CUSD 3-27-24 Board Meeting (Special)

001e United States of stands indivisible so is my mic there it is okay very good okay it wasn't picking me up so um we'll move to item 1.3 roll call Miss Garcia please take the roll trusty Pearson here trusty Williamson here trusty Ward here trusty verc here trusty Rollings yes here okay uh everyone's here uh thank you and we'll now move on to part two approval of the the agenda may have a motion to approve agenda item 2.1 approval and or reorganization of the March 27 2024 meeting agenda so moved Williamson second verb first and a second Miss Garcia please call for the vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty verb yes trusty Rollings yes motion passes 5 to zero thank you we now move on to part three board Workshop

002study session uh item 3.1 is public comment agenda item only now is the time for public comment on agenda items only as this is a special meeting have we received any blue cards we have a total of four blue cards we have four blue cards in order to allow all speakers to present their comments and ensure we are able to properly attend to the business of the board per board bylaw 9323 public comments will be limited to 20 minutes in total when I call your name please come to the podium state your name and indicate whether or not you live within the boundaries of the school district you will have 3 minutes we will have the timer on the screen and your mic will be muted when your time has expired the first speaker is

003shaa H good evening shaa Hurst I don't know is this oh there it is okay well first of all I want to say I liked the new survey this year better on the thought exchange because I feel like the community feedback really bubbled up more than the survey last the last few years because really we we just had to read comments and this year you actually got to see what the community was thinking and how they reacted to each other it did breed some issues I'm telling you when you looked right after a student took the survey it was a little sketch but um I want to at least comment on that I do want to speak to um some of the highest rated comments revolved around recruiting and maintaining quality teachers student social and

004emotional health something that we saw several times was having less stress and so I also wanted to bring something up that came up at pack I've been attending pack for six plus years I don't know a while and I've never seen Pac kind of get so ramped up about something then this um suggestion is um that I think goes to stress is that especially at the secondary levels if teachers would consistently enter grades into Aries um that came up in our lcap I also saw it several times in the survey I think the principles had that in their feedback as well and I just wanted to speak to why that is important and is I think a high quality teacher does keep their Aries up to state but it really goes to social emotional and

005L stress for a student when they actually know what their grades are if a teacher does not enter the grades for three weeks four weeks the students really do not have any insight of where they they are at in the in that class it's particularly challenging if you're at Sage Creek and you're on a trimester system and I think they're 12 weeks if you don't have grades for three or four weeks and then they post and they're not the grades you thought you had you don't have that much time to change the direction of your grade so I just really everyone who had a secondary kid at pack I literally they almost jumped out of their chairs and went like you know it just was really um something across the board that um came up

006and I just have to bring my other comment that just cracks me up is that every year the bathrooms are very big news in the survey and I want to ask the students who do they think are messing up the bathrooms do they think custodial staff goes in there I use the restroom at many of our campuses in the staff bathro rooms are always clean so I don't have an answer that problem if I did I would fix it in my own house but that was just my comment back to those students and all those comments our custodial staff does work very hard thank you our next speaker is Jen belnap Jen Bel and I live in the district just a few notes as I went through the l cap a common theme amongst all

007the groups was smaller class sizes and I was at CHS for orientation this week with my eighth grader who will be a freshman next year and I noticed when I counted the DK in the room this was a math class it looked to be geometry based off the art on the walls it was all geometrical shapes 38 desks in that room and so I thought oh my gosh so here's a more advanced level math class because most of the students are coming and starting at Algebra 1 and there are 30 8 desks in there so 38 students per math period in a class like geometry I you know just it really helps you see the visual of what teachers are talking about and students are talking about when you see this bubble up constantly in

008the thought exchange the desire for the smaller class sizes um teachers through tsac and Cuda Express they want to see datadriven metrics when it comes to determining teachers and counselors at school sites I love that our teachers are focused on datadriven metrics and I couldn't agree more to use that I did like to another common theme I saw in the group several groups want to find a method of tracking alumni to see how we're doing and we've talked about that at meetings here before but I loved seeing that that was kind of a common theme expressed across groups even groups you maybe wouldn't expect it from like um even I saw that on CFS so I thought that was neat and something on CS as well they wanted to clarify when we're talking school safety

009are we talking emotional or physical because that's a big difference and I don't know how well we're clarifying that when we're doing when we're putting out the thought exchange and Kelvin surveys and well like I said I think that's a pretty big difference and we should differentiate between the two and when you look at the draft goals and success indicators at goal two specifically on that slide for Dei we have implementing 85% of a plan as our success indicator but it seems like this is off when you compare what our other goals are set at which is more data of how things are working if you're looking at scores on the math test scores on the ELA so where are the datadriven metrics on the success of the plan itself because 85% of it a

010plan being implemented doesn't tell us whether or not the training of the plan training of Staff action of students whether or not that's been successful we're just looking at what's been implemented and so that doesn't seem consistent with the rest of the goals with the rest of the success indicators on that sheet and then kind of tied to that mental health school safety seal we see that the goal was met yet feedback in the thought exchange indicates that it's not so that's it's not congruent there and so I just wonder then is our data valid that we're using it doesn't seem to match up and the clean bathrooms I love I think thank you that's correct our next speaker is Scott [Music] Davidson tonight as you look at the feedback for the elcap I want

011to address the concept of implicit bias which is the no place for hate lesson that my son received today at Sage Creek as part of our Dei plan the lesson uses one example of an incident involving two black men at a Philadelphia Starbucks to show how Starbucks was implicitly and unknowingly racist Starbucks had a rule that if you had to order something to sit in the store or use the bathroom um but these two men just asked to use to the bathroom and sat at the table without ordering even after the manager explained the rule the police were called and asked them to leave but they again refused so they were arrested and escorted out was it because they were black there's no indication of that from any of the facts gathered during the incident

012the black district manager for Starbucks said her employees follow protocol and the black police commissioner said his cops followed protocol but the angry mob demanded action so Starbucks ordered a white regional manager to fire a white district manager unrelated to the incident just to Plate the mob what happened then the manager refused to fire someone because of her race and was promptly fired herself last year a jury held Starbucks liable for $25 million in Damages due to this false example of implicit bias but this isn't the lesson our students heard to today they heard that the white Starbucks employee and the white cops were implicitly racist and had two black men arrested because America is a racist country where all white people are racist even when they don't know it so thanks again for approving

013the Dei plan that is supporting this type of education for our children if we apply this lesson properly there are other incidents of implicit bias that occurred this week the presentation our Sage Creek students heard today talked about which students felt safe and happy on campus but it left out Asian students should we assume the principle is racist against Asians should we get the Asian students to Rally outside the school stage a walk out and demand that someone be fired even if they had nothing to do with it no ill intent that's what this lesson is teaching our kids I noticed in tonight's presentation on the lcap that they left out the Sage Creek responses from the parents should I assume that the district and the superintendent are biased against Sage Greek should we stage

014a walk out a protest and demand someone get fired the question is what should we teach our kids to assume anytime that should we teach our kids to assume that anytime something bad happens it's due to implicit bias is it healthy to live your life with this victim mentality we've been teaching these Concepts as part of our Dei plans and college incorporations for years now and we now have the data that shows it doesn't work and in fact it's counterproductive to your goals so tonight as you review your feedback I want you to understand what implicit bias means of course there are implicit biases but only you know what they are so tonight when you look at the feedback from students and parents and teachers understand what your implicit bias is do you work for

015the teachers union do you have a bias towards the union do you immediately discount parents because angry parents come up and voice their frustrations so understand what those biases are and hopefully um look at those goals in light of what our kids need thank you we also have uh you'll be speaking on 4.2 as well uh go ahead is that accurate sorry that was for 3.1 correct okay 4.2 go ahead I noticed that this agenda item was added tonight at the last second which I can only assume means that our Union is chomping at the bit to get the board to commit to a comp compensation package before the governor's May budget comes out with the inevitable budget cuts from our ever growing deficit I challenge the board not to buy into to the superintendent

016and Union's efforts to come to an agreement with so much Financial uncertainty on the Horizon we know that both the superintendent his staff and the union are all interested in eing out every last dollar for themselves before we hit a period of financial uncertainty but it is the board's responsibility to prioritize the interests of our students not your superintendent his staff or the union who want their me too raises so tonight when you hear the latest update and you're asked to No Doubt improve an ever increasing offer remember what our students need and what you're here for they need smaller class sizes they need more intervention accountability plan board study session and I will now hand it over to Dr n thank you president Rollings trustees and Dr Churchill oh let me cast this instead

017uh tonight's uh study session we want to give you an overview on the lcap stakeholder feedback we accomplish feedback in a couple different Avenues uh first the online survey that we launched through thought exchange which is exhibits a through e in the agenda item as well as our stand in consultation groups which we've uh compiled a a total of those and and that is listed in exhibit F we also have some staff recommendations specifically to our goals and success indicators as well as wanted to give a lot of time for board discussion and any questions that you have of staff and then also highlighting some next steps as we talk about the adoption of the 20 lcap so just quickly on the timeline tonight is our study session during the April board meeting at the

018next agendized board meeting we'd like to finalize our goals and success indicators for next year so uh having a good idea of what those look like then staff can go in and begin to align those goals and success indicators with actions and services and a budget uh we'll bring that back as a draft uh the full lcap on the May 15th board meeting and then by May 17th we hope to launch an online draft of that so we can uh collect additional public comment we'll have two board meetings in June the first being a public hearing the second being the final adoption and then we will get uh a final draft due to the county by the end of June so as far as guiding questions some things that we'd like you to think about

019tonight are what insight ites can be gleaned or interpreted from the 2024 stakeholder survey results uh do any wigs and wigs are uh widely important goals another terminology it's just our overarching three overarching goals that we use do any of those goals need to be adjusted for next year and do any success indicators which are how we measure success for our goals um do any of those success indicators need to be adjusted or moved for next year so as I mentioned before we do we did launch the thought exchange this year it was a kind of a new survey for us um that launched on February 6th and it was open all the way through February 28th we asked one question in the survey really and that was a free response question what are the

020most important things Carl's Bad unified needs to do to support and increase success for every student over the next three years and as you're probably fully aware uh parents uh any stakeholder had the ability then to go in answer that question and then rate thoughts of other respondents that answered that question as well so we had a total of 4,659 participants uh a total of 4,674 thoughts and 155,000 ratings uh in the thought Exchange some breakdowns of participation 859 parents or 19% 3, 190 students which was by far a largest percentage uh certificated Personnel made up about 5% classified 2% community members 1% and other 2% uh we asked as far as parents what schools do your Childs attend or do your children attend uh you'll see the breakdown there we did admit Sage Creek

021High School and just um for those numbers we had 753 parent respondents uh that responded to the survey um so we apologize staff apologizes for that air um but it it should indicate 753 we'll make that correction we also had uh uh staff uh break down which which sites do you if you were a participant which sites do you work at again Sage Creek was emitted here and that was 37 staff respondents so you'll see kind of the breakdown of that sorry I'm sinking in my chair there we go uh we also Eric you switched chairs on me so cusd uh also asked as far as um specialized group so is your child an English language English language learner foster parent uh are is your child involved in special education uh do they live in

022temporary housing or with other families and you see the breakdown of those we also asked as far as race specifically um you'll see the breakdowns there so 1% Pacific Islander 3% black or African-American 16% Hispanic Latino or Latina 9% Asian 59% white uh 1% American Indian or Alaskan native and 10% decline to state so as I mentioned before um thought exchange then gives us a tremendous amount of data that we can sort in a lot of different ways um a lot of the data is AI generated so it pulls things into specific themes so the next couple slides we're going to show you are themes that were generated through thought exchange um based on the highest rated themes that uh thought exchange created as well as the highest frequent themes that were um generated through

023thought exchange so we filtered this by all adult responses and in that case we had 1,262 responses the highest rated themes uh that were generated through the AI and thought exchange class SI was the highest rated theme uh right about four stars and then you'll see subsequently teacher quality bike safety more academic support bathroom maintenance respect um all correspond as far as um respondents giving certain stars to certain themes that were created through the AI it also um takes into account uh the frequency of those themes so how many uh thoughts or uh thoughts made up any particular theme so in this case the largest category was more academic support where we had just under 2,000 thoughts that made up that theme versus class size you see um had about 165 170 thoughts that made

024up that theme so it gives you a frequency versus a um a rating if you will now um as you look into the themes a lot of different things things make up that more academic support theme so um the AI is pulling those thoughts together to make that theme if that makes sense we also looked at students and so in this case uh you could see students had some different themes there um bathroom maintenance being at the very top uh better food talking about homework teacher quality less stress so you'll see the top rated thoughts in regards to those uh student respondents and then frequency of those uh thoughts that made up those themes more academic support was the highest um frequent uh thoughts that made up that theme safe environment more extracurriculars less stress

025and down the line we also um gave you several exhibits we we captured the top five Thoughts by respondent type here so these are the parent top five thoughts these can be somewhat redundant so class sizes was a was a top rated thought high quality teachers was another top rated thought but it doesn't crunch those into specific themes in this case it just lists every thought and what the star rating was for each one of those thoughts so here you can see high quality teachers attract and maintain high quality teachers uh aim to keep full-time uh special IST music stem PE quality teachers again and then uh in the top five was uh Banning cell phones during class time some more restrictions around cell phone usage especially during class time top rated thoughts Again by

026certificated I'm not going to go through all these uh top rated Thoughts by classified top rated Thoughts by students and top rated Thoughts by community members for the purposes of this you know the slide deck we only showed five in the exhibit we showed the top 50 thoughts so folks uh that wanted to go through and read all 50 of those thoughts they could absolutely do that um and kind of create their own themes if they wanted to the AI also gives you a common grounds and differences report um and so I I took this off the website but it basically says the purpose of this the commons grounds and differences report this feature analyzes thoughts and comments and summarizes opposing viewpoints that have been shared in the exchange along with any unifying points of

027view so it's giving you for a lack of better term it's giving you some polarization of one thought versus another and then what are some common themes or common um unifying points of view in those themes again this is all AI generated this isn't something staff came up with um it spits out a report in this case the filter we used was all respondents for the first one the second one was all adult respondents so you see a little bit of a a difference in in in side a side B and common ground and the last one was student responses filtered by student responses so side a side B and Common Ground there as we mentioned before we also um met with all of our consultation groups as well we've listed out when those meetings

028took place we really appreciate the feedback that we get every year from our standing consultation groups which include our site administrators daac cak tsac Cuda Pac lsac Luna essac and CF um I was it is an exhibit I I just I wrote down some of the common themes that I pulled out of there that were mentioned multiple times from multiple uh consultation groups this isn't meant to be an exhaustive list this is me just kind of going through and identifying some common themes that we saw uh increased intervention and academic support was certainly a common theme among consultation groups increased Mental Health Services and counseling support uh uh increased Better schoolto Home communication which included grades which we heard tonight the idea of posting grades updating parents on grades um uh additional information around free

029and reduced lunches and and how that occurs and how families qualify for free and reduced lunches uh some additional uh tracking and communication for alumni was another thing that we heard we heard as well uh bilingual supports for families students uh that was a common theme that we saw and as well additional before and after school tutoring supports for students so again it's not an exhaustive list as we went through those were some common themes that we saw you can see all of the consultation group feedback that we got uh in exhibit f as you're considering tonight uh looking at our goals and success indicators we've had this quote up there multiple times but I think it's still relevant uh it's from Tim Cook at Apple he says we're the most focused company I know

