001incoming families are cross-bound children deserve have that instructional powers and in addition for Working Families much more simplified schedule I'm asking that the board ensure that the Carlsbad Springs for 2023 profitable and keep us out at the bottom of 20 percent please okay good evening my name is Stephanie Rose and I have two students in the district um survey results and I noticed that school safety was tied for number one and no one in this room was shocked because of what happened this week were three children and three Educators were murdered well I've expressed to my gratitude for the Secure Storage resolution we need to prioritize gun violence prevention measures by educating our community and students by including life-saving success Educators on Middle School that's part for kids Sandy could promise see something say something
002also the district needs to be vocal about where we stand on this issue the district should be putting out Communications and social media posts calling for our lawmakers to take action the national PTA issued a statement with a link to take actions on their social media platforms yesterday and school safety also means feeling welcomed and safe on campus all of our children should be loved and protected and not othered yet today a current teacher shared false and transphobic social media posts with current parents while it's their right to have these positions and Billings now parents are questioning the safety of their children in the presence of this teacher social emotional Wellness should also be a top priority so we can offer lessons and support to staff to do better for all of our children especially
003regarding transphobia our kids can't feel safe if they aren't accepted thank you our next speakers hello Katrina weidelich a parent teacher and resident in the district I noticed that student safety was a top priority for both families and students if we had the magical formula to make students safe I'm sure we would have implemented it all I can speak to as a parent and teacher for over 14 years is what I do to make my students feel safe and I hope you take this into consideration when discussing the lcat plan empathy empathy moves Beyond respect Beyond kindness and teaches individuals to truly listen and understand each person's unique and diverse experience belonging every child deserves to have a classroom where they are celebrated not just acknowledged and seen that their worries anxieties and triumphs are
004listened to and taken seriously by adults inclusion no child should feel isolated alone or without hope each child needs adult and adult a teacher a counselor a club a book that makes them feel a little less alone please make sure our lcat plan success success indicators and goals incorporate these values thank our next speaker is uh don Ebbs and I think we've solved our technical problems we have not resolved the technical problems okay uh don Ebbs I am a parent in the district and I'm also a kindergarten teacher at Hope my name is Don Ebbs and I'm a kindergarten teacher I'm I sponsor seven different sites in the district and Dr Churchill at the opening address in August you stated that Carlsbad school district is ranked number two for cities and the best public schools
005in the nation our outstanding program begins with our unique kindergarten and the kindergarten teachers were afforded the opportunity to have an open discussion with the creators of the survey our support in keeping our current program would have sounded like this our kindergarteners absolutely love coming to school every day we begin our morning meetings with an opportunity for them to talk about whatever's on their minds our current early bird and laid out schedule lets us connect with every child because our small group numbers we get to know the whole child their siblings their pets names their favorite sports teams their favorite foods we build a deep connection with every student because we're afforded that opportunity with our small groups kindergarten is the foundation of learning starting off with a love of learning is the opportune thing
006to do our current schedule gives us the chance to meet with two children three children four children to help them read While others are working independently writing activities puzzles games we can create in our teaching we can be creative in our teaching we make human hexagons on the floor we act out readers theater we share our journals we practice partnership with a small thank you Amber Miller I'm a parent and live within the district I was concerned to see that full day Kinder was on the table in the lcap survey um I have to say as a full-time working parent 50 60 hours a week of work at first coming in the district I was annoyed to see half day kindergarten but once I saw my first child who's now in first grade go through
007it I saw what a special program it was my number one concern about moving into full day is the class size Hands-On learning just cannot occur in the larger class size in studies of full bakinger while they show advances in second first and second grade in math and writing that seems to tail off later because kids have higher anxiety levels and more social emotional problems additionally in a study by the national Center for educational statistics it said that any class size over 16 plus negates any benefits to full day kinder I have experienced also our TK program I have a daughter in there now in the amp PM program with 24 four-year-olds in a class The Experience between teachers and the students is so much less positive with that large of a class size in
008those tiny kids so I volunteered in both my elder daughter was in the early bird laid out program and my older is in there and my younger is in the AM PM and they just simply don't have as much time for learning there's much more distractions not to mention that many I would say kids that need extra help come into Kinder or TK not knowing that yet and not having the AIDS already applied to help keep the class under control and keep the learning good for our students thank you Mr Speaker my name is listing and I live in the Carlsbad School District I am I am the invested mother I might get emotional medicine fourth first in kindergarten student at Hope Elementary all three of my children have participated in the current kindergarten program
009I have volunteered in all three of their classes and seen for myself how wonderful the program is first the early bird late album model offers our students a lower teacher to lower student to teacher ratio during which vital instruction in math writing and reading can occur with a smaller number of students the teacher can give more individualized attention a teacher is more apt to catch each student's for example in proper letter formation and handwriting or their math mistakes majoring worksheets during class and I've seen the wonderful Hands-On learning activities that will be impossible with a larger class second I believe changing our kindergarten program will increase the need for reading Specialists and or other interventions in the future and cost us more money as well more students will fail to build the strong foundation in
010early literacy math and writing teachers will be teaching these skills to 25 to 28 students versus only 12 to 15 at a time this will lead to less students being ready for first grade we'll be playing catch-up more people will be hired to meet this need I would like to take a moment to provide a couple of rebuttals to some of the pros to kindergarten to full day kindergarten uh one people think students will get more hours of instruction more time in the classroom equals more learning I believe that is false as I've shown that sometimes quantity quantity does not equal the quality because the number of students thank you next speaker is uh L Queen hi my name is Chelsea McQueen and I'm a current Carlsbad Unified School District resident I have a current
011kindergartener and two incoming kidner kindergartners I volunteer in the kindergarten class and the reason we send our children to school is for academic emotional I'm gonna get emotional too in Social Development my daughter happens to be a more reserved person she's very shy if there was a larger number of students she would have been left in the dust she won't raise her hand but with a smaller class size she's come out of her shell academically she's a very smart child but going the incoming test she tested in the 30th percentile within two months of school she was reading she's now testing and I think the 93rd percentile so my child's evidence that the smaller class ratio works it's really important for our children I think you'd be hard-pressed to find someone to tell me that
012having more five-year-olds would um in a class together would lead to better educational outcomes um so I'm in high opposition of having all-day kindergarten and there's also I work my husband works there's before and after care if you are a working parent and you want to send your kid all day because you think it's child care there is child care provided on site thank you our next speaker is Alicia Sutton hi my name is Alicia Sutton I have three kids in the district I just wanted to say I really love the layout of the lcap survey um all the questions were very specific which helped a lot because I think when you go and discuss Dei I don't think anybody's against diversity but I think the other two the E and then I may have
013some issues and that's where I'd love to discuss in a town hall you know I'd love to hear both sides that's important I mean as I listen this is my first time here but I do watch all the board meetings and I actually am right in the middle my husband's a Conservative Republican from Alaska um and I'm from Thailand kids are biracial and actually I just noticed we're like six percent agents I'm a minority um but yeah I mean I'd love to discuss because I see both sides and so please let us know when that town hall is so that we can go there and looking at the El Cap I didn't see a lot of opposition I saw a lot of happy people either that or they just didn't know what's available as far
014as how to get information about classes so maybe um get the other side more than the people who already show up all the time would be great because I'd love to hear from them because I know diversity is not a problem here everybody loves that we have friends from all different colors and cultures thank you thank you next speaker is Scott Davison my name is Scott Davidson and I live in the district I come before this board monthly because there are serious problems at cusd and the district never seems to public acknowledge them you might see me up here every month but tonight I want you to Picture Me in the 2535 parents students and teachers who took the lcap survey behind me because we're all saying the same thing Carlsbad Unified continues to head
015in the wrong direction confidence in College and Career Readiness employment opportunities and teacher development programs all continue to decline our staff is now proposing tonight that we lower our Target favorability rating for school safety and climate after the events of this week the metric with the biggest difference between expectation and reality is critical thinking skills while the district continues to push courses filled with bias and racism our parents and students can see it for what it is this week a survey came out showing that the number of young adults who value patriotism religion and Community involvement have plummeted in the last two decades are these the values that Carlsbad is instilling into our students the question is do you want to write the ship or continue pretending that the Titanic isn't taking on water great
016leaders acknowledge when things aren't going well it builds trust and understanding so I'll ask you tonight are you willing to acknowledge what we're saying to you I'll give you another motivation to do so the sooner you do the sooner I won't need to come up to this Podium everyone thank you next speaker is Janice Scott hi my name is Jana Scott and I do live in the district I'm just going to pick up from where Don left off in the letter um regarding kindergarten whole day versus the current schedule but the small class size our day is managed and so effective allowing each child to learn question and share in a safe comfortable environment kindergarten teachers are a cross between Mary Poppins and Bill Nye the Science Guy and that creative teaching is possible because
017of our small class our small class size allows us to do Hands-On learning throughout our day and not pencil pushing activities that one might see all day in a classroom with 25 students so why the survey question of all the kindergarten is it for the convenience of the Family schedule instead of changing a dynamic program let's let's look for ways to make kids care more affordable and accessible rather than taking away a special program that allows us to meet the individual needs of each and every student we are so confident that if you were to send a survey out to the students in our district they would undoubtedly say that kindergarten was a highlight of their school experience or small class size and our true connections with every single student is the foundation for Success
018we didn't get to number two in the nation by doing what the other districts do we got there by blazing a trail that is different and unique and by doing what is best for children we are professionals with combined teaching years in the hundreds let us continue to meet our students needs in our current program nothing can stop us from being ranked number one in the nation team something that not only works well but thank you my name is Lisa de gore I am a teacher in the district and I also live district and all three of my children went to the early bird laid out program at Kelly's school as well as I think some of you board members might have had your children in Carlsbad schools and they also enjoy early bird and
019late Al and I don't think anyone regrets that in fact when I look and think huh if we had to compare ourselves to Vista San Marcos Oceanside I look at the rankings and I think that we're above those rankings at Carlsbad Unified School District it all starts with our kindergarten program when we receive those children they come maybe two days ago they turn by and then maybe a week ago someone turned six so we get this huge range now that huge range continues year after year I understand that but the Gap and what it feels like at kindergarten is much larger than what it feels like at 4 5th 6th 7th grade that some of those kids they haven't ever gripped a pencil before they haven't they don't know how to use scissors they don't
020know how to use a glue stick and we're still working on that one um and you know there it's just such a unique program so I just ask you please keep that unique program intact it means so much to us and as you can see it means a lot to the parents too thank you Mr Speaker here but the only bad news is the more people just hope the less time you get to talk okay so um I am just my name is Asian turker I am a parent in uh two children in the public school system I live in Carlsbad generally speaking in support of some of the initiatives on the lcap survey I did not have time to go through all 200 pages of it but I will I love surveys I love
021data and what I noticed um as you probably already know the top five highest scoring elements on this survey educating students on being effective communicators educating students on being lifelong Learners critical thinkers ethical and responsible citizens that one speaks to me pretty strongly because that's my job I'm a director of ethics and compliance at a medical device manufacturer Association and the fact that 96 of parents that responded to the survey believe that that's an important thing to raise responsible and ethical citizens speaks to me pretty strongly um and of course providing safe schools I think I think everybody agrees with that so um along with that comes comes a lot of things it starts at kindergarten thank you to all of you that are here my kids went through a kindergarten program I never thought
022about one way or another I was a little annoyed at the three day three hour work day I'm a working parent it was difficult for me I have twins our Aftercare bill was high my point is there's a lot that we can do to work together on all these things our priorities are the same I come here in good faith and in good spirit and I will continue to come here and I will continue to be a collaborator across the board and thank you for the opportunity for the feedback and um you know keep up the good job thank you study session I had a 4.1 2023 24 local control accountability plan are known as Hellcat trustees this is a workshop study solution and the priority is our lcap goals and success indicators for 2023-24
023Dr Nye will provide an overview of the stakeholder feedback which takes us through slide 27. he will then make a couple of Staff recommendations regarding the success indicators who have the opportunity to ask questions or clarification regarding those recommendations as well as questions about this earlier presentation will then ask for consensus any new goals actions Services arise in our decision please remember that our commitment existing will assess indicator Decatur and or actions and services there may be issues that don't rise to the level of the success but you want them addressed at some point Dr Churchill we record those items if there are three supporting thumbs for the purposes discussion or consensus we will then discuss them one by one after discussion if there are again at least three supporting firms they will be brought
024back to the board in some form at a later time any questions concerns about the process thank you um I don't recall us having to we wanted to add that we had to remove um process it's just for clarification I think the the discussion in the past was process in the past was to at least have that discussion right that that I do remember but I don't remember that requirement to remove one just uh there's two trustees who were there was one that was such a what do you remember that um I couldn't resist sorry that if we had something that is we would then have a corresponding okay what area would we ask staff to look at to remove because we have a finite pie of resources and so that that that's my understanding
025that we've done that for years yes I again I think we can have the conversation about those items of course yes that makes a lot more sense than prepare to remove something with the window only if there is n't have that discussion yes any other questions about the process all right thank you president Pearson and trustees and Dr Churchill tonight we're here to talk a little bit about the lcap survey itself the stakeholder feedback that we collected through the on online survey as well as our standing consultation groups talk a little bit about who those are and and where we get information from there we'll give you some staff recommendations we'll allow for a lot of time for board discussion it's the purpose of the meeting tonight is to allow you to discuss amongst each
026other ask staff questions then we'll highlight some next steps regarding we want to just give a brief timeline synopsis and and let you know kind of the lcap processes it gets approved in June you'll see here that we're in our study session the hope is that when we leave here tonight that we'll have Direction around board goals and success indicators for the 2023-24 school year we'll bring those back finalize goals for the next board meeting and then staff Begins the work of aligning those goals with actions and services so the discussion tonight should be mostly grounded in those I think the initial response is to go right to those actions and services how can we fix this issue of what what can we do to try to address the issue when first we need to
027Define how we're going to measure it what is it we're trying to measure what is the goal and the success outcome as a result so we'll bring those back in May and so the purpose there is that you have multiple bytes of the Apple if you weigh in on the on and then after that may meeting we'll have a preliminary lcat that will post to the website and then we have two June meetings uh one is a public hearing where you're more input on the draft lcat and then we'll have a final Improvement approval on June 28th and then that will go to the county for approval there so tonight's guiding questions you know what are the insights that can be interpreted from the 2023 stakeholder survey results do we have any we call them
028wigs or wildly important goals that need to be added or adjusted for next year and then more importantly do we have any success indicators targets that need to be added or adjusted or removed from actually here's a snapshot of the survey respondents so we had 2536 total respondents for the survey this year you'll see the breakdown by student parents of students USD students themselves classified members certificated members and community members it's important to know in the last five years we had the second most respondents that we've which is a good thing we like responses and and feedback it gives us Baseline to move from this is some other data that we ask it's optional but we do collect this information so whether or not they're a parent of an English language learner or second language
029learner as well as Foster youth parents whether or not they have a child that's in special education services and then a homeless family are living in temporary housing we also ask as far as the racial or ethnic background and so you'll see there a breakdown of ethnicity by respondent type so what we do um in the survey itself is this chart represents the overall overall disparity between what respondents report being extremely important or important which is in that first row there so you see the priority e plus I so in that case parents or respondents that say 90 percent of respondents say it is either extremely important or important that we prepare students for to be College ready and then you'll see to the right of that you'll see Effectiveness which is very satisfied or
