the more focused
024we can be the more um uh the more we can remain committed to that I think the greater likelihood we're going to achieve our goals and success indicators at the end the end of the year and we've always had pretty good attainment rates you know I would say around 70 to 80% year after year which I think is fairly good so in regards to the goals and success criteria um we've provided the staff recommendations and I'm going to go through that document fairly quickly I I I posted that up um earlier I'll talk to you about the staff recommendations and then I'll describe the process in which we feel has been somewhat successful in capturing trusty uh discussion and adding specific success indicators and goals um and then Gathering some consensus so we can move
025forward in that capacity so with again the goals staff isn't recommending a ton of changes um you'll see the changes in red at this point in time um the first change has to do with success indicator 1.4 and 1.3 and 1.4 are really similar in that 1.3 is capturing the percentage or increasing the percentage of students that are meeting proficiency 1.4 is decreasing the number of students that are not meeting proficiency so in a way it's somewhat redundant now staff fully recognizes that there are four categories in the State Testing there's uh not met nearly met met and exceeded um and this indicator only deals with uh students that have not met but we believe that um the ultimate goal should be around moving more students in meeting Prof icy regardless if they're in the
026nearly met band or not met band so that's the purpose of uh removing that one success indicator or staff recommending that there are a few language changes in the second goal not a lot there the success indicator 2.2 is uh really just indicating that we are in year three of our diversity Equity inclusion and belonging plan or forward together plan so we would uh change that to years 1 through three of all those priorities and then we believe uh looking at P past data that we'd like to increase the target of 95% or higher for a relevance rate for all of our professional development and we've looked at past um success rates in that area while we think that's somewhat of a stretch goal we'd like to be able ble to do that we feel
027like the 90% threshold has been far exceeded the last few years and we think a 95% relevance rate is more of a stretch goal for us and we think it's uh attainable and then the last uh recommendation that we have is Success indicator 3.4 around chronic absenteeism this was a new success indicator that we added this year you'll recall and we think it's incredibly important to measure chronic absenteeism and we think uh students that attend school are um far more likely to be successful in school and so we fully recognize that however um we do think a 10% decrease over the next two years is is somewhat unattainable at this point in time we don't think it's realistic uh as of right now mid year we think we're at about two two and a half
028% of a decrease from last year's chronic absenteeism rates so we're going to have to work hard to get to that 5% threshold we don't think it's realistic for us to decrease that 10% over two years so that's the reason why we're making that recommendation okay so the process uh let me get to that really quickly so we worked with a a process cast this we worked with the process to go through and um for discussion and uh I'm gonna talk about it a little bit in several steps and it's not all captured on the slides unfortunately but I'll talk you through the process and happy to answer any questions that at that time so for step one we'd like to um get some board consensus around our three overarching goals and so to have
029a conversation amongst yourselves on are those three goals adequate are those three goals uh good or do they need adjustments or changes um and then get some consensus around that first and we think discussion around that would be good and then uh as long as we get consensus on that and that could be adding goals if you wanted to do that or we think those schools are just right uh we'd like to move on to Our Success indicators um so step two would then be if once we get consensus around board goals we would uh get consensus around the success indicators that staff has proposed so we'd like to go through each of these items one by one sorry I'm not casting anymore each of these items one by one and if there's consensus that
030one .1 looks good and we don't have any changes on that then we move on to the next item if there's not consensus we have uh we have created what I call the discussion board and I'll cast the discussion board and in lie of that so if a trustee says look 1.1 I'd like to change the wording on that I'd like to modify that I'd like to change the Target around it takes trustee to say that and we throw that on the discussion board so we move through where we have consensus on staff recommended uh success indicators we go through those um and we keep the ones that we think any others where there's a trustee that has a question around that we throw it on the discussion board and we move through the discussion
031board next make sense so each of those items then we'd go through one by one one the trustee that brought that to our attention can talk a little bit more about potentially why they'd like to raise the percentage or whether they'd like to amend it in some way um and then we get consensus at that point in time um for that and and I did uh I did uh neglect to say that you know consensus can be you know thumbs in this case uh you know I mentioned before that um from a staff perspective that's a real clear way for us to see what the board direction is however you decide how you want to form consensus in this point in time for us thumbs is a real easy way for us to kind of
032and it would be our recommendation to use that process of thumbs for consensus uh building in this case so once we go through those uh the goals and the success indicators that are modified then we would go through a process of new success indicators and that's the second part of this um uh discussion board item and in that case if you have new success indicators that we'd like that you'd like to propose you'd propose that we get thumbs to put those up on the um on the discussion board we'd craft those and then we'd bring those back for a final approval at the next board meeting and then we put the third item up there because I mentioned before that uh as much as we'd like to just keep the discussion around uh goals and
033success indicators as I mentioned before I've done it for 12 years and we tend to dive into those actions and services you'll notice that even in the thought exchange we ask them about our goals and success indicators and you still get is you know you still get items brought up like class sizes class sizes to me are not a goal or a success syndicator they're an action in order to try to you know what are you trying to get out of lower class sizes you're trying to get uh more academic achievement you're trying to get uh more proficient higher proficiency rates you're trying to get um uh you know um the idea of uh better collaboration in the classroom so hopefully um there's you see the distinction between the two but we did want to
034leave this last item up there that if there are if there is a consensus from the board to look at specific actions and services staff can bring those back during the May uh board study session and we would cost out some of uh the potential um cost of those things and then we would bring that back to the board we'd also potentially Identify some funding sources for that and maybe potenti Some offsetting Cuts because you know we're not we're in a we're in a budget situation where we're not anticipating a windfall of new dollars coming in so um we're going to have to if we do uh add some actions and services uh we'd have to identify Some offsetting Cuts as well so that is the process that we've kind of spelled out hopefully that
035makes sense is there questions that you had regarding the process or I'll turn it back over to PR president Rawlings to uh try to walk Kathy to try to walk you through the process thank you and and yes first we do um on your list was questions so um I did want to see and I really appreciate um the all the questions in advance um there was a um that I think that gave us a really good start um so are there questions sorry yes Alison yeah I have one just um looking at some of the you know success in indicators and also I'm trying to understand how um some of those would fit into some of these areas so for example on goal 2 in the deib um and also the student mental and
036emotional health that's not exactly stated adopted standards and materials and instruction and technology so can you explain a little bit more about how you kind of see that as fitting into those areas yeah I think um in this goal itself it it's really our um all-inclusive bucket goal so it's a little bit of everything um obviously it it doesn't have anything to do with state adopted uh standards or supported material but it does uh the goal does talk about safe environments and so certainly a sense of belonging um fits in with students feeling safe on campus so that's how it uh has morphed into that other questions this is really go ahead trusty word I'm sorry go ahead Michelle thanks Kathy um uh you mentioned um when you were kind of listing like mental health
037College and Career and I missed one you said increase support for diverse Learners and then you said something and then you said smaller class sizes can you repeat what that one was I was just curious yeah there was an increased focus on student engagement and family communication maybe that's the one you missed yeah okay sure other questions gret do you have one go ahead yeah I have a couple but I'll just you know everyone can chime in um I noticed that both with the K through 12 site administrators um also Luna that they were commenting on um the mental health of our students and that since we gotten rid of Wellness together this year that it's put an additional burden on our guidance counselors and staff is there any plan to bring that back to
038help provide I know there's a cost factor I think what was it 80 $150,000 or it was about $300,000 so it was costly um you know I I would say no not at this point in time we've added counselors since you know covid we've added Elementary counselors uh We've added additional middle school counselors and high school counselors um to the ongoing budget uh the general fund dollars so um yeah the really the wellness uh the wellness together was to kind of get us through those couple years postco okay thank you Michelle is that a follow up or no question are there any follows to that okay go ahead so I just want to make sure are we we're just asking questions we're not giving any my question okay very good yes great okay um the
039last question on the exhibit that was sent out um with all the questions on it um the last it's question 20 um it says what assessments are available that can measure growth throughout the year for students not taking us back for ELA and math like Freckle achieve 3,000 Etc and the answer that was provided um for me and maybe you can clarify this for me Rob is what about the secondary level because it seems like most of this is are tools that we use at the primary level so what about more high school because we don't use freckle and Achieve three 3,000 those kinds of things for high school yeah really um star and the mdtp are really the only two items at the high school level that are calibrated um to standards grade level
040you know grade level standards subject area standards if you will um that we have now we do have internal formative assessments that I would say we had Middle School English teachers here doing common writing prompts as an example where they're uh giving the same writing prompt at all three middle schools they create common rubrics around those writing prompts and they come together and grade those writing prompts um and that's a very um it's a good process uh I wouldn't say that we're doing that at every single grade level uh at the secondary level though so and that's just Middle School right we do uh do that as well at the high school level um it's not as consistent as sixth seventh and eth at the middle school level though thank you a follow up to
041that um are there is there a mechanism or uh platform or I'm sorry dashboard um that does do um that is aligned with the curriculum and um that can uh work within cohorts so we can actually follow students and with their growth rather than kind of comparing third grade to third grade or only growth within that year yeah I believe Dr eer talked about a a a a software program that we're piloting now called educ climber which does do that tracking over multiple Years and we're in the process of adopting educ climber um it's a Renaissance project uh product as well I think everything's a Renaissance product um but in this case it does do a better job at um tracking multiple assessments over time and bringing those assessments into one place and it uh
042does a really nice job of visualization so a teacher can bring that up and see in a very quick snapshot how their students are doing a multiple assessments and really triangulate data um so we are uh using that right now and we anticipate using that in the future have a followup can I follow um does does that align with curriculum as well no there's no curriculum component to edgy climber whatsoever it's really a data visualization um tool that allows us to bring in multiple assessments and see how a stu holistically how students doing with multiple different assessments and one more how's the pilot going do we like it I think principles have been very positive with it our mtss teachers have been very positive with it as well it's it's much more userfriendly it's much
043more visually uh appealing um it allows it allows uh for quick snapshots which our current thing that we use isn't very user friendly Michelle go ahead um a couple of questions following up to that um Rob so what are you using currently now that you're saying is not user friendly we have um illuminate which is um also a renaissant project or product and we're basically in the process of just swapping one out with the other um go ahead I'm sorry and what is the math curriculum we're using uhr for elementary we have go math for Elementary uh that we currently use okay so I guess um a wondering is because you know kids test a lot right they test through esack they test at the beginning of the year mid year end of the year
044um and they also test using go math right they do chat unit tests chapter tests quizzes in between it's it's a lot of assessment I guess I'm wondering if is there something that's or maybe go math has a component a digital component where it aligns with the curriculum so that way if students are coming in and they're being assessed at the beginning of the year mid year end of the year it's just that assessment as opposed to that and doing educ climber and if you're in grades three four five 11 6781 you're also doing the esack right so I guess um the concern is and I've heard this before both as a teacher and as as an administrator is that you know their little kids especially elementary school they're getting assessed a lot is there
045a way is there a dashboard that we could look at that aligns with the curriculum or that you know if the topic is covering geometry let's say you can put in the standards that you're covering for that unit and stick it into a a digital assessment piece where you can kind of put in and and kind of copy what MDT dtp does for the secondary level where it kind of pulls out the areas that the student is deficient so that way it automatically gives the teacher the opportunity to as to work with a small group in their classroom yeah I would I would say at the elementary level we're much more calibrated and we do use go maath assessments um and and they're fairly consistent at the secondary level you do get some Divergence in
046that and so assessments at one School site or at one grade level could look a lot different than assessments at other grade levels in school sites um so the the screener though the star screener is really doing a couple different things what you know what you're describing is totally possible um what it won't identify though is students that are not only at not a grade level or not uh understanding that standard but the screener is identifying gaps in the student learning that may be going back several grade levels um and then it's providing a really a comprehensive kind of individualized instructional plan on how students can remediate that over the course of a school year over the course of multiple years so the screener is kind of doing two different things um and I just
047wanted to point that out that if we removed Star as an example from uh the goals and success indicators I don't see uh a world in which we still wouldn't have a screener um in place to test students that are well below grade level that's calibrated and aligned to standards so it wouldn't remove the test itself but it would remove the idea that um we're just not monitoring and tracking it at that level I that answers your question Sor go ahead follow Michelle Okay so um I'm going to try to um explain this best as I can that's in my bra but um so I understand the importance of a screener I do also have some concerns with that because when you initially let's say you you have a class of five and I'm going
048to speak to Elementary okay because I I feel like secondary is completely different so you have five kids in your class and you scream them off and you which covers a lot of areas in math correct I guess my concern is I mean if you're covering if your first unit is covering geometry let's say and you screen them for everything though are you able to use right is that you're shaking your head no so is a screener covering what they should know at that point at that grade level at that grade level at that point in time when they test oh so when they first come in correct what you're scre if they're a fourth grader and they're testing in the fall it's really testing them on what they should know at the beginning of
049fourth grade okay and then if they're answering questions correctly it's gonna keep on going with them and to see they may know fifth grade math they may know sixth grade math it's going to test them and and conversely if they don't know fourth grade math it's going to go down to third grade math and second grade Concepts and then identify word for that yeah and then they're going to identify this this student really has gaps in multiplication and they should know multiplication in second grade and they don't know it in fourth grade so it will give them in Freckle through Freckle some customized learning plans on how to remediate that if you will so it's a way to kind of I guess I just wouldn't want like you know three students that don't do well
050on that screener to be in the same group for the entire year because we see that happen all the time right so we want to make sure that whatever unit is being covered you know student one and two is not good in Geometry so they're here but student three is in this group you know and they're doing that but I forgot the name of that um the ability to do that adaptive thank you very much so that adaptive assessment I forgot that we have that now um also um to followup okay Allison has a question too so is that a follow-up Alison follow okay go ahead go ahead I forgot my train of thought but um no it's okay no it's okay um so it's essentially assessing if you're going into fourth grade everything at