030we say no no to a lot of great ideas to keep the amount of things we focus on very small in number in this way we're able to put enormous energy behind the things that we choose and I think that holds true with us as well uh as we contemplate goals and success indicators for this upcoming year it's important that we have a focus and that staff can uh put its resources and uh time and effort around accomplishing those goals uh much like apple where they're where they're devoting a specific Focus to certain things so as you as you uh contemplate adding goals or adding success indicators or potentially actions and services even we just like to keep that filter in mind um in regards to uh staff uh recommendations I'm GNA cast this up

031quickly as we went through and looked at many of the comments and the thought exchange um we recognize that a lot of those comments have to do primarily with actions and services the natural response is to we need more counselors or we need to lower class sizes those those as staff looks as those as actions and services in a plan tonight for tonight's purpose really what we're trying to focus on is our goals which are along the left hand side here three overarching goals and our success indicators to measure those goals now we can certainly have conversations around actions and services that's the next step um but until we have defined goals and success indicators it it's difficult for staff to then to go in and create a plan which is um something that we'll

032try to do uh but for the purposes of tonight we we like to focus most of the attention if possible on on our goals and success indicators which are here so again the three goals are along the left hand side of the document the success indicators that correspond to those goals are in the middle and then the targets are along the right hand side and based on the feed back most of the feedback had to do with uh again actions and services rather than targets and success indicators or goals so we had very little changes to the current goals and success indicator document we've indicated those changes in Red so under diversity Equity inclusion and belonging or a forward together plan we uh said that we would focus on year two priorities in that plan

033um and we still have a target of meeting 85% or higher in those goals and success indicators the the plan itself if you read through the diversity Equity inclusion belonging plan there remember we have some academic met metrics that are in there which are very um uh quantitative you're going to be able to know whether or not we achieve those goals or not in the plan itself and then we do have plans around professional development and imp implementing certain things uh that are along year one and year two and year three initiatives uh the only other change that we have uh on on for next year's recommended goals and success indicators is around our work-based learning uh success indicator and we're still working on this one it's still a work in progress um you'll recall

034that part of what we wanted to do is create a Continuum this year of all the work-based learning experience that we have um what we'd like to do for next year is once that Continuum is finish this year which we think we're on track to do then we would like to uh increase the percentage of students participating in work-based learning opportunities aligned to that Continuum we don't have Baseline data on that yet because we haven't completed the Continuum we're working on that now uh we anticipate bringing you some a Baseline Target for this sometime you know when we bring you unreported data at the latest in September so we think we'll be able to have that Target all identified um by September if not in June all right so in regards to board discussion and

035questions um I'll just go through these next couple slides then I'm going to turn it back oh I'm not casting sorry cast back up I'll uh run through these next couple slides as more of a process but um we we'd like you to consider the following are there uh any questions clarifications regarding staff recommendations and then do we have a consensus around our three overarching goals or not and and thumbs would be fantastic there and I'll defer to president Rawlings on how she wants to handle that um B would be do we have a consensus around the board updated success indicators so we're not making any changes to the goals at this point in time so do we have consensus around that do we have consensus around our success indicators that we're proposing and then

036are there any other success indicators from the board that you'd like to include or existing success indicators that need to be removed so that's step one and then step two would be around board generated priorities so are there priorities the board would like to be considered as staff develops actions and services that we're going to be bring back in May um so are there things that you'd like us to consider dig more deeply into budget wise or anything else that we could bring back at the next board meeting um as far as consideration regarding actions and and services and then the process for that would be that staff would capture that board generated list items to consider items would only be added for discussion if there's a consensus so three or more trustees say yep

037I want to I want to throw that up on the on the board and for further consideration and discussion and then after discussion of each item staff will ask for a consensus one by one uh these are items that will most likely be brought back in AC and services and we can bring back some information on the next board meeting but they'd be folded into the um the May board meeting when we bring you back the entire plan so with that um we would summarize any additional data information and staff would gather any information for the board adoption of the 2024 25 goals and success indicators and with that I'll turn it back over to president Rawlings thank you and could you pull up the um Exhibit C um because this this portion and again

038it's not as formal we're in a workshop setting um so if you have questions later it's fine but what we want to try to do now is ask questions or clarifications on the current propos staff's current proposal on goals and um the success indicators so if you could I believe that's yeah exhibit I'm showing it as Exhibit C on the I apologize okay I was just going through the the format that you provided yeah give me one moment sorry that perfect okay uh let me cast this there you go any way to make it any bigger thank you okay so um let's start with um the goals are there any questions or clarifications on the goals okay um well I'm going to even go for something here um are there any proposed changes to the

039goals so can we get consensus on the goals the current goals that we have for the district all right okay write it down okay okay so we're GNA stick with the goals okay are there any questions or clarifications on the success indicators Alisa um a couple on the um when you're saying it will it increase by 2% decrease in increase or decrease by 2% are you talking about going from 70% to 72% or are you talking about going from 70 to maybe 71.3 so you're talking about 2% of 70% yeah what we've traditionally done is take 2% of the actual result so 2% of 70% which would be 71 whatever I'm not doing the math in my head so yes it's it's 2% of the actual result okay um and then on could you refresh

040our memory why we said science is just 1% instead of 2% like English language arts and yeah we saw some good growth in science um last year to this year um we were one of the highest rated districts as it relates to science in San Diego County we felt that that growth um to sustain that um we felt that the 1% Target was appropriate R go ahead success indicator mental health school the success indicator mental health school safety and social emotional learning I see that it has an 81% favorable rating and then goes 80% favorable rating 80% favorable rating my question you question to you Dr I and by the way are we it's a workshop environment are we first name or are we still formal you can do it either way you want Rob

041um so we're adding a lot more resources over the years in this area we're spending more we have a lot more focus on it we have more activities to support it and and forward um in our Even in our Deb plan uh it has to do with a lot of mental health and school safety why would we not increase the target from 80% favorable to a higher with all the EX increased resources and focus yeah what we've seen is that um at least at the high school level uh around school safety um for whatever reason we we saw lower rates of school safety and and part of that we think is because um of the question that we heard one of the speakers I think touch upon tonight was that is it social emotional safety

042is it uh the feeling safety of an intruder coming on campus so we didn't we don't fet that out currently in our Kelvin survey very well um and so as a result we you know we felt like the 80% uh Target when you combine all those things was a more it's still a stretch we had not hit 80% you know we just barely are right at that 80% level now so we felt like we were under that level at the secondary level uh slightly over that level at the high school or excuse me under that level at the element under that level at the secondary level over that level at the high school level um and we just you know combined we felt like it's still a stretch goal to reach that 80% for next

043year other questions or clarifications question I have a question on um second goal professional development the word uh the phrase rate of relevance is that referring to overall satisfaction or is that also including application to the classroom or both yeah we ask um teachers two questions that make up that um rate of relevance one is the satisfaction of the professional development and then do they use that in their classroom did they find it useful as far as application in their classroom so we're combining both of those results to come up with that relevancy rate um in in this one particular question Michelle um Rob is it one specific type of professional de development or is it like a certain course that you're kind of tracking to see the success of or is it like whatever

044professional development that they're taking for the year it's everything so every time a teacher attends a conference uh our August professional development um anytime yeah a teacher attends any type of of professional development we ask them a survey at the end of that so it's the combined results of all of those question go ahead follow up on that so staff believes then the way the question or the way this is stated that we're looking at Effectiveness we're not just providing the development but we're also targeting Effectiveness yes okay other questions or clarifications I have one um on the uh third one career Pathways and work-based learning um how can we have a target of 2% when we don't know the Baseline again this is a it's a complete draft we don't know if it's going

045to be 2% or not we thought we'd put a placeholder in there it may be 1% maybe 5% we we really need to see what that Continuum looks like and and get a baseline number of how many students participated in that Continuum this year and then try to create a target from that so it's it's only a it's only a number right now okay so it is a placeholder and just to clarify we won't have that information till September yes I I I'm thinking realistically September we'd hope to have something for you in June but um we may not have it ready by June Michelle um I have a so we're just asking questions right now Kathy yes okay that's it okay um so under the diversity equity and inclusion and belonging does um ntss

046and RTA falls under that too I think we have specific actions in the deib plan that that refer to mtss um okay I I believe so I believe they're in there I I'm pretty sure they are so when you're saying Implement at least 85% you're saying that you're just you're doing the work but whether we're seeing impacts from it or success from it from all the interventions that we're doing we're not really looking at that we're just saying we've done it yeah I think um in the diversity Equity inclusion plan um some of those are we just implement it you know create a committee was an example of one thing that we were tasked to do this year districtwide committee we've done that we we plan on saying that we accomplish that particular action there

047are other actions in the diversity plan that are much more quantitative they're student academic uh goals and so those will be did we meet those goals or not as far as the targets that are in the plan and those are on the district website in the corre bo together plan yeah those are all listed and they're on the district website yes okay Ray I think you had your hand up good thanks Kathy I just saw I saw it too late so you're up so I'm sorry I'm going to come back to the uh mental health school safety and social emotional learning I after hearing your response I need a few minutes just to contemplate that uh when do you start evaluating or the team everybody respons for that success indicator says everything we're doing is

048not moving the needle higher how what is that process and what is the timing on that process yeah I mean you know we're we're constantly working on the idea of school safety as an example I I don't think that process ever stops so we're we're looking at ways that we can make campuses safer we're looking at ways that we could provide Mental Health supports for students um all the time and so I don't think there's ever a point at which we're we're not looking at those things and trying to implement those things throughout the course of the school year I I do know that we've added resources when it comes to uh mental health supports as an example um you know but but why it's not moving the needle I don't know I I don't

049have a a clear cut answer for that right now I I I definitely know that we see a dip when we test students at the beginning of the year or survey students at the beginning of year and then we ask them over the course of the year uh we seem to see a decline over the course of the year in in these ratings so whether they be school safety or or um other particular metrics um the the the percentages tend to go down over the course of the Year what's the cause of that I think we still need to work with principles on identifying kind of going in uh with the specifics of you know getting more detail about why students are marking that they feel unsafe and so um you know digging into that

050more at the site level as to why particular students aren't feeling safe is it the mental health supports that they're not feeling safe with is it Bine as an example on campus is it really school safety where they feel unsafe that uh you know there's going to be an incident on campus and fiing out what those things are and then creating action plans around that we haven't gone into that detail yet um the Kelvin surveys I think are only you know a year or two old probably two years old at this point in time so maybe that's a good Next Step as we work with principles other questions clarification question I have a question about cleaning standards when did we start implementing this as an um success indicator um has this been part of the

051elap for years since I'm new I'm not sure how long we've been doing this I believe the cleaning standards uh were put back on this uh year uh it was previously on some of our success indic I want to say um three or four years ago it did just get put back on this year so this the 23 24 school year um so it was on there uh previous to that I know that uh it was on there first a few years it got dropped off and then it made its way back on this last year any other questions because I have one more go ahead Alisa I have a question of you Kathy just wanted to make sure that I'm understanding this is time to question staff when we're having discussion if something that

052I present in discussion if we have some consensus and then I can still ask staff if you want to kick and scream and tell us that's a horrible idea that you can can share that I just want to make sure that yes yes as a workshop that's why I saying we're not rigid as we are during regular agenda items so yes we can ask questions during that time period for sure but right now we're just kind of kind of getting clarification questions about what staff has recommended currently gr uh I have a question on the 85% or higher rate of relevance for professional development um since we're rating and you know higher at 97% 96% would staff recommend moving that percentage up higher uh yeah staff is not opposed to bumping that up to 90

05393 94% um you know staff would not be opposed to that I think we've traditionally been anywhere from 97 down to 9394 so um staff would be opposed to bumping that up absolutely I had another question um Sor well on the one that I pulled up it does say 90% or higher that you recommended the 90% or higher okay I guess I'm looking at an old version I apologize okay and that's my fault sorry president Rawlings so okay I clicked on the wrong one um so my question is is that after Gathering all this and I asked it before but I'm not sure I wanted to get more clarification so after Gathering all this information all the comments all the thought exchanges um why did Staff feel that um that the success indicators could remain

054mostly the same and again I am talking about the success indicators I'll use an example um because we saw the bathroom issue why wouldn't we because it doesn't seem like this measurement is appropriate because we're still getting a lot of complaints on the bathrooms and again I mean this as an example why wouldn't staff believe that it would be important to bring forward maybe a different success indicator since it doesn't appear that we're being successful based on the feedback yeah and I'll I may defer to uh uh Mr Dill on this one but I you know my initial thought is it's been just recently added it's a one-year uh success indicator that we've had on there even though it was on there prior to there seems to be a disconnect obviously on uh us meeting

055that um and whether or not you know and the responses that we're getting back particularly from Ste students as far as cleanliness but um it I heard it mentioned tonight as well you know I I definitely think that the bathrooms are being cleaned and and and being cleaned throughout you know for the most part in the beginning of the day the end of the day um but maybe there is some things that we could look at as far as an action in service that talks about how we would get there eventually so so no I was just going to jump in and say I think the the the goal is clean bathrooms our our success indicator is having our custodial supervisor do monthly assessments and indicate that um we're achieving 75% or more of those

056cleaning standards so I haven't heard anything in the feedback that would indicate the success indicator needs to change uh to date our custodial Supervisor has said that in fact 84% of the cleaning standards relative to bathrooms have been achieved so so there's a disconnect between what is being reported by a custodial supervisor and what we received in the survey we're happy to look into the the the Delta there right between what um students are self-reporting on a survey and what our our professional custodians are reporting on a monthly basis we we wouldn't recommend doing anything different in terms of the success indicator however some actions may need to be changed as Dr and I said and I mean I just use that as an example because it seemed to be the cleanest but I'm talking

057about you know even all the success indicators as far as or not all of them but a few of them that by using that metric by using the custodial supervisor's assessment okay that that's how we're measuring success and based on the survey I'm not sure we're using the correct measurement because it doesn't look like we're successful at least amongst the respondents that that's what I'm getting at is is that it seems to me that you know if we're going to use this tool but it's not getting the results that we want maybe we need a different tool and that so my question is is that why why didn't staff look at the responses and look at some of the success indicators some of the tools that we're using to measure success as a as a

058result so it's more of a general question why didn't staff kind of say because I agree a lot of it was actions and services but does it also go back to how we're measuring success in order to in order to achieve the goal yeah and you know my my thought is that that was one concrete examp can you give me another example specifically that um be Beyond cleaning standards Michelle go ahead I have one so one of the things that I I think we all heard is like the quality of teachers and also um this spreadsheet with the El Cap data that you shared which I thought was really great where it kind of breaks up the different subgroups and their top 10 responses and how um students are feeling in terms of their learning

059so I I guess like I'm wondering like even with professional development like I wonder if that one we could drill down a little bit so and you would want to change how we're measuring that because maybe if we're hearing hearing from people about the quality of teachers they might need more professional development and if students are saying that um they want learning to be more engaging or they want um you know a different learning different learning conditions or improved learning conditions then maybe the professional development needs to be more targeted so it could be better measured um because I feel like just saying oh you know yeah they're all everyone's doing professional development and you know all these 100 different things but they're all over the place it could be anything we're just saying that

