001Oh god. Hello. Good afternoon. Uh we're going to start this meeting at 4:3 9. Right. Roll call. Dr. Finley >> present. >> Dr. Hassel >> present. Miss Holding >> here. >> Mr. Reyes >> present. >> And Rain Diaz present. Now I will ask Mr. Reyes please lead us in the flag salute. >> Yes. Please face the flag. Place your right hand over your heart. Ready? Begin. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Please be seated. I need a motion to adopt the agenda. >> So moved. >> I'll second. >> Okay. Moved by Miss Hoging. Second by Dr. Finley. Any discussion? All in favor? >> I. >> Okay. Do
002we have any requests to address the board? Thank you. And we now move to item six, Dr. Midrana. >> Okay. Good evening board. Uh or feels still a little afternoon. So, good afternoon. Uh Dr. Lawson and our principles are here today to provide an overview of our California dashboard release from 2025. So, I'm going to turn it over to Dr. Lawson, our senior director of educational services. >> All right. Good evening everybody. So I'm very excited to join you tonight and then have this discussion about our dashboard. This is a study session. So the goal is that is interactive. So I don't want to present it like a lecture. Um so I did print out some discussion questions. So as we go through the presentation there will be times where we're looking specifically at data.
003So I just presented some questions that can help you. it. You can possibly use these as a guide as we're going through looking at our data to help you with questions. Okay, so we're going to go ahead and get started. Um, next slide. So, the purpose of the study session tonight is so that we can um get a shared understanding of what the California dashboard is. We want to understand kind of like the colors, the changes over time. dashboard allows us an opportunity to look at our strengths, our areas of need, and the equity gaps, as well as see how the California dashboard is connected to the LCAP, our actions, and our resource decisions. And so, what I'm hoping will happen tonight is I want to share just some foundational information about what the dashboard
004is. There's some key components to the dashboard, just making sure you understand them. I don't want to make assumptions that we know what they are. Um, and so I don't mean to insult your intelligence. I just want to be a teacher for a little bit on that part. So I'll cover some key points and then we'll jump into our data and have some discussions about the data that we have. Okay, next slide. So um first I guess the most important thing is why do we have the dashboard? Why does it exist? It is California's accountability system. Um it gives us an opportunity to look at multiple measures in terms of how our students are performing not just academics but different areas. It's an opportunity to look at our continuous improvement. It's not just about one
005year, but it is the multiple years. We're looking at a growth model versus just a one-time shot in terms of achievement and the data that's produced. It's not a one-time judgment. So, it's not intended to be that. It's intended to increase transparency for our shared understanding of what we're doing at our school sites. And it's also an opportunity to opportunity for us to look at equity and look at the patterns in our data and look at how our student groups are performing um to make sure that we are meeting the needs of all of our students. And I think that um one other point to note is that it is about the growth and the value added where students were how have they changed and what are we doing about that. So it's an opportunity
006for us to be able to kind of share our narrative about what's happening in the Dart Unified School District and how we are targeting the needs of our students. Next slide. So just a key thing to note there are state and local priorities that are um a part of the dashboard. Um the state priorities are our academic indicators. So we look at English language arts and mathematics and science. We look at absenteeism. We look at the school climate and culture. We look at suspension and we look at the progress of our English learners. That information is on our dashboard. We do get a score on a dial indicator which I will talk in some future slides. And then there are also local priorities which we find this we get this information by completing a self-reflection
007survey where we go in and assess oursel on those particular areas that are listed for the local priorities. Next slide. So when we're reporting we do get scores for subgroups where we have 30 or more students. So, in your book, you all have this beautiful book here of the release um scores. And so, in that, we have all the information for the district as a whole and for all of our school sites. And when you look through this data, you may see that there's some where it looks gray and there's not a score there. It's because we have less than 30 students in that subgroup. So, these are the all of the subgroups that we currently have in our school district. And so, these are all the groups. We want to make sure that we
008are addressing their needs and that there is equity for all. Next slide. So, here's just a glimpse of the Darty Unified School District. Um, this I'm sorry, this is just the the levels that are in the dashboard. There are five levels and you'll see it by color. So, it's red, it shows like very low progress, orange, yellow, green, and blue. So, when you're looking at the dashboard information, you'll see the different in dial indicators and you'll see movement. You'll see color changes. And I just want to note that the color changes are good and bad. And so, we'll talk about what that means um in terms of what that movement uh indicates for our students and their achievement. So, next slide. >> And Dr. Lawson. Yes. >> Um with with these arrows and these colors,