051the end of third then is essentially what it's assessing then as you're coming into fourth correct yeah okay Alison uh just out of curiosity then are there any common assessments across the secondary level besides you know the ones listed here any that they do for you know either formative or summative there are yes um we've worked uh through multiple years to come up with common formative and summative assessments um it gets a little bit more challenging at uh the high school level just with sage in the trimester system versus Carl's bat high in the semester system but even there we've we've um we've had some collaboration at those levels um but I would say we are much more aligned um at the elementary level when it comes to you know those common assessments given those
052unit assessments and um I have a follow up on that as well um on the answer to the question that um that was asked here um it doesn't mention go maath so that was the one thing I wanted to ask about so is GO Math that is an assessment tool that we use now and what grades does that cover it is go maath is is our Elementary uh adoption for Math and so that with that when you adopt a a math textbook oftentimes they're going to give you uh common assessments that you'll give throughout throughout each grade level and so it goes through grade five through grade five and then um when you say that educ climb will kind of bring all the assessments together to get a fuller picture does that include like a
053go math or a achieve 3000 that sort of thing it does there's a little bit of work on our end and that's what we're doing right now is is figuring out how to pull those all those pieces in it's easier when they're Renaissance products uh it gets a little bit more difficult when they're not and so we're working throughout the course of this year to identify what we want to pull in kelvin's a great example you know Kelvin doesn't talk well with edgy climber so we're using our its Department to work on scripting that so that it can be pulled into edgy climber pretty seamlessly so they they can see that holistic picture and then one more followup on that if um would you need to be utilizing star Assessments in order to make everything
054else work um within the educ climber no no have a question follow up follow up to that Michelle yes um so I'm not familiar with edgy climber um so can you and you said you would be pulling in Go Math into UC clim so how do how does that work they can pull in common assessments into the actual um the data piece in edgy climber and so the more information that we can pull in there it shows more of uh that holistic approach of taking a look at that student through multiple lenses so um that's the again that's the process that we're looking at right now is pulling in some of those common formative assessments and summative assessments so those chapter tests and pulling those into uh educ Climer as well as we're working on
055Kelvin data some of the common writing prompts that we have at the secondary level if we can pull those it's math and Ela it's both oh that's yeah it's any assessment yeah actually it's um anything um that we can script and pull in we're going to try to do yeah and then the students take it online and the students it it's a data visualization piece the educ climber is something for um mostly staff to visualize um the whole child if you will they're not students aren't doing a lot of interaction they're not taking any tests through edgy climber or anything like that so if I misrepresented that I apologize but edgy climber is really only a data visualization piece it's allowing us to pull in multiple assessments and then get that in one place so
056we can make informed decisions about all different things um it gives us uh lots of different um talking points and decisions that we can make specific to interventions that we're using that are being successful lots of different things so one one more I have one more too go ahead um so um the student wouldn't have to take the star math but because they could be using go maths unit test or their beginning of the year test because I'm sure they have one and um that could be inputed into educ climber to provide like the board data yes I believe we could pull that information in and provide that align to standards um there's a little bit of work that's involved in that but yes the the short answer to your question is yes okay so
057just as a followup and I I just want to make sure I understand that um I think we're asking the same question um but so could edge of climber be used as a tool to provide measurements in a success indicator rather than just saying we're going to increase by 2% on Star we could say we're going to increase 2% as measured by educ climber with the I don't know um with the multiple assessments is there a way to do that no I you know it it we would have to um identify the GO Math assessments and we would increase I'm just thinking off the top of my head it would be to increase um the percentage of students in grade four on those go math assessments over the course of a year on on standards
058uh in fourth grade math as an example if that's what you're going to but educ climber doesn't set targets or or um it it's it's taking data from multiple different assessments and just displaying that in a way it's not interpreting that in any other way it's not um it's not doing anything else other than it's a data visualization tool so can I one more that on okay so it's a data visualization tool but you did say that you could measure over time with c HS using this tool correct you can measure how students are doing over multiple years based on the assessments that you're pulling in correct okay so if the board identified let's say five assessments instead of one right now we that's how we identify five that we're going to use we're going
059to put in in if we wanted to create a success indicator for goal one would there be a way to utilize basically those multiple assessments through I can say edge of climber um to to measure multiple years uh we would need to explore that more but I I wouldn't say it's out of the realm of possibility okay okay Alison just a little followup kind of question on that first of all I use illuminate sort of because it's so hard to use so I'm very excited that teachers will get to have this illuminate illuminate which is what they're currently using moving to educ claimer which looks like a much better manageable version um if we somehow though mve to a plan where you're using multiple assessments wouldn't you need then those teachers across grade level across
060sites to continue those same assessments with Fidelity every year on top of maybe whatever else they're doing in class would would that create maybe a complication component instead of just using the one measure yeah we would have to be very aligned of course and that's um at the Elementary level I think we're more aligned as I mentioned before um at the secondary level it would be very challenging because we don't have consistent alignment at the secondary level um to the degree that I think you'd get anything that would be a benefit to you Michelle did you have follow um yeah is Lexia is that a of similar to what educ climber is or or no okay now Alexia we use for um CU they have a language learner support yeah they all most of these
061will have visualization dashboards the problem is as an administrator you know you have to go to One dashboard and then another and then another and then another to kind of see how students are doing EDG climber is pulling all those in and you're able to filter by um you know special education students students receiving intervention support and you're able to sort students in a much more visually appealing way based on okay those factors so what I'm just to recap what I'm hearing you say is it's not um a program for testing or anything like that it's essentially just kind of a storage area for all these assessments and information Kelvin data and then it pushes out for the student for Michelle and kind of gives you a visualization on this is how the kid's doing
062emotionally this is where he is in spe or she is in Special Ed this is the ELA information so for example for math if they're taking star math or doing go go math units do they accumulate that information and then say effectively this is where the kid is going to perform or are they saying no go maath is is here star maath is here so they don't even pull it in alog together for us correct they're okay so the multiple measure component for a teacher they would still have to figure it out themselves by looking at multiple measures it wouldn't like necessarily AI that for us that's correct the the the benefit is that teachers and administrators aren't having to go to multiple platforms to find the information it's just understood okay good thank you
063is edj climber used for secondary as well or is it just yeah it's districtwide it's districtwide we're and we're still in the pilot year of it it's the first year that we're working with it so it's mainly being used by administrators um and mtss teachers at this point in time so we're still building it out it takes about a year to kind of get it ready and the secondary teachers are are staff whoever's using it mtss are finding that it's useful as a useful tool for the secondary as well yeah we've had good positive feedback from mtss teachers as well as uh principles assistant principles that have been trained on it Michelle so I guess it goes back to my original thought about assessments is it um so in terms of sharing data with the
064board or being parents being able to see progress I I guess I wanted to see if there is a way that um students are assessed less however that we could still pick up that information because Edge climber doesn't really do that right it's just a a a storage area so for everything but um yeah I I certainly think you can make that request and staff we we would need to explore a little bit more and I need to talk to uh director Fontes as well as um our elementary folks and see what they recommend at that point in time is there a way to capture um grade level assessments like we talked about those go math assessments and then make a goal around that I I do want to just caution it's still not going
065to take away that Universal screener we're still going to assess so you're mentioning less assessments students will still take the universal screener because we need to identify students that are well below grade level we don't have a tool that does that uh or well above grade level for that matter so we'll still plan on using a universal screener we just won't track it in the way that we're currently doing on our goals and success indicator no I was just inquiring I wasn't going to make a request for that okay thank you other questions Gretchen can you explain to me how the mdtp is being administered both at carlbad and at Sage since there's a trimester and there's a semester like when is that being administered yeah I know that they do it three times a
066year I believe uh at both School sites um I don't have the specific dates on it I I know that Carl's bat has its own cycle and Carl's bat and and sage has their own specific cycle but I I wouldn't be able to tell you what those are other questions gret yeah um this has to do with I put my glasses on because it's so small um success indicator 1.4 um we talked about this um success indicator focusing on that band four um since there's four bands and um success indicator 1.3 looking at band one and two and then success indicator 1.4 looking at band four can you explain the history as to why this was included was this something we added as a board because of the Dei plan that where we wanted to
067capture and have a a bird's eyee view specifically at these kids who are struggling the most um can you give the board a little history on that uh I don't think it had anything to do do with the Dei plan um I know that uh this was one that trusty Williamson was um wanting to implement she had it implemented in the prior assessment system prior to uh esac I can't even remember what those were called do you remember uh anyways it was it C anyways [Laughter] yeah might have been csts csts the California standards test there we go and so she was she was I think they had five bands back then and so she was uh adamant that we kind of focus on that low band and this was added in a couple years
068ago it was it's fairly recent other questions Michelle did you have a follow question oh go ahead so just as a followup to that um the the board or the staff is basically saying they're redundant but um can you explain how they're redundant if we're looking at a different band I know it's a different group so I don't understand how it can be redundant maybe redundant is the wrong word um I certainly think uh there's some overlap um if if you will and it's not completely mirrored but you know the goal is to ultimately move students from bands three and four are lowest bands into one and two proficiency bands so um in the past two years that we've had it it seems like they almost completely mirr each other so the amount of students
069that were moving into proficiency bands and the amount of students that were moving out of band four typically tend to be pretty consistent with one another but again there could be some uh situations where we're just moving bands uh three into proficiency bands and we're not moving any of those kids in the lowest band and so in that case that would be something that's still reported it's something that we would still show but you know we feel like it's um somewhat overlapping follow up Alison I'm sorry I just want to maybe more of a process check are we still just talking about the goals or are we getting into the success we're just asking questions so all this is questions general questions questions about the whole thing and then we're going to dive into the
070the meat and potato okay I have another question hold okay gret do you have a follow-up go ahead followup good okay so is it that much well how do I want to say this so everything that's on this page this really is front-facing and it describes really our priorities right and where we really want to focus there's a back page right where we you know fill in things we obvious not a back page literally but um so I mean to me it just seems like if we remove this then it's not a front-facing priority although it still obviously is and I understand what you're saying rob that you know they kind of overlap but isn't it true that if we pull this off then it's not really a front-facing priority as much we don't pay
071as much attention to it or we're not accountable to it uh it's certainly not as front-facing I still think you know again I think we're accountable that our goal is to always move students in the proficiency band whether they're coming from the lowest band or the second lowest band we don't want any kids in those bands so that's certainly our goal but um yes it would make it less visible at this um for this particular metric Alison uh wouldn't it be safe to say then oh um sorry wouldn't it be safe to say then that and as a question how many of your students in the lowest band within that time frame end up in the meeting or exceeding you could certainly modify that success indicator to indicate that absolutely okay Michelle you're up okay
072yay um I don't know maybe this is kind of saying what Allison was saying but um is there has there ever been a consideration to have a success indicator um under goal one that reflects um growth improvement with like our El population our low socioeconomic population and our sped population because I I I know we're very focused here on A&G rates which is great Advanced Learners awesome but we don't really have a focus here in kind of talking um it was a good segue from Gretchen too what she was saying because this is on this document in the front and I looked at page two and three because I know I requested those and I didn't see anything on there I do notice it um the information provided on the LC cap and I know
073it's tied to lcff so I'm wondering why we don't indicate those particular um subgroups yeah now that's a great question um we do still Monitor and track those and From staff's perspective those are incredibly important of course um we do indicate those in the lcap as well as uh some of the forward together targets have those embedded in them as well um I think in the past the focus has been on all student performance on the frontf facing documents and um we've had backup documents and other things that have provided the breakouts of particular subgroups of students but um I I that's just my recollection is that in the but it could be considered to be placed on this section sure sure absolutely anything because it does definitely impact our score performance as a district
074right with those subgroups and we definitely have to have a eye on those groups so absolutely okay I have a follow up on that um so I'm not sure how 1.1 and 1.2 addresses all students if we're just looking at high and typical growth and um with meeting and exceeding so the um we're we're measuring though we're measuring all students in regards to that we're we're trying to get all of our students making higher typical growth that are being tested and all of our students meeting proficiency more students meeting proficiency than have before so it's it's not breaking out a specific uh group of students and English language second language Learners or multilingual Learners excuse me um we're going to focus on their target and they're going to grow 5% you know as a success
075indicator as an example understand okay very good other questions I have one but go ahead did you have one question did you say Okay I'm going to ask mine then while you're preparing um you had stated that um that there does seem to be a desire to have data that compares with other districts does a tool exist like that not really sback is our tool um that we calibrate from District to District and so providing I think part of what pack and mentioned is could we be provided with some of the other neighboring districts as it relates to sback scores and we could certainly do that and that that is possible then or yes we could do the comparison yes question kind of along the same lines as Kathy um do we have a way
076to track alumni not right now um yeah I I we we'd have to we'd have to do some uh yeah we'd have to do some research around that I do think Carl's bed high and Sage do some alumni you know reach out and some um some databases but to what degree I have no idea at this point in time so we'd have to explore that in more detail I think it's a great idea I just I don't know how realistic that would be yeah I would venture to say most of the graduates are just like gone we're done right other questions just Laura um question 13 does um list the uh percentages uh success indicator 3.4 The Chronic absenteeism and so we have what the levels are currently for elementary middle and high school I'd
077be very interested to see what those rates were for the similar cohorts preco yeah we could certainly provide some information on that um in a future update to the board and we could give you some historical data on those breakdowns pre and postco yes grat followup to Chronic absenteeism is it possible that 3.4 could be separated out for each group because you and I talked how chronic absenteeism seems to be we struggle the most at the secondary level and rather than collapsing our existing Target for elementary since we have systems in place which seem to be working really well Elementary let's continue that and keep the bar high and could we separate out perhaps just high school and change that um target to a lower Target that's more attainable yes we can certainly do that
078okay thank you and then Rob do you need board consensus to do the historical look back or is that something that you would be doing anyway or I think we can do that pretty easily and it's something for us to look at anyway so I think we can do it okay other questions okay I think we're going to get into the meat and potatoes now we're ready okay so could you um I guess everyone should pull up their the last slide or the what slide is it the um yeah on the presentation the last slide right yes maybe not the last one yes yes very good okay 31 okay so um we would go to the goals so um with the three goals um are there any um are there any suggested changes or removals