060they're attending but is it really showing the success of the professional development because if we're if maybe we can create a measure where we're saying look we really want to see the Improvement of this subgroup maybe the professional development needs to be really targeted um for that how do we measure that so you know when you're looking at that thought exchange data I wonder if like we could make that success indicator to kind of speak to those points that were brought up not only by students but by parents and staff yeah we we could certainly we're open to the idea of like udl as an example if if if we have a lot of focus around Universal Design for Learning um if you'd like us to rewrite this specifically towards a specific um professional development

061training you know we we'd be open to that staff would be open to targeting it that way but again the goal is around all professional development um but I I understand what you're saying um could we target that more and and write a success indicator around that we'd be open to that yeah and I'm just basing that on the information that was shared through the thought exchange you know Gathering that and using that to help guide your success but my question was more why didn't sta why didn't staff take the information that we received and make make a more recommendations than what we're seeing that's my that's my question it's not necessarily what we could do because we can do a lot I'm just wondering because I did see disconnects and I'll even say like

062with the um that um students are looking for more learning support you know that that's what I saw so it would seem to me that and again that might be um that wouldn't there be a potential success indicator that we would increase student supports by 20% let's say instead of a STAR test that if if that's what they're asking for and that's the that's the information we're receiving yeah but we're not changing the success indicator that's what I'm getting at is that why did staff why didn't Staff feel it was important to changing this success indicator staff believes that learning supports are captured in our current success indicators so um through the sback through star uh if students are not performing um at grade level or or showing growth throughout the year um they won't

063they won't show that on those assessments so again we believe that those are captured in the way in in the academic performance ra rather than I I guess the the other way you would measure it is you know implementing academic interventions and I you know I I would need to hear more about how that would be measured just the implementation of the academic interventions now my my question isn't specific my qu my question is Broad as far as staff taking the information and then yeah I guess my answer to that you're saying you from my understanding it's covered you believe it's covered and it's working from and that you didn't feel the need to change any success indicators based on the input we received correct yes okay that's what I wanted to hear Ray just

064follow I just want to professional development should be a flag to me is achievement is a professional development tied to students academic certainly a lot of professional development is tied to Yes um yeah I think there's all kind right now there's all kinds of professional development that we offer for teachers I I believe what trusty Ward was asking for was you know honing in on a specific um specific type of professional development that would meet the needs of um uh certain students udl is is an intervent you know it meets the needs of all students academically but it would be a type of professional development that we could hone in on more than every single PD offering that we offer some some PD is around classroom discipline and and and behavior so it's not necessarily

065obviously that's somewhat tied to academic performance but at the same time it's uh behavior in a class as well so um you know I think right now it's more broad the way the goal success indicators written go ahead microphone okay I thought you were calling to M no that's Ray we're very casual here yeah Nick I have the mic on so I I just want to understand um because there is this disconnect that doesn't seem like onesies and twoes on the um either in the thought exchange or in the survey particularly from students and parents as it relates to Quality teachers and that and so um it seems like the word quality is so General um without a definition do you think the type of question in the future should be more specific to Define

066what quality means so that whoever's answering that question has a little more Direction on how they should be answering it I'm not aware that we asked the question on quality teachers I think that that was a thought or a theme that was generated through the AI that talked about high quality teachers I yeah the staff certainly didn't um come up with that time let me rephrase the question then is that AI maybe needs to um be more specific when they talk about quality uh yeah I think what you see is that um that there's definitely a wide range of things that could fall into those categories that's created by the AI yes um so uh further going in digging into the data um could be something that we could do in subsequent years question if

067I can just offer a little feedback on this I don't think it was AI that created this quality educator category I think it was driven by the parents and the students and so they had the thought and then other people rated it if I'm correct on that and so AI picked up on the fact that this was a theme that was being generated and people were responding to is that correct yeah I think that's correct and I'll just add you know one thing the the um category of quality teachers for example is likely made up of comments that include um a comment like we need better teachers and we have the best teachers in the on the planet right both of those comments would likely be categorized Under the Umbrella of high quality teachers so

068so you know one of the challenges is going to be to say overall if there were 1,000 comments that fell under this umbrella or the bulk of them more along the lines of wow we need better teachers or are they along the lines of wow we've got amazing teachers you know what I mean that's going to drive in some ways the the the next steps and I don't think from our perspective that that we walked away from the feedback saying um you know that we we've got bad teachers that we need to improve I don't think we walked away with that just just to give you a followup on that I I did um we did kind of go through each of the categories under teacher quality there are comments around engaging teachers uh increased

069salary as an example was in that category maintaining positions so not losing teachers was in teacher quality teacher performance academic support materials all of those things kind of were clumped in the AI clumped those in into teacher quality in this case so there's lots that make up the AI in that specific category I wanted to make a com Michelle so um and and I see how it could capture it that way in this bar graph but I was speaking to um the spreadsheet with the trends and in there it does talk about attracting um high quality teachers but it also breaks it down within each group parents certificated classified students and it says um like for parents the top one is improve the quality of teaching and for students um it was improving teacher quality

070you know so I think it does kind of drill it down a little bit more within those subst strands so and that's what kind of I was speaking to when I'm saying you know if we're looking at professional development and you're getting some of these comments one way that we could really support teachers to improve the quality of teaching is to Prof Prof Al develop them and that's typically what we do in education so and I that's kind of what I was speaking to I'm I'm sure everything that Ben is saying is captured when you look at The Spar graph under teacher quality but in regard to the success indicators that's what I was speaking to I had a question if you don't um so speaking of the themes versus um numbers of respondents how

071would you weight those between the since you kind of had them separated and there's a big difference between um how how the graph captures the ratings versus the um versus the number of respondents and so how would you how how would that how would you wait that if you're trying to make decisions on um what what we should focus on as a board yeah for me personally I think you would want to look at the top rated responses first um um just because of the fact that the categories themselves at times you know can get kind of clumped and there's a lot of different things that make up a specific category or theme but I would look at the top rated responses as being um giving that the most weight so okay could you pull

072up that slide that we're showing the the top rated theme for I guess all respondents or now that's only adults do we have one that has thought we had one that has everybody oh we don't okay we have it broken up by adults and students um because the students you know you have 3,000 students that took the survey and so we wanted you to see adults in one View and and students in another otherwise it skewed to the the students anyway so okay then do we have any idea like if we were to mesh them what would be like the top three rated topics if there was between the two of them like class size I saw in both that they were both pretty highly rated yeah you're gonna see mostly what students rated high

073in those cases because the students overwhelmed you know they're they're 3,000 uh students so you're going to see their theme uh rated at the top okay thank you any other questions question okay I want to ask about the percentages that we're asking um like the one or 2% increases um primarily 2% is that pretty standard is that what most schools are doing looking at when they're creating these success indicators for their schools or other districts other districts that's what I meant sorry um I think yeah as I've seen other lcap um as I've seen other lcaps that's you know one to 3% traditionally tends to be pretty standard yeah any other questions okay so what we're going to do is we'll move on to success indicators and what we've done in the past is that

074we've um we've looked at each one and in each category and then had a discussion and then if ideas can receive three thumbs then they go up on the on the board as as a continued discussion then we'll narrow the list further um after we have that list does that make sense okay great so we'll start off with um the academic growth local assessment does anyone have any discussion on that Lisa yes so for an overall one for that the percentages um because if if you look at something that's like 50% or 60% if you say 2% and we're using 2% of whatever that number is rather than actually increasing it by 2% we're we will never catch up we will never move up to how how high we would want and so I would

075ask if every when would agree that we would if it says increase by 2% that means we'll go from 50 to 52% not from 50 to you know 51.1 or what whatever it be in other words if it says increase by 2% decrease by 2% whatever it is it's actually two percentage points rather than 2% of what the N is of what the number is right I just have a question just for clation just so I understand you're proposing so in sorry uh 2022 um math was result was 71.8% if it was 2% it would have been 73% 8% 73.8 okay thank you I have a question on that would would you want to um have that apply to all um percentages I think so unless there's a reason not to I would but I

076think as as an overall I believe that that would be um yes short answer is yes unless there's a reason not to Great okay any other discussion on that I mean I have a discussion on this this topic in general but what we can do is we can um have who's who's going to do the writing for us okay great okay um then we'll um so do we have at least um three board members that um are in favor of um what Alisa talked about is the measurement for the percentages and that that would apply to all um all percentage increases that we're asking for in the lcap OR decreases as well or decreases percentage increases or decreases do we have thumbs okay great if we could get that written down I don't know if

077we heard that okay great there you go um anything else on this one I have something here too um let's see anyone else Gretchen okay um I would like to recommend on the basis of equity that and I believe that there were some comments made also in our consultation feedback um I would like to break this out uh the elementary and the secondary to get a better assessment of the difference and achievement levels that we've seen in our February report and where interventions are needed to be deployed I know it says all students but I think it's important to break it out because it's a rem reminder to us um to keep a close eye on what's Happening and I believe that we need more interventions for secondary so how would you like the success

078indicator to read if the it's we're still on number one academic growth how would you want that to read well it currently it says for where is it percentage of all students scoring high or typical growth so there we could in keep all students and I don't I'm not sure how to exactly say this but to include uh break this down for both Elementary and secondary so I'm not sure if it's an extra um you know chart that has to be included I'm not sure how they break that down but I think it's important for us to highlight Elementary and highlight our secondary so Alisa um is that information provided to us when you present results of of the esac and of the different assessments it is yes so Gretchen would you be comfortable if

079we leave this as is but that we just make sure that when it's presented to us that we see we see it all disaggregated but I'm afraid of is if we have it on the on this main sheet it will be difficult to to manage everything because we already have it broken down by Ela and by math and it um it becom maybe becomes a little bit unwieldy but as long as it's presented to us I just don't want us to forget about it and I think that um that's one of the reasons I was hoping it could get into the success indicator because I think it's important for you know Equity reasons especially that we are targeting both our elementary school children and our secondary so um that's I I understand that we get

080the information later but I do think it's important that we keep a close eye on our secondary students and not forget about that uh need for interventions and things like that so um I just I I'm not sure how that looks it could look messy and I don't want it to look messy but I just feel like the in information is important right so's proposal seemed to me could you speak into your mic Mr Pearson I just don't want to be hurt just turned it off oh no so I I I think we're having discussion right now yes okay um it seemed to me that it would be more transparent and a lot clearer by doing it that way having breaking down without getting into how it's presented in this in the plan column if

081we knew what the elementary and what the secondary was I think it would be clear to see how we're doing and see how every all the activity we're doing all the actions we're doing are impacting both separately secondary and Elementary so I would support that Michelle raise my hand um yeah I I agree with that and I I wonder too um um so is it Elementary takes the star exam fall winter spring okay and if I remember correctly there were some secondary classes that took it in the fall but they don't take it in the spring or because they moved from um one math class to a a more advanced math class so when they moved up to the advanced math class they didn't take it anymore is that correct yeah it's it's mainly honors

082and Advance students uh specifically in English that will take it in the fall if they show proficiency they won't take it in the winter or the spring math the star exam is only given to students in algebra geometry and Algebra 2 it is not given to any summative math students so anybody Beyond Algebra 2 which is a number of hundreds of students um they do not take the the star exam at all so um it's the primary purpose of the star exam is to identify students that have gaps or need intervention in math are Summit of math students are are advanced math students they don't they're not below grade level and therefore don't need a test so the students that are in the secondary honors math courses if they're not proficient they take it in

083the fall but they're honors math students secondary what what is a honors what class it's class specific said for ELA you said the honors Ela students if they're not proficient they take it in the fall and they don't take it so coming into the honors Ela program they might not be proficient and when you say proficient you're saying not at grade level or what do you mean by that proficient based on uh the star exams and whether or not they're going to pass it's a predictor of whether or not they're going to pass uh you know the the esack if you will in the 11th grade so it's a predictor if they're at grade level in 10th Grade and ninth grade and will they pass it in the 11th grade year so yeah if we

084have an AP student a AP Lang student as an example okay they'll take the tasks in the fall as a junior if they're proficient they won't take the tasks in the winter or the spring because they're already at that level and we know that they don't have any gaps math the only students that test in math again are algebra geometry and Algebra 2 yeah so okay I was just confused about the students in ela if they're coming into an AP course or an honors course yeah if they're in AP or honors and they take it in the fall and they show proficiency yeah they wouldn't they wouldn't take it again um they're proficient they don't need intervention uh so they only take it twice year I mean if they're required to but element they take

085it once a year oh they once a year in the fall in the correct unless they're not proficient by the end then they that's correct okay so it could be twice it could be three times te technically if a student doesn't pass it in the fall um they're going to get it again in the winter and then in the spring correct we don't have many of those though right and then for elementary though they do take it fall winter spring three times elementary and middle school as well they take it fall yep all all students take it fall winter spring okay I see so do we have a lot of students that are in honors that are not proficient on the ESC or on the star okay no not many that just seemed like an

086odd thing to F that's what I was yeah that's why I was asking because I that seemed confusing but we have students that don't pass and we also have students that are in honors and AP classes as a junior and don't pass the S back yes we do have students that do that um part of that is effort and um you know they either don't take that test seriously or or what have you um because traditionally those students are well beyond grade level at that point in time and do you have a lot of students like that we have student I I don't know the number every year it it varies every year um we look at that though the the number of students that are in honors AP classes that aren't passing uh uh

087the sback and and we'll have conversations with teachers about that um you know you have an honors AP stats kid or AB calculus students and you know maybe a large percentage of them aren't passing you know we'd have a conversation with a teacher about you know are they giving it the best effort did they have something go on during the test Administration so we'd be talking to them about that yeah so let's go back to um Gretchen's proposal um I personally would need to have specifics before I could I could provide consensus so if you had some language that you wanted to propose i' I'd be happy to consider it but unless I unless I know what it's going to say on that page I'm not sure I can lend my thumb to that Dr

088ch yeah I just went back and and um pulled up our summary of progress report from June last year and and we do have slides where it it um spells out specifically star reading proficiency rate elementary middle school high school and the district so we capture that in the summary of progress annually and present that publicly um last year's I was easy for me to find last years it wouldn't be too hard for me to go back and confirm that that's in Prior years but I assume it is well we also include in the midyear report as well great but are you wanting it to be a success indicator or do you want to just know the information again I know the information's being provided at those different time points I just feel like if

089it's in it's if it's an it's part of the indicator then it's something we have to pay attention to and it's highlighted so if the language which has to be the percentage of elementary middle and high school students scoring blah blah blah then add those words and then you fine you can duplicate it again in June that's fine but I'm just saying I think it's important to highlight it here in the success indicator so could you could you tell me how it would read on the I just did okay so where would it say instead of all you put Elementary comma middle school or middle comma High School secondary okay so as a success indicator it would be Elementary would increase by 2% Middle School would increase by 2% and high school would correct okay

090yeah I think Equity wise we should have it the same across the board okay I could support that anyone else okay there you go so if that could get on the on the board Bo um I have one that might change this whole thing so on this piece or we might have a new one um so one of the concerns that I have yes sorry I heard both Elementary and secondary and I heard elementary middle and high which one the three yeah the three okay that's what I heard okay and so that got three that got three thumbs so um uh one of the concerns that I've had and um I'm looking at actually both uh the first and second one is um that we seem to be comparing um the each grade um over