030somewhat satisfied and so we collect information based on respondents and we combine those together and then to the far right column we also ask the question do you have any experience in this area and many respondents in the first case they have an elementary child maybe their if their parent of an elementary student or even an elementary child that took the survey in fifth grade they may say I don't have any experience I don't know what that question means or I don't have any experience with that directly so that's where you get that far right column so what we do is we add up columns Effectiveness very satisfied somewhat satisfied with the no experience we minus that from the priority extremely important and important to get a difference call so where you see large disparities
031you obviously want to address those I think it's important to note in every single category except two the disparities went down year after year for this survey so we're actually moving in a good direction disparity ratings went down or decreased and every single one of these categories except to you and I mentioned the first one is college ready and it stayed the same it was 14 last year and it was 14 this year and safety at school stayed the same 10 percent last year and it was 10 percent every other category we saw in disparity decrease between last year's results so thank you for sharing that um but I'm I'm curious because when I'm looking at your survey results if you're going back to slide five um I'm just curious about the numbers for example
032if we're looking at those cusd student can you just share with me why there's such a huge difference in that number I'm looking at like 20 22. you have 142 students I'm curious about what students you were targeting for that information why is it that we're at 2200 and 2021 in 2023 is 1020 I think if you're talking about decreasing and just in the disparities but you know these numbers are off right so I'm kind of blundering if you're mentoring that then you probably want some consistent feedback from those from those groups as well but you know there it's pretty wide in terms of your respondents and I I'm curious about why that is yeah in 2021 that was a year where students took the survey remotely so it was covered okay we had an
033advisement period back then where we gave that to every secondary student so it was kind of a not a requirement but it was strongly encouraged that every student take the survey in 2022 I just don't think it was pushed out effectively so a situation where we encourage students we meet with ASDS to try to ask them to push that out and whether or not that message gets communicated or not I you know beyond that I don't know this year we made a much more conscious effort to work with principals to make sure that secondary students had a devoted time in order to take the survey it wasn't requirement but we asked principal devote sometimes in their schedules whether it be an advisement period or another period where they would allow students to take the survey
034so I think that's why you get some disparity there why we went from a thousand uh one year to 142 the next I can tell you definitively other than the fact that we made it much more trustees before we go on to ask more questions we've got 27 slides I'm going to skip several so uh but yeah so we have several slides so like are we down to 24 maybe so what we want to do is okay then we're going to go back to the slides them yeah so these are the slides I'll skip over but I'll just show you this is an example of um the first question so this is where we're combining the very satisfied somewhat satisfied and that we're teasing out that last question of no experience or not aware we're
035measuring that by extremely important and important so I'm not going to go over every single one of these there let me skip so the next form of feedback that we had besides the survey was the consultation groups and we met with each of the groups that are on the screen we asked them two consistent questions for each of the groups and then we recorded their feedback so we met with site administrators we met with Cuda we met with delac which is a special education advisory committee tisac teacher superintendent advisory committee South superintendent estac and CEO the consultation group feedback is attached there and I'm not going to go over it other than to say that when we you know some of the common themes that we saw out of the consultation feedback was around mental
036health and mental awareness mental supports counseling support we also saw a request to continue with our work in regards to diversity Equity inclusion we heard from a few groups that mentioned the addition of belonging as well in the Deni plan in the consultation groups and we also heard about continuance of academic interventions for struggling students those were the main themes that came out of the consultation groups that you can read those in their entirety that are there those are the things that we came out of that can we go back to 22 and 23 I think those guts get okay so what we're trying to do is get through all the slides you're right no I did want to cover it okay thank you sorry about that thank you um so in regards to uh
03722 this was a new question that we asked this year um it's we asked respondents to rank their top four priorities from the list below we have highlighted the priorities that we that receive the most responses in Gray so you'll see there the number one response for priorities were around enrichment and electives more classes courses on students interests art music and career Pathways we had over a thousand respondents in that particular area also see additional academic interventions at 958 respondents school safety had 855 respondents and social emotional Wellness I had 817. so in no particular order why we you know have four you could have said five if we added a fifth there that would have been strategies and supports for advanced learning those would be the top I would say and then you have
038quite a disparity between those responses and others um this is a question that we asked each time and it is about methods for communication and whether or not how you'd like to be communicated uh in regards to from the district office clearly overwhelmingly folks still prefer email I know there's a big push for social media but to tell you Instagram and Twitter Instagram Twitter and Facebook were very low ranking uh responses for how they'd be like to receive communication which is somewhat understandable text messaging email voicemail and information from the website so as Dr Churchill mentioned this is a slide that we show quite often you know the idea that the goals should remain as well as the success indicators as Focus as we can get them we we feel like as an organization and
039as a staff we have a much higher rate of attainability when we keep those goals and success indicators very focused and we Echo the thoughts of Tim Cook and apple who says kind of the same thing that they are very focused on specific products in order to get things done there's a lot of great initiatives and ideas but they try to keep them focused on that Year's achievements in regards to our goals staff's recommending a few changes and I'll I'll highlight I'll bring up a business document here which is slightly different than the exhibit I'll highlight how it's different um so we amended the actual exhibit in a few different ways we inserted the actual targets which was a suggestion by I believe trustee Warren and it's a little bit off there but so for
040targets uh one and two in goal area one we did not have Targets in these areas and so we appreciate pointing that out we would we always like to put the correct data in there so we'll continue we inserted the data there so you'll see we have a map Target and star growth as 72 percent any yield Ela Target for Star growth 70 and then the same thing in regards to uh the star assessment at the end of the year and that's a target of math at 51 and Ela at 69 and we inserted the targets for the social emotional learning survey on the bottom which is around our graduate profile so those percentages are in there for the targets that we hope to hit at the end of the school year um staff also
041added a column at the end of this exhibit so you'll see there and the purpose for that is to show some alignment to the themes and Concepts from the survey and the consultation group feedback that we received with what we're currently measuring and proposing for the school year so as an example you know in whole number a goal area number one success indicator number one the percentage of all students scoring high or typical growth in math ER Ela by District interim star assessments that's measuring a couple of different things it's measuring sure sure I I can barely see that and if you made changes I really I really wanted to take okay is there a way that that what you are talking about or can you share that with us at least because yeah it's
042not educated oh it's not an agenda because you updated it so okay if you can get provide that link or access to that that would be great sure how about I give it uh I'll keep on going and sure are you sure yeah okay um I'll be happy to share it out as soon as I can yeah I'm blowing it up as big as I can there I apologize I understand I don't know how to make that any bigger let me see hold on that's not getting anything that's about all I can do oh wait yeah hold on there we go [Music] there we go so again in goal number one success indicator number one what we're just trying to show with this new column on the right hand side is how the feedback that
043we received in the survey is somehow already being measured or targeted so academic growth for all students including intervention is measured in the first success indicator and goal number one academic growth for all students including intervention is also measured in goal number two we heard a lot about College and Career Readiness in the survey which is measured in goal number three sorry Michelle scroll over there which is goal number three which is a to G requirements Advanced Learners is measured in goal number four which is the percentage of students enrolled in at least one Advanced honors or community college class academic growth for all students again including intervention is also measured in our s-backs course so we measure all students in that area and then we also break out those students into subgroups so again
044it's measured there we heard a lot around College and Career readiness as well as real world preparedness and real world uh experiences that is measured at on the College and Career ready dashboard that's given by the California Department of Ed we heard some information in the survey around professional development and instructional strategies and how are we getting after that that would be measured again in the goals specifically around professional development we heard a lot around diversity equity and inclusion and we have a goal specifically on that and so we hope to get that in place by the end of this year uh yes indicator and success indicates and then um you know so what we try to do here is show some alignment with what we currently have as success indicators and what we heard
045that's the purpose of the new column there I apologize for not sending it to you in advance we made a last minute kind of modification we thought it would be good to show that there is some alignment with what we heard already from stakeholders in the survey and what we're already currently measuring will be measuring there is that going to stay on okay so that would be just for tonight to show some alignments but no I I don't because these themes may change from the year to year they definitely were themes that we saw kind of teased out in the um in the survey itself so sorry about that I will share that out and it will be it's linked it will be linked in the public agenda and in the slide deck when it
046goes on the website so everybody on the access on so staff's recommending some small changes you'll see those changes in red go back here sorry the first recommendation We Believe as I mentioned before we believe our current success indicators do address many of the areas that we're highlighting the stakeholder survey and the consultation group feedback um so uh there is the only success indicators that were advocating for some changes I mentioned before the word belonging to be added to diversity equity and inclusion and secondly you are asking for that Target to be slightly adjusted down from 90 down to 81 or 85 percent and then secondly uh we're asking for the Target specifically around school connectedness school safety School climate and social emotional and mental health to be adjusted from 80 percent down or from
04785 percent down to 80 percent part of the reason why that is is this was a brand new uh a rating and so staff was kind of taking a stab at where we would be at as far as the favorable rating to begin with what we're finding as we've given the survey now two years the Calvin survey is that our composite is right around 78 close to 79 percent when you take Elementary School students and secondary students so we're not near that 85 percent now that's certainly an aspiration to get there but part of setting goals is that they need to be attainable as well so we want to set a goal that's a stretch goal which we believe 80 percent is a stretch goal but it also needs to be attainable and as of
048right now the statistics that we're getting back with two years of data is 85 percent as a composite favorable rating isn't attainable and so we we hope to make it actionable we hope to make it realistic we hope that it's a stretch goal at 80 percent and that's the reason for the change so as we um go into board questions we're happy to answer any questions that you have for staff recommendations and then as as it results in the consensus requested these are the three questions that we're going to ask their trustees is there a board consensus to maintain the three goals it's written is there more consensus to update any of the success indicators as proposed and are there success indicators the board would like to include or existing success indicator supports and with
049that I'll turn it back over again President Pierce okay thank you rob thank you for your team all the work that's being done thank you okay okay thank you Rob and your team all of our feedback so the first part is any questions or clarifications regarding staff recommendations yes would you go back to the global success indicator sheets and expand what you're proposing to change so we can see what that is so again goal number two Implement at least 85 percent of the 2023-24 year one actions included in the CSE diversity Equity inclusion and belonging or deib strategic plan and then secondly administered check-in surveys to measure school safety connect in this school climate social emotional mental health four times per year with at least 80 percent favorable rating and then the targets are adjusted
050the right hand side and then could you show the targets here please okay so since we're all mechanism am I supposed to ask you if I can ask a question or am I just asking questions okay um so since we're all mad if you want to scroll over to that success Peter when you say Implement at least 85 of the 23-24 year one actions um can you just remind me what those actions are that you're speaking to we don't understand yeah we we only have goals and success indicators that were approved we haven't developed what your want priorities would even be yeah or not that developed they're not yet developed no okay so it is whatever they are we want to make sure that we're 85 percent and it is a little bit of a
051shot in the dark because they have yet to be developed okay I guess I'm wondering if maybe we need to know what those are before beside that because I I kind of want to understand how easily attainable they are and what they are how subjective they are and I think I need some specificity around that I also have another question um above here on the blue section where and I just want to understand this better so I noticed that we're making these incremental changes every year and you know by one percent or two percent and I feel like those are always going to be attainable it is there to be more strategic and rather than just saying hey we're going to need this goal is do we look at maybe areas of need in regard
052to maybe the star assessment let's say or the a through G requirements you know right here you're saying that 80 percent uh students remaining higher meeting the a through G requirements and that's great for all of our students but I wonder if we could get to 90 by actually really targeting and looking at what the area of need is so a great analogy might be like a classroom teacher right when they're looking at all of their students they're looking at where the need is and they're really targeting that age making sure everybody is getting what they need but also supporting the students that really need to export I wonder if we can kind of break that down and make that goal a little bit more strategic and do less of this kind of incremental growth
053of one percent every year or two percent I feel like you're always going to attain that if you go into your 100 or are we being more strategic and we in looking at where is where do we need to hit the most is it you know what students are not always meeting that and I think that was kind of reflected too in your consultation groups I believe you to mentioned that um CEF mentioned that they're they're speaking to that a little bit and had some wonderings around that so ah is there a way that the success indicators could reflect that so we could be really strategic and supporting what that support needs to be and so we can really make an impact yeah there's a lot of questions there but I'll attempt to answer as
054best as I can um I would say uh yes we can break this down however the board wants to break it down rooms part of what we do as as in order to increase that a to G rate that's exactly what we're doing we're looking at specific groups and figuring out okay who's opting out of a to G how do we figure where are the choke points in a to G how do we address those issues with those specific students so we're doing that as a result to try to impact the overall goal anyways but certainly if if we want to call out specific groups to do that we're open to I do know that in the Deni uh plan the the approved sorry the approved goals and success indicators part of what's in there
055is broken out a to G rates by specific subgroups so as well as our s-back scores by specific so I knew I know that we do that anyways staff doesn't have a problem with putting some of those Targets on a front page it's been the I think the intention of the board to measure all student growth and then we have some other tabs as well as other things where we're digging more into the demographics specific programs and the like and measuring those unpacked out so yeah and I guess I'm not really I'm not just saying um demographics but you know definitely if that's the if that is where the need is yes and I'm not saying you know I'm calling it out put it on the front but um I'm also saying can we be
056in terms of our measure can we be more strategic instead of saying you know just one percent every year that we're going to grow I mean is could we kind of set a higher goal and then try to meet that by really targeting that needing to need that percentage it it so it's yeah the the targets are up you know it the board sets the goals and the targets you certainly can ask staff recommendations I do a little bit disagree on that one percent sometimes is a large growth and so and we don't always attain one percent or two percent growth so it isn't always attainable but we're open to whatever that Target may be by the direction of the board absolutely other questions and clarification competencies Kathy I did want clarification are we just
057asking questions about changes that staff has recommended or the entire document now it should be the whole document I think just for clarity I think what we had in the sorry first we were going to ask are there any questions regarding staff recommendation thank you and then moving on to the other three questions okay so as far as staff recommendations keeping for instance the a3g keeping that the same is that considering the stack recommendation I think yeah the fact that we are setting a Target at 80 percent yeah so to test the awards Point um that would be open for discussion okay I was just going to say as a question then on that um haven't we in the past tried to recognize that Donald students are looking to go to college after our four-year
058University that um looking at more than 80 could be putting students in a situation that they made that wouldn't be as broad of an education as they're looking for I think for the past several years we've kept it at 80 does offer some flexibility on an alternate grad uate Kathy go ahead thank you um what other um assessments could be available other than STAR testing three times a year I decided what's done yeah the star is a universal screener that we use there are other Universal screeners that are out there iready is one map testing is another that I'm aware of and we did just have a work group of teachers and administrators need at Magnolia Elementary that was yesterday as a matter of fact where they were looking at uh vendors and and looking