079or additions Michelle I would like I don't know how I'm supposed to say this recommend or okay that there would be um a success indicator on there wait we're on goals only so colored ones okay the goals are great everyone loves the goal okay so we're moving on EXC okay and I will say I will say I'm super proud of these goals I was part of that process and um Suzanne I know you were there where we had seven goals and we were able to narrow them down and collapse and move them into three goals that have lasted now eight years so I'm I'm very proud of those so and they've lasted another year so okay so now is the board consensus um on the um on the success indicator so what we're going to
080do is we're going to go one by one okay um and to see if there's board consensus to um approve stash recommendation as is each success [Music] indicator and so um we'll start with uh 1.1 um um I would like to um I think we can do this so I would like to propose that we look at 1.1 and 1.2 okay and to potentially modify those two in order to look at multiple measures in order to look at a different tool than star or maybe star and other and the uh the mdtp for secondary and for secondary and that um we look at um either rewarding it or to um have multiple measures and look at cohorts over time um because personally I'm not sure that we are getting the actual I think it's a
081great useful tool at the school site but I'm not sure that we're actually measuring what we're trying to measure and that we're not getting the the data that we're actually trying to to see through this through star only and that it it's only year to year so we're comparing we're only comparing one year rather than following the student over time so I would like us to take a look at those two and and potentially modify them so um okay and then so that means that those two will be up for discussion so if you had other things that you wanted to add or subtract or modify that we will be discussing those so now we're on 1.3 oh I'm sorry oops that's okay can you cast okay oh you know what though it's probably going
082to be better if I let me just all you don't need so we're asking you to be looking at the the document on your computer so then they can cast the discussion board wait are you gonna I'm gonna show this instead of the other got it okay okay then flip that okay okay so 1.3 are there any changes modifications deletions on that one that you want to recommend no nope okay moving on um staff's recommending to delete success indicator success indicator 1.4 is there modification on that Gretchen I do not want to remove this I think it's important okay Alisa along the same lines I would be up for um maybe rewarding it and looking at the way that we do that I think that typically the students that we see where it's not met
083or nearly met um those are the ones that we focus on the interventions with but I worry about those lowest students and just um and I know that making higher typical growth is good but um focusing on those lowest ones and on the students of um those uh specific subgroups that were mentioned okay so goes up on the board as and again this is discussion so um we're not um there yet and then um 1.5 1.5 okay I I I won't put it on the discussion board because I don't think it'll go very far but I do um I do have concerns with a through G because it does take away from a students's opportunity to um utilize those get into those electives and um get into um uh and to um pursue career Pathways
084when um a through G requirements are not required for community colleges and um 50 over 50% of our students that go to college go to Community College so it does take away the opportunity for them to get into a carpenter class or get into a um other class because they're required to take like the languages or an extra English class or there's almost five years worth of classes but um I'm not sure I'll go anywhere with it but um uh I um I I do have concerns over the a3g I I would like to see that um uh change it up a little bit um so so if I wanted to combine one from goal two a success indicator under goal two with 1.5 would I need to ask for it to go in the
085discussion okay then I am going to ask for it to go in the discussion a through t Okay um 1.6 Advanced Learners any changes there okay um goal two no but I wanted to add a goal or I wanted to add a we're going to do it the add at the end right we're going to see what we got here first I was just making sure you were all attention Okay I'm glad you and you're right gret we are on success indicators goals are done Rob has a system yeah I don't want to mess with your system making sure you're hey we're on gold two already so the system's working so far okay the professional development the staff recommendation any changes there question it's not necessarily A Change Rob and I spent some time talking
086about um the word um because it's one thing to provide professional development and say we're providing it it's another thing to say that it's what was the word you used Rob um it they're using it in the classroom or it's applicable to their career something what yeah I I think um whether or not it's applicable to what they're doing you know we we use relevance a rate of relevance and so I think the the question was and it was a valid question you know could we be measuring more the effectiveness of the professional development rather than was it relevant to their teaching pedagogy um my response to that is that that becomes a little trickier to measure um you know the idea of its Effectiveness in a classroom and drawing a straight line between the
087professional development that a teacher receives and then student achievement sometimes gets a little murky and that's harder to measure because there's lots of factors that could go into that student uh achieving not necessarily just the one PD that they received so um while I totally get the the desire um you know staff's recommendation still would be to stick with that relev rate um in that it allows us to say hey was this a useful training for you did it apply to what you're doing in the classroom and that really is what relevance means and so um we think that combined with adding the additional um 5% was a good compromise you know one thing I might add is that we went through several years of providing what we thought was Rel relevant professional development and
088when we started surveying and and evaluating the programs through direct interaction with the teachers we found that a lot of what we were doing were things that we felt we needed to do and it wasn't so much what the teachers felt they needed and so relevance became a real big issue and something that we really strive to address so that could be where that came from well I wanted to say too that that what we have rated over the years has changed it used to be satisfactory level and then it was you know satisfaction level and then I think it was efficiency level you know but that was based on the teachers experience um and it was so it has gone over time but I will say that in in other districts they they've been
089eyeballing this uh this because you're right um there's nothing worse than a teacher going to a you know training that they feel is a waste of time and then um and then it it's not relevant to their job then they feel like they feel like the district wasted their time and they could have been in their classroom working with kids oh for sure right and and so I I do think there's a lot of districts out there that have looked at this enviously and I think some of them have even copied us a little bit so as a followup to that Rob um and to my fellow trustees here maybe I'm wanting something that's focusing on more of a an evaluation tool for the teacher because you and I talked about how you can have
090a teacher who's stagnant who might not even really care to work on professional development or maybe does and just doesn't use it and so even though it might be a great professional development and there are issues going on in the classroom for that teacher and we might have some history on what's happening with you know multiple students in that classroom so how do we how do we help that teacher um by providing effective training that's going to help that teacher be a better teacher that's going to help reach more students that kind of thing so that's what I'm also asking yes it's relevant that's great but then is it translating not necessarily to outcomes that's not NE but application and then are we seeing the classroom culture change a little bit are we seeing kids
091learning better you know we have some teachers who like to just use Chromebooks right well maybe we need to have more interactive type of um Pig GOI I I'm just looking for something that again it's not just relevance that I'm looking for and so maybe that's something we have to talk about is that word relevance do you want to throw it up on the discussion board yeah sure I think on the discussion board thank you okay um the next one 2.2 any changes on that one um Laura first I keep wanting to say SE and I'm I'm learning okay Laura I'm I'm pleased that you can say my last name it's a lot of vowels um I really appreciated um your reference to Tim Cook's thought and it reminded me of business school and the
092kiss principal and kind of keeping the focus narrow and um and in thinking of all the responses that we got there were so many redundance not the right word but kind of layers and they can fit into similar things and I'm wondering how much 2.2 and 2.3 might be better represented if they're integrated because safety and mental emotional health and belonging like all of that kind of is in the same realm of of data so I um what I've heard you say is you want to throw 2.2 and 2.3 on the board for discussion okay perfect and then uh Allison is that I also wanted to talk about yeah both of those great discuss them excellent okay um so they're on the board um 2.4 I'm going to ask that that be thrown on the
093board as well um I'm I'm contemplating deleting that one I think we um uh um the fact that we didn't see a lot of um you know references to dirty bathrooms on this survey I think we may have um we may have succeeded in um this success indicator and so I'm thinking especially if we're talking about maybe adding some or what have you that maybe this one can um I'm assuming our folks would remain at the high standards and if it comes back we could read it but um I think we did a good job on this one so I'd like it to be throw put up on the board as a possible deleting one okay um we're on goal three hey we're making progress okay so uh 3.1 parent education you going to keep
094it okay I'm not seeing any folks wanting to do that one uh 3.2 career Pathways and work-based learning um I would like this one to be put up on the discussion board um because I'd like to see it in uh goal one and um potentially even combined with the a through G so I'd like that one up there um 3.3 graduate profile attributes any changes there no changes okay and then uh success IND oh go ahead Gretchen um I should have asked this question um but maybe we have to throw it into discussion at this point because I don't want to mess up Rob's process I'm not sarcastic at all Rob it's okay I already made um how long have we been doing the Kelvin survey and is it meaning is it producing meaningful data
095because the students were replying and I know I'm messing up everything but I that's why I'm wondering if throw this up on the discussion because I wonder if it's a meaningful tool if the students aren't taking it seriously okay we'll throw it up there and we can discuss that and uh 3.4 any changes there um I would like to address that one so please throw it up on the throw up on the discussion thank you okay okay before we close this out everyone check their notes oh the the ad the add-on right okay okay so um this is what we captured so far to date thank you Megan for helping type um these were the success indicators that were pulled off so we'd go through each one of these one by one work on language
096revisions and then they don't have to be perfect staff can work on that as well um and just get a consensus if that's the direction that we want to go in and then we can uh I believe uh Michelle had kicked it off about new success indicators that would be the next uh step in Rob's process yes yes we can have a we can have a short break okay let go e e e start with uh the one we're starting there right we're starting on the existing ones first thought would be go through one by one and get consensus on okay okay so we are looking for consensus here so um um on 1.1 and and 1.2 utilizing the star exclusively um to measure um these things um I to me I just don't think
097number one I think it's over testing but then two it it it doesn't seem to really tell us in my view the information that we really that we as a board want teachers may want to use this tool to do the initial screener piece and that sort of thing but when we're measuring growth in my view we should be we should be measuring growth over time for the student as well as multiple ways of measurement so the like and I'll use my son as an example when he was in second grade I mean I didn't know he was having issues reading at all until he you know he had done three or four you achieved 3000s and was like wait a minute his Lexile is pretty low I mean it's it's right here and so
098week over week we could see growth it wasn't three times a year to where different things could have happened and so you could actually see the growth happening over time and so I I found that much more useful and as a board I would want to see that type of growth on a consistent over all basis maybe combined with other things but to me using one test that's done three times a year I'm not sure it's really reflective of what we're asking for here so for me what I would like us to do is to ask um ask Rob to look at 1.1 and 1.2 and to see if there's a way that we and you know maybe we could use um educ climber to to at least identify the assessments that we want um
099but to but to have a tool that can measure in cohorts and that could be at least somewhat aligned to the curriculum because that's another thing too with the tests is that they're taking these tests that are you know they're taking them away from the lesson plan that was there and that it's not necessarily aligned with the what they're learning in the classroom at that time so it's so it's kind of distracting them to take this test and they got to go back to the classroom and to me that has um it would be better if we could find something that's a little more aligned with what they're actually learning in the classroom during that time period so that's my my request I don't have a specific one here because I I I did talk
100to rob a little bit and um I would like you know him to maybe come back with some type of a um some type of uh a um a tool or a mechanism that we could that we could measure cohorts over time and then look at that growth over time for the student right rather than you know comparing just that year and then um and then that is somewhat aligned with the curriculum if possible so that's my yes yes so that's so what I'm saying is is that that's what I would like to that's why I put those on the board because I would like to have that discussion and see if I can find consensus for um for that to happen yeah I hear what you're saying my only concern about that is that
101it would pigeonhole every teacher into using the same kind of standardized assessment for everything and assuming that um and and to be honest I I would love to see us move away from go maath a little bit and to move to more vertical um vertical thinking and do a little bit more in that direction so I would so do you have a tool that could do that no okay are you a tool that I don't believe from what I've heard that there is one that we'd want to stick with consistently over this time so I I'm worried about that if we do pick one that is a tool that it might pigeon hole us into that for the next few years or even a dashboard and I guess um I would love is there something
102that um that is better than star that could at least measure cohorts over time I was asking Allison since you're a teacher in the classroom that's why I was asking you if you're aware of anything not um I mean there are things that I know like my district uses for example but only in those Elementary it only goes up through 8th grade um and it is like the star but it tracks those cohorts over time so there are other things but it would involve us either switching out this whole system or bringing in new programs and I don't know if what is it um we use I ready um which will track the growth of a student but that would involve more than just setting a goal that would involve a whole change of programs
103so Michelle so um um I hear what you're saying and I think that using multiple measures definitely has a lot of value um for teachers and I think for the School site administrators I think in terms of like what we want to see for our understanding um in terms of how students are progressing I mean I I would go along with the idea of maybe Rob and his team looking at a different platform that might measure better but I think that St I know star has evolved a lot and um I would want to know some of the metrics in terms of like how well star is doing I also know it's tied to the phonics and phic awareness assessments that we're doing in Kinder um and I think star might even be able to
104do a cohort um they might even be able to break up the cohort information too if we wanted that but I think for our information I don't know if we would want to get multiple measures is important but for information for the board I don't know if we we would want to be getting data from different assessments and have to kind of figure out you know how all that is expressing that growth for teach for the students I mean I think that's really valuable for teach for classroom teachers and I agree with you I guess from from what I'm saying from my perspective is that I'm just not sure it's that we're getting out of these two I'm not sure that these two success in indicators measure what we're trying to measure for the board
105I agree with you that teachers can use their assessments to decide how what is best multiple measures right and use multiple measures and that sort of thing but for me knowing how a student scored on this uh you know that increased the the scoring on the star I'm not sure that tells me enough it doesn't it doesn't tell me about the whole child over time and to me as a board member I want to know more about that than I want to know about how they scored on one year on a test three times so they're not doing the whole child they're assessing Ela and they're assessing math in with one with one in one year grow time with one tool um three times a year in one year and that's the part that I'm
106not sure that that's there that's that's not very useful for us as we are um in our um so are you saying you would want another measurement tool to along side star to measure growth what I'm saying is I'm not sure that star is that useful to us to I think it's useful to the teachers I'm not just not sure it's useful to us as far as what you know again how a student scores on a test I'm not sure is really showing us how our students are actually growing I think how they're doing over time with multiple with multiple measures is more reflective of how our students are doing so are you looking to have more check-in times with staff to give us data like throughout the year so every two months as opposed