091years so this the third grade class this year is not the third grade class of next year and so my problem is is that we're asking these students to meet these improvements and they weren't there last year so what I would like to see us do is look at student cohorts for growth that we actually are following the student and actually you know from kindergarten or actually from third grade because I think that's when we start some of the testing is uh third grade to 11th grade that we actually are measuring the growth we're measuring the student growth over time rather than comparing last year's third grade um class to this third grade class so what I wrote down and again I'm not sure if it makes any um any sense but um the percentage

092of student cohorts show growth between grades three and 11 in math and laa measured by the star uh assessment will increase by 10% um so that's what I put there that there would be that that there would be this growth over time so that's what I wrote down I again I I don't know if it would make sense but I do think that we need to be following the student and looking at individual student growth then be looking at by comparing last year's class to this year's class and ex and and believe that that's a measurement of student achievement growth grch I would be in support of that would you read that again how that would read the percentage of cohorts right I just said student cohorts show growth between and I said between grades

093three and 11 because I think that's and that's more that's the esack isn't it and yeah just just for a point of clarity the star we measure in year so we're not measuring over time the star we take a fall assessment as our Baseline and we measure that in year uh winter and spring and so the hope is that we grow 2% from Fall to Spring in year the esac we're comparing year-over-year growth so the star war currently not doing that uh at all okay that's what I'm hoping it's not a great it's not a great tool to do that um it's not meant for that it's meant to identify intervention um we could look at uh we could try to look at something I'm frustrated a little bit with the cohorting in Star it's

094not a great tool to cohort students and it's challenging I'd have to work with some of our tosas on how we would Monitor and track that over time because it's not easy in Star star's really meant to measure growth in the in the school year so may I ask a question okay Michelle go ahead so Rob can you kind of explain that a little bit like why do you think it wouldn't necessarily be effective because you you just mentioned that you know we're looking at it to support interventions and where we can help students in that way but so why why do you think it's not effective yeah I just I know that uh the tool itself isn't designed um to give you cohort data over time it's really designed to take a snapshot of

095that student um a diagnostic of that student in the fall and then identify where that student um has gaps in their education based on that Diagnostic and then measure that over the course of the school year it's not really intended to go over multiple years that's not really the design of that tool we've had several conversations with star Renaissance because I want to see some you know cohorting data over multiple years and and they just don't have a very good way to Monitor and track that right now they they state that that's not their intention you know their intention is very much to design interventions for that student in the school year um and measure the growth of that within the year right so to Kathy's point about cohorts are we able to systematically right

096now identify year over-year of the same student how they are doing in whatever star is capturing in math or Ela in other words even though we don't have a diagnostic systematically in our organization we're able to see where they're at every year yeah I know we're able to do that in the esack I would need to um do some further investigation with our toses on whether or not we could do that effectively with star I'm I'm not aware of if we can or not at this point in time we could certainly look at percentage of students um meeting uh proficiency from one year to the next whether or not we can dive into the individual student in Star I I don't know the answer to that right now le um Kathy I totally support matched

097cohorts trying to monitor them and we used to do it and then um what happened is it's when the state changes tests that it's no longer valid because they you're changing from one test to another and they've told us that the that the um cut points change every year so when when that happens you totally lose the validity of of of having a matched cohort so it would be wonderful if we had our own internal I would totally support if we could figure out how how to have our own internal assessment where we could do a matched cohort from first grader from I mean all the way through I I would 100% support doing that but I don't see any tool that the Prov that the state has provided or that um certainly was starred

098that would be valid so so I I totally support the concept but I don't know that the application that we have the the correct medium yeah and I may I chime in I think gret was first go ahead how often does the star test change or the esack do we know we just don't know the esac uh has gone through several iterations um it most recently after covid they shortened the tests quite a bit um so it's gone through several since it's been in place though I don't know on the star um I have to go back and see um how often they change their question Banks and and their cut scores I I do know that they try to align it where they can with the esack because it's a predictor of the esack

099so when the esack changes traditionally the star will change as well and as a followup to that I mean generally I would think they're asking similar questions maybe I'm way off on that so it we could look at a fall star test for ninth graders and then see in general how they're doing as 10th graders in the fall is that possible yeah you're trying to do two different things with those tests so the esack is really measuring whether or not a student is at grade level proficiency the star is measuring whether or not a student what gaps the student has and what intervention they need and it tests outside the grade level so if a student for example is in seventh grade and can't multiply and multiplication is a third grade or fourth grade standard

100it's going to test that student all the way down and figure out where those deficits are for that student the star is espac is not going to do that it's only going to test them within the standards for that grade level and not go above and not go be below so it really is two different things that you're doing um and trying to accomplish so Michelle did you have something because I did if you don't um I was gonna say you know I was just going to agree with Alisa and say that it might you know could be like a student focus group that you're that maybe sites are looking at like once we've implemented some of these success indicators so we can kind of follow a cohort in that regard and then I think

101in the esac um and I don't know if star does this Rob but and doesn't it um it gives students harder questions though within their grade level doesn't it it does that and if they can't achieve that they kind of stay you know at a certain point and they correct okay correct yeah the asack will stay within the grade level though yeah where the star is going to test that kid and figure out exactly where their deficits are okay okay then I'm con then I'm confused then because what we're measuring we're measuring proficiency between um you know that the so 71.8% of math what does that mean then if it doesn't mean proficiency or that they pass the test I mean what do what does that mean the first metric has to do with growth

102and so which what percentage of students are in a higher typical growth bands it has nothing to do with proficiency the second band so 71.8% in 2223 that is the percentage of students that are in high or typical growth bands um so those could be students that are far below basic below standard that grow over the course of the year into meeting standard or meeting uh a specific growth band so it has nothing to do with proficiency the first two the second to have to do with proficiency and a predictor of how well students would do on the star okay or on the spack excuse me okay and I'll just say my frustration is I'm not I think we're spending a lot of time testing our folks with star and I'm not sure we're getting

103the measurements that we're looking for that I mean from my perspective I mean that if we have students that are if they if they come in in the fall and they you know they're well beyond grade level or what have you I'm not sure why are we testing them again you know and if we're doing it for all students I'm not I don't see this as being a very targeted approach to to having um students achieve growth as far as to be a measurement tool so that's my frustration with the start testing and so that being said I mean I'm in favor of deleting it as a as a um as a measurement and I'd be I'd be thrilled to have staff create a um create an actual assessment that would follow students over time

104and that would actually where we could see growth over time with students because I just don't see that I just don't see that the data is giving us a lot and I think we're over testing our students Alisa Kathy is it not is it not important to you though that students no matter where they start that they make growth throughout the year 100% I just don't think the star test gives us that me I don't I'm not seeing it in the measurement or or what we're asking for in results as far as the targets concerned and and I guess I'm looking at it totally different that's exactly what it's showing it's what it's showing is that 71% of the students made the appropriate amount of growth through the year whether they started at the 5%

105level or the 20% or the the 90% level it's so so I think it's exactly showing the growth during that year whether they were you know wherever they started from so I think it's a really important measure plus the teachers are using it to ident identify where where the gaps are so I'm I'm not understanding where you don't see that it's valuable for the teachers to know where the gaps are and for us to be able as a board to be able to say Hey you know this many this percentage of our students made adequate adequate growth and then all then later to look and see how many are still the the below basic or and I would be okay with that if we're looking at if they're below basic but we're saying you know

106if someone is they're in third grade and they're already starting at an eighth grade level why are we testing them you know I mean I'm I'm saying they in my view we it needs to be more of a targeted approach to those students that actually need the services because I think we're we're testing all the students when let's say 50% of our students don't even need to take this test because they're already they're already um well you know well on their way and I would propose that it's very important if you know a third grader is performing at the seventh grade level that teacher is going to treat that is going to provide um curriculum or provide some type of structure to that student that would be different that they might not know that they

107were reading so well or that they were so I think that it's valuable information whether they're struggling or whether that they are overachieve you know but as Rob just said that that's that we're not we're not looking at proficiency and that sort of thing it we're we have that in the esack so anyway I mean that's where I stand I you know I I'm not seeing the I don't believe that the star is a is a great measurement for growth and I think you know personally I think we're we're utilizing tests too much in order to um for Success indicators um to measure growth so I would like to see I would love to see some type of a of an assessment tool that we create that would that would um that would follow students

108over time so that's how I feel about it right and I do have my mic on so uh Kathy would you be satisfied with what Rob suggested going back to the tosas and talk about that piece that is missing in terms of each group of students K through or one through 12 following them being able to assess them yes okay so is that Rob is that realist I mean is that a realistic request from on the board to do that and should we is that an action that's not a success indicator obviously yeah my understanding is to go back and figure out a way that we could look at cohorts in the star um over multiple years is that is that the request actually I think it's a um it it would be to um

109identify and or develop a tool that could measure cohort um that could measure cohort students between one and you know first and 11th grade and it could if it's the star if we can do it in the star that's awesome if not if there's a way to do that again I to me I think that that's more valuable um um or at least um that because I just don't think I'm not sure we're getting what we need out of um out of comparing um one grade level to the next grade level and we're not following the student growth so that's I'd like to see us follow the student growth and to measure that and to um provide actions and services to support that so that's what I'm trying to get at if do I have

110three thumbs to to ask staff to do that not as a success indicator but um as a um as a potential future tool just a question so that would be outside of esac and outside of star so it would be a third type of assessment if that the tosas feel that we could do it with star or that we can do it with esac I'd be satisfied that if there was a way to use the existing tools that we have I'm fine with that and what would we do differently and I like the idea of match cohort I but what would we do differently if we had that data that we don't that we're not able to do now I would like to have a success indicator that follow that um that that wants to

111see increase in growth in student cohorts so so I'd want to see this year's third grade class show growth in fourth grade that that's what I'd like to see and then fourth grade show growth in fifth grade and to have that and have that be a success indicator is what I'd like to see over obviously it's not going to happen this year but um that's what I'd like to see I'd support research Rob um may I ask question a question okay yes please do I have to ask you if I can ask a question or do I just ask a question well you can just raise your hand yes and be recognized before you okay be recognized understood okay so um but you know teachers all do other assessments right like you have common assessments

112you have formative assessments you do observations anecdotal stuff so all of that is kind of happening already I I'm struggling a little bit with the cohort idea just because there's so many factors that can impact a cohort I think like a student study might be good like a focus group like one group where once we have some things in place to kind of track and see the success of you know um your professional development or your you know certain programs your your success of how your mtss is working if you're following that specific intervention group that might be a good cohort to follow but I don't know if it would necessarily make sense to follow like an entire grade level into another grade level just because there's so many changes in in that grade itself

113that could impact like I don't know and I guess I'm wondering like what what data are you actually looking for when you're following a grade level cohort to a grade level to a grade level like what success are you kind of looking for um I guess is my wondering well I'm looking for the growth because I guess from my perspective it um that if we're saying that 60% of our um 60% of third grade right now is reading um reading at grade level and I think it's higher than that but let's say 60% that means 40% maybe isn't you know or it's higher or what have you so then why would I compare that class to with to this year's data why wouldn't I follow that class into next year to see is it now

1147 are 70% at grade level now and then are they 80% and so on and so forth that that we're seeing the growth in proficiency and or you know grade level activities and so we're seeing the progress over time where let's say you know we've struggled with a first grade class but then boy in that in fourth grade that same class is excelling well then what we're doing is working but in my view a snapshot a one test I don't think measures that as well as following those students over time so that's what I'm saying is is that I'm I understand we do lots of Assessments and all that but we're not measuring that this is what we're measuring but we kind of do do that with esbat because you test in third grade and

115then you follow that same group in fourth grade and you follow that same group in fifth grade sixth grade seventh and eighth grade you know so you are kind of tracking those students so it is sort of like you're following that cohort um it might I'm I'm just thinking like if you have 40% of the kids that are not at grade level and then you know you're looking at the kids that need intervention you might it might just make more sense to to focus on that group and try that group to see if one if your intervention process is successful and what you're doing makes sense and if those students are making progress because that that gives you a lot of information it gives you a lot of information for teachers for your principal and

116everyone and probably the district like hey is what we're doing working is this program but that's not what our our current success indicators don't say that that's what I'm getting at is our current success indicators I want to find a place where we can actually measure that I know and I'm I'm not saying it would be part of this what I'm saying is what I'm say but that's what I want it to be I want it to be part of this right I want it to be part of this that's what I want that measurement to be part of our LC cap that we are that we are showing success from third grade to fourth grade to fifth grade and um on up right just a process check we have a lot of success indicators

117to go through I would just suggest you ask if you got three thumbs for what you're proposing to staff okay I had said that I'd like um and that it wouldn't be a success indicator but we would ask staff to um bring back um a measurement that could measure student cohorts over time and that could be an existing measurement or a a new assessment so if I could see [Music] thums at a future meeting or no it could even be no so it would be um it could be at a future meeting so we we have three thumbs okay very good okay so I kind of dove into the second one was there anything else on the first one un local assessment okay then the um the academic achievement local assessment I basically said what

118I wanted to so I guess we'll keep it the way it is I actually you know I know I'm not going to get three thumbs but I'd like to eliminate both of those and I don't see any thumbs for that so anything else on those two okay um on the third one the percentage of all students meeting or exceeding standards on ESC Alisa I'd like to increase 2% to 3% and 1% to 2% right why because I believe that our students and staff are capable of it and I believe that you know right now it's like math is 60% or actually wait math is at 63.2 I believe that we can increase it more than that so anyway so I I just think that 2% is is not um lofty enough I believe that I

119believe that our goal could be 3% right just just a followup Rob um that proposal is that doable and if it is doable what it's going to take to do that uh it's definitely a stretch you know especially if we are saying that you know we're no longer taking 2% of the actual result we're taking two so we we've that's going to be a big jump so um I'm not saying it's impossible but it is a large large jump we're talking about hundreds upon hundreds of students so yeah and how did you arrive at that thinking um once upon a time we we had 3% and we met it year after year how long ago while ago you know but what I'm saying is this is a good Community I believe that we could I

120believe it is a stretch goal I don't believe it's Out Of Reach so I I anyway I think that I believe we can do it so and Rob um did I hear you correctly that we do follow students with the esack year-over year is that what we're measuring or no we can give cohort we we provide a a report every year about banned jumpers and banned sliders um based on cohorted information yes but that's not what we're measuring here this is a this is all students that's correct it's just um it's not a cohort it's it's all students and whether or not they're meeting or exceeding proficiency on the ASPC that's correct and so could this one be changed in order to um measure more of those band jumpers or non-band Jumpers or what have

121you within grade levels or within even if we wanted to do elementary U Middle and High School uh yeah I mean we could we could focus on just cohorted students that's going to knock out um third grade as an example because there's no cohort for third grade they they're taking the test for the first time it would also knock out 11th grade unless you're comparing them to their eighth grade results um so you you'd be knocking out a big number of students that have tested would the 3% and 2% be more um I guess doable or more relevant if we broke it up into elementary elementary middle and high school I thought that's what you gave thumb for earlier yeah that's what I thought not for the ESC I thought we only did it for

122the star i w did we apply it to all I was assuming I was just gonna have that verified so I was just waiting for I would like it for all that's what I heard okay and is that what your understanding is as well Lisa when you're talking about the 2% or 3% and 2% is that your understanding that it it it would be measured at elementary measured at middle and measured at high school okay so it if it's all three need to be the 3% and all three need to be the 2% right okay yes I could support that okay you have five thumbs on that okay the next one is college career Readiness a through G um I have something on this if no one else does okay um uh it I feel