059at other Universal screeners we use our Universal screener for a couple different things we use it to identify students in need of intervention we also use it to measure growth over the course of a year you know svac is great to measure growth from one year to the next the universal screener because it's given three times a year can identify growth over the course of the year which is a nice thing as well it also measures growth uh you know in regards to not necessarily needing standards right so you can have a student that's far below grade level that grows two grades that's not going to be measured in an S back score they're either again meet the standard or they're not going to meet the standard Universal screener will measure growth if that student
060grew two grade levels and and you'll be able to recognize that as teachers or as administrators so that's that's the purpose of a university to start or as a universal screener yeah the two that I know of the big ones I ready uh and map are the map m-a-p I believe well um Rob is it possible if you know you're it's shared here the spring data but I'm curious to see you know what it looks like from the wall to this like where did they come in how much do they grow and to be able to see that data on Row one um also you can't do that with s back but and also that line at the bottom where you have percentages referencing like lifelong learner and all of that stuff um is that
061done twice a year or that survey so yeah the survey at the bottom is uh her graduate profile there's actually a yeah that's given two times a year and it's um so we could you know we we only do it once in a fall and then once again in the spring the fall sets kind of the target for this so that's what you're seeing there is um a two percent growth off of fall down at the bottom and then um oh so all of those areas jumped so for example if I'm looking at a lifelong learner at 72 because I don't have the data opportunity the 21 22 is 72 so in the fall it was 70 so you're saying all of those went up yeah I don't I believe that we hit that Target
062but he the the purpose is for the targets here sorry let me blow this up so this column here represents their fall scores so plus two percent so lifelong learners for example was at 63 percent as a baseline for their fall scores we're hoping to hit a Target by 65. oh I see so that's these are actual results oh so those are fall results these are these two are spring results oh sorry and this is a Target because it's currently 22 yeah yeah I don't have that yet no I apologize that's my fault yeah those are false we're hoping correct and that I wasn't sure I wasn't following you on the other one what what did you wanted to see in the Universal screener like a winter result or we we do that three times
063a year so we could certainly oh for oh for the star assessment I was just curious I was just wondering if we can we can see that data like what that looks like sure how students progress from fall if you have winter if you take it three times a year that's great so fall winter spring okay I'm just curious what that looks like in terms of that assessment you know yeah we can certainly do that and and include that information update to you actually next is Kathy can I ask yes thank you thank you just just to clarify are you anyone on this document for you just wants to help yeah I want to see it okay okay so it is understand where we are okay yeah just want to clarify if you right we're
064asking to add columns to this or if you were just once okay now we're just asking questions okay yeah happy yes so for let's say for iready and math what would be entailed in to use that as an assessment tool instead let's say start uh we would get the consensus from the committee that was meeting and if they felt like that was uh more appropriate or better tool than we would enter in a contract with that vendor and do professional development around that and move in that direction so what what is it what is that I mean how does it work is it same as star that yeah it's a little different I mean map is slightly different they're all slightly different tools and assessments the reason I can tell you the reason why the
065selected star the first time they looked at all three prior to and this the assessments for the star was the shortest they're about 20 to 25 minutes long so that was a selling point I already did not go into the high school team felt that they'd like to have some high school assessment especially at the 9th 10th and 12th grade where they're not tested at all with the S back so that was the rationale behind that but he certainly would bring a contract forward these aren't cheap programs to run so they're they're expensive we would bring that contract to the board and how do you approve it right do you have any idea what the cost difference is between star and primary for instance yeah I don't um I know that uh it's it's hundreds
066of thousands of dollars different no no no not different I I think they're probably around the same ballpark in regards to the contract other questions on staff recommendations clarifications on staff recommendations on um goal one success indicator six when you're talking about sorry sorry it kicked me off again do you want me to recast it or do you want I mean I can read it to you okay um it's the percent of graduates that are college career ready as measure size and Calvin child support will increase by one percent and it says plus one percent from new ctd Baseline we haven't had CDE report in two years how what does that look like and I was what's included in the dashboard the dashboard includes a number of different things one of them being that College
067and Career ready metric it has not been included the past couple years because they needed some baseline s-back data because that's one of the components that the college already I think they also have in the College and Career Readiness index they have job shadowing opportunities as well as a work-based learning opportunities they're measuring a bunch of different things dual enrollment in a community college so it's a composite of a number of different things that the states put together and they basically say if you meet two or three or more of these criteria then yes check the box in your College and Career ready so it's a it's a metric of the state no sorry so when we talk about one of the things I did look at it and one of the things I noticed
068is that I talked about s back and a3g so it seems that if we have if we maintain the percentage of graduates that our college career ready if we maintain a success indicator six out of gold one that we could eliminate actually the a through G and the S back because those are included in the CDE dashboard correct you could have a you could have a student that's meeting College and Career readiness that's doing it through work-based learning and Community College and not a meaning a to G so I think it's a composite of some of those things not all of them does that make sense the the a to G is only one component you can meet College and Career readiness by meeting other components that are listed in the College and Career index
069so I guess what I'm wondering what what does number six mean then okay and if we don't have a baseline it includes two of several of the things that we're already listing here what's the meaning what's the significance of having number six on there at the beginning yeah yeah I think it was an attempt to measure things like work based learning um other career components and we figured the state has got this metric let's use what the state's using um unfortunately it's been suspended for the past couple of years based on the dashboard Michelle is it possible to have you share that link yeah absolutely and then um just to follow up on some of the like points you don't have to put it on but um could you share the breakdown of where the
070meetings I say percentages and that's Renaissance right when you see yeah so the breakdown just so I'm clear what what breakdown the breakdown of well you mentioned that there is a tab oh that you could do a tab and share um how for example the APG requirements of 80 or higher you know what what student population is for example one student population is that are you referencing there and and like where is where are our demographics showing yeah okay yeah to just put a process I think would be it sounds like a governance request to me and would be helpful to have consensus consents and trustees receptive on this particular item so in the process for that request that would be after we go through the questions right yeah I mean this this seems to
071me to be a simple request for information not so much request to change a goal or a success indicator so I think it's perfectly appropriate right now to find out consensus and I took this note share student group performance on each of the academic assessments does that capture request for information [Music] we likely do that somewhere but if we let us go back and cross-check and make sure I would just appreciate sorry assuming that so all right let me see if I show thumbs up again thank you five times okay Gretch it so while we're asking for information can we also just show I've talked about Dr Churchill about this just showing the 2019-20 results as well can we just have access to that right yes absolutely that's easy for us to pull I just
072want to make sure I understand the request because when we discussed it earlier I I think you are interested in adding a third year of historical data to the goals and success of the Gator sheet and so I just want to make sure it's that what you're asking for or are you just asking us to pull last year's information so that you can see historical data I'd like to see it good to see it yeah no problem at all and that's that's so and we need to well that exists on the preservation will give you last year so it's it's about simple matter of hours okay thank you for doing data requests here this isn't statistic unrelated debate request I'll do that later of the left column where you're connecting it to um the survey
073and that sort of thing is there a reason why we couldn't keep it if we wanted to yeah I'm sorry the last column that you added is there any reason we couldn't keep it if the board decided they wanted before decided it we we certainly wouldn't keep it on there and again the caution would be that those would be changed it doesn't have to be on the official form or it doesn't have to be part of anything no that's our form I think I did have one other thing I'm sorry I I admitted it but um in the spirit of uh I know that we had to find previously diversity Equity inclusion staff had a definition that it found in regards belonging as well and we had a conversation with another interesting they mentioned and
074we agree that it should potentially have a conversation around the definition there I know that it's posted on our website each of the definitions so if that is approved tonight I'll attempt to cast again let's see if it works all right and this came from the University of Nebraska talks about perception or a feeling that one is part of the group belonging is a basic emotional need people have an inherent need to feel like they are part of the group this helps them feel socially and emotionally connected to something that is bigger than themselves important to individual and group identity and someone has a sense of belonging they feel that they have a connection with the people in the group that is greater than familiarity or simple and I would say that one of the
075things that we heard a lot about is that you can have inclusive practices right you can have practices policies that are inclusive but that doesn't necessarily equate to a student or a staff member feeling a sense of belonging and so that was the purpose of my staff is recommending as well did the B be added to the dbm we're good at acronyms we feel like this one is an important one so that's the reason for the staff any questions or clarification on um or not just going on I know there's still no questions it's kind of uncomfortable like a requested either or what are we doing up which is just a question so thank you enough if you go back to the process Rob sorry okay it's like 29. yeah sorry yeah oh you darn
076it I apologize let me uncast there we go okay so I would think that question of board approving the belongings would come under consensus requested as a success not right now I just want to make sure that when we're when we are approving the goals that we're not also approving the definition of belongings yes okay I would say that so let's go back make sure we've covered part on any questions but regarding staff recommendations now we can move forward okay seeing that then let's move forward but hey can we get consensus on the three holes no way uh yeah so before it gets to consensus on that there's room for conversation discussion and questions right happy thank you I was just going to say that I think our three goals are solid um we've had
077them for several years and we worked hours on the goals when we developed them initially and we've been able to add in subtract success indicators along the way and I think that they're broad enough but focused enough as Tim Cook Flex to say that I think they've served as well and I'd like us to continue so I'm a figure of keeping the goals as they are I have two phones so far before we get before we get um is there any contrary opinion I just want I just want to get clarification so when when we're um saying that we're gonna get cons for the three goals right there's the areas oh is it just yeah so not these areas not the success indicators just the goals themselves okay fire it's clear thank you okay okay
078so seeing there is any contrary opinion to keeping the three goals can I get thumbs to keep three goals okay a is done okay um and for the reasons that I think articulate very well on that b is their board consistent update the success indicators as per powers particularly for our newer trustees would it be in this actually for our veterans here as well too um is it would it be good to go through each one of the success indicators and say or do you want to take them out you want to take them as an aggregate well whatever you don't want to do that let me ask each other I'm a bit confused because it doesn't seem like we're following the um the outline that we received that we were going to have discussions
079would be able to you know kind of brainstorm ideas and discuss what they've learned so I'm probably still going to do that as we go and have strings written on the board and those types of things so ideally that would come after we get some sort of consensus on the proposal for you certainly if you go back back one side I'm sorry you know conceptually the idea was get consensus on the three over Russian rules which we just did second then get consensus on the updates that staff recommended there's really only two success indicators that we recommend updating so we're hoping to get consensus around those two and then you know see here before you would be a discussion about are there other things other success indicators that you'd like to include or remove and
080I suppose you could also at modify so and then once we get through the success indicators that we would move on to other things that the board might like to see either as actions or services or features our hope is we get consensus around each of these this evening so that that will bring back to you at the next meeting of cleaner draft of the goals of success indicators around which I consensus tonight and they can be taking formal board action to adopt those study session format and it talks about we went over this this survey or we didn't even go over the quantitative survey feedback I mean we did a little bit overall and the significant issues raised in survey comments not yet addressed so we haven't done that yet and then we're supposed
081to review the success of the case and then um and so that's where I was going I'm not sure we're following the same format that we've done in the past and then we usually have it's a on a whiteboard or a big piece of paper where we're Johnny got ideas or we're not having to get consensus every time those types of things that we've done well we'll do I mean electronically uh via digital whiteboard rather than the kind of paper but you know our our hope this evening uh trustee uh president Pearson read at the beginning here's kind of the process we want to go through it it may look a little bit different than perhaps the outline that you're looking at that wasn't included as as one of the exhibits the working Museum this
082evening so it was in our report okay it says it says l-cup study session format 329 understood staff will proceed however the board would like to thank you yeah so no let me just uh let me just see if you understand he's a single the trustees it's all the same way as you saw it you know quote the process needs to be done in a way that we we basically step here's here's what we want to do and if we need to have a discussion on the success indicators and the change to put that process is great but if the process doesn't serve Us by here and we need to continue this process so or need to prioritize in the process so I'm hearing Kathy not necessary to the prospect the the ordering I'm just
083looking at a document that we received in our report that this is how I assessment sales run and I'm not seeing the session coming that way that's all I'm just saying what are we doing are we going to go over I certainly would like to see significant that we discuss significant issues raised in survey comments not yet addressed prior to talking about a success indicators that would be my preference and that's what was presented to us so are you proposing that we now talk about the comments from the survey before we get into yes updating the success indicators is that where you're proposing yes according to the format that we received prior to going into that yes okay let me see what the rest of the trustees where you're all at the Friday report under
084El Cap study session format terrain 29 do you want to do that well since I'm a new trustee and Kathy sayings is what has been followed before I'm gonna ask that our veteran trustees weigh in I need some feedback from two trustees um where you want to go well I'm I'm gonna agree with Kathy because I think that if this is being shared with us all of that Instagram oh sorry I didn't know kiss you want to repeat what you said just yes I agree with Kelly one more Trust so Kathy we've skipped we did number one we skipped well I think that Rob presented reviewed the survey in the group feedback but we haven't discussed significant issues that are not adequately yes okay correct so I agree that that's a discussion that I mean
085if I have to survey what under the survey if we don't have a discussion so so and I want to weigh in too I agree so uh Rob and that's where we're going okay okay on this so let's talk about how we're going to do that in the past think the way we've done it I'm trying to remember maybe someone can remind me I believe you just had discussion around the the themes that were arising in the free response as well as the survey and it was a discussion amongst I think there was I think there was some actions that came from those those things in other words how they impacted success indicators or that I think they were it wasn't just you know we just talked about it I agree I mean I my
086understanding of what I would recall is that we would have those discussions on things that came out themes you know significant areas and then have some just one trustee you could put on the board I think we might want to consider a success indicator about that and then we'd have that on board and then we would go through and narrow the list and combine them with the current success indicators yes that's the process I recall does that sound familiar Yes sounds familiar to me too so what we'll do for just a lot to remember trustee is that once there's a conversation on items something that came out in the survey we'll stay on that until it's exhausted and then if there's a proposal that comes out of that then Ben will uh put that on
087on electronically put it is that and it doesn't need consensus at this point it just gives me no it just gets put on and then we have disconnected but it's not the common it's it's a success indicator right because we've already read on the goals right right and it's not accurate so yeah we weren't just growing everything up on on the Whiteboard and actually I think it was on the platform I believe it was digital and the reason that we changed it is when people saw the Whiteboard and saw these things listed it was like oh good we're getting that and so we so we decided not to do that anymore so I think that and I would support them that way that we it needs to be we're not going to quit everything up
088there it's going to be something that three of us it's like okay yes this is something that we seriously want to to have a discussion about so and I believe that's that would change okay so let's try this go once success indicators for goal one yeah something that I saw a lot was cleanliness and especially bathrooms um I I saw a lot of bathrooms concerned that cleanliness seemed to be going down and so and we used to have a cleanliness section in our success indicators I'm not sure they were focused on that so I'd like to have a conversation because again I saw that a lot in the comments as far as Bachelors are concerned so I'd like to have a conversation about cleanliness and bathrooms I like her to challenge you a little bit
089on that on that because I'm looking at slide 18 on the stakeholder survey results how many are very satisfied and somewhat satisfied and provide clean schools and it's 82 percent compared to 2022 of 79 percent so how does that fit into your comments when I went through the comments of the different surveys it was it was a large amount of folks that said that they were concerned about bathrooms and parents and students were both dedicated to applicants [Music] I again it's in our it's in our reports the big folder that we received when you look at the comment sections so we'll talk about Finance Michelle yes open open and that's anybody else yes so because I am the way that I am like compared this year's comments and um it's it's pretty consistent there wasn't