107to when we get this well no we would the the success indicator would be we're going to see growth over the education life of it of the student that we're going to see that if the student in second grade is not at grade level but they grow to grade level in fifth grade I'm more interested in that than I am if they go from um below grade level to at grade level in one year Gretchen correct me if I'm wrong though there are standards that are set that we can use like even um our local Partners like CF are asking us to look at how we compare to other districts in our community Statewide that kind of thing if we get rid of a standardized test like this then we lose that ability plus this
108is also not just information for just the board but this is information for the student and the parent um it provides you know it's a it's a tool that you know we can use across the district um we've just changed um using star math to mdtp as a apparently a better tool where we can look at specific um subjects a little differently than we have in the past but I I think that there is a lot of value in using um a tool that looks at AC academic growth and achievement um where we can comp compare it to and I believe rob you were about to say something and can we use the star to look at cohorts can we can we do that yeah it gets a little tricky in the dashboard that's provided
109by star it doesn't do a really good job at doing cohort data or measuring data Over time however with Edy climber we will be able to look at star data over time a in a little bit more userfriendly way um so that for what that's worth um the the portal that we get um in Star doesn't do a great job at um matching coort data but we would be able to do that through edcl and I'm not suggesting that we don't look at academic academics what and star does not compare to other other districts only um aspect do so and we didn't have we did not use star in our um in our LC app prior to co that was not used um we used and I do you know what other assessments we used
110did we use ESC and that was it we just use esac prior to covid and then uh we introduced the screener over covid and then we've kept it uh star and the ASC since that time right so it's only been as far as as an lcap tool that's that's what I'm looking at I'm not saying we you know we don't use it it's you know if students find it you know if teachers find it valuable I'm just concerned that it's this one test that only works and again it's an additional test which if you look at other assessments like a go maath like a um even the M mdtp you know looks at students over time it doesn't you know it's it's a much better tool so that's what I'm looking at is is that
111I don't find the star as being a very effective tool for what we are trying to get at as a board I agree I mean that even as a parent the achieve 3,000 was much more um compelling to me knowing as my son was growing over time rather than three spots out of the year you know tests out of the year that you know he passed all those tests yet the achieve 3,000 was the thing that identified him as as you know struggling with some of his reading at that time and then you know a year later he was right at grade level and even above grade level so you see what I'm saying that to me it's the tool I I'm I totally agree with you we need to measure academics I think we
112need to look at it and especially cohorts because you know if you're only looking at a snapshot in time I just don't think that that's nearly as um as reliable and effective as as overtime cohort information Rob are we able to look at gaps are we able to Target students that need intervention using star data yes yeah I mean that's one of the uh real benefits of uh the universal screener um another benefit is unlike esac where you're getting data at the end of the year on a student which is really you know um not very useful it does provide us actionable data over the course of a school year that teachers can actually intervene with so that's calibrated and aligned to standards so again it you know it is what it is it's not
113a perfect tool I don't think they're my my my kids are in a district that uses I ready and I can tell you that's not a perfect tool either so yes that is correct there's not a perfect tool out there um I just wanted to Che so um Kathy I I think there's value on what you're saying and and and there is a lot of value in looking at cohort to cohort data for sure um with any type of a new programmer dashboard there's going to be an initial assessment achieve even does that too at the beginning of the year and I think um up to the district but I know they do beginning of the year end of the year they might even do midy year and it's a pretty lengthy test if I
114recall um to Rob's point I I ready to um I'm familiar with that program and I know that's not a a perfect tool as well but I think there has to be I don't know if I wasn't a big fan of star when it when it was when I used it but that was a very long time ago and I know it's changed a lot and I think that um it has changed a lot and um it does give some information with everybody that's using it not just the people in our not just the students in our district right Rob because it's it's normed to neighboring districts to every student their age that's using the data is kind of there's a normed portion of the star we just don't get comparison we we wouldn't get
115comparison data from other districts unless they share it with us um and star doesn't share that data of other districts with us as well but butm yeah but it's normed yeah yes yeah okay so um I'm just not sure what that would look like and it I don't know maybe it's something that so I guess what I'm asking consensus for so so we can move on um and um I just want to do a check too was there any trustee that wanted to have a conversation about this besides me on this on these two success indicators okay um could I get consensus um for staff to take a look at these two success indicators um in order to attempt to measure growth over time in cohorts and to bring it back to us um in
116what would it be May or we would bring it back uh next month next month okay so let me ask can I clarify let me so let me ask if I'm hearing this correctly so leave them written as is but say ask staff to look at measuring cohorts over time is that correct it wouldn't be as is it would be asking staff to bring back a revised success indicator that measures the growth over time in cohorts so instead of measuring it how they score in one particular year it would be uh increase the score over let's say the elementary years of the student let's say if we went you know if if we went with Elementary and then the middle school and then the high school something along those lines yes Alice just to clarify
117for myself I I would not be in favor of that in this moment in time because I feel like educ claimer might be able to do that but they're only in the piloting phase so I just worry and maybe it's more of a question if we're putting something on them that they're close to being able to have but we you know don't want to throw the baby out with the bath water if it's something that's going to be coming up in the recent future is that a word well and remember these these don't go into effect until July 1 right so so this so anything that we put in here doesn't even start until July one so would educ climber be and of course it's a pilot so there's a whole lot of components to
118that is that something that would be guaranteed to go through for next year for all teachers and staff to be able to facilitate that I I'm not um exactly clear on the request at this point in time so the the request would be to have a metric that would you know take a baseline of a student in second grade and then report out on that metric as they leave the fifth grade is that is that kind of what you're saying that there would be that we would say that we want 2% growth okay over time so for that student so it wouldn't just stop in the grade that they're in it would be the 2% and let's say it goes from second to fifth grade that would there would be at least a 2% growth
119for each student so I'm just I'm just trying to think this out when you look at our current goals and success indicators they're really measured in I'll cast this back up just really quickly I mean they're measured in the year this would be a fouryear goal potentially that we would see growth for that we would see growth based on the student not on the grade level does that make sense um yeah I don't I don't I would have to think about that a little bit uh you know so yeah if we get consensus uh we will do the best we can to try to and again this would be staff can't come back with a reasonable you reasonable goal then it stays as is but again I'm just looking for um again a way to
120to measure the growth of um of these students you know over time CU you know there could be um uh you know students can have bad years they may not have growth in one year but then they can have super growth in the next year and so those are the types of things I'd want to measure rather than just you know kind of this snapshot in time that's I'm trying to get can I ask you a question Kathy so are you only looking at those four years are you saying every like are you grouping um you know second through fifth and then you're going six through 10th like what what right it would be it would basically be elementary middle and high school oh that's far as as the cohorts would go and we already
121kind of do that anyway as far as um through five then and I'm not sure do kindergarteners take STAR yeah I didn't think so they it starts in second grade correct yeah okay so that's that and again this isn't I'm I'm just saying that ask I'm asking you if staff can bring that back or not so um are there three thumbs for that okay then we move on okay um uh 1.4 that's me okay um I would like to leave this I think it's important that we leave this on the front-facing um success indicators because I feel that we don't want to lose track of this very important group that needs to be brought up and um I do think that there is a difference between 1.3 and 1.4 and um I don't believe that
122it takes that much extra staff time if I'm correct to continue to evaluate them as a band band number four of the esac so I would like to request that we leave it it also helps us um look at where where interventions are needed it helps us to assess those groups that um are falling behind and if any of those are in our marginalized groups than our Dei plan then we can also um capture that there C can you describe the difference between the two from your perspective sure um 1.3 is looking at bands 1 and two and 1.4 is specifically looking at our lowest if you want to include um nearly met and not met as band three and four I'm fine with that but I think we we want to make sure we
123don't lose sight of those lower bands and I feel that we if we take this off it won't be front-facing and a priority and it is a priority to me and so I that's what I'm not clear about so 1.3 where does it say that it only it only focuses on the two high because says students meeting or exceeding standards but it's saying increase the percentage of students that are meeting and exceeding so if they're not meeting you're you're moving them up to meeting right right I understand that but we lose track of that very specific band that is not meeting and so um I think as I think it should be one of our goals to focus on that group and yes we want all students to move up but I think it's important
124that we focus specifically on that band and you can add band three if you want I think we want them all to move up but yeah to piggy to piggy back onto that um I fully can see that students in the nearly met um could definitely wrise sub meeting or exceeding I think it's a little less likely the students in the lowest band The Standard not met would rise to that point I would love to maybe reword it is to show one band growth or certain you know percentage um you know we're not expecting them to make huge Leaps and Bounds but I definitely would like to track that lowest group in somewhere another I think that's for for me reading this that's why the nearly met isn't there because it's more likely that the
125nearly nearly met with the interventions would be able to rise into the meeting or the exceeding but it's that lowest band um that I I wonder about and I worry about Michelle yeah so I um I do feel like one point three covers this and it is a state assessment so it's coming at the end of the year so it's not really going to help a lot with interventions so I I'm hoping that in place of that I don't is this the time for me to ask for I would if you wanted to reward or collapse you could do that but adding a new success indicator we wouldn't do well I I feel like it kind of falls into what they're saying um I would like there to be a success indicator that would cover
126um our lower performing or I shouldn't say that but um our subgroups thank you um to see their growth um not necessarily with State assessments but possibly with local local assessments is what I'm thinking might make more sense um to see progress growth from those subgroups question um while I think it's important that we do look at those subgroups I think then we could miss a student who might not fit in that category but still is in that lower band and I think if we leave it or we can add that's fine but I think we still need to um keep success indic 1.4 as is so that we're capturing those students and we um whether it's an assessment like esack which is at the end of the year and maybe can't help us with
127intervention as much we can um still use that as a tool to help with that gap for that student in the next year and provide um necessary uh interventions the following year man a ask a question um sorry Rob I know you're um the way that I do interventions and kind of that targeted um instruction might be different so let me just clarify when we're looking at pulling out um some of those you know highest need groups or the ones who are you know in that kind of bubble um that we're hoping to push over we're not just looking at the local assessments but we do look at the esack from the previous year as it comes in the summer is that part of your determination for those groups as well yeah we're certainly looking
128at both yes and then um I guess from my perspective um I do I do find it a bit competit or repetitive because and I guess from the other side it's not that the tool wouldn't be used it's remember we're we're looking at this as as an indication of success for the goal so the tool itself is there but I'm not sure that um I'm not sure that this is reflective of in an indic of success for what we're looking for so that's what I'm I'm not saying that we abandon it I'm not saying that we don't use it I just from my perspective I'd be open to rewarding maybe 1.3 to be more broad um but I'm not you know I agree with staff that I think it's um that um that it I
129mean I do believe that we do need to be laser focus on things and as an indication of success of the goal I think it um it works with just having 1.3 or like I say if we wanted to add some language to it I'd be open to that um go ahead G yeah thank you so you can look at the the draft Target and it's it's flipped right so you have a plus 3% or 2% for Success indicator 1.3 but for Success indicator 1.4 it's a decrease and that's where the focus is right so we want to decrease how many students are in that band and that's to me where the difference is right yes they are similar but there is a definite focus and it what it does also is it holds us
130accountable it says we are going to make an effort to change how many students are in this band so that's why I feel it's important because we want to bring those students up as you know and as Allison mentioned you have those three students who are more more likely to move up to join the students who are in 1.3 so I'm just gonna stay with that Michelle um I wonder if because it's a little easier to do this with esac I wonder if to kind of um go back to your conversation about cohorting it's a little bit easier to do that with esac because I mean as a principal I would do that I would look at your you're testing years from three look at that cohort how they do in fourth how they do
131in fifth and then you can track it and see how they do so that way you can see where the bands move um so if you're looking so you can kind of look at a a cohort band I guess so maybe you're looking at um you know your not standard not met students and see how they're progressing over time so maybe this success indicator could be rewarded so that you're looking at those bands through those three testing years three four and five six seven eight and then you kind of hold it there since you don't really do as back in high school so that way you can you can see the lower bands and how they progress and um you would also be kind of combining that idea with um Kathy's wants about following a
132cohort and you would also you know because typically kids don't do well in third grade right the sback scores they usually don't perform well and then there's a jump in fourth and then usually a decline in fifth but um but you know and you maybe that would even give you some data on you know why is that happening you know what what can we do to kind of pivot and turn that so we can bring it up well and there was a term that was used several years ago was band jumpers is what they is what we were calling them uh several years ago I mean think we called them band jumpers and band sliders there you go band jumpers and band sliders that's what we were we were referring them to so I would
133be open to one success indicator that maybe addresses all of that over time you know that over time to where it's it's one and so we would combine it and we could direct staff to do that and so it would it would do what you were talking about Gretchen as far as you know looking at all the bands so we're not looking at increase and then decrease we're looking at all bands you know moving just you know Forward Motion you know how whatever that looks like that we want to continue Forward Motion um in all stages and then um and then it would be a cohort thing so it would be something that I'm looking for AC um across time so so maybe staff would look at the third grade year this year and then
134we would follow that and see how they do right and then you could even I don't know test it with well we could ask staff to create a success indicator that captures that and then collapse 1.3 and 1.4 does that make sense is everyone I'm seeing lots of head nutting yeah staff is would that be possible this is all the way through secondary so I just yeah just want they go up to they only do it in 11th I think it's seventh and 11th if they choose to take it correct 11th grade is the grade at uh high school that they take it so you're not getting a cohort band there um I would say maybe try it for yeah well but it's true it that's what's happening now because espac is 7th and 11th
135now regardless right so there's seventh and 11th is it what is it I'm sorry it's 3 through eth 3 through eth and then 11th okay you're right yeah okay science is different science is fifth okay my bad um but what I'm saying is is that esac is what it is now all we're saying is is that we be would be combining and then we we are we are asking for movement in bands and that would be each band does that make sense over time yeah the only thing that does not make sense me is over uh you know so I could certainly staff could certainly come back with a combined 1.3 and 1.4 to make that cohorts and making sure that we're moving students that are in the lowest band up jumping a band students