123like we've we've hit a plateau on this one um I'm not saying it's not important but because we're saying that remain at the 80% or higher um I'm not sure it needs to stay on the front tab because we're just we're in maintenance mode rather than growth mode and so from my perspective I think we could place it on a on a back tab if we feel the need if we're we would still get the information reported out and all of that and we would still have it as part of our um um our graduate program profile and all that I just don't believe that um it needs to be on the front tab because we are in maintenance mode on that one so that's my suggestion I wouldn't support that simply because I think

124it's so important and I believe that it makes us unique and um it's so I I would like to see it on the front Tab and if if if maybe you know years from now if it seems like we're it's it has remained steady then maybe talk about it but we're still I would I would like to keep it state to keep it on the front camera I'm ready I'm ready call Jesse Pearson right uh Mike's on um so I uh I too want to leave it it but my reasoning is a little different because we're putting so many resources against the forward together and if for together successful then we would see that lots of students who hadn't been completing a to G completing and my that's my reasoning and that's one of the

125reasons we supported forward together was academic performance on certain subgroups that hadn't been so I I that's my reason for continuing with it Ry would you be interested in um maybe changing the success indicator to address what you're talking about that we see because again I just feel stagnant to say 80% are higher but I mean I'd be open to um to have you know that we'd have but we'd see increase in subgroups something along those lines I'd be thrilled to put it to 85% I think that'd be you know if we want to make a change and not have it be stagnant no I I mean why not we're already at 84% would you be open to keeping it but um and I'm not the word Smith here so someone else can jump in

126um but some language to say that and subgroups will also I don't also it's not the correct word but we would see 80% or higher also in subgroups now that would be a huge job yeah that yes I would yeah at 85% would be too so not as high as jum 85% is is not but anyway um I see see and and maybe growth um in subgroups okay it could say maybe maintain overall 80% overall plus the 2% growth in um various subgroups knowing that you don't increase a tog in one year you know if if so it's something that you really start as a freshman and and and you work your way through so but I think you know if we could put 2% for subgroups I don't I think Rob was to say

127something yeah we we I mean this is in our forward together plan now um it I think it's capturing what you're discussing where it it talks about targets and growth now we can always talk about the targets being higher potentially or but it it definitely breaks out out the subgroups to try to hit higher Target targets yes you've already approved this well it's and again as far as our LC cap goes then I could see doing something like that that would keep it at least less stagnant to me because in our ELC cap currently it just says that we'll will uh um that we would um put into place 85% of the Dei plan for dib plan for instance so I would be open to saying the percentage of graduate um graduate students a through

128G requirements will remain at the 80% or higher level and um targets will be met and those targets that you just showed that that those targets would be met does that sound right you're good with that Rob can I just make a word of caution yes uh currently on the just in the blue band uh when looking just at the academic growth measures uh for star and espac just those the top four you'll note that currently we're tracking 10 data points across those uh four success indicators via your thumbs earlier we'll now be tracking 30 data points across those four success indicators and and my word of caution is simply one of of of scope creep right if within each success indicator we begin to add additional data points to measure I mean I'm at

129this point I'm not envisioning how this fits on a page any longer and that's okay but but it's just a word of caution if for each and every one of these we're adding multiple data points to measure um it becomes unwieldy and and and to go back to Rob's one of Rob's slides um you know with the Tim Cook quote like I realized it's a very old photo of an iPhone that he used in his presentation um but but I think it's still a valid point that like let's hone in on a few things and do those really well um and it becomes increasingly difficult to work with focus and intensity if we're measuring 30 40 50 things all of equal importance right and um so to your point those you calculated 30 data points

130are those 30 data points um adding x amount of additional work and do you have any sense or is it because you're saying the caution is that we're going to lose focus by having so many data points it's simply a caution you know initially originally in years past when when we looked for um the the I'm looking for the right one the percentage of all students meeting or or exceeding standards askp back right we we looked at it to say our goal is all students and we're going to measure that in the Aggregate and we're going to say either thumbs up or thumbs down we did what we said or we did not now behind the scenes our directors our principles osas they disaggregate all that information by grade level by by classroom by by

131student Group by disability by language right there's a there's a lot of disaggregation that goes on we we rely on them to do that work and report back to us for you as a board however at the end of the day you need you need to say as a system are we achieving our goal or not not are we if the goal is to ensure that students demonstrate academic growth and proficiency so that they leave TK 12 ready for college career that's your goal the board's goal um does does having 30 data points on this front spreadsheet help you as a board better determine anything or or or is it possible that by narrowing it a little bit it allows the board to have Focus um from staff perspective we're measuring this stuff anyways we're

132looking at it anyways we're using it on the ground um I I I think I'm not suggesting one way or the other I'm I'm asking you to consider that you you you may be diluting the board's focus by trying to look at too many things and from my perspective um I think that that by looking in a k through2 District when we're saying all students and we're measuring that way it feels to me like we could be missing some stuff in elementary because High School is doing great or vice versa and that it to me it allows us to focus more when we break it down further and we're we're looking at we're we're setting goals for subgroups we're setting goals for elementary middle and high school so for me it focuses us more when

133we're we're committing to targets for each one of those because when we saw some of the data we did see some drops in certain areas and increases in certain areas but when you average it out we still met the goal so that's what I that's how I'm viewing it um as far as when we look at um doing this so what I heard in uh the a through G is that um we'd like to see uh we'd like to see an increase to 85% and that we would um and I could even say um we could either set the baseline or that we would want to have the um the increases set in the deib plan for subgroups Ray so even though it's included in the forward together plan you can achieve the things in

134the forward together plan without it and hit that percentage correct me if I'm wrong you could reach all those other things but not reach the numbers in that one slide or would you have to to meet the 85% yeah we haven't done that yet so I haven't done the calculation on how many of these we need to you know hit or not so I I I don't know the answer to that question right now you know we're going to have to look at how we quantify 85% even of of the targets you know it in each of those you know there's there's multiple sorry I mean is it 85% of the subgroup population you know so we're going to have to figure out what that looks like um I don't have an answer for you

135right now and and what I was suggesting was just to clarify was that the the target at the top be 80% and then the targets within so it's a increase of 2% for S students and um and on forward so that we would just that that our goal would be this but um that that be put into the a through G um success indicator and and um since we don't really we only have an implementation goal for the forward together plan so that was what I was looking at Gretchen as I look at this I'm just asking I don't remember um if this was clarified earlier but why is SED going the target 2% black stays the same or higher Hispanic is 2% students with IEP 1% English Learners 1 % homeless students 2% why

136the difference yeah I believe it's a certain percentage of the result so I'd have to go back up let me see I think what we say is annually the percentage of graduates identified uh student groups completing a a to G uh will increase by 3% from the prior year identified student groups include those where there's a 20% Gap so um from all student groups so you don't have a gap when you look at black students or SED students as an example from the overall so we didn't um oh sorry is there 20 yeah there is 20% there there's rounding here which is why we didn't take it out to the decimals that that's the other reason they should all be 3% but it's 3% of the original not 3 percentage points of 47% as an

137example correct thank you so do we have three thumbs to include this data in the um a through G goal um I'm sorry Alisa did you want to say something no I'm sorry no I'm no I will not be supporting that I think that I'd like to keep them separate so no okay do we have three thumbs we have three thumbs did Michelle did you have one or no I don't okay okay what we had is it was 85% total and then the was it 85 that was what we talked about 85 I don't think that we asked for you asked for thumbs for that okay we'll keep it at um 80% I I thought we had said 85 and then we went on to the to the subgroup so okay okay no problem um

13880% right I have a question before we go any further with all the um with all the new data points when we when Rob reports if we met this success indicator or not is there going to be a yes or no for like now about 50 items or is there going to be an overall item because I think that we need to make sure that we're on the same page with that I guess from my perspective it would so for instance the first one um where we're saying Elementary mle and high school I don't think that that has to be listed within the target um I think that that the 2% growth for instance did we meet it for those three or didn't we and if we didn't um then it would that would be

139indicated say that again so even though it's broken up into elementary middle and high school that I think you either meet it or you don't right so let's say High School only had 2% and we said three wait okay maybe go back we have 2% for this one so let's say there's only 1% in high school and there's 3% in elementary and middle then the goal hasn't been met you have to have at least 2% or more growth right so if everyone in this if everyone doesn't me it then the goal is not met right so you're not in my view I don't think you have to have all the different data points I think you have to say it's met or not met based on what's stated in the success indicator and then you

140can have follow-up data to show why it was met or not met does that make sense or I don't think that's very transparent though because if you if you have well I I don't want to belabor this but I'm just trying to visualize what this presentation is going to be and I'm having a difficult time so I I would um suggest I appreciate trusty Williamson asking the question now uh I I think we do have time if at the April meeting we bring back an updated goals and success indicators document for you if you ultimately approve that then at some point between now and the end of the school year well I'm sorry this is for next year so sometime before the start of the next year it would be good to get clarity around

141the board's understanding what does it mean to have achieved a goal if there are for example 36 discret success indicator metrics that we're measuring I think the question at some point ought to be what does meeting the goal mean is it a straight uh 50 plus you know 1% or or is it 75% or is it 95% or is it broken down as trusty Rawlings said within each so I think we've got time to make those determinations but I do absolutely think it's the right thing to to make a determination about one I I definitely at least from my perspective if if I was looking at that we would have a separate success indicator for each for one for Elementry one for middle and one for high school since we're combining them I see those

142as one thing that you have to meet all three in the C at least for my perspective okay then then I think if we're going to do it that way then I think we have to have then we need to have a a separate success indicator for each grade which I agree that makes the page this long but so so right now for academic growth local assessment it's one success indicator but you're measuring two discrete data points one is math one is Ela right right so we're not saying that math is its own success indicator in this one we're saying one success indicator academic growth local assessment with two data points what what we'll do now as a result of your thumbs earlier is there will in fact be six data points for that success

143indicator so at some point you'll make a decision how do we determine whether or not a discrete success indicator has been achieved and then rolling up to the full goal how do you decide when the whole goal has been achieved but I don't believe that I I wouldn't argue that you need six separate success indicators it's still the one success indicator for academic growth local assessment with six data points right but what I'm saying is is that if if the results if um if you don't reach the goal in elementary but you reach it in high school what I'm saying is the goal or the success indicator was not met and you don't have to decide that this evening got it okay okay because that's the part I was like well then why do it

144if we're you know why separate them out if we're not going to if that's not going to be if we're not going to grade you on that point or grade you know or grade our success on that point if we're if we're not going to break it out like that or if it's not an all-in-one I guess from my perspective Okay so so um a through G Advanced Learners the percentage of high school students enrolled in at least one advanced class honors advanced placement or Community College will increase by 1% did anybody have anything on this one I had one I wanted to add a path I wanted to add a career pathway we have to add a success indicator no to just add the word because we have um advanced class increase um we

145have have um Community College honors and I just wanted to add a a career pathway class are you saying that the career pathway is Def is distinctly for advanced Learners I wouldn't say that it would fall under Advanced Learners yeah it's at the bottom we have it well we have enrolling in the class what I'm saying is is that um I do believe I mean I do believe that uh career pathway is part of advanced learning so that's why I wanted to add the career pathway so can I see if we have thumbs okay no thumbs move on I have a question can we yes take a break yes can we take five five minutes e okay um I did have one more um in this category and um uh I just wanted to say

146that I'm trying to be responsive to the um to the survey um and when I'm looking at the survey I didn't see a lot about a through D I didn't see a lot about advanced stuff I saw a lot about extra curricular and I saw a lot about um you know smaller class sizes and those types of things so I just wanted to kind of clarify that piece that I'm trying to get some success indicators that's responsive to our um to the survey that um was out so my um and this has been something the community has been talking about for a while and so I just want to um throw it out there see if I can get three thumbs for it is to um is to increase uh full day kindergarten opportunities by

14720% and the reason I say that is um it seems to me that um there's at least some teachers and there's some locations that would benefit greatly from full day kindergarten I recognize that it's not something we could do you know full force but if we did do it like at 20% that sounds like one or two you know potentially one or two um locations that could have full day kindergarten and that would provide that opportunity that folks are looking for and that could I believe could help with our goal of M making sure that um our students have that opportunity for social emotional learning as well as um you know starting off um starting off strong in kindergarten so that's my recommendation Alisa so how would you select which students are allowed to go

148to the full day in which or not I I I guess I don't understand how you no it would be it would be at one site so like one site would offer full day kindergarten so there would not be you would have both so if you live in that in the district then you would be able to have full day kindergarten but if you Liv in other districts you would not or any boundaries for that elementary school my understanding is we do have Choice don't we and we do do we have choice in elementaries or no within the district transfer yeah there's a there's an intradistrict transfer that families could participate in could there be like um a Southend school and a North End School that would be possible like I said we're just looking

149at this success indicator of and and again I just I picked 20% % because that sounded like one or two schools that that could create the opportunity for um but um again it's been something we've talked about for a long time I understand that it's you know that we can't go full forth I recognized through the information that we had that you know some schools you know really do want it and some schools are you know they don't think it would be good there was definitely a big imbalance between um between the kindergarten uh group and the first grade group so that's why I thought at least it would be a good idea to have the offering but not just take all of our schools and change up Ray I miss Eric talking so so

150I'm gonna ask him even if we did at one site and I'm not gonna hold you to this um Financial impact well that's something that we would have to explore if we saw this as a as something that made its way as a success indicator that then would translate into actions and services and so if we were looking at the school you know we would have to determine um you know how many extra staff um there would likely be an impact on um special education services as well and so what would the follow on costs for that and then if it were at a school where we needed to refit a classroom with different Furniture you know on and on so there there's a number of things that we would have to investigate and then

151bring back and say okay these would be the Associated costs with this as a as a success indicator but there might not be a possible cost either right there there could be it also if if um there would be potential costs to mirror TK with that k um and then if it resulted in uh increased enrollment next year um with our flipping IND basic Aid status uh that would that would require us to hire more teachers without funding following that and so we would need to look at that as as a potential either cost increase or not a revenue offset for providing that oh so okay so if there is a full day Kinder then there could be your thinking more people would enroll their students it's a it's a possibility we do have a

152somewhat of gap between our kindergarten enrollment and our first grade enrollment so if suddenly we were to build a program that would then lead to you know higher enrollment we would just have to look and see what would that and what do you mean by TK mirroring the Kinder by if you were offering uh I believe and I think nope you don't okay all right I thought we had to have the same opportunity for TK as K all right forget that okay so you can have a Am Pm TK and a full day Kinder okay okay and again we're just at the success indicator stage so that that would you know staff would have to bring back some actions and services and we'd have to say we want action the particular actions and services so

153it's just the success indicator Gretchen so is this for goal two no we're still on go one okay so um can I see thumbs in favor can I what I'm sorry what just happened was we didn't we didn't get consensus so it doesn't go on the board so you don't have to say what you're going to say okay so can I make a do I make a request now or no um let's do at the end at the end okay um so okay so moving on to professional development and goal two anything here I do if no one else does Michelle do too okay do you want to go first you go first okay so I was wondering if we could reward the professional development sorry mic on um if we could change the success

154indicator for the professional development and what would you like it to change to okay so I just wrote it so um I might need some help with this but my thinking is around um professional development professional development that supports uh learning environment that will engage all types of Learners and the intervention needs wait let me sorry kind of scribbled here that will engage all types of Learners and um the intervention needs for our schools at 85% or higher okay um so you just want to add some more I guess more descriptive words to the type of professional development well because I want it to be a little bit more focused um just looking at the thought Exchange in regard to the breakdown from our subgroups and some of the points that they had shared in