090a marked increase therefore there was a difference was when schools were closed but that has been a common very high priority issue every every year that we have administered and this is one of the first years that we haven't had a successfully care that um that measures departments we have in the past we used to use that survey but this is and so that's why I would bring it up because I do believe that um foreign yes so just put a process check just make sure so I I hear two trustees actually three three is that goes on to the that I just want to be clear I'm not sure if we're going to make a I'm not interested in the success indicator because I don't think that that's where it belongs but I I
091think that it may be something that could be like in actions and services or somewhere somewhere we need to try to do something about it but I don't believe right anyway that's just I wouldn't support it being a success indicator but I certainly would um make note of it and ask for a report back on what staff is doing to try to improve that because it if there was a there were a lot of comments and stuff and what I'm what I'm asking for is uh bring back the success indicator that we had I believe it was 2019 um yeah the the last time we had a success indicator related to cleaning standards was the 2020-2021 school year and it was the percentage of updated cleaning standards being met as measured by the custodial supervisor's
092monthly assessment will be 75 or higher so that was our most you know the 2020 2021 school year that we've got to access this indicated and that's the one if I can get consensus and I don't know if we do consensus now or not but that's the one I'm asking to bring back and potentially with the roads weak to have a little Focus okay that's what happened so what we do what we agreed on is that there's got to be in these three three so okay thank you um is there three thumbs to have staff come back but the success indicator on full-time business ES first thing is say the process formed okay yeah testimony for the process work okay that's the first thing Michelle do you want to vote are we moving on now
093you already got the success of the game right I just want to say that um with a focus on bathrooms I'm not sure is that what the thumbs were that okay so we could just have just a cleanliness standards like it was before are you amending the uh want to read back to success indicators that you have of course I will and I just I apologize I I am not clear on what the thumbs were so the 2020 2021 approved success indicator that was the percentage of updated cleaning standards being met as measured by the custodial supervisor's monthly assessments will be 75 or higher so that success indicator measures the percentage of cleaning standards being you and we were asking that staff grade hit him back so when I was when we were having the
094conversation I was saying that um if that could include that with an inclusion of our Focus to just make sure it's not the entire school but that feels a little bit more um well it's focused on that cartoon shows how much you understood that you were voting for I'm in favor of it because my son doesn't like to use the bathrooms and or they're his friends so I think it's a great idea yourself I think that's fine but I I feel like you know principles can help direct custodial stuff and what to pay attention to and keeping it the whole school being okay Steph come back we'll discuss education yeah I have three thumbs indicating consensus on bring back the success indicator for cleaning standards with an emphasis on bathrooms everything can we move on
095yes Michelle so I notice in the survey responses one of the really hard ones were to provide safe schools and so I'm wondering if there could be a success indicator around gun violence prevention programs and that could be provided for schools and have that much of foreign yeah is that something wrong I just have a lot of clarification from either Robert and about what we do currently just in terms of safety and around what you're proposing yeah there's a California has a safe gun storage law ordinance and we have for the last couple of years sent out as part of our annual notifications to families and acknowledgment of or an advisement of the fact that in California there received gun service laws um I understand although I can't quote it exactly that there either was
096legislation that was approved or will be that in the future will require all school districts to send out such notification as I've said we've done it for the last couple of years and I believe all this works will be required to send out so what were you considering as a success indicator and how we can measure that I I would love to see a gun violence prevention being part of Iran or for all schools and you know maybe I'm not sure like how we would set that measure but I'm thinking that it would be provided by difference I know with a favorable rating I helped given one time a year at you know 80 percent I mean I don't know like how staff wants to measure measures okay I'm just going to try to help
097fight some measurement um I think we could um increase by 100 the offerings of gun safety by uh providing the Sandy Hook promise training to Hollister as a successful I know that's not the only program out there but when you mean sorry what do you mean gun violence prevention are you talking about like in the event of an active shooter no because I think we do that already right so we we I think California schools do that and they do walk down rules and things like that um so I'm speaking to something like what Kathy said okay like the Sandy Hook promise that type of training for students and staff not also just like that's for clarification are you recommending that we including success indicator or is this recommended as an action of a service
098that would be in support of this video well I don't really see anything that that could fall under that you have on there as a success indicator right now um well there is another goal right so that's why I'm saying if we could create a success interview for that um now when you say when you say so right now you know we have a a goal to align student learning to state adopted standards supported by material instructional technology and maybe fiscally sound safe and clean environment so that's the goal right right we have three success indicators releasing that the third success indicator is the administration on the survey to measure student perceptions of school safety connectedness School climate and social emotional mental health right so we're measuring students perceptions of school safety via the survey
099we get four times a year that's a measurement an action related to that success indicator would be a place like four times a year we do um fire drills one time a year we do earthquake drills three times a year we do actually shooter drills right those are all actions that we hope will result in students perceiving school will be the same place so we we could argue that you know another anti-bullying program or or some type of you know the United nationally program whatever it is would we hope result in student perception of safety on things going on so that's that's why it would be an action rather than it could be fun for a portion of that already so we could capture that in the action plan and just be sure that we
100call that album doesn't stop you from creating a success in the field yeah but we you know we and and just to take it back to a higher level for a moment you know we will become concerned at some point if we are trying to measure too many things so just for for you know reference we've gotten to the point of having 11 or 12 success indicators now there is a point you know seven years ago when there was a 30 success indicators and we made an accurate decision to whittle down a little bit to truly focus in on those areas that we think would have the most impact on us getting to achievable goals so for what it's worth man no I was I was just going to say that I understand that it's
101part of that but one of the things I was saying is that like every student would receive it and so that's where the success indicator could come into play but um I understand what you're saying and then I mean I'll defer that Michelle but um but that's why I stated it as a measurable success indicator rather than just state to where it would be every student rather than that something that would be maybe hit or miss and it would be counted on a survey [Music] um I I would I see it as an actions and services and I think it's um it wouldn't be hit or miss it would be provided to every student and then we not only want to provide it we want attitudes to change and so so the goal the actions
102and services is providing this information providing the programs the goal is to change behavior and to change attitude and so the goal is that's how I think we're addressing the goal by addressing the attitudes by the Kelvin survey right okay about feeling safe in school but not but not all students who doesn't who doesn't so much K through two does not take it everyone else does only those that yeah so you wanted to comment thank you sure you know I think that I I understand Advanced point you don't want you want to be smart about how many goals that you have I understand that but I also see what is coming up through the lcap survey and that is one of the highest speeds from everybody that took that survey and I think that especially
103now in this day and age that it's really important that we have something that is being measured and that we are requiring for our schools to participate in because it is important and you know I'm not familiar with those programs so I just kind of pulled up Sandy Hook promise right now but I think we need a program that's actually actually going to be working towards preventing School violence and shootings so and it looks like you know staff would have to investigate what the best program might be for our school district and we all know this too because it actually has it's us hard here because so um and also honor the voices that have come from a survey Kathy I was just going to say that um that not all students respond as we
104went to the Smith calendar as we discovered it we've left board meeting for our students so I would I do understand where Michelle is coming from and I would be um I would be satisfied if we could maybe have a maybe if we were to change the success indicator or number three goal two to be more reflective add in something about gun violence and that we would increase responses something like that I would be that so I I just want to kind of weigh in on this this conversation about this when I looked at the survey results so a bit of like surveying the skewed because the amount of students in fact the numbers are this 40.22 of our response were from students none of those students 41.5 came from Valley of those students so
105where was pushing it out of Valley congratulations you were very well respect yeah very high response rates however I also looked at that and said his valid reflective of all our students thinking on the area of safe schools where they're thinking about just valid and I would my opinion is they're thinking about their experience at ballot to do that so I'm more inclined to be because of how the data is being absorbed in terms of the survey and how it is essentially skewed because of the numbers I I believe it is important in terms of awareness Behavioral and thinking on our students part I'm more inclined to be in the actions and services as opposed to put it in to the because if I take comments out of proportion and say every comment I should
106pay attention to make a and it's an important one aspirational important impact that it could have there's going to be we're going to be back up to 36 or more then why are we doing the survey why are we doing this sir right in unity or parent students and to hear what their concerns are so if we can support that through our goals right and I understand what you're saying in terms of value but they're still our students and if I'm looking at this it's 915 parents responded in this survey as well and 211 classified staff members who work at our school 338 certificated staff staff members that work at our schools and 84 said they're somewhat are very satisfied with safe schools 16 don't so I'm supporting to address so everybody feels safe is
107that at 16 percent the address of actions and so on I mean and that's okay we're going to differ if you get three if you get three if you get three thumbs and I'm not going to support that as a I will support International services I'm waiting to see if there's any other comments on on this particular proposal so can we restate what this what this would look like in terms of a well I've written two different things down I I heard a desire to add a reference to gun violence prevention to goal number two's third success indicator um I've also heard a recommendation to establish a gun violence prevention program for 100 of students as an action or service so those are the two things that I've heard one is on actual Services side
108one is on the system so Kathy and Michelle I think you were kind of building a success indicator do you want to come to some well did you agree on what the success in it and see if there's three thumbs for that what I was recommending is that under that we asked staff to bring back to us under the current goal to succession Care number three a reference to gun violence and that under that part of that would be to would be an actions and services that some Network are doing and that we would just increase that to be 100 of our students fine I just want to make sure that we're all clear about what you're proposing and I want to make sure Michelle if she has something different she's proposing something different than
109what you're proposing we can take it we can take it no I agree with Kathy I think it's I think I want to see what the person Okay so we need to do thumbs so I wanted to touch it I'm almost there but I'm not sure so just keep the current success indicator if I add about something something about gun violence 100 of the kids for students excuse me 100 of students will be that's the problem missing we'll have the current training that's already being offered the uh so this is bifurcated in my mind uh the Success Center here the request here would be for our existing goal to success indicator number three staff will come back adding a reference to gun violence prevention right so that's what you're asking for on the success so
110I want to see at least three thumbs for that consensus assuming that there's consensus for that then we will work on the action services side of things to include a 100 implementation some type of program s right so that's for this test in addition to that success indicator for your or it's going to be an action in service or you're going to work assistant okay so is it is it um the gun violence education it's to discourage students from using guns in appropriately is that what we're talking about I'm not sure what it means I guess from my perspective the uh the actions and services we're not dealing with those tonight no I'm talking about the goal about the success of the cube again I was going to ask staff to bring it back but
111they need they right for me the intent is to add in here what we talk about let's say it's an example I'm not going to write a form um that uh administers student check-in surveys to measure school safety to include uh gut violence or inappropriate use of guns would be added that would be a phrase that would be added to the current success of gun violence prevention and education School violence harmful Acts so if it would be like a program I'm trying to think a program that would be provided to our students some type of a program that would that would talk about the dangers of inappropriate use of guns what I heard the program was already being administered at San Diego promise so all I'm saying right now is that we have had a
112reference to it in the success indicator that would be more specific and the success indicator to talk about that yeah correctly and then staff can decide that hey this program we're already doing it let's just make sure all students are getting it and then that would be determined I guess in May when we do this and do actions and services does that make sense understand okay thank you I'm clear with the request uh we'll meet sometimes in terms attempted to wanna My Doppelganger comes in your wheelhouse we have admit we have adopted portions of the Sandy Hook promise portions of it are provided by other uh organizations we're using Lifeline for signs of suicide as opposed to one of their five programs so all the things that they've shared we've had to come out and
113they're great we're already under contract with Lifeline to provide the signs of suicide but every one of those things we are doing now I think director opposite was sharing with me too I'm not an elementary expert at K12 but I believe some of those um thank you Tim okay let's continue on here so um I believe that Rob addressed a lot of the items that came to the surface that we've seen every year but one of the the um additional academic interventions but it was talking about additional priorities that received more number one votes than any other one did providing additional academic interventions for student s who are struggling and um you're not going to believe this but but I'm going to be I think this is the time to ask that we provide at
114the elementary school and like it's it's not a success educator it is so it really doesn't fit but I think if we don't say it tonight then we won't it will be difficult to work into the system and I have spoken with Mr Dylan with with superintendent ninja also it's not a surprise but anyway so we have um some reserves that I think it's extremely important that we have those reserves but I think there's a time when we need to use those for students who are really poor struggling and who if we don't provide the interventions now we may they may never have the opportunity that they would have otherwise and so what I'm asking if I have consensus is that we perhaps look at providing and staff would you know obviously would give us
115the the details but providing some type of an intervention specialist at each Elementary School and we could use the textbook Reserves that for typing is about 900 000 dollars and then the textbook adoption because we're getting to block money next year for the music and textbooks anyway I believe that there's a way that we could authorize this staff to release the reserves or the text the textbook Reserve to be used to provide these additional academic supports for our struggling students and obviously this is a one-time thing so it's not a long-term commitment it's not a program that would occur every year but I believe if we take some action now we will be you know looking down the road how the need for fewer interventions so anyway that that that's and I try to figure
116out exactly where this fits and what it fits yeah because I saw a lot of feedback about struggling students and since that was the number one ranked item for the additional academic for the additional priorities I thought I believe that it fits here and that obviously it would be under I don't need I don't think we need a new success indicator because it really is an action um and services but but it would support the goal one success indicators in the suffers most particularly but it would it would I think support all of our students so anyway I just like for that can I ask you a question about how you came to that conclusion on that was it just based on the comments or is the test results or with the combination of what
117well I looked at the it came from as a result of the additional priorities when I saw that that that was the number one that there were more people gave that the number one rank than anything else and I thought okay what what could we do do we a lot of these things unfortunately the the Dual language and a lot of things we simply don't have the money to have a sustaining program and I thought what do what do we do what could we do to provide these additional academic supports and I thought this week we can do something on a one-time basis on it for one year and really try to hit that hard and use you know use the one-time money and why why why not so that so that's where it came
118from there were the um the comments there were more comments about providing um more support for advanced Learners than there were four or the struggling Learners and and there were more comments about dual language than there were so it wasn't the number of comments it was the the priority the prioritizing the additional additional priorities as well as listening to principles over the last several months visiting the schools talking to parents talking to teachers and I've talked probably with more elementary teachers than I have with the secondary teachers but this is the theme I keep getting over and over again if we don't help these kids right now and get them these these Basics the basic writing the basic reading the basic math we will they will be needing interventions the rest of their career at
119high school and they might and and we they may not be finishers and so I'm thinking yeah [Music] um so why not use this and I checked with you know obviously I've talked at length with Mr Dill about it and uh just to you know just to make sure that what what the foundation was and to make sure that it was not asking for something that would that would destroy future programs anyway so that's working thank you on the same line yeah go ahead yay you're absolutely right however um I um I do think I totally agree we're not National services at this moment however um I personally would like to ask that staff look at goal one success indicator one two and we can't cast right so in fact yeah and five and all