136that are in the second lowest band jumping a band we could make that the overtime thing um is a little bit more foggy to me I'm having a harder time wrapping my mind around so could they only move a band in one year they could move two bands in one year they are we only going to measure one year or are we going to measure movement movement of bands from third grade to fourth grade or yeah we we would with esac we typically are looking at that over the course of a year correct one one year to the next so we couldn't look at their their progress in third grade and then their same progress and then the progress in fourth grade as far as band mement that's one year that's one year okay but
137then okay so from one grade to one grade okay so youd only go that it would only be correct yes is that possible yeah yeah so if if you want us to do like a two-year goal and measure the cohort starting in grade three uh where they should have a percentage of band jumpers to grade four and then a percentage of band jumpers to grade five it would just be written we've just never written a goal that way so we we could certainly give it a shot and bring it back um a success indicator right a su sorry success indicator uh we would have uh yes it would be we could do something I think no I kind of think we should keep 1.3 and then do an additional change that 1.4 to um you
138know a c a cohort moving from one grade to another grade but I I I would not combine I wouldn't collapse 1.3 I think that data is valuable but how how is it how is it different what's the difference and and if we combine them to say we're just looking at movement and that's that's exactly what that's exactly what you're looking at you're the second one 1.4 you would just be looking at movement but how aren you looking at movement there as well what are you looking at no you're looking at you're you're looking at just proficiency levels it's it's a snapshot in time you're not looking at movement at all in 1.3 you're looking at what are by the each grade level how are they meeting proficiency standards non-cohort so you're not looking at
139a cohort of students at all you're looking at a snapshot of students that change from year to year in in 1.3 there's there's no cohort data at all there we get new students increasing percent okay so it's so correct but then aren't you comparing students from one like if if you're comparing last year you're you're comparing last year thir graders to this year's third graders no you're you're you're increasing the total number or percentage of students that are proficient from one year to the next and they're a totally different group of students so they're not cohort at all okay the the other success indicator what what you've been discussing would be to take a look more at a cohort of kids and measuring the percentage of those kids that are jumping bands from from multiple
140years correct okay I mean I was hoping we could combine them but I guess not that's not a um is there there's no way to combine them they're doing two different things got it so it would be difficult okay are we is everyone still in favor do I hear do I see any objections of leaving 1.3 and asking staff to come back with a 1.4 that tracks movement just just one question do you hearing all I know that's been a lot thrown around is there any other ideas to kind of capture what we're trying to grasp which is meeting um some growth over time and making sure we're still tracking our lowest students do you see any other way of doing that I would I would like a new success indicator that is tracking those
141three subgroups that I mentioned to to answer your question um uh no I you know don't know of any other way you could keep the current success indicator and um that would measure the students in that year that are moving out of band 4 um but this would be a way to measure it by the cohort and then uh to to Michelle's question I think that would be added um as proposed new success indicators that we'd measure those different um subgroups of students um and whatever you wanted to add to that list certainly Michelle with your we not looking at it yet but um could the um the standard not met students also be classif could we consider them a subgroup well they're a group right that doesn't S but could we include them as
142a subgroup in what you're thinking for a new one I I I think it's a little different than what I I I think I'm thinking more of like how it's defined educationally like within our lcap and within our lcff but and I I'm thinking less State assessment I'm thinking more local assessment because there are there I I feel like some stud students in that group might not necessarily take um ESC and it only hits specific grades okay then I think we're back to square one because I'm um uh I I I'm going to support staff's recommendation of deleting that one so if unless there's unless there's three are there three to um to keep it okay there's three okay then we're keeping it and and okay so we're we're we're um no um no I
143think there was two things there so one would be to keep it or replace it with those are almost two different yeah so well and that's where I didn't um it didn't sound like there was consensus around that that we would that we would want to combine 1.3 and 1.4 well I think it wasn't combining it was changing the 1.4 to be the bands okay so do we want to keep it and add or and ask staff to modify it to add the bands is there yes okay okay there's enough okay okay there we go okay okay so it's um it's keep 1.4 but modified for cohort band okay there you go okay okay okay yes okay um 1.5 okay so um uh as I stated I know a through G is uh um it's
144actually being debated right now as a matter of fact um um by lots of um uh Career Technical folks that are concerned about the just that there's not time in the day um to um to take all the requirements for a through G and then also try to uh be involved in Career Technical education that sort of thing um so uh I felt that 3.2 the career Pathways uh work-based learning um I wanted to see if I could find some consensus well first I'd like to see that moved up to Student Learning because it seems more um 3 to moved up to Student Learning yes to under goal one but then also is there a way to combine um with a through G rates that um because we're just in a maintenance mode on a
145through G anyway so I was wondering if it would be possible to look at a through G and combine it with uh career pathways Susan yes I just think to add just for purpose of your discussion um all of our electives are a all of them are a tog and so are our Pathways so the CT Pathways so you wouldn't be talking about either or that's just so as you discuss well I mean I recognize they a3g but um like a3g requires two years of foreign language and high school for instance um and that takes away time that a student might be able to take a carpentry class or a another type of um another type of Career Technical education because there's only so much time within the schedule so that's what I'm looking at
146but that's language requirements very important right for going on to college well but what about those students that aren't going to go to college or if they go to Community College which is doesn't require um two years of language yeah I I well again it's a it's a 50% so um but and again I'm not suggesting I I know I'm not going to get consensus on um on the a through G piece but if we could combine the career aspect of um which is says increase the percentage of students participating in work-based learning that sort of thing that we would have that we could say maintain an 80% uh graduation rate or I'm sorry a through G or higher and that students will be participating in work-based learning experiences um Laura what I'm hearing you
147say is you would like to adopt more of like system that they have in Norway where at 10th grade they're determining whether they are College Bound or work certificate kind of bound and so they're deciding what their courses are going to be at that point that is how they do you're Mak that determination because you're either needing to meet those requirements because you're College Bound or you're not needing them and then work based learning options are a better route for you all I'm saying is that the the success indicator States collegecareer Readiness yet a through G is only Bas or it's main it's all college right it's not necessarily career where you know there's lots of careers outside of going to college that you you know that you could get without going to college or
148going to Community College how many of our sorry how many of our our 10th grade students are really ready to make a committed decision that they for sure do want to go to college or not and again they they can work with their parents number one but they can still go to college it doesn't mean that they they can't go to college I mean a through G has has only been around for about 10 years that that it's a priority because right now we are saying that we want 80% of our students to have a through G and again I'm not disputing that all I'm saying is is that if the success indicator is for college career Readiness that we combine that with our desire to have students in a in workplace learning and Career
149Tech gr okay so if I look at the goal of goal one says ensure that students demonstrate academic growth and proficiency so they leave TK to 12 ready for collegecareer that's why success indicator 1.5 is written properly then if you go down to goal three and it says engage parents staff and Community to promote unique educational opportunities for students that encapsulates career Pathways those students who might want to pick a different type of pathway so I'm not going to be in favor of merging these I think that they need to me in their goals the way they're written Michelle um I I think my concern with that would be that um and I think Laura is kind of speaking to this as well is that you know there's a lot of students that might not
150necessarily have um parents that went to college or to guide them on what to take for college or have a college counselor you know I know people pay for that um to help them get into school to make sure that they're you know doing what they need to but you know there's a lot of families that don't have that opportunity and I think that it's necessary for us to ensure that we are giving those opportunities and um that students are meeting those requirements so they do have the opportunity to go to a UC or CSU um which are you know typically less expensive as well so um I I I I'm I'm a little concerned about you know combining those or taking that off okay there are there um are there three trustees that would
151like to do that okay moving on what's the next one what's the next one okay that's yours Gretchen okay back to that word relevance um again um I wonder if we're capturing everything in that word I wonder if we should use a different word I don't know I if I have that word um but I just again it's one thing to provide professional development it's another thing to provide professional development that is not only relevant but is also being utilized and it's effective so I I'm just Rob and I went back and forth I understand um the word the choice of the word relevance I just wonder if anybody else my colleagues here is understanding what I'm trying to say and you might have a better word um that we could use what are you
152but who okay how would you measure what you're asking for because that's the right because that's the problem is that is the way we measure this is through teachers um responding to a survey so maybe it's questions within that survey or it's an evaluation tool you know creates more work for our you know administrators but you know May maybe there's some way that we you know check in with that teacher and ask them how they're using it you know we're they're they're being paid to use this professional development right they're getting time off to do it or they're you know so how are they implementing or do they need help implementing it I know when I talked to the mtss teacher over at AOE she said the teachers are so busy but she comes in
153and the beauty of her job is that she gets to actually demonstrate in the classroom shows the teacher how to use it and then the teacher's like oh aha I get it I can do that you know instead of just seeing something on paper and says how am I going to work that into my schedule I mean I'm a teacher I train other people to do what I do and I think handson application is so meaningful to app you know then be able to use it with your students so that's what I'm getting at you know Al I would just say I think that that's really up to and we need to trust our administrators in that point to you know be doing that through their evaluations through their walkthroughs through um any kind of
154improvement plan they might have with those underperforming teachers um a really good professional development though takes multi years to implement so I guess that's my you know it should be relevant to what they're doing right now but you might not see the return on that and the Perfection of that for a little while so you know that's kind of um I like the way that it's written now because it provides you know the um opportunity for those admin Administration administrators and the mtss teachers to have those direct conversations and be in but then still you know apply apply and focus what we're doing in the best way that we can deliver it um to those teachers to be applicable to their daily teaching practice Michelle um I like what you both said I think you're
155both right on and I I like what is written here I just remember and I remember also hearing from teachers about how oh that was a great PD because it was so relevant to what I'm doing right now and you know it wasn't a waste of my time because that's always kind of the sentiment sometimes you'll hear so I I like what's worded here but I also like what you're saying Gretchen in terms of application I wonder if we could add relevance and application and within that um um questionnaire that you ask teachers hey was this relevant maybe we could also ask um are you applying this to your classroom and how and then maybe that's an open-ended question and then that data is provided to to um administrators so if there to your last
156point if there ever is an issue or a concern that maybe hey you were trained on this and and um you know are you using it you're not using it you know because it says here that you're using it you know you could just follow up with them type of thing well I mean from my perspective I'm not I'm not sure that's appropriate in an lcap I mean and again I agree with you that because I'm not sure how you measure it because if you know if I just took a PD and yes I find it relevant and that there's a 95% relevancy rate how do you measure if I applied it because you you're doing the the survey after after the fact do you do surveys right after PD is that when they're administered
157traditionally yes so you wouldn't ask at the end of the year you know how many PDS did you do and were they meaningful you do it right away we could certainly do a follow-up survey we thought about that is that you know several months down the road you you follow up with those cohort of teachers to ask them you know how are you apply not how are you are you applying it um the the how piece you know we could ask an open-ended response as well um it just takes a little bit more uh in user work and compiling that and sharing that with principles well we could do it I mean I agree we could do it but I'm not sure how we measure it as a success indicator because then we say do
158we say and 50% found that they're applying it at the end of the year I mean that's the that that's where I'm not sure how that's a good point that you have to be able to measure it and and I'm not saying I don't agree with you that you know I I I want to make sure that it's not only relevant but that that's applicable and that it's useful um but I'm not sure again how you measure it because it's all self you know it's it's um self-reported is that something we could add to the actions and services you know later on that to be one of the actions um um we could we could you know we could establish a baseline as well for applicability so we could we could do a follow-up survey
159um maybe it's three months after they receive PD and ask them are you know based on the udl professional development that you attended in September um are you applying that to your daily job now and ask them yes or no and we could get a baseline of that uh and then add to that Baseline so that could be a way that you can measure that Rob I wonder if um that could be your measure as opposed to the relevance because if you ask that three months later and you have you know only 50% of staff and this isn't like to do a gotu or anything like that but if 50% of staff is saying oh yeah we not really using it because I have XY and Z to handle then you'll really know if it's
160relevant or not right because there's saying I didn't apply it because I didn't I didn't have time or I couldn't or you know or in the maybe list maybe there could be a list of reasons or something open-ended that said you know why weren't you able to you know apply what you learned in your professional development I I I just feel like when you're doing surveys you want to be able to use that information to help guide you where you're going next and that kind of data might help you guide you where you're going to go next Alison I I hear I hear what you're saying and I think that's more than a survey I think those need to be conversations within the staff meetings and everything else if you ask that on a survey
161every single one of them I believe would say yes because they don't want to be like well I went to this and they don't I want them to know that I'm not doing it or whatever so I think I would still like to leave that in the hands of the the principles and um huh it it could well they don't believe that it's ever Anonymous either so I I mean I think that I would I would trust you know that the most important thing is to provide it and then trust the administrators and the teaching staff to follow up with any of those holes and gaps and you know um hopefully we'd be able to identify any of those teachers if they're on an improvement plan or you know walking around the SES I definitely
162hear principal saying oh I need to work with that teacher more to make sure they're implementing um instead of U you know forcing forcing a hand and making them take another survey as well well and like you said I think somebody said that it a lot of times these PDS take years to actually be overly you know completely applicable that I'm not sure 3 months would even be the a good time frame Gretchen yeah um another thought I had was if you ask a question like applicability um then we have a tool that we can then share with other teachers who may be interested in knowing whether or not a certain PD was applicable to you know 50% the elementary school teachers or whatever you know it kind of gives us a rating tool also
163so people can kind of handpick and say oh well that was a a PD that really worked for a lot of people and this is a PD that really didn't work that so I don't want to waste my time so maybe I should take this one or we can group them into you know oh I've got a lot of high maintenance kids in my school or in my class and so this really helped me with management classroom management or I don't know I'm just throwing those up no I think it would be I think those are all good ideas I'm just not sure that that we could capture that in an l cap in order to indicate success that's all I mean and again I I think what you're saying is is valid that you
164know even if you did like a you know because I do know that there's multiple PDS that are offered and that you can kind of self- select on what your needs are um and then maybe maybe there'd be a rating system so like you were saying like you know some folks are like oh you know I'm not going to take that it was poorly rated or what have you again I just don't think that that's a a spot um on the um as a as a success indicator maybe it's a part of actions and services or whatever but so so um um are there um so I didn't hear a specific proposal there so we had a good discussion or it was really over the word relevance and if we had a better word if