155the thought exchange from students and also um you know speaking to some of the um parents wants about improving teaching you know I think that type of professional development would probably help all students as well so looking at that data I think having a more targeted approach to our professional development would be better um I know kind I know that say the descriptive words that you want to add to it I put um professional development that supports a learning environment that will engage all types of Learners and targets the intervention needs for our schools at 85% or higher okay I I'm not sure how you measure that though is the um because right now what we're measuring at 85% is the is the relevance so how would you measure that the the um so it

156would be the same so it would be the same that it is now because they're saying that teachers are all being Prof 85% of teachers are being professionally developed right am I capturing that correctly okay what is it saying right now it says as measured by an 85% or higher rate of relevance so at least 85% of the folks who respond to the survey will say that the it's relevant to their isant to their teaching yeah okay so what you could say is that that 85% of respondents feel that it's inclusive and addresses all student needs or or what did you say um what are the what's the specifics that you're trying to get to you want to make sure that the I they want the professional development to be more targeted and how how

157do you want Target I'm not really sure how to say probably but what do you want it to Target you want it to Target all students well speaking to one I I want it to be more targeted in that we're not doing a hundred different types of professional development so we're doing development that's really going to focus on the needs of our inter vention students and also engage all Learners different types of Learners because when you look at the breakdown from the thought exchange you know students from different subgroups are saying that they don't feel like they're engaged in these with the teaching or the learning so I just want to make sure that the type of professional development and and that type of professional development and I think Rob mentioned like udl it doesn't

158it does look at supporting those the different types of students however it also touches everybody too so instead of saying okay um teachers go get professionally developed on anything and then we'll survey you and to ask you if it was relevant to your teaching but actually we're going to say we want you to take this teaching um or this professional development specifically and then I don't know maybe I don't really know how to say it to be honest but U maybe it's relevant to the needs of all students or different types of Learners and intervention students just for clarification right now it um currently calls out uh professional development and training regarding effective teaching strategies so you'd be removing the regarding effective teaching strategies and replacing it with something along the lines of or it

159could be professional development um professional development and training regarding effective teaching strategies that supports supports a learning environment that will engage all types of Learners and targets the intervention needs of our schools yeah so add that descriptor and then keep the measurement the same yes question I had asked Rob if he thought 85% was adequate or because we're at 96% this year if they if staff would be comfortable bumping that up to 90 to 93% or higher and he felt that staff um felt that was achievable so I would like to increase that percentage I I don't necessarily want to limit professional development choices I think that we have different types of teachers in our community some that are you know teaching wood shop some that are teaching PE some that are working with students

160in more of an academic setting so not but I think we're capturing it with regarding effective teaching strategies and then could you repeat Dr Churchill the rest of that sure thing uh provide professional devel Vel mment and training regarding effective teaching strategies that support a learning environment that will engage all types of Learners and targets the intervention needs for our schools as measured by a specific percentage or higher rate of relevance so you just need to determine the specific uh metric Target and just to speak to that um depending upon the training it could capture that for all types of instructors and classes it doesn't necessarily pertain to ELA or math or something you know along that type of curriculum it could be wood shop or whatever but it's creating an environment where we're ensuring

161that all students are included are engaged in their learning so um the other thing that I want to speak to that about is you know we made some changes in that blue section and I think we have to be very intentional about how we're going to support our teachers to meet that growth that we are expecting from our district so I think giving that more succinct directive with our professional development would help with that growth because if we're just saying hey we want you to make this growth but we're not really looking to support teachers and staff on how to do that you know I think that would be harder so I think it might be good to Target that a little bit um gret and I just wanted to clarify so you're supportive of

162of um Michelle's suggestion with the 90% is that accurate okay I just wanted to make sure right just just a question for Rob the professional development topics how what's process for choosing those over school year uh in the spring we traditionally survey teachers and get a better sense of um types of topics that they'd like to see professional development on in the following year but we also have districtwide goals that we align our professional development around so you know um we do a udl series with a number of different teachers we do mtss training so there's a lot of different things that we try to align our professional development to the actual goals that are set forth in our Su goals and success indicators so we work as an instructor team to try to make

163that alignment as as um um as concise as possible and then we also you know we we have a process throughout the year where teachers as an example um an AP teacher that needs to get is teaching a new AP subject there's a process in which they can request to go to AP by the Sea they fill out a form we we we we take those requests in on a caseby casee basis as well so we try to adapt it where we have overall districtwide kind of large topics that we're trying to hit that hit on the engagement of all students but as as um and try to make it agile enough that a teacher that teaches a very specified subject area can get the training and and uh professional development that they need as

164well does just to follow up does that Michelle's proposal does that change how you would be doing it does it help you does it help the teachers um I'm just trying to assess if I'm going to support it or not but I need to hear from I think it better defines you know what we're trying to do anyway so I I don't think it hinders us at all um I think it defines um some of the larger scale things that we're working on as a as a team anyway so I I'd be supportive of it um and from my understanding too Rob isn't it that like with the udl training for example or mtss training when it was originally given it wasn't like provided for every it was more like a menu correct so some

165teachers took it some teachers didn't is that correct yeah we we have professional development and training that all teachers get at the beginning of every year during those August pre-service days so they did receive some training in mtss and udl all teachers for that um but yeah we do also have cohorts of teachers that sign up voluntarily to go through more advanced udl um training throughout the year and we've had that for a couple different years now where um we have cohorts of teachers working through that on a on a sign up basis you know one of the challenges we have is that we don't have time dedicated and I think this came up from the principles as well that there's not a dedicated time in the school year where we have breaks where we

166can have the all staff professional development like in a January date or you know in a in a spring date where we can have access to our staff so a lot of the PD opportunities that we have are in that August opportunity and then um you know we we um offer opportunities for teachers to engage um after school as an example but that can't be required training if you will yeah and I wonder if with this new success indicator it could be more of a direction for your professional learning communities to kind of follow through the year so with that more specificity you can have that for your different teams yeah I think the clarity there is is good and I know that our princip princi try to align their PD and their and their

167staff meetings we we've done that a little bit having Michael Dr eer on board has has done a lot of that as well where he's gone out to all staff meetings and provided mtss training udl training so um it further clarifies what we're trying to do so I don't see any issues with I just want to clarify we don't have the success indicator yet so we're not there we're not there yet I was asking if I said if right I just make sure yeah and then one more last question I'm sorry and then all and then teachers can go outside of this I mean they can do other PD if they want so it's not like they're just tied to one thing for their entire teaching career so or year no they they have the

168option of um throughout the year filling out um a number of different opportunities that they can sign up for throughout the year and and we we do have our Ed at our Effectiveness budget that we use to sign up teachers for a number of different trainings Alisa just to clarify um is this going to be changing the scope or um offerings or anything of our of our professional development I just want to make sure what what this actually would be doing as far as any change in Behavior or actions or services yeah again I think it clarifies a little bit where we're headed as far as um districtwide training and offerings because it's narrowing a scope of what we're doing what way does it clarify I I'm just I'm trying to understand I think there's

169if you read the tail end of that particular thing I think it's go ahead yeah provide professional development and training regarding effective teaching strategies that support a learning environment that will engage all types of Learners and targets the intervention needs of our schools so as we're planning professional development into next year um engaging all Learners um looking at strategies that are going to uh meet the needs of all students would be a focus of professional development for that August PD as an example and threads that we offer throughout the the scope of next year's PD so so is that not what we already do it it is yeah abely I'm just trying to see I'm I'm not trying to be a smart Al I'm just really trying to understand if there's if if this is

170if this is not what we're already doing I mean I'll support it I just want to know if this is going to be changing something that we're doing or if it's just going to be maybe part of the questionnaire to help clarify um staff as they as they answer the questionnaire did it you know did it do this did the a professional development do this anyway yeah and my my understanding is we're not changing the questionnaire um that we would ask teachers um uh you know I I think um what we could do is be more targeted in the types of intervention or professional development that teachers are getting and and survey or carve out those types of uh PD and and measuring only those PD for this particular goal that could be one example

171I it's challenging and that you know if a if a teacher attends an avid conference as an example I would assume that's going directly towards that goal um but if a teacher attends an AP by the c conference is that accomplishing that goal as well I you know I I don't know where you draw the line so my my understanding is we would um continue to do what doing but have an emphasis on um the language that was added there as we look at next year's professional development yeah I'm not confident that we're doing anything different but what this language does is it it puts it out there for everybody to see a description of what we are doing that added Clarity I don't see a problem with having added Clarity well and and I

172hope that um with that language it will kind of speak to some of what we saw come up from the thought exchange from like you know your different subgroups of students um that want a more engaging learning environment or um you know to improve learning conditions or you know uh I think this one strategies that work best to engage students you know so something that's that we are looking at all of these subgroups and that may maybe we're kind of diving a little bit deeper to find out how are different students learning and what would best support them because sometimes not all the time but sometimes some of these subgroups aren't performing at grade level and might be part of your intervention groups and those are the students that we really want to see and

173see growth now that we've increased the percentages in that blue area you know you're going to need to do that more and you're going to really have to drill down and look at you know how are we going to professionally develop teachers so that they are really focused on supporting these populations and that's what I'm trying to speak to and and you know I I know I'm hearing like oh it probably won't change a thing well I hope it changes something you know I hope there's more perspective on it and more focus on it because you know the whole top blue part your success indicators have been increased your percentages are increased so we want to make sure that you know our intentions are are more explicit about the direction that we want our teachers

174to go but question and I just want to support um Michelle in this because I think it's important as she said if we're going to be asking our Educators to you know reach for these targets these metrics um we need to help equip them to help their students to reach these metrics so I think it's important to to focus on it as well okay so let's look at thumbs for this okay we have five thumbs and then um I wanted to add something to it based on what you said earlier um that um to provide yearr round professional development and training because I do think we're doing it anyway but I did hear in the you know through the thought exchange that they felt that it would be better if we could do it throughout

175the year so so that certain things could be addressed um and then I think it can be done with release time and those types of things and then the other thing I wanted to say is that I know a lot of teachers in a lot of other districts and they are very jealous of this language I will tell you they they feel very respected they they feel that this language is respects their professionalism and allows them to they're not being dictated to this is the professional development you will take you know that they and that there's a clear understanding of what their needs are and that they can look at particular options and then um and find what's relevant for them to to reach those goals so I I love the targeting aspect and I

176love the fact that we have continuously included this in our lcap um because it does respect the professionalism of our teachers so I think that that's really important so um can I get thumbs for the year round part so all I want to do is to add provide yearr round professional development and training please do is that a problem no thumbs for that one okay great making progress okay so um we have a forward together any changes on that one I actually had it change so Gretchen I'd like to change the goal from implementing the plan to evaluate waiting whether the academic and behavioral goals are being achieved and whether we're on target to achieve them so again it's the word choice um kind of similar to the professional development is not just implementing but

177are we um evaluating whether or not it's working what we're doing is working I'm not sure how to word that but okay and what I did hear is now you just just want the academic piece or do you want um and behavioral okay because I had something similar as well that um uh Lisa did you oh I thought you said something sorry um I had something similar as well um was there any other trustees that were looking at this um okay because I agree I think that um the implementation aspect um with our other strategic plans we kind of we develop them and that sort of thing and then we just you year we get an update like how we're doing so I do think that an evaluative piece on this would would I'm thinking

178about it I mean I'm looking at 85% I think that I mean what do you think a reasonable percentage of attainment well is this the K Kelvin survey that we're using to measure this we don't have anything that we're technically using do we Dr chcho oh oh this is Implement never mind I'm sorry I was like looking at the mental health okay um I would just say I mean trusty Rawlings mentioned other strategic plans we have and we don't call any other strategic plan out in our goals and success indicators right we have a Information Technology uh three-year strategic plan and that's not one of our goals and success indicators uh it it is worked on and accomplished every year we bring it back in annually for board feedback and input um we're coming to

179the end of our third year so we'll be in the spring or summer bringing you a new iteration of a three-year plan the evaluation of that plan happens annually when we bring it to you in the form of a report board discussion and then we get further board direction from that um it's possible to handle the the diversity Equity inclusion and belonging plan in the same manner uh similar to the technology plan and the um uh career Pathways plan like the evaluation of uh our progress toward the plan is part of the annual report to the board and and it's not called out as a measurement here on our success indicators for your consideration I mean I I that's what I wrote down on mine either that or to do a um what I had

180stated is um use the thought exchange to measure a sense of belonging and inclusiveness and then figure out a measurement that seemed relevant again that was just something I came out but I'm I'm actually in favor of pulling it off the Y cap and um treating it like we do our other strategic plans that it'd be evaluated each year um we you know we get a report pulling the forward together off of our LC cap and treating it sorry sorry removing it as a success indicator I apologize removing it as a success indicator um and have the forward together plan treated like all of our other strategic plans where we get a report we're you know how we met our goals how how are we doing on our progress and um and that's how we've

181dealt with them in the past so then what would we be so that we would just have three success indicators instead of four success indicators for that so it would be professional development mental health and cleaning standards soing off DE yes for the ELC that's what I'm recommending and and we treat it similar to our technology strategic plan and our um our career pathway strategic plan the special ed strategic plan that we used to have right then just that taking and off as do you see any downside on that so to be clear it is not my recommendation that you remove it I was simply giving you something to think about um we do have two other strategic and they are not listed on our as success indicators so for for your thoughts um staff

182came to you this evening indicating that we were comfortable with the goals and success indicators as written so we haven't changed Midway through the meeting we recommend you maintain that one as Implement at least 85% of of the actions question so if it stays I still believe that we we need to have an evaluation piece um not just an implementation piece I agree and I'd argue that that happens as part of the annual report yeah because there are parts of this plan that have some measurable areas like I'm looking at one of the action items for example where it says um access in terms of courses for different um student groups also the mtss plan too will Al also measure the effectiveness will measure the effectiveness of that to see if our intervention students are

183being successful but that also touches Behavior as well so I think there are some measurable areas um I wonder if we can keep this and to incorporate what um Gretchen is saying with some type of language and I wonder if staff could bring that back I don't know but could bring that back in terms of there being some type of um evaluative measurement in how we are seeing this growth because there are some pieces in here that are showing that we can me that it's measurable question and I just I know that um Ry when he was the president went with Dr Churchill to Powe to ask them if they had any measurable outcomes and I believe the report back was that they did not and I don't want to duplicate that I want to

184make sure that we have measurable outcomes um I think it's important to report that out to our community and um you know if something's not working we need to make some changes so I think it's important there are measurable outcomes in the plan and they will be reported annually what I'm hearing the the board say is that they would like the um the progress to be a success indicator for this goal because I I tend to agree that the implementation isn't necessarily a measurement but the are we are we meeting the goals that we set I think is the measurement that we're asking for and so I'm I'm wondering what's a what's a reasonable attainment goal or an attainment that would measure success I guess is where I'm at and that's where ATA and I

185apologize if anyone had discussed us discuss this with us in advance we might have been prepared to to you know bring some language but um we hadn't heard about it until now so unless Dr and I you have any specific ideas just just for clarity so we have action items that are in our plan currently and so year one as an example under goal number three reduce uh harassment bullying including racial epithets and hate motivated speech by 10% of the Baseline that to me is very measurable that to me is um holds us accountable to that uh success indicator and then inside of that success indicator there's several action items that we'd be coming back to you on at the end of this year as an example action item 3.5 did we or did we