120three of those talk about STAR testing and about asthma and increasing and it talks about Ela and it talks about different targets or what have you I would like to see us do a common name I would like to see us combine the three of those or at least two out of three so it'd be one two five stars and to look at those in at least two out of three in elementary and to potentially use different assessments and the reason I'm saying that in elementary there are achieved there's now a few thousand there's um there's um so there's multiple assessments that are that they're doing in class that students are being in class right now so it's not disconnected as in My Views the STAR testing is and it's a way to have direct
121interventions at that moment rather than having a way to get the results back and then connected to the student what they're working on so that as far as the success indicator is concerned I'd like to see us kind of combine some of these here focus in on Elementary and as use specific assessments that we have available that are currently being used in the classroom today show comment yeah I have some questions um so uh I appreciate that and wondering the like what do you what are we thinking in terms of business is that a program um I thought that it I'm sorry I'm just asking a question that's the question okay that's right so I had I had asked um Ben as well as I think Eric and Robin but but makes sense and and
122just you know because sometimes they have it sometimes uh the funding that they received already this year in some of the schools that they the principal chose to have smaller class sizes some chose to use that money the intervention money for it an actual teacher and so my thought was Steph we would authorize the release of the that restriction on the textbook and then they would come back to us and say this is probably what we would be recommending to the board is that it'd be an intervention teacher or it would be and then wants to say something what well I was just kind of clarify you know there's a reason why this discussion is important to have now because if we are going to recruit uh additional teachers we need to be in the
123market I do not believe it's going to be difficult for us to find elementary teachers to do intervention because we're a great place to work that said everyone's in the market right now so this past year perhaps the past two years at least the past year we used one kind dollars to add an additional FTE to every Elementary campus and and the Rob could talk more about kind of what they do but the goal was using one-time dollars to add an intervention specialist in some cases as Elisa mentioned principles determined to get bigger bang for their Buck by simply reducing upper grids class sizes so that rather than push an intervention throughout the school day they have lower class sizes and see if that's what it's all support we supported principal autonomy and making those
124decisions at the local site level what trustee Williamson is describing would be on top of that additional fde because we still have that budgeted for at least next year um to use Reserve funds to add another FTE and I think Dr nywood William and director of it and others as to how specifically to use that person but the express intent of that position would be interaction and whether that's push in or pull out or you know different areas of focus for different campuses but we think it could be a high High leverage strategy for one year as trustee Williamson said to get those kids caught up if in fact they're they're so I don't know if there's anything yeah is having a consistent model from elementary site to elementary site will allow us to do
125some staff development with those teachers figure out best practices get some quality intervention programs in there and whether it be pushing or pull out and then because right now you have a couple schools that have a dedicated intervention teacher they chose not to put it into their overall allotment for lower class sizes and then we have other schools that have foundations that pay for pushing and pull out support this would give us a consistent model from site to site that we can implement internet so would that be a teacher at an extra teacher at each school or are you utilizing like a teacher being like three days a week here two days a week here but it would be a full-time teacher at each site okay and um I just want to take you back
126around Kathy saying that I do like the idea of including that in the first two not so much with with desktop because it's a one-time year [Music] um measuring growth and and I do like the idea of multiple funders as well but you want to be able to you know have access to that pretty quickly you know I'm not sure if that's probably what will be that in person a second one and I do like that consistent of course I I just bought it I mean we aren't actually we are doing that um success indicators and I agree that with benefit we need to have this conversation now because we need to be able to higher potion but I also think it's important as was discussed that so long as we have a success indicator
127that is very specific of what the board expects with these interventions and not just because actually FTE but this is what we want you to achieve with this extra activity I think we as a board have I think had the obligation to make that a success in the care to have one success indicator in that area have it say what we wanted to say that this is how we're going to use this intervention and then or at least have give staff Direction and then they bring it back what we combine those two in the again yes that we didn't have to do that third one but we take those two and be very specific or at least give staff Direction on those two and then that way we could use it go ahead so as
128part of what that is going to recommend oh okay is in um in this and I guess it's success indicator five which is uh the percentage of students meeting their students we used to have it divided up that the students that were far below basic and Below basic would move that we would have a goal to have them move up certain percent and then both are achieving well to maintain or improve and so and then we should we get away with that because we felt that it was all being it was all being monitored but I think if we're going to be having specific funds identifying the struggling Learners that I would like to add that back in to the the either the S back or the um or the star where we're actually identifying
129those that are scoring lower move up to identify that that specifically we want all students to move a boat to have a success indicator or or it can be exactly how it used to be where it was that you know five percent of the students you know that increase those that are scoring high or maintain and three percent that are that are below basic um move up because it's really more difficult to move students up than it is typically than to to maintain high performance so what I'm suggesting is instead of using as that assessment because now I'm actually we have multiple ways of measuring Success Through the map if you found them you achieved through article and I think there's three or four other Professor I did see you shake it yeah my understanding
130is that there are more options in elementary for those measurements that the teachers are leaving and so I I prefer to use that instead of have it be measured by star that's my only life that's what I guess I'm sure what are what are your District assessments that are you require teachers to do fall winter spring is in stone yeah star is the universal screener we also have achieve3000. which is a literacy program that measures literacy you're probably very aware of it they take that multiple times a year as well and then they ask back is the third assessment that's really given kind of at the end of the year what's the matter so yeah the question I have on this whole discussion is are there other districts that are going through a similar situation
131and have allocated doesn't matter where it's allocated for me that the impacts are taking that group of students and they're seeing the impacts of by having this time of having these having additional Staffing there and that that group of students now and I'm kind of interested to know if if there are other districts that have gone through a similar process already and we see it yet by doing that that has those impacts where are we thinking this is what will happen and we'll have this kind of results I definitely think if we uh I know there's other models out there similar where districts have given a dedicated intervention section and they provide intervention so what degree they monitor and track I I don't know what that would look like okay sure sure I mean I
132can speak to that Michelle yeah okay um so we do have a dedicated intervention teacher we actually have two and but they're not full-time um one is covered through our e-year-old funds and another one and we do have a process we have that we have an RTI process that we have a watch system so we do monitor that through our district assessments we monitor our students and then we support the students that are all not here to watch list with our impact teachers and then they help support whether it's a lot of pushing and then when we target the areas of scene and then we monitor that growth to one District assessments yeah what kind of results have you seen yes I it's great it's really awesome and we have a lot of growth typically
133from the beginning of the year until the end of the year but yeah that's what what we have I'm I to my earlier point I wanted to um with the two success indicators if and I know these are attached to the wigs correct yeah you said you mentioned well yeah when we asked each site principal to to write two goals one aligned with academics so they they may write their way specifically to the aspect goals and then use the the star uh data as an awkwardly measure determine so I would you know if we could roll down to Lisa's plant in that direction earlier so we can really Target what that area of need is and then also um maybe be more explicit about what we want our principal principles to really focus on incorporate
134those Innovations okay so let's let's just bring it back where we're at okay well that was that was an action in the service I had a proposal for uh okay so let's go let's go back to your proposal then with Kathy Reese state or proposal and then let's see where we're at on that proposal see if we have how many times we have for that proposal what my proposal is looking at success indicator goal one success indicator one and two be combined and would utilize daily assessments that are currently being used at the elementary level to increase math and reading success and all elementary goals not for this one okay does everybody understand so we would no longer do STAR testing is that what you're saying for elementary would be and again we could add
135it in someplace else but to address what you were saying taking these two here and then I just want to explain one of the other reasons is that um I've seen that some students are when they take the star you know it's not it's not measuring accurately there's some students they're getting A's in English and scoring like they're high risk for you know reading interaction and so ultimately I'm not sure it's getting out what we needed to get at to where we're utilizing specific in elementary where we have it available to us achieve what is the math program I forget I was calling it now three thousand I was wrong but I think what you're referring to is Math 180b 180 and we have a we piloted some Math 180 at fifth grade in Calavera
136Elementary but it's not a program that it's typically a program that we use one yeah that's our general math curriculum though is go math that's what we use to do with adoption but anyway I recall that there was some under clever I think we have like a bunch of different items that students came in Pennsylvania what I was looking at is instead of the star because again I'm not from my perspective what I've seen is is that it's not accurately identifying students and timer in order to I believe utilize some of that and Adventures that you're talking about you might ask Rob are you are you finding that the same thing we've you know I I think what we found is that sometimes there's a misconception of what the universal stream um it is testing
137students on skills not necessarily within their grade level it's testing them beyond their grade level in some cases and well below their grade level it's it's you know it's diagnostic so it's going to test that student until they can't answer the questions anymore the purpose for that is to try to measure where that student is it so sometimes if it's not it's not prefaced correctly by teachers and you can get a frustration level with students to them saying you know I don't I don't know this content why are you testing me on this content I you know it's it's fifth grade content and I'm in second grade but we've we've been working with teachers on that communication piece because I do think that the test is itself is reliable it's definitely got a number of
138different studies that back the best that back the results it's one measure and so it's it's we use multiple measures to try to do different things so whether or not you want it on a front tab or not up to the direction of the board I don't think we'd stop using a universal screener I think we continue to use it regardless I guess from my perspective based on what you're talking about we wanted these one time we want to really get at it this year for interventions from my perspective I would want to use the most reliable things being used regularly in the classroom rather than something that's a three-year that you know that could measure beyond what we're really trying to get at from our perspective and I'm just going to add one more
139thing to the discussion so when we're looking at success indicator number one and number two both of those success indicators have kind of two key elements one of the elements is what we're measuring and then one of the elements is the tool we're using to measure right so in both of those the tool is the the district interim assessment which is Star right so that's the tool that we identified for these two success what we're measuring is different than the two the first one we're measuring the percentage of students who are in higher typical growth fans right so we're looking at growth for its success indicator one success indicator 2 we're looking at the percentage of students needing or exceeding end-of-year grade level standards so success indicator 1 measures students needs growth band so it
140doesn't matter if they're hitting standards around how much they've grown the second one measures whether or not they're hitting the end of these stand s so you know earlier I ever trusted drawings talk about combining the two we'll just want clarification you know do you want to continue to measure both growth and performance stand of your standards and if so I'm not quite sure how to combine the two where do you want to let go of one or the other maybe growth isn't as important or I'm interested right now okay in my mind the formative is much more important in this than the summative and so for this for next year to I think that it would be essential that we keep the first one as it is because we want to see if it's
141working and and I see no reason to not have to I I guess my bottom is I'd like to keep the success indicators the way they are except the fifth one I would like to separate to make sure that we are going to focus on the struggling Learners to make to really focus that they are improving all students we want all students to grow but we want to quote anyway so and understood it and I've taken a note on success indicator five and I think we can come back to you just for for number one and number two um you know I think it's helpful for us to identify what it is the board wants to to measure and then have a discussion about which tool is most appropriate to measure that right so if
142growth continues to be something that we want to focus on then then the next question would be Dr Nye and the structural Services team what's the most appropriate tool that we have to measure that growth and you know maybe it's a formative classroom assessments that we use but those might be different for grade level we'd have to come up with a sort of you know list of what is first grade to use seconds the nice thing about the the star Renaissance product and it's not the only product right but the nice thing about a product like that is that it allows us to test across grade levels across campuses and and get the same data back from from that we can then use so that's the benefit of that type of assessment if there's a
143question about uh how people feel about the assessment itself then maybe we kick it back to Rob's team to say well what else is out there that sounded to me like his team was starting to engage in that discussion within yesterday so Kathy then under what you're saying I guess that's where I'm confused is because we're going to try to do a bit um interventions and to do that immediately on next year I'm not sure how the success indicator gets of them you know the first success indicator is measuring the students at higher typical growth you know we would be looking at moving students from low growth bands into higher difficult growth bands so that would specifically address whether or not we are organs of students and even the intervention but this is in math
144and Ela okay so is that all we're going to look at for intervention he's certainly a Target certainly I guess I thought we were going to be looking at more as far as reading comprehension and reading for all students that's yeah it's Ela a reading is part of the difference yeah and and the you know the goal here would be is as we're looking at reading as we're looking at you know English language arts uh to get a baseline for kids at the beginning of the school year right and so that's what a universal streamer does it gives us a Baseline and and then you do direct instruction over the course of the school year best first instruction in the classroom uh we we start to layer on interventions for those struggling kids you know
145intervention intervention intervention intervention middle of the Year administer the the tool again and then that gives us a meteor check-in all right what how efficient have we been how effective have we been in administering interventions and then we keep doing the interview and the goal would be that we would see as you know and I see Warren indicated there was a model on there you're going to see growth hopefully because you're doing those little Champions over the course of the year and there could be formative Assessments in between right or for teachers to guide their instruction and to that's your benchmark curriculum for ELA and you're going after it do them for math that they have built-in assessments along the way that are formative in nature that that help not not help I mean they
146drive the instruction in classroom so yeah that that happens on the natural the question is what does the board want to measure if it's growth which I think the team is supportive well they see now the heads and then then what's the tool so um and I'm curious too when we're measuring that at the end of the year right if this is a one-time fund like what do we do with that so let's say I mean but um let's say no one makes progress right I mean what if at one time like what happens with that just curious there's a couple of things where do we go think about as well absent a universal screener that's administered you know regularly with real-time data you know our only real our only data source would be S
147back we take that in you know the end of the year but we don't get the results until August September we've already hired staff for the following year even before we've gotten the results in the prior year it's like an autopsy my point is that right so so if we're using a universal screen that I think we're making those decisions and some of those because of the timeline right we'll do the winter Benchmark uh in January maybe February I don't know when you administer that um and then you're making Staffing decisions in March right for the following year so you make the best uh decision you can one year from tonight we'll be back here having the same conversation this is part of our our process and we may very well look at that data
148here and say you know Rob in February will bring the mid-year uh progress report to the board we'll have some sense of the the effectiveness of those interventions and yeah we repeat gold one two and utilize current assessment tools such as the two thousand repetitors to measure the growth instead of star does everybody understand proposal see how many thumbs for stuff we need qualifications Michelle so Kathy I'm just curious what is uh hesitancy would start is that because there's been a concern that's been voiced to you there's been lots of concerns there's been lots of concerns three times a year students are over tested they feel like they're um you know it's kind of just another layer of something that doesn't feel relevant to what they're doing in school that day it seems like an
149add-on rather than my from what I'm hearing the students are taking as serious as they should and that they're not seeing it connected to their day-to-day learning so I think the formative assessment that that you will help support that but I think if we're doing it consistently across school districts we do need something that's more Universal and that's being done at all the schools so I I guess I'm wondering um and does carlstad still do this I don't I remember when I was teaching here that they did uh we had a beginning of the year assessment um mid-year and then grades that do us back three through five didn't do the district assessment is that still the case because they had asked I'm not I don't think so I think since we've done Universe I