165we don't then we're moving on okay sounds good okay we're moving on um 2.2 and 2.3 Laura I think you had talked about the potential of combining those yes um for making things a little more succinct and clear um in Reading over all of the um feedback I think we're hearing a lot of comments about safety um in in different areas some is campus security but I think more was uh regards to bullying harassment belonging acceptance discrimination like all of that is really what people are um communicating as feeling safe um on our campuses and so I think that falls into the student mental and emotional health and the school climate being a significant part of what our students are um experiencing as school safety and so what what would you be proposing that we
166what would your word be collapse combine 2.2 and 2.3 so uh 2.2 becomes part of 2.3 it's the it just feels a little redundant to me because it feels like two separate line items discussing really the same things Michelle did you okay um I I probably won't I I don't agree with that I I think they need to be kept separate um those are two very separate things I think diversity equity and inclusion and belonging covers a lot of our udl work which is instructional mtss which is instructional those are pretty hefty um and robust um things that we're tackling right now um and when you're looking at the other areas um with mental health and school climate and school safety I think you know a lot of that has to do with um School
167culture and the S the physical safety of students discipline Behavior um of course um social emotional well-being as well um not that mtss doesn't cover that aspect of it but I think that um to have it under Di and being as big as those two things are um to pull those into one thing would poor Michael eer poor Dr eer would be even more challenging than um but um I think the way it's worded now is fine other discussion I had also two things on each of those but separate from combining them so okay what are what are your ideas um I I just one was more of a question um with the doing way of well the terminy whatever you want to call it of the wellness together um is there any discussion among
168the schools about um and I had to look up because I only know the acronym of the Casal competencies which is the collaborative for academic social emotional learning um and using those as somewhat you know of a kind of intermediary between the two I'm not 100% up to par on what exactly all the specifics that Wellness together did um but adding in something on there at least for for 2.2 I know that part of the Casal compet competencies are included in what we measure through Kelvin so um those are integrated in some of our Kelvin survey questions um are there any lessons or anything being done with those or any yeah we construction we have seal lessons specifically at each grade level um and grade span that our counselors conduct that are I would imagine
169their Cas all aligned and and we're pulling those um and evaluating those every year so okay um and then oh was there another one uh on 2.3 um I fully agree that you know with the Kelvin I think it's a great check-in but you know some students fully go for it some don't some don't understand the questions is there any kind of um staff climate survey that is implemented to kind of get the teacher and the adults version of what they see happening in those schools as well yeah so individual schools um do do some of that staff climate surveys but from a District level we haven't initiated a all staff climate survey from a district level but individual schools do use them um focus on what they see for student behavior and student needs
170or uh yeah I believe it's um geared towards that question well I'm not sure are we just kind of talking about 2.2 and 2.3 yes I mean I and again we haven't um we haven't totally gone um we answer questioned um and again I just wanted to I wanted to see what was out there around these two because maybe there would be an opening for combination if so I wanted to hear everything that was there definitely interested in other people's perspectives on that I'm just trying to disseminate information that a lot of it seems like it I I think as as a board member I think it would be helpful to have clarification around safety maybe when we're doing these questionnaires that we clarify are we talking about physical safety in terms of the security
171of our campuses gun violence that kind of thing versus um bullying and harassment and that type of thing because they're kind of I agree it's all safety but but what we would do to combat them may be very different things and and so I think we're reading a lot of feedback that gets lumped in together that I'd like to be able to have things that are actionable like build offense there or what but that doesn't help for bullying right so and I I mean I hear I definitely hear what you're saying um and I will say that when we when we put together school safety and we included gun violence and those types of things um that was when we were doing a lot of the bond work around like um what are they call
172that thing um uh lobby lobby guard that Lobby guard and so we implemented that and then we did do we were doing the fencing at the time and then that was um and I do believe we were doing some drills and that sort of thing um and um so I do know that that physical safety piece um on campuses we did we at at least um several years ago with the bond we did um Implement many of those things and I agree I didn't see a lot of physical safety pieces in um in the survey that I I think maybe we did a good job um in the physical safety component that that seemed to be my perception too and so then it's if by safety and of course these are these are cultural political
173and all of these things kind of come in waves and so we're in this time where a lot of people are expressing safety as more of this emotional rather than physical although bullying can right right so I'm not trying to put anything in a box there but but how we can have um assessment that's meaningful and and actionable the the way that I see is that and correct me if I'm wrong I still can't you weird like I use last names all day um is that I see like 2.2 is the mission like the implementation and 2.3 is the measure of its success is that kind of fair to say I mean I personally wouldn't agree with that because within the forward together plan and um there's multiple um uh targets um within the plan
174itself and it's just not it's not all listed here so there's definitely targets that are measurable within the forward together plan I mean I would be in favor maybe not collapsing them per se but I would be in favor of potentially removing the kind of the physical um kind of the physical safety piece like the gun violence the fencing I mean I'd be okay with with taking that you're not I'm seeing those so okay I would say oh sorry could we separate them so they're both present but I I'm sorry Rob I'm just curious so when you're for 2.3 you're looking at multiple things right not you're not just looking at the Kelvin survey you're looking at chicks you're looking at the comprehensive school safety plan data that administrators are providing you're doing no place
175for a hate their AR Aries data for dis 2.3 you're talking about sorry that is just the Kelvin survey oh that is only the Kelvin Sur correct where does no place for hate fall in 2.2 2.2 right okay and that was the one thing I was going to say as well with the um uh when we're talking about um some of the some of the plans that those plans are developed by the the School site and the students through the no place for hate um Peace So that so what I was just going to suggest is um to Laura's point we have heard from our principles that they like some more specific data specifically around school safety because they think that the questions on the Kelvin survey are too General and they don't get at
176uh what could be actionable so we could uh change the celvin survey um to bifurcate and get more specific around school safety what what does that mean when you say you don't feel safe and I I was bringing up the elementary survey now we asked three questions uh one of them is I feel safe when I'm at school and so that could be led to a lot of different interpretations the other is I know what to do if there's an emergency which gets at a little bit that physical safety piece and then another one is that there is someone at my school who will help me if the other students are causing problems for me so maybe there's a way for us to um bring back some additional items that far it out uh the
177difference between physical safety and uh really social emotional kind of well-being and yeah so we're not going to get rid of that aspect right because I think that's really really important especially for students yeah we we'd be happy to keep both of those and just get better clarity on what it means when they say I don't feel safe on campus I think that addresses my thought really with that if we can get those surveys to differentiate you know where the where the feelings are coming from well and in the in the no um in no place for hate isn't there like focus groups and other measures besides just surveys in order to measure the you know the the climate and that could include you know bullying that could include um and it's it's Solutions based
178by what the students say so it's not just a survey and then the administrators taken care of it it's the students have said you know this is what we're going to do if bullying is happening on our campus and and this is right so is there a way to capture that in a measurement rather than uh you know we we capture that uh we ask that question twice a year as part of our forward together plan we have a survey that we send out that we add on to the celvin where we're asking specific questions around bullying and harassment um but in this case I think we can modify the uh success indicator 2 point Sorry 2.3 to include something that uh bifurcates what safety means and and then add to that Kelvin survey moving
179forward we Baseline data on that because we'd be CH changing the survey but um it was a concern that was also brought up with principles as well they have to do a follow-up survey then to try to get out what does that mean I don't feel safe on my campus um so that it could be something that we look at and explore and modify the language here uh in 2.3 if if that sounds okay are there any other tools like Kelvin or other schools use other school districts use other tools uh we yeah there's there's tons of different tools um uh there's Survey Monkey there's Google uh there's lots of different ways to survey kids California healthy kids survey is another way um that we gather information Kelvin has been nice in that um um
180it's pretty it's an easier delivery piece you know it pops up on their Chromebooks it's quick it's very simple for us to gather um it provides heat maps for us for and it integrates well with our sis I think we're going to run into challenges with students taking surveys seriously no matter what platform we're using um this is just getting at the right questions uh and making them action and and I will say we did use um the healthy kids survey for several years and we just didn't I mean we felt that the Kelvin was much more responsive because it was kind of quick easy and we were getting real-time data rather than um uh so in the past we we felt that Kelvin was more effective than um than the healthy kids service I
181think it's just another measure but I I wonder to um do you ever look at your um discipline data I mean through Aries in terms of like what's being reported bullying harassment yeah we we and we need to do we need we're working with our principles on calibrating what gets coded as what in discipline it's data in is data out and and so but yes we do look at that we report that to the state as well our discipline data is required and um so we're looking at that could that get incorporated into to either the either the 2.2 or 2.3 as as a measure uh it could it could um you know as of right now um staff's recommendation is to stick with one tool I think it gets a little bit um convoluted
182if you start but I I would say staff is looking at that one of the things that we're looking at is the discrepancy that we have on Kelvin where we have students that are reporting bullying and harassing behaviors and experiences and what we're seeing in Aries as an example one one is a disciplinary piece right and the other is what students are experiencing and trying to marry those two up a little bit more now there are lots of reasons why maybe a student has experienced something and isn't reporting that um or it isn't being log correctly so we're looking at trying to marry those two pieces together a little bit more and that's some of the work that Dr eer has been doing uh with principles and on our committees is to say you know
183we have this group of data over here and celvin and this other group of data and Aries and they're not necessarily jiving with one another so um well I'm not staff's recommendation would be to stick with the Kelvin at this point yeah and I I guess I was maybe looking more at 2.2 because we have multiple data targets that talk about reducing bullying and reducing um um or increasing the sense of belonging in that sort of thing are we measuring that also just through Calvin or how are we measuring those data targets the some of the data Targets in our forward together plan are measured through Kelvin that's correct but are all of them no okay then but how are we then what other sources are we using are we using like the the self-reporting
184are we um are we using discipline data any of those things uh I'd have to go back and check and see if we're using discipline data there are multiple I mean there are there are 30 separate things that we're measuring in the forward together plan so um they're coming from multiple measures yes okay so the so Kelvin is used in that but there's also other ways that we're measuring bullying sense of belonging and those types of things in the forward together so okay okay so we're keeping them the way they are any objections okay moving on to um so I had asked that um 2.4 that we consider removing that one since I think we have been successful well no no but right that we I I shouldn't say um that when I said keeping
185things the way they are that that the direction that we gave staff that we would that there would be they would bring back some additional language to separate those two things it may not be indicated on it may not be on the success indicator it might be within the tools or the the actions and services where it where it would show up correct we we think we could add it to the success indicator in 2.3 so let us work on it and we'll bring it back to that right so stal will bring that back okay not no we're not touching 2.2 and 2.3 staff will bring back what I had heard that we would leave it this way but then the questions that they would ask would be more detailed so they could so they
186could separate um so they could separate uh physical versus um other forms of safety emotional safety but you're saying that you might be able to incorporate that information into the okay very good okay okay um so now we're moving on to 2.4 the um I do think again um we had a lot of responses last year um around the cleaning standards um we did we um we successfully hit our Target I think I remember it was pretty high even that we're already in the 80s I think on that one um now so I think think message received and I think so I I I'm uh saying I'd like to take that one off okay we're good take it off okay what's next on the list okay that was my that I wanted to combine it
187so I'm saying leave it as is then and 3.3 was there anything was there um Rob what's next on the list okay oh Gretchen I think you had that one okay okay so we're good there okay go ahead okay so could we separate out for each group since you're wanting to change the target from 5% to 2% sorry here's my mic 5% to two 2% but as Dr or Rob and I talked about earlier we're really seeing the problem more in secondary so I would like to propose that we leave the target the same or as is for our elementary school because we have systems in place that are working and that we separate out maybe middle school and high school or combin middle school and high school and change the target for those two
188because we're having the most difficulty there um but I don't think reducing our standard for elementary is necessary since they are maintaining they're able to maintain that Target so I I'm I'm not really interested in reducing the percentage but I do really like her idea of breaking it down we did that in the question answers um but also we discussed comparing uh the absenteeism rates in the same uh grade levels uh to preco because I I do really think that a lot of the absenteeism is kind of after effects of covid um so I think it would be meaningful in terms of determining what percentage change is realistic to look at before we had that what What was a typical um absenteeism rate like because without that comparison the 15.8 that we have in high
189school right now is relevant to what we can certainly uh look at it I can I can say pretty unequivocally that our chronic absenteeism rate postco has gone up uh prior to co now I know that that's a newer metric as well so we have to see when they implemented that and what data we have prior to but my point was we'd be happy to provide it in a update and then if you like us to bifurcate those out and have Elementary and secondary or elementary middle and high school we could have separate targets for each one of those grade spans uh if that's the direction that the board elementary elementary middle and high school I like and I I don't know if we're getting back to the days where my oldest kids were the
190perfect attendance Awards because now we don't want kids to go to school when they have a cold but it's kind of gone the other way and now they don't want to go to school so we need to hold them back a little bit i' I'd be okay I fully understand what you're saying and like trust me I I want the kids there I also think you know as a district we're only doing as much as we can do and a lot of that comes on the parent and the parent education piece and I think um it I'd be fine separating it just for an information point I also think it's good just for our own information not necessarily in a plan and I also think though lots of thoughts sorry that if it's if it's
191um we change all of them to 2% that doesn't by any means you know say that Elementary should only meet 2% and then everyone else can take days off um I think you know anything above and beyond that would be would be great as well so um you know it's it's our it's our goal it's not necessarily um you know steadfast yeah I just think we should continue to challenge ourselves and I think we can do it it's a big problem um the data is all showing it people are talking about it in our in our different groups and I think we need to um continue to focus on improving and if it's hard for like you're seeing the parents but like in secondary school you're going to know one day when your daughter's there
192they can leave school they can just not show up um so you know parents can only do so much um so I think you know looking at that and taking that into consideration is important but still maintaining parents have a lot of influence at elementary level for sure um it changes over the course of the years so um I'd like to bifurcate that out and just really get a good picture of what's happening at each level well I I would say too that um I mean we get notification if they're five minutes late for for class so it so I think that there's more information for parents um now than there ever was before as far as even in secondary and so I do think that that's a a big you know that's a big