186not Implement no place for hate schools in all 16 cusd schools that's a real actionable measurable thing and we would be coming back to you to say yes we did meet that or no we did not that's measurable that's actionable that's accountable um are we establishing a baseline for harassment bullying including racial epithets hate motivated speech you know that again establishes a a Baseline and and um gives us a measurable way of are we hitting that Target or not and sorry just one last point is that when you add all those up are we hitting 85% of all the year one actions or not you know that to me is how we envisioned bringing back you something in June where we're capturing that information and and if that misses the target we're happy to talk

187about other ways to measure but this was what was approved upon approved on so Michelle yeah so I was gonna say you know for this first year and and year two it makes sense that it's an implementation goal because we need to get everything you know lined up for our schools so and I think moving forward I think that makes sense Rob where you're you'll probably be sharing all of those measurements in its individual individual action items from in your forward together plan but maybe there could be an overall percentage that's provided on the success of the plan itself like once you kind of for 3.1 3 point for example I don't know what they say 3.1 3.2 3.3 um we're all successful at 80% of students were your discipline went down so you have

188a measure so um students are belonging and in your measuring that however you measure that so forth and and then maybe the overall score can be part of the success indicator on how successful the plan is could that happen do you have the forward together plan handy can you can you cast it up there okay great perfect yeah sorry if you go can I just stop for a second because I this is Gretchen's um uh proposal so I want to make sure that what you're looking for is matching up with what we're talking about right so I understand that we have action items and we're implementing them and that's great um so I guess I'm really I know Ry has said that he's looking for ACC ademic progress because of this plan he believes there's

189going to be academic progress um and so I just feel like we need to make sure we're not just implementing but we're having some way to evaluate whether what we're implementing is actually achieving what we're trying to achieve that's what I'm getting at so and you're showing me yes so so we aligned um uh in the forward together plan specific uh targets aligned to our district goals and success indicators so you'll see on page 23 we've got um an lcap Target and that's the current year lcap Target and then we developed disaggregated forward together targets so we'll be measuring those and Reporting those back to you annually on page 24 we took the district's uh success indic Ator for esac and cast and disaggregated forward together targets um so so and then we also did

190it for the advanced Learners on the on the following page so yes all of that is in the plan yes we will report that back annually okay so then I have a question because I think I'm hearing what you're saying as far as the evaluative tool so by implementing 85% does that mean we're meeting the targets when we Implement are we meeting the targets no if you go back up uh to any I mean just pick a page Dr and I with with you know uh there's right there so um those are action items 10 through 14 I think there's a total of 20 or is there a total of 20 in section three I can't remember how the numbering works but so 20 in section three so so you know we'd be aiming to

191hit to to achieve to accomplish 85 I'm sorry 85% of those so if one of them is as Dr and I suggested 3.5 Implement no place for ha at all 16 schools so that you know I think you're evaluating the success of the program based on whether or not we've implemented it at 16 schools that's one of the metrics that will fall underneath the 85% there's there's so to your question trusty Rawlings yes I think um you'll see in that 85% or not metric whether whether or not we're being successful but that isn't looking looking at the ESAT goals the cast goals the advanced Learners goals that's separate this one's a good example so the success indicator here is to reduce harassing bullying um including racial epithets and hate motivated speech by 10% from BL

192line so year one is you know getting no place for hate in all schools but the success indicator is the reduction of harassment and bullying so by implementing our we saying that we're going to meet that the 10% number we sure hope so okay so would we so if we if it's 8% by the end of next year because that's what we're dealing with right then we would not have met that goal is that accurate we would not have achieved that success indicator that success indicator of implementation of the Dei plan is that accurate correct okay so does that does that answer your does that meet what you're does that meet what you were trying to get at as far as the evaluative tool okay so the implementation piece so if we say we're going

193to implement 85% of and it would be of year two actually right wouldn't it be a year year we're talking about a year from now right a year from now so it would be a year two so I would include one and two that so part of that success indicator is going to be meeting the success indicators within the plan of year two or at least 85% of them correct correct okay so does that so if we keep it as is it would be but but it's going to be deeper than just implementation it's going to be meeting the success indicators within the plan itself does that make sense and and if I if I may I think one of the things that's challenging here is that we're we're not even yet completed with the

194first year so we haven't you haven't seen the full year process we haven't gotten to an end of the year report where we you know what I mean so it's challenging when we haven't even finished year one to to you know establish different goals for year two our recommendation continues to be let us get through the first year let us give you our annual report um and then there's certainly time if you if the board feels that um you know that annual reporting process hasn't given you the information or the effectiveness that you want um we we've got plenty of time um by the time we get to unreported data to have additional discussion about modification gr so then the 85% is that something that we could move to 90% right but we're talking about

195next year so if 85% is our goal for this year would it be appropriate to move to 90% for next year it's so hard to say we haven't gotten to the end of this year right it was an arbitrary number we we right you know at 85 % let's let's let's try to achieve that um I think it's more appropriate for us to get to the end of the year determine did we hit that goal or not and then have conversation about was it an appropriate goal will there be time to change that then yeah you approve um the uh the lcap in June but we always come back in September with unreported data because we won't have all of the data to to until that time and so we have most recently we didn't

196make any changes in September but we have we have Alisa the the word Implement has always bothered me because I don't feel that that's not in that's not consistent with everything else but having heard this explanation I'm I'm comfortable that but I'm I wouldn't be surprised but what come September that we might change that word to something else but anyway I'll I'm find the way it is today and um if I could get um consensus that if um thank you without even asking um that if we could um if staff could come up with a better word that captures our discussion that um if they wouldn't mind presenting that to us would that be because I agree implementation I think we provided some intent behind The Language by our discussion but I do you know

197implementation um doesn't seem right so I don't know can we ask staff if they can come up with a better word to do so okay because it won't September would be then we're looking at the 2425 year right or no the 20 2526 by September right no we we have in years past modified the year on which we're we're working because we didn't have esac data grad rate data Etc at the June summary of progress meeting when you also approve the lcap that's the challenge with the great uh we can move on then um how about the next one uh mental health uh school safety and social emotional learning anything on there Ray uh I spoke earlier asking questions to Rob regarding the percentages uh on the favorable rating and I think we put a

198lot of resources uh year over year and I think the percentage should be increased uh in the 2425 plan to 90% because of the amount of resources time and energy that we're putting on that success indicator oh and and and then there's a there's a piece from a cultural side of the district that it's uh every year we should be getting better and better at these areas um in terms of identifying and trading and just kind of almost like our continuous Improvement cycle so um that should have an impact on the percentages as well just as we do academically I wouldn't be supporting that I think it's a big jump I mean to go from 80 to 90 um I'd be willing to go you know increase a little bit I think incrementally I would

199you know I think that's I think it's attainable and I don't think we should have goals that are you know that would be very difficult to attain so I'd be in favor of a couple percentage but I wouldn't be in favor of 10 of saying incrementally every year 2% I don't want to say every year but I'll I'll I'll agree to 2% this year okay is what I could agree to um and about the rest of my colleag Michelle um I I think I would keep it at 80% I you know there's for mental health I think there's um a lot that's put on our school counselors and you know there's a lot of support that needs to be had there and you know we're kind of I I feel like in education we're really

200kind of learning how to support these areas like social emotional health mental health and they're they're big and just looking at where we are in terms of what we're achieving um I think 80% is reasonable Alisa question is this 80% at the last Administration is it 80% at one of them if it if it's presented administered three four times a year which one is it that we are looking for 80% yeah I think we um look at it from the fall and then take it again obviously four times but it's a combined favorable rating from the spring and where they're at though yeah it's the last correct and that's a Kelvin rating right it's Kelvin correct yeah because the spring is typically the lowest correct because I mean it it always has so isy reasons

201okay all right I I wonder too for this one if like we're looking at other metrics like our our chick survey and things like that because you know you're you're covering a lot in this section you're looking at school climate um Mental Health social emotional well-being um gun violence prevent I mean there's so much there check-in surveys I mean it's a lot and I think it it those things I don't know if you would necessarily be measuring with a Kelvin survey would you I mean I'm not super familiar with that survey oh all of them okay Gretchen I think I would support a 2% increase I think it's good to set goals a little higher and we are putting you know significant efforts into our Dei plan and um I think that we're trying to

202come along and support um our students and more ways I do I I don't think it's going to necessarily change the workload for our guidance counselors I think um it's just highlighting the fact that we feel this is important so I would support 2% okay so I I think I'm seeing thumbs for 2% okay very good real quick 2% from the fall to the spring or 2% from prior year to current year prior because had different kids I agree what are you currently measuring say 8% isable it's not talking right but if if a 2% increase you're growing 2% from something so it would be 82% oh yes yes oh you're shifting from 80 to 82% right that's all oh got it yes no no no just right increase from 80% to 82% that's what

203I heard too right okay yep right because the goal is with at least 80% right now it's 82% oh so it's not growth then I would give them for that yeah Okay no Okay yeah so I would do a thumb for that okay so we have five thumbs for that right because we had 81% so I'm thinking that 82 could work okay so we're moving on to um cleaning standards gr okay um just going to come out of the gate with this I would like to um recommend that we despite the student feedback on the bathrooms I do believe we have custodial staff that are cleaning um I'd like to remove this and actually add a success indicator I don't know if you call it professional development but uh or support for stru Ling teachers

204um the lcap shows that there are some teachers who are not as effective and I think that we need to come up with a way of identifying those teachers who need more support and provide that support so I think that should be part of our lcap um could be called support for struggling teachers and leave it up to the staff to figure out how to identify them and since we want to save space or remove a goal I would recommend remov moving cleaning standards since I think that was something that was um introduced three years ago or so we took it off we put it back on I think it can be taken off again Ray I'm just taking a guess Rob Ben Megan Eric any struggling teachers in our district we principles are on

205top of that I'm just taking a guess here and P questions are firmly within the personel Services realm so and yes um principles are responsible for doing the observations and evaluations of teachers if there's any struggling areas they work with those teachers whether it's through professional development um teaming them up with another teacher um setting goals with that teacher and following up with them throughout the year and then my followup is I think we do keep the cleaning I'm not going to support not keeping cleaning um originally when Kathy presented I was skeptical but after hearing her rationale and logic and now seeing some of the thought and some of the feedback students I think the only piece is missing is during the day um and some of the comments is and I don't have

206the solution it may be already being addressed and we're not seeing it yet is uh not at the beginning of the day or the end of the day but necessarily during the day how the students I think one of our community members mentioned something to that um how the students take responsibility for policing themselves and you know peers or otherwise uh to keep their bathrooms clean you know uh to do that and I don't want to get in the Weeds about that's not my role here but I I do think you know in the spirit of what you're saying gretched I agree we need to do something about but the something is more targeted um and I don't see taking the cleaning standard I think we should keep the cleaning standard there as well I'm

207not saying we shouldn't have cleaning standards I mean we set aside $885,000 for it we've spent 425 thousand of that um I think that's important I just don't think it needs to be line item here anymore I think we introduced it three or four years ago I'm going to guess that was because of covid um we don't need those same you know standards and uh it was taken off it was put back on so I'm just saying make some room and let's focus on our teachers um and add that into that second goal I also won't be supporting um I I believe that um the collective bargaining agreement addresses it through evaluations and through um uh and through professional development and all the things that we've been talking about um so um and I'm I

208personally don't believe it belongs in that goal I'm not sure what you're talking about measures this particular goal so I wouldn't be supporting it then any other discussion on this one okay can we see thumbs in favor in favor of the proposal okay there's only one thumb so we will move on um I have something for this one um because I agree I want to keep it um but I'm not sure that our measurement tool is capturing um everything that we want to capture here so um something that I put down um that um we would have the percentage of cleaning standards being met as measured um by the custodial supervisor's monthly assessments and random spot checks by other staff so that was what I wanted to add um Alisa so I guess my question

209is do we have reason to believe that there is anything in this that's not being meant I I guess I H I have I don't know that I've ever been to a school bathroom that I would like to linger um no matter no matter where I have been and so I don't know that the feedback that we've received which I think is valid why I'm not sure the correlation between the cleaning standard are are you saying that you want them to check the bathroom during the day or is do you have a reason to believe that that the the cleaning standards are not being met I guess is what my question I agree with Dr Churchill that the bathrooms are always clean at 7: am. um but I do think that if there if um

210that if there are kind of additional rounds like you would you know if you're checking the perimeter that you you know kind of do a check-in on the bathrooms throughout the day and I think the way to measure that is by you know kind of spontaneous spot checks rather than hey I'm going to be there next week make sure your bathrooms are clean when I come to check so that's all I'm saying is is that I think they're being I think they're being met by the way we're by the way we're measuring them but I do think if there were um more um like I say sporadic kind of spot checks that I think that we might be we might see some um some things that the students are talking about with the cleanliness of

211the bathroom right let me ask uh Rober and Eric you're Megan you're off the hook this one but maybe Meg how was Eric off the hook on cleaning standards I was gonna ask Eric a question so what I ask is I understand at least at the high school level that the safety people who are there periodically go into the bathrooms and check is that accurate during during during school session I understand that yeah I would say they're popping in just to make sure students aren't lingering in the bathroom or yeah but they don't report that they don't have like daily reports that okay at 3 o'clock I went in and checked or at four o'clock I checked we don't have any of that kind of reporting no okay and to me that would be like

212an action and services piece so I'm just looking again at the measurement piece at the moment but um so that's my proposal so um I say the percentage of cleaning standards being met as measured by the custodial surveys monthly assessment and random spot checks by other staff question who are the other staff it could be anywhere from the safety folks to the principal to the to a teacher so it doesn't necessarily have to be just the manager C could we ask staff ask yes please could we ask staff to come back to us with the recommendation and maybe it will be actions and services that I mean I think that they've probably heard the same feedback that we have and rather than us try to figure I would PR first stff to come back and

213say this is maybe what we can do maybe change this maybe you know and do it that way I'm fine with that if I'd be suppor of that too okay I'm suppor that okay then we have thumbs on that is that clear from your perspective what we're kind of looking for and if it comes from an actions and services perspective yeah okay great and did we get something written down there that staff is going to come back for that on the on our [Music] board um can't okay I just want to make sure that that um that staff will bring back language on the cleaning standards okay any anything else this one okay oh can we get it back up again we can okay well can I just go ahead and ask Eric a question

214gr go ahead so regarding the bathrooms and um the monies that were allocated for this um I had sent an email in just trying to can you what was the money spent on so far because if the students are reporting one thing but we've implemented $400,000 already we've spent on what what are we targeting right now so so that was sustaining our staffing levels we added staff uh during theod Co era to perform extra cleaning activities and that would have gone away if not for this request that we that we you know maintain a certain cleaning standard and so we sustain the level of staff and that's what we report as the cost of this um otherwise we would be one custodian fewer at each of our school sites um you know the the standards

215that we're meeting are are a followup to make make sure that the custodians are performing the tasks that we ask them to and so that's what we're we're checking on and you know to the to the point that a lot of this happens during the day a lot of it is vandalism related or you know it's it's not always that the soap that we didn't fill the soap dispenser but it got ripped off the wall and that's the issue and so you know I think with the suggestion of coming back to U provide more spor or not sporadic but more regular testing check during the day to make sure okay was there any damage and if there was is there something that we can do or somebody who needs to be notified to fix the