150mean they still do common assessments from uh site to site as well as grade level to grade level but um so they still do star beginning men end of the year and they do the best all right all right the aspects required by the state and then stars and star is new because that was in it was implemented yeah it was achieved I believe we did at the beginning of the year yes mid-year and I think we didn't do it again at the end of the year [Music] but now I I see what you're saying captain feeling over tested right and she for instance achieved every week There's an assignment agency so they're they're just getting if their assessment is just being done on their current assignments in their classroom it's specifically relevant and in
151the surveys nobody asked for more tests so that's another thing where they want to see the interventions they want to see that but I'm not sure they want to attest to those students they want add-ons yeah but I think that we do need to be one they want to sell why not with their achievement we achieve is a pretty long pretty robust for the foreign [Music] staff coming back but success indicator to support Kathy's proposal okay okay I'm I'm jotted down combined success indicators one and two and goal number one focusing on growth in the lamf and instead of star focus on classroom-based assessments already in use at the elementary level I've only heard the discussion on Elementary yeah 5c3 I like parts of that um [Music] if we keep the two success and the
152because they're measuring 2 when is measuring Road I wonder if we can tie those interventions to the first assess indicator Michelle will come back we got another proposal and then we'll come back to exactly what you're proposing well I well my I guess I guess my proposal is that we um okay I have a proposal but it's not a music but it's so it's a success indicator five that we add a uh measurement for a percent increase in moving up from our for our struggling students and I I I can't I don't think that we're doing hello basic or below basic basic anymore I can't remember what our movement started not bad just for all students we would have all students in there we would also to focus on the what were this one year
153okay yeah yeah so as I understand it for goal and success indicator five in addition to the existing success indicator identify the students that are full of standards and have a goal for more of those students to improve and then we would come back and identify those students was what the goal would be for eign yes I would like to break it it would be part of five like it used to be and it would just be it would be here's the overall and here is the struggling students so it took the um is also been reported side by side I just want to make sure Steph understands exactly what the proposal is of the success indicated and that all the trustees understand we have four thumbs for that okay I'm sorry may we have
154a quick break we're having a good time um you're absolutely right um so the break is 49.27 . 10 minutes that [Music] we work at the subgroups that are being affected in that first success indication so we can break that down in that same way that Elisa was talking about um for S back because as we're measuring growth it might be nice for teachers to be able to see that I'm really focusing on what that targeted means I think there might be some questions for that yeah absolutely Michelle are you talking about about reporting on the struggling Learners in the first one as well yeah I think that's a good idea I agree so so the same students that we would be separating in the fifth goal we've separated the first rule because that way
155we have the mid-year and that we would obviously use report to us mid-year about how we're doing on the goals and we've interviewed nothing about us back then that there would be got this though yeah and S back also Only Hits five so this way we can capture how it's affecting the primary Elementary School grades and um so regardless of whether we do star is going to con we're still going to do achieve and start even with this okay we're required to have a universal screener for uh let's identified in students at risk so achieve has been a long-standing program that I think has gotten some contraction they don't intend us stockings okay any questions on shells proposal or new success indicator or is this taking taking five it would be the same thing for
156one and five yeah Michelle um I'm really focused on one but I will support Elisa and her request to apply yeah I mean we've already gotten thumbs up regarding ourselves I just wanted to clarification if it's one and two or just one just one okay thank you thank you does everybody understand moving on Effie yes so um we're still on um correct yeah and as we heard some speakers talk about folate kindergarten and I I'm not supporting a full day kindergarten but I do believe that some of the speakers were talking about and what we said that you know early Learners that you know we can get them in kindergarten will you know be able to ensure that they are successful throughout their school career and called them so what I'd like to suggest is
157that we utilize our e-lock funds um which is the Extended Learning opportunity program and that we use e-lock funds to provide Extended Learning opportunities for kindergartners that want that are parents that want their kindergarten to have a um as Rob and I talked about a full day experience without necessarily having without actually having full weight kindergarten assigned so that's what I would like to see us on do and I think that it would actually feed into um some of these interventions that we're talking about to where we're going to increase um scoring I know we don't do kindergarten assessments correct no so I'm not sure where my Hope was that it would fall within a one of the success indicators that we have here but I'm not sure it will but I would like us
158to consider that to address the the building the kindergarten full day request without actually moving towards full day kindergarten for all I think there's a question or comment so what would that teach I'm not sure what does that mean um the e-lock funds are you know we received some additional funding from the state for extended building programs so before and after school still right so it would be so the folks that are early bird would have potentially three hours available to do additional learning without it being an extended day so we would maintain our craft programs but we would commit eloc funds to provide either an extended day for early birds and a before school opportunity for my understanding is that that it is going through um uh CDF the funding and seeing funnel through
159CBN but it's not just kids care it's more of a learning on how to say like help me yeah director it's gonna help she's the e-lock expert but but it really uh yeah CEF is a is kind of we have an mou with CF to deliver the services in the Ewok program it can't be to be used on existing programs so it can't be an extension of kindergarten but it could be used for enrichment purposes and enrichment classes but I'll turn it over to direct drops it to give more information Mr Dello um so the elop program like is intended for our own duplicated students so it's that you can't charge them for that that before or after school and as well as like 30 summer days or non-school days um so we do contract
160with as recognize that we have a contract with uh CEF to offer that so it's essentially offering their kids CARE program but the students that are unduplicated actually so it's really the same as what is kids care but our elop students are Erp eligible students actually get to enroll in that program will cost so we reimburse that CEF for the cost of their tuition I was on the impression that there was actually specific learning opportunity that's not just you know child care that they actually have some lessons and curriculum like so there's got to be an academic component just like our Asus program so academic component could be like homework Health tutoring those kinds of things as well as that enrichment so it's about people that cannot duplicate what's happening in the in the regular
161school day so it's going to be different so even in our European recession like you know you couldn't call for summer school and then yellow pee in the afternoon would have to be sort of that academic enrichment so a very different program than what's called here that's not extended a kindergarten it's basically your before and after school here yeah I would have we're looking we're working with so you have to see what other types of enrichment courses that they can offer courses in art courses in foreign language courses in dance and Visual and Performing Art so that's what we're working on now as to how to make that attractive to students and while it is intended to serve the needs of our duplicated students once we have established that we have offered the program and
162are serving all of the students who would qualify you know then those dollars are available to use for other purposes within the expanded learning opportunities program so it's not limited to just our English Learners and low income you know we can have any students in there and so you know we could have opportunities you know as Rob just mentioned to provide other enrichment opportunities that any students could Avail themselves of after the regular school day and so we are having those conversations we'll see yeah on how to build expand about that program Kathy and so what I'm suggesting is that we have a focus or a concentration for our kindergarteners because there was so much response um on our survey to provide all the indirect but I also agree that I don't want to disrupt
163the stuff that's working and I hope it's just to provide some supplementation of that through nature that we have something I have a question I'm I'm sure what what impact are you looking for what do you expect if we did that it would be my understanding if the hope of me is is that it would help with not necessarily those kindergartners that could be measured for when I go into first grade under the the star assessments that we just approved it would be another way to um to increase scores on and our assessments for growth sounds like action services right yeah and just said you're looking for Action Service or you're looking for all of us again for a way to address the comments from the survey so that's what I'm looking forward to address
164because we're still in discussing items that were obviously yes right so that's what I'm looking at yeah I mean addressing those comments I'm still not like are you looking for a success indicator you're looking for action services I guess it would be an accident service to address achievement in first grade from kindergarten to first grade Okay so now it's any questions okay so we'll see thumbs on action services for that I do have one one comment sometimes uh when we go through this I'm not the educator in this I mean uh so I don't know it's going to help or not you know and so I have to rely on cabinet or staff to tell me you know when there is that proposal is it going to have the impact the intended impacts that comes
165out of our out of the trustees during that so cap piece proposal and we're looking for based on the comments of from the survey I I just I'm looking for is that going to happen what kind of impact would that have I I think we're doing the work so I you know what kind of academic impact it might have I had I don't know yet I would imagine if students have greater access to enrichment classes throughout the day that would hopefully help academic performance talk about kidney directors so we want them to have a good experience and hopefully they're more engaged you know that could be something that we measure you know their perceptions towards school could be something you know did you get you know what was your interest level in regards to that
166we could measure something like that we do do early literacy as well a star assessment as well again what what impact it's going to have I don't know but we are doing this work already would be what I would say so irregardless if it's on a success indicator or not the work's going to be done and we're going to try to offer as much as we can as far as enrichment our elementary students that are eligible this proposal is taking some additional funds but if I understand we we have elop funds now and so we're allocated those funds or were inclined to use them so we're going to use them and we're going to use them on enrichment programs and work with cefd come back how does action and services like you have to do
167those action in services I mean how did they generally the actions describe like what you're going to do to get to get to the targets of yourself so then for this we would something like this we would have to say will happen to achieve this success indicator yeah I mean if the argument being made which I think is a reasonable one that that you know your success across your Elementary School years has its foundation in kindergarten right so one one could say that by providing a kindergarten specific services you're going to ultimately impact the academic performance of students on all the other tested converting levels so you'll see it over time right you won't see you know your fifth grade scores will not be impacted next year by this year's team so I think that's
168the rationale behind it but you know take a step back we're going to do you know we have those funds we're going to implement whether or not we align into the success indicator we're still doing but that's voluntary right and parents have to sign up or so if we're measuring it it's we're measuring it for the parents okay not all parents will participate right there's so many variables that impact right yeah and the elop is for grades it's all the way TK through grade six so you know the programs and the enrichment will be for all of them not just kindergarten kindergarten will be a result of some of those but definitely impact we wouldn't want to be offering enrichment for for all those kinds my request is to have a focus I know we
169need to spend the funds anyway right but my intention as a result of the commentary survey is to have more of a focus on kindergarten with those funds not to say that we would eliminate other that that's my request right I just wanted clarification from Mr Dill so when the those funds are provided for unduplicated students only is that correct so then other parents would have to pay your not parents of undivocated students is that correct so um there's great flexibility in how every school district can design its elop program uh the intent was that districts provide a program for the English marketers and low-income students and in grades TK through sex so that's the Baseline and then beyond that it once they've met the the demand uh for that group of students then it
170can expand outwards so you know let's just say that we ended up spending a quarter of the dollars you know serving that subgroup 75 percent we've got the discretion as long as it's tk6 and it's after the regular school day providing nine hours from beginning to and the school in the middle you know we've got some flexibility in how we use those funds at least at least as of right now the way that the state program is designed so it's changed and and you know there are discussions about changing and in Sacramento but nothing solid yet but as of today we could we could do that proposal do you want to have every state so I took these notes early on tell me if it's changed use elop funds to provide Extended Learning opportunities for
171families that want their kindergarten students to have a full day experience this these actions are alignment goal one success indicators one and two my question is if it has to be after school is that after the formal school day or after school for the kids for the happy kindergarten students so it just seems to be nine hours counting but like taking away the three hours and 20 minutes that's their instructional day so nine hours tall has to equal that so it can be if it's a early bird student it could be it could be when they release if it's a laid out or it could be before and after and and actually we just have to make sure that we provide the nine hour Continuum the students do not have to participate online hours of
172that has to be bad honestly I'm I'll I wouldn't prefer to have staff decide where those funds go and rather than just focus about kindergarten so that's so I I won't disappointed I like the fact that you wanted to meet the needs of it but I I don't know the only thing I would add is I appreciate to say anytime we get seriously seriously yeah those funds and I did like to hear because there's some new conversations going on with CES in terms of some other enrichment kids as well and if I understand that as well so let's let's go ahead and we have three thumbs forward that proposal okay let's see comments especially with students around the field that this being served in the schools I wanted to add a success indicator in goal
173number two to State increase and also I will say that this is something that is that is being proposed by nutrition services anyway but to increase unprocessed fresh and locally stores or locally sourced plant-based Foods by 50 percent questions comments regarding that it would be an addition so Commerce seven commentary from the students we've had some conversations in the past regardless primarily the Western deal if I remember out of those conversations fit into this proposal they do we had a wellness meeting just last week and field was discussed by nutrition services but this is the direction we're going and I think it's important that we try to be responsive to especially our students that take the time to take our survey in lcat and so I guess my thought is is that if we're already
174going to do work including a success indicator in order to improve the quality food that we're offering our students I think that that's important and it is part of our report policy as well so is it you're thinking that it's not being captured anywhere else in terms of measurement even though the nutrition services are going that you're in China no that you know I don't think it would have come up the last few years if there wasn't some ambiguity and the policy as far as the what does processed food mean and what does unprocessed things mean and so I do think that when when staff and departments receive direction from the board especially any account um things get done and there's not as much ambiguity and this is trustees Mr Dill sorry I just you
175know and when I hear nutrition services already going in that direction can you comment certainly uh so our our goal for next year is to um to prepare food that is at least 40 scratch cooked that is our goal for next year and so but that can use be any number of different ingredients that we would use for that scratch cooking and that is a a condition of a certain type of buttoning that we've applied for as well so that's why we have that goal um about 40 percent of scratch bait scratch cooked as opposed to you know prepared heat and eat kind of foods you know we are are definitely increasing our efforts to find locally sourced foods but that is uh subject to what's available you know within whatever radius we determine um
176and you know whether they're foods that one would fit within our program and so we're still working on that we are reaching out to local farms right now this is what it was discussed last week we're reaching up to local carlsbad-based Farms to incorporate this fresh produce ingredients in our a program I'm not certain I can't say what percentage from now to something else would be locally sourced ingredients I'm not sure if Mr Chavez could give us a number of the proportion of the ingredients as a percentage but but caffeine is exactly right that we are moving in this direction to put Whole Foods and Greek and freshly prepared ingredients that are well good sourced in our nutrition program s 50 I said I said to increased unprocessed fresh locally sourced and plant-based it doesn't
177necessarily have to be 50 I just I just kind of grabbed that to say that I want to be going in that direction that was the one thing that that got me that I thought okay I'm not sure one how I would measure it now and two if I would be able to hit that or not and but everything else fits in with what we're trying to do and I would be open first after come back with a an attainable goal in this area it would be a success indicator because I'd be saying we want to increase so that's why we would measure a five and I would leave that percentage to staff um to um I selected 50 because that's kind of what I kind of heard based on the salad bars the you
178know the scratch cooking and all that so in the meeting I heard that we were going that was going to be increasing by about 50 percent injection I assuming you can back me up on that um I know this has been an interesting years a long time for a long time I appreciate that I'm I wouldn't be supporting putting in a success indicator going back to Tim Cook we want to have the fewer the better and I don't we're already going this direction it's in board policy we have a committee that you passionately feel about this that you're going to insist that people that things happen according to the things that we've already agreed to and so I I would not be supporting that I support the concept absolutely but I and I and I
179the message came very clearly that there was there was an interest but what was interesting is there was an interest they said there's a lot of food waste and it would be interesting I would have liked to ask what food is being wasted because I don't know but the answer to that is is sometimes much to my degree um but the there was also an interest in vegetarian and yes there were several mentions to that but I don't I I don't see it as a success indicator but I certainly would support continuing to receive D from staff as progress is made and and as as they're able to find more locally sourced in I appreciate your passion yeah look let me just add what was said it was that the only piece that I don't