193Advantage if the if the parents you know do um enforce it but I did have a question so if um if if a student signs up for the um for the independent study does that count as an absence the new rule if they complete the work through the independent study contract it does not count as normal absent count so there and so even now there's opportunities even if they're one day absent that they could sign an independent study contract and um and if they do the work it's not an that's another just uh it has to be a certain amount of days it can't just be a one day absent we can't do an independent they Chang that to I don't think so I think it I'd have to go back and check my understanding
194is that's be over multiple days it just changed last year I think but anyway okay yeah because I've had to I've had to help implement it um I I like the idea of breaking it up between elementary middle and high school I'm fine with the 2% as well um I I think there's also kind of extrinsic factors that contribute to families um not bringing their students to school because they might not be feeling safe and things that can also contribute to um absenteeism so I know it's up to the parents and we uh schools do as much as they can to educate um families but I think it's important to also note that you know there's also um other things that are happening so um I like the idea of looking at elementary middle and
195high school I think that would be a really great um information piece um but I'm okay with the 2% because I know our our schools and the staff are going to work hard to ensure that try to get everybody at school as much as they can no and I um I I agree I'm fine with um separating it out um the only thing that I would want to look at and maybe that's an that'll probably be an actions and services but I agree that you know there's always these underlying factors of why there's this chronic absenteeism and um it may have less to do with you know illness or what have you and um and it might be that you know that those secondary folks are just taken off from school um but I do
196think that it's a um that there's obstacles I think in the way that if we in actions and services that we can St away some those obstacles including an independent study contract you know if that's you know I mean especially in secondary I mean most of them have Google Classroom available to them to at least make up the work which then it wouldn't count as an absenteeism so I do think that there's ways that we can explore what the obstacles are in hopes of improving um the attendance question so it sounds like we have consensus to separate it out but I still feel that at elementary we're doing great and we've been implementing systems that address the other issues that are going on the calls to home um you I remember when Kimberly Fuentes was
197over at Calera Hills Elementary and we had great conversations about how successful her program was doing um because they were one of those schools that was picked out by the state that said hey you got to work on your attendance so they did and it was working so I just want to keep that standard high and you know we do have that community communication going on between the staff and the and the parents they're calling home let's keep that going I don't want to to to move the bar Lower I think we should continue to keep that high and keep our you know everybody accountable to that standard so I'd like to see um that standard remain the same for elementary and then consider a a different standard perhaps for middle and high school where
198we have other things that are going on where we don't maybe have is uh an mtss program that's operating yet or effectively yet um so those are my thoughts question on that though if if we're going to separate the Mountain Elementary is already at 10.9% so you're saying they you would would want them to be at 5.9% no I'm just saying the target shouldn't change so the target but wouldn't that then be reducing their to 5.9% within the Elementary School band from the prior year yeah as opposed to the 10.9 or am I looking at that wrong yeah currently we we provided some numbers in the questions that were a breakdown of currently where we're at elementary school chronic absenteeism rates at the midyear point was at 10.9% middle school is at 12% High School
199is at 18.8% um so that that would if if we ended that way at the end of the year then we'd reduce it by 5% which would create a goal of roughly 5.9% chronic absenteeism rate for elementary school as an example would that be hard to do would that be hard to do unrealistic well difficult there's a lot of different factors to Michelle's Point absolutely and that's why my question was like preco if we look at that as a Baseline and say like before this all happened the the rate was 5% if we've doubled randomly select that so if the rates have doubled then what our goal really should be is to get back to what they were preco but without having that data we we're kind of randomly picking a percentage well then I
200um from my perspective I think the goal is kind of a or the success indicator is a floating success indicator right because you're just saying that we we want to improve year-over-year so if Elementary had a stellar year they're still going to be expected to improve even beyond the Stellar year so so when you're talking about you know because it's all based on the prior year so I mean it's hard the the higher you go the harder it is to to continue to improve right I mean that's why like the 80% on the a through G we stopped at 80% because we kind of maxed out so I would I would be fine keeping it at at the 2% but again basing it on the prior year which they had a Stella year so they
201got to keep it up right they got to keep it up and still improve right so that's how I see it that that you still have to improve so in my perspective I don't think we need to separate it now that now that I'm starting to think about it I'm not sure we need to separate it because ultimately they still have to improve and based on their their performance so I I would be fine I mean c can we can we keep it the way it is and just again understanding that that they are still having to well that we don't have to separate them because they still have to improve based on last year right so so they had a so Elementary had a stellar year but they now they have to even do
202better by 2% I just want but if you if you separate it out though then we can see whether or not we met that Target for that I would be fine separating it I guess but I'm not I I think that we we still just ask them all them for each of the three that are all right but we can get the data separated that's fine I'm fine with that does that work okay well and the the other thing too is that on the success indicator it wouldn't be separated out we're just going to get the data separated right so we're not going to because if it's all if it's 2% right we don't want to go to second page that that would go against Rob's process and we still might have that so right
203right right I right right right but that's what I'm saying is is that if you keep the the percentage the same then we just receive the data separated but we don't have to change we don't have to provide more layers okay [Music] okay okay look at that so now we have new success uccess indicators and a new success indicator in order to get on the board um takes it takes consensus so it can't go on the board unless you have consensus to get it on the board okay so that's the next that's the next the next and last step so you're we're at new success indicators I'm saying it again well it's not the last step we have one more right that's the one I want at the botom so I'm hoping to get consensus
204good okay um on having a success indicator for a local assessment that looks at um our three subgroups for our El's our um low social economic students and our special education students so I'm hoping for three thumbs for that so this would be success indicator 1.7 right or it would probably fall under the other local assessment so maybe it would get pushed down to 1.3 okay is that doable yes so this is an addition to all these other tests no well no because they're still being assessed with their local assessment but this data will be coming out so we can see it as part of their success in addition to it's that using the using existing assessments and and getting the data for and then what would be the but Ur what would indicate success
205whatever local assessment that they're taking no no but what what would like um they all have to be at least at grade level or I mean I don't know what I I would do it more on growth um you have to establish a baseline right yeah okay so we establish a baseline with those subgroups yeah could I ask um I would like to ask staff to come up with um an applicable metric for those three subgroups growth Target growth Target yes I mean in looking at all the site data that was provided in the monthly reports I did see that those three subgroups were making progress so um in both math and Ela so I I just want that to continue and be consistent so would it be let's say establish a Baseline and that
206we would see 2% growth over the Baseline something like that well we had yeah we establish a baseline this year because that's what we've done in the past right so we've established a baseline like this year and then what would you recommend yeah else how would we do staff staff would recommend similar to the way we do our overall local assessments we would uh uh just capture uh the special education students as an example and their proficiency rate in the fall and then we would measure that and increase that by 2% maybe even a little bit slightly higher percentage for special education students uh from Fall to Spring over the course of that local assessment so similar to the way we have 1.2 already captured we would capture it the same way just with specific
207groups of students and so you're recommending uh socioeconomic ically disadvantaged special education and English language Learners correct okay then kchen so Rob did I hear you say you were going to recommend something higher than 2% would you recommend 3% I I think um if we if the goal is to narrow that Gap in achievement which certainly that's our goal um I think recommending a slightly higher percentage for those groups is is our goal anyway so we want to um really bring those students up to the level of all students do we have any way to put parameters with like socioeconomic like what what's the qualifier Well's district there is a district in okay good and I ALS to say that it's more progress I'm looking at um within those subgroup bands to be clear okay
208and and you're satisfied with the 2% like we have on the other ones if that's what the staff is recommending is that Rob is that for this year would we just stick with the 2% just to or we're talking about next year correct well yeah I'm sorry but I mean for this lcap uh I I let it let staff bring something back let okay I support that do we have consensus okay we have consensus okay are there other new ones I have a new one okay so I did take one off the off the board so now I want to add one to the board I didn't add it I didn't add it we took them off I was trying to peel it away and consolidate and all that Stu we took them um uh
209so um and this is for the students students I'm thinking of you um so um this is the second year in a row that there has that healthy food has been um a high uh priority for our students and um I did a little research and and this is something that I've looked into quite a bit is um uh and I I provided U menus for for our school sites um to all of you if you want to take a look at those um as well as the nutritional values um in uh for our for all of our meals in our schools and um one of the things that the um that the national school lunch program um asked to limit is saturated fat that um that saturated fat should be less than 10% of
210total calories for all um for all age groups uh K through um k through2 um and some of the um some of the items on our um on our menus are like at 30% um and so um and then uh I would also like and also what's coming next year from the federal government as well is that um added sugar would also be less than 10% of calories and so um so I would like a success indicator that um that reduces that reduces see that all meals Ser all meal items serve to students will not exceed 10% will will not exceed 10% of total calories for saturated fat and added sugar may ask a question which goal would you say that that aligned under I would like to uh exchange it for the clean uh
211clean schools for the um the cleaning standards because food um contributes to your environment as well as um materials for um for uh and provides for um it's actually I mean I I find you know food is energy and energy um to learn is important yeah and I agree with you I think you know um hearing our students um you know there there's some you know work to be done there um I wonder if we can make that um what we're available I don't know enough about the nutrition guidelines that we need to follow and I know they're very specific um but if we if we're going to move in that direction I think you know um they're not just as concerned about you know the sugar and the saturated fat as we are but
212you know like how do we make it better for them you too like not just sticking with the numbers but also I just want I mean the way I would see it is it would be healthy food and that that would be our Target but I'm not saying that you know that that that's what we're limited to that I'm just saying that and I do have some ideas under actions and services how we could get there as well you said that you had provided us menus do we have that yeah it's um attached to the um agenda it's one of the exhibits there's menus and um and actually our Wellness um our wellness policy is also attached the district wellness policy and um and that does talk about um providing healthy foods and you know
213more fruits and vegetables less processed foods that sort of thing and so I just think it would be consistent with our policy and um and I do have an actions and services that would be um available for that I'd definitely be interested in in hearing more about this but unfortunately I I hadn't had a chance to look through this today so to give it any kind of thought um so I don't know if there's any think or wait time involved in that um we can stop to bring back a um bring back a success indicator for um for healthier um healthier foods in our schools just just as a side not I know it's totally a separate but I'm sorry oh go ahead I I thought you finished no I did but um not just
214healthier but also you know being able to eat them so total silly story but my my daughter is like yeah I got they had kiwi I love kiwi but I it was whole I had no way to cut it I couldn't eat it I'm like well okay we need to work on that so not just fighting a fuzzy I mean if you look at the menus I mean there's you know there's Donuts there's blueberry muffins there's um uh there's uh lots of pizzas you know lots of cheese which is filled with saturated fat and so there's I mean if you look at the menus um we have ch Masala and a whole bunch of yeah um and and there's I mean um so there's ways to do it that really is actually would save us
215money if if we did it correctly so and I do believe that um we're actually having a um a wellness committee meeting on April 1st so that's something that the the subcommittee could you know put some more um um uh put some more action on this as well if if we approve it Laura so like aliceon and I came here straight from work and have not had a chance to read through the menus um my kids have had a lot of comments too about food but a lot of them have been more like what we've read in the comments it it's gross or even things like we don't have time by the time we get to the to get our lunch lunchtime is over and we don't have time to eat so I think there
216are lots of areas where we could improve but I would not be in favor of of putting a cap of 10% of fat and and sugar I think having those options available is a great idea but um the football team is not going to be happy with only having offerings that have 10% fat or less there there's a a variety of it is part of the regulations under the national um school program so we're actually supposed to be following that yeah but we also want things that kids are going to eat and not go in the trash so we need to find a balance and I'm absolutely in favor of healthier options I just don't think we want to eliminate everything and even with the pizza and burger kind of options there's ways to make
217them less than 30% fat and still I agree right I mean want healthier and you know I mean I mean st% fat is a better well there's lots of studies that show that athletes don't perform at their at highest level unless they are um unless they are eating appropriately as well I mean and processed Meats have been shown to be um a carcinogenic yet we're still serving processed Meats so that I mean that's all I'm getting at is is that it's yeah I just want people to have choices so if people want want those options that's great but but we've seen but right now there's there's very little choice so anyway so my um gchen um I am on that Wellness committee and I um am a huge advocate for wellness um and that's what
218I live and breathe in my own life and I would be interested in a success indicator that might be around Wellness which might encapsulate food um potentially I'd like to look into this a little bit more I need some more time when I when we were in our last Wellness meeting we met the new director of it um nutritional Services Mike hi I really like him I think he's one of the bests that we've had and I've heard him say we want balance but we also want the kids to eat the food so I'd like to talk to him a little bit more I'd like to look at some of these requirements that maybe are coming down the pike um before I change anything I'd be interested in looking at a success indicator around Wellness
219because I think overall Wellness incorporates food and nutrition but it also incorporates physical activity um lots of other measurements so I'm not quite ready to accept a success indicator around food I'd be I mean I'd be willing to say that we have a success indicator um around healthy food um that's what I have um put forward but I I could ask staff to bring something back that um uh that I guess defines healthy food um in a better way because that that is what the students we're asking for yeah I agree and looking it through some of the nutrition now that you know I have she some of in front of me you can see that most of it already aligns with what you're asking for at least based on here one thing we don't
220see is sugar you know so it's hard to tell well take a look at the cinnamon toast cereal it does it doesn't say sugar right well right it doesn't even but if but if you if you look it up on the ingredients there's like I think it's like 133% added sugar yeah well I haven't done that I haven't Fruity Pebbles oh come on it's not your thing so I think I think there's there's uh I would love to see something in line with the healthy food I I can't speak enough about um the points but I'd love to see what could be brought back okay so do we have consensus oh oh I'm sorry I just want to see if we have consensus on bringing back a a success indicator around healthy food so do