216condition that can meet some of those concerns that when I go into the restroom there's no paper towel well it went all down the toilet because somebody stuffed all the paper towels down the toilet you know so those are the types of things that we're dealing with during the day it's not that the custodians are not doing the tasks that we asked them to when they're in there to perform their cleaning functions right um so and I also appreciate the parent comments earlier today supporting our custodians and the work they do so there's a student responsibility piece in here yeah you know it's I'm not you know we're we're asking them the custodians to do something measurable which is did you clean or not clean and this number of times a day and perform these

217activities the students is a perception and I understand it if they walk in the moment after somebody took all the paper towels and flushed them down the toilet and it's overflowing yes they think we have a problem with cleanliness in the bathrooms and that wasn't the custodian's fault that was someone else and so if we can you know do things to either discourage the behavior or be on top of it as soon as it happens um so that the next students that come in don't have to experience that environment you know we'll we'll we'll we'll talk internally on what we could possibly do to improve that during a school day and I guess from my perspective I want to be clear that I I'm not saying that they're not cleaning it I guess where I'm

218getting at is that maybe is a action and services that we talk about you know more student responsibility for the bathrooms maybe have bathroom captains or I that sounds crazy but again I'm not saying that but all I'm saying is is that I think that there's many other ways to measure this and it may not be just these this standard that's all um so I do have some other um items in this area I don't know if so I separated them out thinking that I'm not going to get all of them so I'm hoping I get one so um so maybe I'll go with the the easy one so um I have um decreased weight times for lunch and brunch by 20% and I've I've heard that um um I've heard concerns about you know

219how long they have to wait to get their meals and I understand that you know we've been having this discussion since Universal meals have gone into place so I'd like to see um us consider that for this year right I'm just wondering if that's site specific you know those complaints are coming from one school or another school I'd hate to put a especially um a universal on that when the problem's not there but it's it's site specific so I I don't know that I don't know if that's I mean I I heard saw it in the um and the thought exchange yeah so school still don't know if that site specific or not without disaggregating that comment by school okay um I'm just looking for thumbs any thumbs on that okay no thumbs um the

220next one that I have here is um increase healthy plant-based Whole Foods and locally sourced Foods by 20% and I know that's been a discussion as well um obviously the students are looking for healthier foods and so um I added that in there Ray so I know we've had discussion several times Eric's been really good about explaining the process on sourcing food and you know position is that we try to do everything possible within our budget and everything particularly as as what we have um and I I think that for me would be putting actually more restriction on Eric's team who's responsible for that by putting that number there so I think correct me if I'm wrong Eric on here but I think we've had several conversations around this yeah without looking at the exact

221menu all of the menu items and determining what changes would we have to make I don't know what that would look like sitting right here um um but we're always looking for different menu options is what you know one thing that I'll always say okay looking for thumbs no thumb oh two thumbs but not consensus okay um decrease waste by 20% in Lynch and brunch so when I say decrease waste that would be um the uh um that would be like single use plastic and some of the um excess food and um uh some of the other um waste that comes out of um lunch and Branch Kathy how would you measure waste of food how's that is it you weighing it how how do you measure that we actually have a u measurement through

222um and without Rosemary being here I don't remember the exact terminology but we there is a we are responsible for reducing waste in our schools over time and that was like one of the pieces was I'm getting rid of the styrofoam um trays and that took that was the reason why we did that is is because we're we've been asked to reduce waste over time and Eric I don't know if you remember the term for that yeah or diversion or diversion waste diversion thank you and and we did replace with paper trays this year um and we do try to keep our food waste as low as possible the trick is to have just as many meals as kids are going to eat and not many more um and we actually do work with we

223are working right now with a um with a food bank for the very small amount they're actually saying we we're not going to come and pick up for a while because it takes a while for to be worth our while to come over and and get from you guys so you know we are doing some of these things um you know you know I I'd have to look and see what the 20% would be um we are also exploring composting options as well um on site which would help with our diversion from the landfill diversion is what I was thinking of but yes we we're already kind of on that track so my thought was is that um having a clean environment for our students that that would um that would dovetail into this section

224so so looking for thumbs I have two thumbs okay that didn't go anywhere so okay okay we're at parent [Music] education just trying to be responsive to the survey that's where I'm at okay so may I ask a question I spoke with Rob earlier I have a board priority that I want to recommend when when do I do that is that what do you mean by a board priority I talked to you about chronic absenteeism where would I right now okay just okay coming up okay um so we're at um we're in goal three parent education any want anybody want to change that one no changes there okay uh career Pathways and work-based learning yes I didn't put my hand up fast enough um but it's on it's on parent University so okay go ahead

225B the participant number on this last Rob on this these are duplicated numbers correct so when we look at when we look at um participation and then say plus two from 2024 is that growth or that okay yes it's growth from the previous year so we want to increase our participants total by 2% from the previous year yeah and how do we differentiate that it's an unduplicated number in other words we're really seeing growth of new parents participate who have not participated and that's my only concern that we're capturing that we're currently not capturing that we're only capturing who comes to the sessions regardless if they're coming multiple times or only once I I'm interested for my colleagues if they're concerned about I mean I think it's great parents come to multiples but it's also

226great to have new parents coming to them and we don't have we don't have anything to measure that right now and so I'm suggesting to my colleagues if that's an interest to them how would you suggest measuring that in the same way they they basically because I've attended a couple they basically take a role correct and if there if it's a a combination uh hybrid that they so they also take a role from the the zoom piece of it as well too if I remember so it's no different not adding a new process it's just making sure that however that no those parent names are captured we're going to see if these are new newer parents participating or not but that's a report that's not I mean you're just saying that's in the number the

227When You See It 1,40 1200 1224 participants you don't know if those are duplicated or new you don't know that right but what what I'm hearing you say is is that um you're saying we're going to take rooll but already doing that right so we're already doing that so then you're saying that you want to increase new participation by by what 2% okay by 2% and then so we're going to have to keep roll sheets and then again how do you measure if these are new or not you take the role and then you have to analyze each one to see if there was any new folks well if I was doing it in a spreadsheet it's pretty easy it's an Excel pretty easy I I think Alisa do you keep a list of all

228the people who attend or you just like count I think we keep a role um we could certainly ask them if this is their first parent University that they've attended um and keep track of it that way if if it's the desire of the board that you see how many firsttime parents are attending you know I just want to add I think our parent universities are great and so if they're great we want to have as many parents at these as possible and I think it's great that multiple parents come to multiple ones but without adding newer parents especially ones that are new to the district then I I think we're missing an opportunity and that's that's all I'm really suggesting here can you suggest language for that piece um I will defer to Mr

229do NY to this one uh we could say something to the effect of uh uh where we have participation or higher participation of sessions will increase annually 2% as well as uh firsttime participants increase by 2% something to that effect so we'd have three areas that we'd be measuring in this in this one success indicator so is there a thumbs for that okay I don't have that I agree with you that we have great parent um parent education parent universities but um I think Word of Mouth gets out there and I think we have we probably have new participants all the time so um curve Pathways and work-based learning um I do have a change here but does anyone else I'd like to increase the number to 5% just because I mean again if it's

230a placeholder why not right um so I think that um because I think just because we have a baseline I think it does make it um it does give us a little bit more to work towards since it's the first year so um do I have thumbs to make it 5% can can I ask staff a question sure is there reason you chose 2% no there's no reason you know we don't know we don't have a baseline yet so we you can make it 10% if you wanted to so I I don't yeah without us having the information um we we certainly would be bringing back what we think as a manageable Target um in September so we could modify it again in September with that information yes could I see thumbs for that to

231make it five okay I only have one okay ging it two okay social emotional learning graduate profile anything there nothing there okay question go ahead okay so I think this is the place where I want to address chronic absenteeism it's something that came out in the lcap um for the thought exch change I've you know been tracking the information that's just um In Articles throughout the the country the state and I think it's something that we have to pay attention to um let me just go to my notes Here I think all students need to be back in school this is where they learn best and the consensus feedback from the consultation group uh K through2 administrators provides feedback about chronic absenteeism in number 10 I don't know if you want to pull that up

232[Music] um but they said the start process is not enough School avoidance uh they want to address School avoidance and ways to address student absences more support to get students to attend school credit recovery model may want to be Revisited so if the site principles are saying that we need to help with chronic absenteeism then I believe we need to add a success indicator which measures chronic absenteeism to support our students our teachers our administ rators our parents in our district so I guess under goal three it would be listed as chronic absenteeism and reduce chronic absenteeism from this year starting at Baseline 5% per year um Rob is that part of the dashboard it is yes chronic absenteeism is measured in the dashboard and so we we're reporting on that in the lcap and

233it could easily be added to so this just our success indicators as well would this just be moving it to the front tab uh yeah it would be moving it so we already have it I'm sorry we measure it we're report we're required to report on it because it's part of the California dashboard uh anyways and we report on it in the lcap document but this would move it to a front tab and give give Credence to Chronic absenteeism on our goals and success indicators and within I guess on the back tab as far as the dashboard's concerned are do we have specific um specific uh percentages to decrease chronic absenteeism and that sort of thing or is that is it just reported no I I think we do I think I'd have to go

234in and see actually what the percentage I don't have the I was trying TR to go in and look at where we currently are at and where we're trying to grow to but I don't know off the top of our head but we could certainly mirror what our growth targets are for chronic absenteeism and bring that back in the next board meeting should you add it to the success indicators absolutely Ray just for definition purposes what's chronic absente absenteeism believe it's a student that misses 10% or more of their um um uh school days throughout the while they're enrolled so any student that misses 10% or more uh during their enrollment period so if they're enrolled in the full 180 days it's 10% of that if I remember just a followup on this is didn't

235we disaggregate it by subgroups as well too if I remember that data the the dashboard does disaggregate it yes we we um have that disag gated by subgroups yes and if I remember maybe not go for together doesn't address attendance I don't believe it's anywhere in the forward together plan at this point in time okay okay are there thumbs for this one okay there's three and the reason why I did is I I was satisfied that it's on the dashboard and that it's um that we have the that um so okay um so do we want to just double check the what's written there or do you think you captured it Dr chill or do you want to double check on on what we have written down or what do you want to do on

236that I am confident that I captured it you're confident okay confident confident okay yeah um we're gonna get there in just a second um so okay so um anything else from staff on this one okay and then um so um there sometimes are stuff that we want to address and make requests based on um items that we had a discussion about that maybe don't address the success indicators or any of those Michelle um yeah so I know we had talked about um full day the full day Kinder situation versus um half day so I wanted to make a request to get some more information um I talked to Rob about this already and I also shared this with Ben um so do I put in the request do I share all the questions that I'm

237requesting and then I would like it to be on the agenda as a discussion item okay so your request is that you want additional information and I on F day kindergarten versus versus half day and then it should be on a future agenda so that's your request yes okay okay put questions well it would be she has some questions she want answer I do I questions doing a thumbs up sure may I go ahead okay um I'm asking for more information regarding actual costs um impacts on special education um regarding the program and transportation um the benefits of having full day versus half day for more sensitive populations and possibly but um also reaching out to our parents as well in some of our parent groups like elac or deac okay do we have thumbs

238for more information around F day kindergarten and uh be placed on an additional agenda um I'm going to do a process check on this are we allowed to have questions right around the request since this is kind of an add-on even though we are talking about elcap absolutely yeah this is a work very good right I would agree with the two the budget piece and I think it was one piece I won't agree with is I think it's a little premature to go to parents right now the third third point I think the first two points I would agree with my third point is if if the board agrees the majority of the board agrees to take action and move forward on implementing full day kindergarten then I would say perhaps that's the next step

239is parent involvement I think it it builds starts building expectation and I I I won't agree with that okay so would you be willing to um change your request to have the information and then discuss further information gathering from parents at the agendized meeting yes okay okay okay can we do thumbs I see three okay and that was sorry on a future agenda yes future agenda yeah well I'm hoping for the April meeting I just want to be Crystal Clear what's the board's expectation why it's the April meeting does that change anybody's thumb I didn't hear the April meeting the April meeting to have it on the agenda for April meeting doesn't change okay there we go maybe just as a suggestion rather than a separate item we we are going to be bringing back

240uh the lcap you know item as far as finalized goals and success indicators and I would imagine there may be other actions and services that you're asking staff to invest investigate it could be part of the lcap item coming back rather than a separate item each time so we think we could just fold it in yeah I just want to make sure yeah yeah trusty Ward's asking for it to happen at the April meeting and whether it's a standalone item or part of the LC cap that's does that work for you great yeah because that could be part of the discussion still and and there could be actions and services around that okay very good any other additional items Alisa um yes the again a lot of the elcap feedback feedback did talk about um

241the need for additional interventions for struggling students and so I would think that I would like at again at the next at the elcap meeting um to to address either having the intervention teachers extended one year um that we've done many many programs through the years and this is one of the only ones I have seen an actual change in academic performance and and when you see measurable change even though I certainly intended it to be when I had suggested a year ago that it would be a one-year thing um I I would like staff to present to us how possibly it could be extended for another year um to and obviously there would probably be some changes we would have Lessons Learned but a similar type program has has been has been offered this

242year are you asking for thumbs okay thank you um and I would agree that um as we are looking at interventions even maybe potentially expanding it because I heard a lot of you know just student support that students just want support that it they may not require an intervention but before they need an intervention that we could help support them I would be I hope that we could have a you know a an expanded conversation around that as well question so that would include our secondary students yes obviously right since we're hearing from them so is this just Elementary I heard the request to Elementary but maybe I no and all I said is is that as part of the conver ation that there would be we could talk about student supports and obviously I'm

243not I'm not making a specific request that we do this particular thing but we did hear that students want more supports and so I hope that that would be part of the conversation that's that's all I was saying I wasn't making a specific request not no I I'm clear on the request um from truste Williamson I I'm not clear if we're would you like staff to bring back at the secondary level similar to at the elementary level how we have the intervention teachers are you asking staff to bring back some actions and services at the secondary level as it relates to interventions is that the the additional request okay I'll go ahead and formalize it since again I was just hoping to have more of a discussion because at least from what I my experience

244is at the secondary level is that there are already student supports so I'm looking more at student supports than necessarily interventions because that's what I heard in the ex thought exchange um but to my knowledge we already have tutors for instance so maybe just expanding Tutors or what have you so I'm not I don't have a specific request I'm just hoping that we are that we can address the the need for student supports in our current under our current um success indicators so that's what I was asking for I don't have a specific request for that does that make sense yeah no that that's helpful so we there's two things here I just want are there thumbs for that I just want to make sure that we're clear okay that we're bringing back information about

245element about the impact possibility of extending Elementary intervention teachers and then we're also going to be discussing the impact of uh uh continuing or adding secondary intervention support or or just support I just want to have students support because I didn't hear it was necessarily intervention that they may just need some additional help in math right so that's all I was looking for is that okay okay I there was enough them okay anything else are we [Music] good oh my gosh okay uh we are not done okay so uh thank you and we'll move um to item 3.3 recess to close session e one report of action taken in closed session the board took action in closed session on a motion by truste Pearson and a second by trusty Williamson on a five to zero

246vote to appoint Aaron Nelson to the position of principal at caler Hills Elementary School effective July 1st 2024 and this meeting is adjourned