180see in our success indicators is the accountability is I agree with you um so glad to hear our staff and animal trust and if you're saying you know we're going for 40 how that's reported back to us as a board so we know it is happening you know just like everything else we're asking academically and everything else is that I would support if it's an action or service of something that says we're either on a weekly report or something hey we've hit 30 percent and and you know we've hit 25 that so we know there's some accountability going on to that that I would be supportive of to that it's not what I have on the table no well okay I I just want to say so let's uh thumbs up thumbs the support Kathy's
181proposal okay moving on about the survey my mind is um go ahead okay and the last one I had was um I don't believe remember goal number one success indicator number six has been a very effective measurement for what seems to be um an interest from our community and students to have more career components um like they're not um within our success indicators based on our based on the survey as well as you know any of the comments there seemed to be an interest in job-related skills career ready to be more you know about jobs and employment and those types of things so what I would like to do is to take that one out since and also too s back and a through G is already addressed which is one of those components already
182within that the dashboard and to ask staff to create a success indicator effective goal number three which says engage parents staff and Community to promote unique educational opportunities for students and I would like a success indicator that creates I would say a job Force Coalition within our communities it would include the Rotary Club and the Chamber and multiple employers and volunteer opportunities for our students that would basically connect employers with students that want to find local jobs and I had this conversation with Rob that this would be a way to engage read the comments from the chamber that is very interested in looking at students as interns I've had conversations with CEF folks that they'd like to see more students involved in child development on jobs and want to be able to do some jobs
183through cem so I do believe that we could have a better success indicator here that would create a coalition and job opportunities and volunteer job have fun opportunities for our students in our community it relates to cast to we did they're rebooting it but I still don't see it it's a nice picture but it keeps dropping connection okay foreign [Music] so this has been two parts the first part is uh eliminate success indicator number six in goal one and add a new success indicator in goal three around the creation of a coalition for employment opportunities to connect employers with students that want to find local jobs I can even add some more to it if necessary more than what you already just proposed well more of an explanation on the last page of our CTE
184video strategic planner it talks about creating work-based learning experiences for students so it would be a way of connecting that strategic plan with the survey results in that area and communication so that's a way of kind of combining those three efforts foreign [Music] career indicator that's on the dashboard okay yes so and then so we're measuring I think we're capturing some of what you're seeing Kathy in that correct I just want to make sure I understand what that's measuring and it looks like if I'm looking at those boards and it looks like it's like the 2020 that it does look at um pre-apprenticeships um am I looking at the right thing advanced placement exams APG Career Technical education pathways um IB college credit courses leadership military science reapprenticeships transition classroom and work-based learning experiences are
185all part of that so is that success indicator measuring those boards that are within the dashboard for college I I just that's the intent of the College of career indicator it's a takes a few of those components and makes you use collagen career everybody so then I think to trustee Rawlings this point you could be advanced placement at 82 completion smarter balance and he needs a requirements but there really wasn't any career opponent to any of that so she's looking at potentially um capturing more of the career component in a standalone success it was our conversation plus the program that we have at the high school where we go and interview this running through mock interviews so that they can go for their internships isn't that a work based actually Brian you were a part
186of this internship Academy so so we have we have that component and is that like restricted with how many people can participate in that and and I think that that's that that teachers and the students work with local businesses and and reach out and try to get you know Partnerships and again that would be an action or a service under this under what the success indicator would be but it would be um and again I I've written out a success indicator but again trying to address more of what was mentioned in the survey as far as more job training more real life experiences more work based opportunities so that could be a piece of it but also there's students that have jobs that you know we have a decent number of students that have work
187permits that's a way that we could you know measure you know how many students do you have working how can we help them with those with those jobs potentially there's also um my understanding through robbers is that they can't get credit for work experience you know if they have a job they can get actually has some credit for that and that's so all of those pieces I think would be better addressed in the engagement um component instead of in the gold one where we're just looking at a dashboard that we go a lot of people let me know what's in it so that's what I'm looking at but to add it to go through and be more I guess thoughtful including those aspects so as I was reading the comments my interpretation was they wanted
188things like practical math and auto shop and Woodworking and to stay and electrical and that that was my interpretation but it was and child care that it was like offerings it wasn't necessarily making Partnerships anyway so I guess I've looked at it a little bit differently the way that it was actually the courses that we're offering and not necessarily the the workforce Partnerships so I think and again from my perspective it would be a way of combining those so for instance we don't have we don't offer a child develop this course anymore right okay however if you talk to CEF they would love to hire some part-time high schoolers to work at the after-school program such if we offer elab right so but why not have Again part of that be a success indicators are
189actually building programs instead of kind of hit our best because at least from my perspective it doesn't seem like the dashboard is really getting at that the California dashboard currently isn't getting out that piece so I'm thinking you know we could use another success indicator in that area because we only have two um and it would be a way of community engagement as well as creating a unique voice that's why I felt that we could address it in that area that I think we are Captain this question yes what grades do you want this to impact I mean I'm assuming secondary stuck in your area I would even say even Elementary because like this town I would see as being part of that and I know it goes down to San Diego for BizTown but
190you know why could we have some of those experiences locally you know what I was surprised I be supporting us if it's going to change some of the results in the survey on some of the slides and had to do excuse me that our percentages went down a camera with slide numbers that exposed students to careers and employment opportunities prepare students to be career ready um and those in particular the all the things that we're doing I would expect them to go up not down can can someone explain it because I'm going to be supportive of this if it's going to get our students to say hey you're doing everything possible to help me to be career ready and get me a job in this District I'm not I'm seeing numbers just going the opposite
191way and so that bothers me I'll just tell you so I'm going to be supportive of that I would yeah and I'll let Dr Brockett China in here but uh again what we asked was were they uh somewhat satisfied or very satisfying while those percentages went down a bit from calling dealing with careers overall that Gap did not go down so I want to emphasize that that the gap between the priorities and the career satisfaction did not go down it did not get bigger it actually got smaller from last year so you know but again I I think part of that is a what's that sorry so you know something important to note here is that yeah sorry the relative number of um folks who have no experience are not aware you see the biggest
192Delta there correct right you see you know in 2021 14 of the respondents were somewhat or fairly dissatisfied with this one prepare students to be career ready you know it's almost half of that now so so what we may have is a communicator right is a communication problem it's a problem um these are the things that are going on in our district and how do we better communicate that to families to students so I might be inclined again because we have this conversation last year during the same process and I can actually hear a couple of my colleagues here including myself this is you know I'll admit it I'm very passionate about this I mean this is the reason I got on this board a little over eight years ago and so there's been strides
193I don't want to I don't want to want it to work it's been done so and I hear from a from an analysis point of view I hear that but from us really making those impacts we talked about communication last year I think we talked about actions about that so I'm going to go ahead and support this if it's going to help move the needle if you will and move it if it's if you're going to come back and say on the active Services we've got some all-new ways of communicating particularly when you look at the numbers of how many of those kids were from Valley Middle okay who took the survey you see that number and it's it's a pretty large number that just get it to the credit of the staff at Valley
194for getting the kids to take the survey but aside from that I'm just saying you know I'm going to be supporting that and I want you to know why I'm not diminishing what we've been doing you've got some wonderful people on the team that are trying to make that happen and just just to know you know of the six areas in our career Pathways strategic plan communication is one of those things so we do have a host of communications related actions already built into that strategic plan it's one of the challenges of having you know multiple plans in place that it feels separate I think I agree with Dr another as a communication gap we are working with our Career Education team to to build out and identify those areas TK to 12 where Career
195Education activities are taking place to better get people to think about I think sometimes these activities take place like BizTown for example and I'm not sure people think about that as Career Education always they love it they think it's amazing I've never heard anything but positive feedback but I'm not sure that we have put that in the context of career Ed at that grade level so I know you all get the updates the CTE updates on a regular basis you see the things that we've we've been working on highlighting those things on the other one we work on it in kindergarten you know kindergarten career day that's career awareness that that's the step foundational level all the way up through the internship Academy and students actually really going out in the community and doing internships
196back to the the original question that came up about the CCI I I can understand the frustration with the fact part because the CCI hasn't been there for us I would make an argument that as as a goal one indicator in terms of student outcomes it covers that variety of College and Career um uh components that that I think that we value and that we actually highlight in other areas that are whether it's AP exams they have to achieve completion CTE pathway completers a you know in a variety of things and for me I I would like us to I'd like to see where that lands Us in there I do think the work based learning components as it relates to at the secondary level and integrating more work-based learning opportunities is addressed in the
197Strategic plan and that in the Career Education strategic plan um and we can certainly provide you know further update on that I I think that it certainly could be highlighted here as well but I do want to just emphasize as Mr Pearson did that the you know the work is being done there and I think that we are making great strides um still with work to do to get people to understand that there is a Continuum of Career Education opportunities already taking place thank you I mean I do think that we within our success indicators in the El Cap it's a way of showing the community what we prioritize and in addition I do believe that um that all these things are happening but like you said it's over here over there and that I
198do believe when a board puts it in their health cap and and again this is also part of engaging the community I think that it goes further than that the CDE and secondly it's been suspended for two years so it really hasn't served us well and the reason how I got this idea was from the event that we had where we were honoring all of our partners and with CTE and I'm looking around and going you know this is something we as a board I think should be prioritizing and identifying and measuring for Success because I think we are very successful in this area and so I again I would like to see it as a priority and for us to measure those successes and continuing to move forward yes so Kathy are you looking
199at this being a communication issue or a behavior issue that's right I'm still struggable with what you're wanting I I'm looking at it as being an engagement issue I'm saying that we need to like okay the event that I went to was a way of recognizing our partners at CTE we had people from everywhere from Carlsbad Foundation to local businesses and those types of things that have provided so we are doing this engagement one of our goals is to engage with parents and community members and students or to create these learning opportunities so why so why wouldn't we have a success indicator that number one that shows that work and to expand it and to show this is a priority for the board so it's it's Partnerships that the focus is yes and Partnerships with
200as far as the comments well and again it's Partnerships to create those work days learning opportunities that goes beyond his partnership so and again when I do think when a board sets forth something in their lcat it shows that it's a priority for them but it wouldn't be just to do business as usual but we'll be reporting on it yes yes we'd be reporting we could be accountable we want to measure success in those areas If all we're doing is reporting on something we're already doing I'm not interested but it's it is and it's what would be the change that you would want this to be making on our Behavior expand more of those opportunities and connect students with those opportunities so I'm not sure we're connecting all students with those with those opportunities when
201we see you know a lot of a lot of surveying responses saying that they don't feel connected that they want to feel more career ready opportunities when you're talking about Connections outside the school or are you talking you're so you're not talking about are you talking about new classes like career oriented classes technically yeah because the work experience classes and the credits that you can get for work experience yes and so maybe classes in child development and auto shop in you know expanding I don't even know either classes or I mean right now we have a woodworking class at um for instance that's a relatively new class that's a work base right and so we could be offering new classes or at least opportunities work-based opportunities where they could get Class Credit for so the
202only thing I I was going to add on this is I am interested in the communication piece heard from Dr rocket will be on my way we use first names here Brian um I had to do that so um to add to that yes I want that but on the actions and services is that if I'm hearing from staff that there is you know we need to take it to the next level on communication than I like to see what that looks like on the action and services piece I mean what what can we really measure differently that we have been doing that's going to impact particularly the results on the survey so the next time you do survey there you know numbers are going to be on the kids really know this now about
203being career ready we've done our numbers you know we'd see Improvement really see Improvement and that's that's what I but I wasn't going to add that to that because I think that's in the action and services to do that and that's what I would make sure the staff my input there's three thumbs on this is that that would do that so I just wanted to clarify why I was supporting them okay going back to the data component again if we look at the difference between what the people that the priority and how they feel that it's and and how it's been yes so in 2020 there was a 22 Gap in 2021 there was a 29 yeah 2022 there was a 21 Gap in 2023 there was a 16 Gap so we've made huge I
204mean to me that's that's huge progress in decreasing that gap between react between priorities and reality so I I mean so if we're looking at data I think that I think that we're making I mean there's more of an improvement in that than almost in most of the other areas over the last couple years so so the only thing I say is there's different data points on this to measure this yeah and I presented what my data points were what I was looking at and it comes straight from the questions that went to the kids and I you know they were the largest percentage of all our surveyors so I'm going kids are saying you need you're not giving me what I need to be career ready and I'm going man are you kidding me
205you were doing something much putting a lot of resources against them so that's that's why you know to your point so to you it might be communication and that's that's all I'm saying honest Kathy I don't know what the spreadsheet is but there was what we did that if you put it all together as far as what the priorities were the number one was currently that I can show it to you it's like the focus in one of the many reports that you received that was that was the number one cumulative foreign are we ready okay then read us questions sure yeah I modified it slightly as I was thank you um so we're eliminating uh success indicator number six and goal one in goal three we're creating a new successful computer around the creation
206of a coalition for employment Partnerships to expand work-based learning opportunities and increase opportunities for students locally locally so so yeah create a coalition for employment Partnerships to expand work-based learning opportunities and increase local opportunities I was ready to support the getting rid of this number six because I don't know that it only costs that much but Brian said that that change that changed my mind a little bit I'm a little uncomfortable this is a whole new emphasis I would almost prefer to have staff I think they've heard but you said no I I wanted that yeah I I'm a little bit uncomfortable with really dictating what what the root cell or what what it is because I don't know that having this coalition been about due respect for what you had written I don't know
207that that's where where were you with it but my account was for staff to create a success indicator that captures that that was not I was not staying a successful I was asking staff to create a success in the candidate captures what the state let me just ask questions that dude I think in this discussion I think I believe that you understand where at least a couple of us trust you I don't know if we're gonna have three thumbs or not but I think we're clear about what our tent is coming back and if not for the discussion on this question can you read that okay [Music] we're trying here right we're super close let me let me let me see if this capture is a staff to create a new success indicator with a
208goal to expand work-based learning opportunities increase local opportunities for students and emphasize communication of career and petered off at the end but he is the intent Claire it's the intent of the that's the direction of the board I think the staff can come back success okay got four four and that's for both the elimination of the one and or yeah sorry and I'm done moving on where are we at let's see no we were we were doing surveys and we were actually going back taking what we from the surveys and saying what additional success indicators we should have based on what we interpret from the survey data correct I just want to do in a process check the following trust AC make sure we're in the right enticing so we're now back to we did