221we have three okay we have three um suzan go ahead I was just going to say to Gretchen's Point our new Food Services director relatively new is is amazing and he is um he brought up today in our director's meeting that he's beginning a certification course that takes two years but what you become is basically a nutrition services director with a certification in Healthy nutrition eating type of thing so let me proposed no it's it's great I'm just to and I think he's fantastic but my my issue is is when I look at the menus I'm not seeing I'm not seeing the results on the men well and and it takes time so you what you're doing is you're placing those orders and submitting your menus to the state almost 18 months in advance and
222then you're also looking at um being part of collectives where um it's a lot of farm to table and you increase that percentage each year as you um join these collectives that get purchased prices in bulk basically so let me no and I agree with you and so from my perspective and that's why I decided I wanted to say okay let's take the cleaning standards off because when I mean when we originally put the cleaning standards on you know we were getting our bathrooms are a mess our bathrooms are a mess we put it on the LC cap and it improved so my hope is is that we if we put healthy food on the elcap that it gives more backing to programs around certifications and those types of things but it it it kind
223of forces the hand to make sure we're as fast as possible may be something he is already planning on doing so I'll to him what might he suggest to be a good couple of them and you I'll bring them to the May meeting well and we're yeah we have a meeting April 1st so the hope and I'm assuming he would be there I mean that's he was there at the last one so to um for our Wellness committee for gret and I are on the wellness committee is the board representative so the hope is that great question Dan well the nice thing is is that if we you know we've already said three of us are interested in having healthy foods here maybe he could help us develop this and have those conversations about the
224saturated fat and added sugar and those types of things Laur I'm not going on record saying I'm not in favor of healthy food if you saw what I eat in a typical day I'm very much in favor of healthy food but I think a more reasonable goal is like less processed things and more I just want more balance because I want kids to want to eat the food too well and that's the so when we say healthy food well and that's where it needs to be better defined because if you read our wellness policy which I did attach so hopefully after the meeting you can take a look it does talk about limiting processed foods limit you know um uh really encouraging um water and fresh fruits and vegetables and those types of things all
225I'm saying is that I'm not seeing a lot of that in our menus is what I'm saying and when I look at the nutrition facts I'm not seeing a lot of that happening either so that's why I'm like you know what and I just came up with the we always look at percentages when we're talking about um our our success indicators I thought that would be the that saturated fat and added sugar the two that we could jump on but anyway we will have staff bring something back and hopefully through the wellness committee we can help guide that conversation as well okay then we are at the last one um so um the actions and services okay finally um all right my okay now this does take this does take three thumbs to get it
226on the board so um Gretchen go ahead thank you so um no big news here that I would like staff to explore the costs and the potential model of bringing mtss teachers to the high school and um I had spoken to Rob Rob would this be costly yeah you know because we have two high schools I don't think the cost would be um from the instructional guy I don't think the cost would be too exorbitant I think that we could look at potential onetime dollars um for expanding that into the high schools it's something that staff's been exploring anyways um so we could at least cost it out um and bring back a model uh it should we get direction tonight and we could bring that back in May when we discuss all of our
227actions and services so my questions are um which success indicator would this fall under or that's the first one Rob where would you want to put it I think it uh aligns well this isn't a success indicator this would be an action or service well no but which where do you fall under it it certainly would fall under uh all of one uh many of the metrics in one so okay and then the second one would be um how many are you saying one per high school three per High School what what's your proposal what's your proposal Rob so let staff work on that and we would bring back a proposal uh in May I I'm not ready to give a proposal tonight but um we could certainly think about the models work with our
228high school folks folks to see what they think would be an effective model um and work with our High School principles we've already started those conversations but give us some more time and we'll bring that back in May should we get direction okay so you don't have a set amount though right that mean in your mind okay very good well I mean is it more than one I mean that's that's why I want to make sure I would like whatever it needs to take to do the job and what what job are you anticipating that it would do supporting our secondary students the way we're supporting our middle school students and our elementary school students okay Alison do we need Thumb well I thought you had a question first so did you want to add
229into the conversation on this one okay Michelle did you want to add in the conversation I didn't um I thought you were well I I I do have something I want to ask for but um in regard to this just asking Rob um Rob what does that look like at the high school level what does mtss look like at the high school level uh I would imagine it's similar to what we have at the middle school level where there's a teacher or teachers that are assigned to provide coaching and professional development uh primarily in the tier one uh gen ad setting uh where they're um providing that instructional coaching if you will um for math for science for social studies for English for all core subjects and they're pushing in and supporting teachers in the
230janad setting okay do we have consensus okay okay next Alison I would um really be Keen to explore options around a district social worker um hoping to fill in some of the gaps that were left by Wellness together so in our goal two success indicator 2 and in our 2.2 and 2.3 um and I've also seen great success um with the district social workers becoming involved with families to help support chronic absenteeism so that would be success indicator 3.4 um a lot of times they can you know meet personally with those families or support this site counselors or even you know support um the students or teachers in those classrooms um so I would like to you know propose that we um look at the cost and um of that so I have a question
231yes ma'am well I'm not sure if it's for you or for Rob um could one social worker in a district this size be successful um I would say that it it certainly social workers do provide a a good function I think um we added Community Liaisons um after Co bilingual eaon that provide similar functions but not necessarily what a social worker would do uh I I don't know the answer to that question if one would be impactful or not I think you need multiple social workers working throughout your campuses to have any type of large impact though I would say from models I've seen um it it's not to replace the counselors but more to support on those really high level needs um and wouldn't necessarily be working with a great vast majority of the
232students but just those highest need ones or the ones that you know um or helping to guide the counselors in certain directions um not necessarily implementing that um the strategies and functions themselves question how much is the going salary for a social worker any idea fulltime yeah oh with um I will say that um actually the social workers and Vista are on the psychologist um Z schedule so it starts off it starts off larger but then ends actually less than um top out of teachers is uh is what is what they do inista um Michelle it's not about that though so I'll wait yeah we're still on that yeah yeah um I would actually um um I I support it but I would actually want more than just one um because I'm not sure that
233a district this size could really benefit and I I would think you'd almost overwhelm somebody at that point um so I would like I would like staff to explore um the um that what would it take to have an effective social worker program if if you're okay with that okay Laura I think that's that's good information but we're hearing so much about wanting smaller class sizes so the the the dollars are really going to be relevant because if we have to choose between that and more teachers to keep the class size smaller it may have to go to more teachers and I guess I guess from my experience a lot of times when we're saying smaller class sizes it's it's adult to student ratios a lot of times and so when you receive those extra
234assistance where you have pullouts where you have um uh where you have additional help with behaviors that that almost has the the same effect as as reducing the class size by one or two because you know again you're not going to be able to massively reduce the class sizes so a lot of times those additional supports and you know from my experience has resulted in uh the effect of a smaller class size um gret sorry um so what it sounds like is that we are basically implementing a wellness together program which Rob said is $300,000 which serves the entire School District so why wouldn't we just Implement something where that helped our counselors it helped offload them um why wouldn't we just use Wellness together Alison I don't know enough about exactly digging down into
235Wellness togethers um I can say that you know within a district that has um seven schools we use one um social worker um so I can't imagine it more than two but that is a good question I I wouldn't be able to do a comparison side by side um you know not knowing enough of what the specific Wellness together and what it did but um it's definitely more individualized and specialized in um work and I don't know if that's provided in the same way Michelle are we did do have oh okay I thought you were um so um we're still on this so um um I mean I would like to recommend Allison that we ask Rob to um to bring back what would be an effective use of social workers if that if that's
236consistent with your request question and I if we're going to do that I'd like to just have a comparison what we would we have more bang for our buck if we just implemented Wellness together again well we' have to that would be a separate request okay so that's a separate request so we're we're on Allison's request now so um so do we have three thumbs for Allison's request as I as I stated it with an effective use of social workers okay we have three THS would that include the number including the number of to be effective yes I mean that like I mean I'm imagining two or three it would be my either you you could have one social worker per you know Elementary Middle High School um or you could have two Elementary secondary
237but I I can't imagine one would be effective I mean that that we're a large enough District to where that that person would run themselves rged in my opinion I mean the counselors are all doing it now so anything is yeah I fully understand but know not having any of those problems being handled I would say just with the highest number of need start with that and then if that program works then consider expanding well again it's up on the board they're going to explore it and bring it back so we'll find out what what comes back um Michelle thank you we can go to yours yes um so I had a couple questions first um can you tell me how many counselors we have for each of our elementary school sites middle school and
238high school school do you know off the top of your head there's six Elementary can you bring that up we'll get you the exact numbers I believe there's six Elementary uh at two at each middle and then three at Sage Creek and one at CVA CSA and I'm not sure at Carl's bed high five or six so two at each of the middle schools six to share between the nine and then how many at the two high schools or three high schools okay okay um I I'm just wondering because a lot of what bubbled up in the thought Exchange was around counseling and mental health um a lot of that came up um I guess I kind of want to this is new just from hearing from Allison um just now I would like to
239kind of understand better um the differentiation between a counselor and a social worker um if they're doing similar work or the counselor could support um in the same way but I would like to explore we looking at being able to provide um that counseling support it sounds like that's being requested um and that's coming up a lot so you know clearly it sounds like that that is a need so I would like to see if staff can come back in terms of um cost and also cost of what cost of the counselors like like hiring additional counselors and how many are you talking about well that's kind of my next question is I would want to know you know we're seeing all this information kind of bubble up through the thought exchange however you know
240what are principles in school sites um is there really that need I mean it sounds like high school five at Carl's Bad high or six okay four at Sage okay okay so I guess I would would want to kind of Base it on whatever you can share I'm thinking it might be more at the elementary school level just because they only have six and they typically share um between the nine um School sites so and it sounds like there's two at each of the middle schools so I'm wondering if we can maybe provide them with one counselor per School site so it might be three more it needs to be a specific request so requesting explore three additional counselors one and one at each level or or all three at elementary or I would say
241three extra at the elementary but I do want to kind of know see if we can break down that data from the thought exchange maybe at what school level they're coming from that's requesting counseling and mental health support um but I I I also may just make the request of like that it would be three counselors and that and then ask staff for additional information regarding and then so you're not being specific in the action that you're requesting and then um right and then and then and then ask for additional information and then we'll see if we get consensus on that as well okay so it'd be two separate one is for actions and services and one as a request for information okay okay okay I'm reading the lcap consultation feedback form for K through
24212 administrators and they state number three um increase mental health support at the high schools with Wellness together gone we have no on-site Mental Health Resources to provide students who need short-term low-level care beyond what a counselor can provide and then number four is support for chronic attendance issues when all site resources have been exhausted and all efforts by site administrators and counselors have been utilized there needs to be additional support in account ability structures at the district level support these families and students so to me I think this was K through 12 that was participating in this consultation group there's a definite need at the high school level so I don't want to oh you know I I perhaps the elementary needs it too they're saying continue support with mtss at elementary and middle
243but I think if we're talking about Wellness um and mental Health we really need to zero in on our high school where are you looking at that's it's in the consultation that's why I suggested the social work through 12 site administrators yeah right so that's everybody saying yes they need counselors at elementary sites okay and and that's why I suggested the social worker because so many of those needs that they're saying go beyond the um the repertoire of a counselor well that's what I'm requesting to because I don't understand the differentiation between how the support is provided in education like I understand outside of school but I what does that look like what services are they providing that are so different between a social worker and a counselor okay so and and this is Michelle's
244request so what I heard Michelle say that you you're looking for three counselors um I just at 9:30 okay so you're asking for um to explore three counselors not to be specific at this time okay and then um so let's let's see do we have consensus on that we have three for three counselors that's all she's that to explore three counselors additional counselors okay we have four okay now you would like to request information be provided by staff where that need is most heaviest um and the differentiation between a social worker and a counselor at the within the realm of Education okay and do we have three thumbs for that request for information okay very good okay so we have both of those okay who's next anybody okay um I have one um and uh
245if uh and this relates to the healthy food piece if the district could explore um explore oceans sides policy that implements the five core values of the good purchasing PR the good food purchasing program and um Oceanside has implemented this it talks about um and it's a lot of stuff that we're already doing but again it puts it into policy as far as um the um purchasing organic local small business we're already doing local um local resourced food um talks about environmental sustainability Animal Welfare valued Workforce nutrition uh promoting uh nutrition density encourages um and I'm just reading this off but um uh um offering um that ensur students have at least 10 minutes to eat breakfast and 20 minutes to eat lunch um and that encourages two lunch periods potentially in middle and high
246school in order to facilitate that so all of the stuff that we're already doing but it keeps everyone on track to make sure like you were saying you know that there's more than just um the issue of the food but also do you have time to eat it and I've experienced that many a time myself so that's I um I would like uh staff to explore that and um and to bring it back to see if it would fit in our district so there we go okay and it's the um it's Oceanside wellness policy and it's um it's the good food purchasing program but they they have more than that in here in their wellness policy but it it um it is around the good food purchasing program okay Gretchen is there a cost to
247that no I mean I mean I guess it it could be let's say I mean organic might be a little more expensive than you know um that sort of thing but is it Strictly Organic no no it's just says the it's it's it's part of the value so it doesn't say You must it's you know we we value having organic foods um uh but it it's it's under local economy environmental sustainability Animal Welfare valued Workforce and nutrition are the three are the five core values and then it goes on in additional um standards um so you would recommend bringing that back as part of the wellness policy as part of as part of the an action or service that relates to the healthy food success indicator got it and that could be also discussed at
248the wellness committee um to see if there's you know to move forward I just know Oceanside has it so it was an easy kind of a nice little template right there any other okay looks like uh is that did we finish the process the Rob process the Rob process did we finish it's only five that's actually not bad it's not bad I thought there'd be more let's see um G I know where' my Gala go it fell down okay uh it is okay here we go it is 9:27 and the special meeting is now adjourned our next regular meeting will take place on April 23rd 2025 at 6m at the Carl bed Unified School District office oh my God