209that so are there any further success indicated I just want to make sure we're there so we're on C now are there other success point of clarification I I don't uh did we approve a at this point a yes the goals I'm sorry I'm getting approved staff recommendations okay so that's where we need to get to the staff okay first of all it's everybody understand it's been a while um I want to make sure everybody understands the changes that were suggested by staff we prepare any questions welcome but but was that was exactly yeah okay that's kind of yeah belonging doesn't it you have belonging you're adopting the definition of proposing you're adding you're adding the work along and we have opportunity to come back and clarify that done before we prepared trustees we're doing
210songs okay uh okay I think we've and I think we've accomplished c as well okay anything else anybody wants to remove all right so then the last piece was um are there any is there anything else that doesn't rise to the level of success indicator that we hope to discuss this evening you know one of the things that I know is that I believe we heard from trustee Williamson but we didn't receive thumbs on was the use of Reserve funds for one year to provide an intervention specialist that's an action in a service right so that would be one that we'd asked for thumbs to know what direction to go and then is there anything else yeah no I have one after everybody I understand what we're doing on this partner Michelle okay so you
211want to use Reserve funds for one year to provide an intervention specialist at Beach Elementary School yeah okay okay now I maybe I should have done this earlier I'm gonna try to do this anyway someone will correct me if I'm doing the wrong process check here um I saw in the surveys a lot and uh case loads on our counselors we've had counselors come in here from our ice which I don't think as long as I'm important remember ever coming to a board meeting somebody else might remember okay um and then I saw that come up as a priority to do this so are there other priorities yeah I think there is priorities I think we need to have more counselors at our schools and I don't want to get into I've had a conversation
212with Ben about trying to fix it without it being a major hit budget wise because you start taking the case loads and see which cases need actually have somebody who's certificated or who has a license versus those who don't need it really but they need somebody who has some background and education deal with those issues so there's you have to start dividing case loads and understand the case loads so um I don't know if the rest of you feel that way or read that read the survey results the same way and if heard that but I wanted to bring that to you as a priority for us yeah my understanding is that there's there's a difference between academic counseling and course selection and career college readiness yes and crisis counseling and crisis as far as
213social emotional social emotional and my understanding is is that there's our counselors are being asked to do a lot of Crisis Intervention and our to commit Commit This Time to the course work I don't know if that's how much that's true or not but that's my understanding and so I would agree that I think that there is an issue with that but I'm not sure how do we deal with the fact that um that we need these crisis interventions while regularly than not and I do believe that part of that is in our It's contained in our outcome so that's what I've been hearing but I do breathe that I think that counselor caseload is a problem but my additional to that is his day part of that is Crisis um I was just going
214to say I I agree with you too I I think that's something that came up a lot in the survey and that was also about social emotional support um I would say across the board it absolutely was mentioned but I don't know that we have solution solutions for many and more money is we take it from somewhere else I mean I believe we've researched doing internships and and I think that what you were alluding to is that you have to be very careful when you have people that are not um licensed and that I mean that that can get to be pretty dicey so are you making a recommendation that we allocate funds to that and then we take funds away from something else or put into your well actually actually I'm not doing that
215what I'm doing is uh and other boards generated priorities is staff to come back and say how do we do it I don't want to do the how to do it start doing that then and we actually do have not at academic what did you tell me totally forgot we have two intervention counselors right now I want to call that I am one app rehab and if you recall um one of the requests from the counselors misrepresenting the request but it was to potentially convert that position to uh to a regular counselor that wouldn't do intervention counseling help reduce the case load across all of the existing muscles but we're also using intern or people who are in their credential program or in their license program from Cal State San Marcos you know we also
216have counseling interns those are folks those are academic well I mean I can't speak to what people know specifically those interns academic as well as you know so I'll share with you what I said so that's one institution we have four other institutions in San Diego San Diego we have UCS State we have CSU San Diego we have Point Loma have University of San Diego and I believe in all of them they have psychology departments [Music] and so what I'm saying is you know you have to take the case look part and say can we offload some of those and they intern with us and offload some of that and then the ones that do have the license that that they can handle with the Crisis Intervention to do that that was my comment but
217that that's a services and I'm starting to solve the problem so um but there is that so when when I'm asking my colleagues here is is to make a priority and for staff to come back and say you know we've looked at it we've looked at some of the things that the trustees have said and you would have to trade the only way to make this work and then we can make this at four yes we have looked at some of those other and there is some possibilities and some things that we're sharing about dividing case loads and saying the low the case laws that don't need a licensed or credentialed person can be handled by an intern from from the site department at one of the universities do interns with us it gets our
218hours does that make sense I want to make sure I answered questions straight if you're asking for us to provide Direction with staff to see to send the clear direction that we're concerned about the castle situation and to ask them to to to maybe to evaluate it and come back with maybe some recommendations we're not asking them to set aside a budget we're not we're simply asking them to come back with some possible solutions then absolutely yes that's fine okay initially and if I just give a point of clarification on time so uh we'll bring uh goals of success indicators next time so the April 26th meeting for your approval then Dr nice team starts putting together actions and services you don't see those until May and then you approve of the whole thing in
219June if we're intending to hire counselors we're going to take action on the next so if your direction is to reduce Council of caseload then we're going to need to move on that sooner rather than later I don't I don't I prefer not to be in the market for counselors in August so I just want to be transparent about what you're asking if the goal is to reduce Consular case load um we can't wait to bring something back to you for a May presentation understood yeah I think the what I heard the direction was the board was that staff would bring what they thought the solution might be so I guess if you brought back to us that you think we need to hire any counselors then would be the directions that I would say
220sometimes but we have a budget to build as well and so I know Mr Dill I can feel him next to me every time we talk about I mean if in fact uh this requires the addition of the additional staff then we'll have to determine how to work that into our budget and whether or not production someone comes we would do everything we can to make it a balanced budget and achieve a goal at the same time so thank you other priorities Gretchen um yes you did yes before I said it now [Music] um so I wanted to just bring up the teacher development programs um we haven't talked about the drop in percentages and so are there programs that are being requested by our teachers to help support them in the classroom that we're
221not meeting their needs something we haven't talked about we have educator effective Miss dollar is where we're sending teachers throughout the year on requests for a number of different trainings so we keep a list of the training today it's upon requests in some cases so teachers would request professional development on a training either local and the topic and sometimes it's site driven so sites will send a group of teachers but we are we are providing I'm not aware of any that we've denied except out of state we traditionally like women buying trainings local one classes possible I was just curious why there was such a drop and they're very satisfied and somewhat satisfied answers yeah I don't know that answer again it's oftentimes we we say when we're in meetings that there's you know a
222portal available for them to request professional development sometimes they are aware of that sometimes they're not we principles as well and try to make it randomly available but there are a number of teachers that take advantage of that certainly try to make sure just wanted to comment correct when I looked at that number two and 25 of the staff that responded with history staff so when you started looking at numbers start crunching numbers there a quarter of the respondents or District staff that that training doesn't really apply impact necessarily you might get those kind of results in the aggregate number yeah we're certainly you know we're interested in training our classified staff as well so that would be some District staff of the district office at the beginning it's going to be more yeah the
223one thing that I'm really proud of is part of our own cap does say that we need to maintain at least 85 satisfaction rate or professional development and that's something I'm really proud of but America so I did want to see if I could get consensus from my colleagues to see if we could keep that last column on the lcat form that um that Rob developed seems for themes and then obviously that would change every year if we change the success indicators but I do think it's a way to show the public that we're being responsive to their their their answers to our survey since that lasts I think it's a good message to maybe have a version that shows that but the one that we see all the time first of all it makes
224it really really horizontal which makes everything smaller but we'll be watching and also I don't know that because we don't we're not only just responsive during the Bell cap time it's so I and so I I think it would be it's an interesting document to have this at one time this is what is part of our board discussion but I would not support having anything else on there because I think everything else is I think it almost detracts from the rest of the project so I agree with both of you actually it's difficult um afford to land on this because I think it's important that the community everyone who does this survey should know a couple for what they've said they have a place that you go and I think we do that on the
225website so thank you go through enough Pages you can find results on it and I think it's pretty prominent to do that question economics is it enough I think we can say anything else to show enough more is that you show it on there but I hear what you're saying in terms of does it gets you crowded that so I guess I don't want to abstain from above both ways frankly Michelle I think if it's just you know whether it's going to be more horizontal or not I think that I agree with you and I like it for myself too because clicking on so many hyperlinks along something right it is it's nice to kind of have that reference so um and if it's you know because it changes I could also we could reformat
226it slightly if that was good it's readability orientation it doesn't have to be in the column information in a manner that keeps it on one page is legible and viable leadership does that change in your component yeah not not really I mean I I you can obviously maybe change a bit so it makes it a little bit more readable but to me the I believe that having sending the message that we do listen and that that we are we make changes based on what what the community input is um I don't know that people are going to make that connection necessarily by looking at that column I think that that's why I think a one-time thing I want to focus on the success indicators and on the goals not as good but I mean I'm
227this one person saw it I if three people think that that is an integral part of our goals and success indicators I just feel that we have we get input all year long not just from yes we get it all the time and so you know every board meeting we get some input and and so I don't know that we would want to be adding to it every time because it's cumulative you know some of the things that I'd say tonight we're not necessarily only based on the lcap they were things that have happened throughout the year so anyway I understand the reason behind any other comments or questions um I just like how the success the themes help us tie back to what we're trying to do for me it's helpful to have that
228there as a reminder thought okay you said you were done no not this route Kathy this is this is the respondent surveys when you said the number of respondents and um it was 2021 there was we had it was almost um over a thousand students or maybe 1500 students and you would say that there was a not that they were forced but they were pretty much given a the survey during class time I believe in 2021 it was that it was out of class because they were it was covered so they were actually but they were seeing direction to do it while they went to class correct I'd like to see if I can get three thumbs for um for us to do that on a consistent basis the only thing I would add is
229that hopefully spread out the representation of the campuses equal okay next time around that's my question yeah one of the things that we talked about last year was was advisory and how that time is being used and all that we're going to get some information about that and I'm not sure I've seen that so my recollection is was provided it was requested in a governance report that was provided to learn from an update was it brought back to a as an agenda as I have no lead but we shared that information okay so from my process Checker we included we're ready for a Lisa to talk about what she wants to add for belonging okay thank you is there any way that we can show the definition somewhere in there in the obviously the first
230time I've seen I would like to include being happy being the happiest part of the group and then I think that there's I would hope that that would be part of the belonging is to be belonging with with the help to promote happiness a perception of doing that one is Happy is being part of the group or belonging is the basic emotional need let's see who helps them to feel happy to feel social anyway I just feel like I would love to see happiness but being not on my psychiatrist or college or therapist and dealing with adolescents and adolescent emotions just a little bit concerned about about how temporal happiness I mean for my kids and they're always happy so since um that being that being the case I'm a little bit concerned about that
231because if that's going to be a measurement somewhere along the line whatever comes back from Dei and B and we start measuring those and we say they're not happy so we're not succeeding on what we say but they do feel belong I would be a little bit concerned about that that's just my you were happy for me Kathy I attend I tend to agree with you on this right and I just think that the sense of belonging in the out the outcome would be happiness not necessarily part of the definition it's how I feel it is that if I have a sense of belonging that that outcome will be happiness so I can see it being I could see it being um part of the plan that that's one of the things that we want
232to see is increased happiness due to our actions to promote belonging I could do that but as part of the definition I do have a question between I think you asked her earlier the difference between inclusion and belonging the as our definition of inclusion but you don't feel like you belong still is that what I understand the way that I understand is you can have inclusive practices policies and procedures but that doesn't necessarily lead to a sense of belonging you can have all the practices and policies of the world but our students and staff feeling in better sense of belonging and we do measure some of that through the calendar now are you connected to your school that's a sense of belonging you feel connected do you have a trusted adult on campus that you
233can go so those those would be ways to kind of measure and get after so would you say then perhaps in the long definition connection connectivity part of that and it's right in there they have that connection with the people okay so when we do certain they will be able to extrapolate that they feel connected so they are feeling more belong just so we have some kind of measurements um do we have any case studies of any other K-12 who and Dei B Poway you've probably has done diversity Equity inclusion but they haven't done diversity excellent inclusion along well belonging is kind of part of it it's a Dei plan and we want to make sure that kids are belonging is more of a Feeling and if we have inclusive practices we're making sure that
234you know there aren't racial slurs being made or not um you know we're making sure that everybody is feeling that they are part of this inclusive environment right so you might have different practices making sure that you know your students that are special needs are part of convenience of the school and so that's part of of belonging it's a Feeling and it's how our students are feeling and part of doing all of that will give our kids a sense of belongings that's I love that um we are including that so I think that makes it more intentional and I think that's great and I know so I'd be supportive like once we have it as an action service belonging I'm not sure except you know I'm trying to look continuity of everything we're doing in
235our plan perfect so um you know I'm thinking belonging would be part of the things that we do the fulfill the AI some actions to me students and Staff feel different I'm not convinced and play what we had that's separate from Dai we've already improved the VIP for definitely I thought we were talking about the definition yeah and [Music] I think that this chapter is everything that we need so I think we're ready for something there's not any further conversation about this definition already Okay so ready yeah okay it would just happen this happened so Elisa you propose the addition you were saying this definition right right and so okay no I thought you were no no the definition no okay super pose the word happy birthday oh okay oh I thought we were voting
236on um [Music] that's what's going on and I guess again the but I Googled have the Google belongings like three of the first four definitions included the word happy which is and obviously I just saw this definition for the first time and so that's why I thought okay I know some people who belong to groups that are absolutely miserable and they feed each other's misery and so that's why I was thinking okay but that was that's what makes them happy but you know they said misery loves company yeah wow anyway so that's Wi-Fi if I if what we're wanting is for people to take Bible that's a happiness I believe is also a big need and actually because I would hope that by by we would have the happiness would be included there but I
237think that Ben wants to say something's really quiet no not at all I well yes uh Our intention this evening wasn't to provide a definition that you would be improving we simply wanted to be clear like if anyone were to ask us you know Rob how do you define belonging we wanted to be prepared to do that this evening so this is an example an example I don't think we have the words I wouldn't recommend if the board wants to adopt this wholesale and say yep moving forward this is our definition I mean that's fine but that wasn't what we were asking for necessarily this evening we just wanted to be cool I I was asked if we put this already approved and send it to us so we can see them together rather than
238having it be separate to make sure that we're kind of like similar construction and similar feel and then and then bring it back to us because I just think that to Spring this on us because I think the definitions are important and and I want to make sure that we go ahead a chance to think about what what it is that we're trying to Define have what we need this evening in terms of the approval of its system the success indicator has written and and we'll be bringing all of this stuff back to you in the future baby and we will absolutely aligned us with the others um I got to see if there's thumbs on the happiness yes no no we already knew that happens we did no yeah [Music] I was drawing the
239happiness yourself I do not want to see what happens [Music] so let's go back to where we're at the process okay so thank you we now move on uh we move on the page thank you for close session and have we received any blue cards for closed session items [Music] you are with that uh well board will now resist a closed session there is no action being taken there will be nothing to report after a closed session we will adjourn our next regular meeting will take place on April 26 2023 at 6 PM the meeting will be held at the prospect Unified School District office thank you for all it was attended thank you [Music]