009is that >> uh in comparison to last year or is it just sort of Okay. So, so even if if we were doing well in an area, if it went down by a little bit, then it would >> So, just the way those colors work, >> it's not so much that it says we were bad or good. It just shows that there were a change a change occurred. So, we look at our data from last year, they compare it to this year, and then the difference is where we get our current um score, and then it it can fluctuate. So depending on how we performed last year, say for example our English learners in English language arts, let's just say last year they may have been yellow. Um that one is based upon their previous
010year, right? So if they had a score and let's say they were 64 points um past the the standard and then this year in spring they scored 34. they take the difference and that changes where we look at for our students and then you see the color um and the color is based upon it changes based upon where they were in the previous year. So if you were blue and you had a slight drop, it may not be enough to change your color. You may maintain and stay in the same area. If you were red and you were high in the red and the following year you had an increase of like seven points, you could jump to the next band. But if it was only two, you'll see when we get to the section
011when we look specifically at our subgroup data, you'll see where it may say maintained and there was no color change or it may say increased and it was a slight amount and no color change. It just depends on where they were the previous year and how they scored. So when we get to that section, um I have a a slide and we'll go into a little more detail with that. Great question. You're welcome. >> So this is just a snapshot and overview of our our district um data as a whole. So if you were to go to our dashboard page, this is what you would see just a quick glance. And if you were to go to the dashboard page, there's you can click on the different areas and it can go take a deeper
012dive and you can get more details and you can it will go into more detail in terms of our subgroups. So this one just looks as a whole. So, if you looked at this as a whole, our suspension rate is in the green. But if you want to go take a deeper dive, you can look to see what does that look like for our English learners, for our students with disabilities, for our um students that are two races. And so, this is um one opportunity to go into a deeper dive. And that's where the equity and accountability piece comes in because we have to give an account for how all of our subgroups are progressing. And if we find that we have groups that are kind of stagnant, then we have to figure out what
013do we need to do to ensure that those groups continue to make progress. Okay, next slide. So just district data as a whole. Here's an example for us. So our current year for our English language arts data, and I just want to note that this is from spring of 25. And so we're going to be getting after we do our cast assessment in spring, we'll be getting more data. So this is from spring of 25. And when we get this information in the spring, it comes out, it gets released like in December. And so we do use the data that we get from our CAST scores, our California assessment score. And we use this information to kind of drive our instruction and our plans on how we target suspensions, how we target our school climate
014and culture and academics. So it's a little trailing the data. So, we're getting it now, but just know that our school sites have already looked at this information and they have developed plans on how they're going to meet the needs of the students um their subgroups at their sites. So, just but as a whole for English language arts, you'll see our current year is 8.5 below the standard. And so, our current year, it takes the current year minus the prior year. And you see where you see it maintained at 2.8 8 um points and our color in the indicator was orange. Um and that's where we that's what's currently on there for 2005. So that's for our ELA and I'm going to go to math. We can go to the next slide please. And then
015this is an example for our math and one of the areas that we've been targeting in our district because we know that this is an area for opportunities for growth to continue to look at our instructional practices and how we can increase our teacher efficacy and their ability to deliver math instruction and how we target our students that are not um making gains because we know math is a target area for us in our district. We need to continue to work on that. And as you see on that one, you do see a a decline. our kids were scored in the orange there and that that means the difference from the last year to this year was a drop in 5.5 um points. Um next slide >> Dr. Lawson. >> Yes. >> So on just
016looking at at these two slides that we've just gone over. So um for the e the English language arts the current year says it was 8.5 points below standard and then for math it said 52.8 points below standard. Are those on the same scale? So meaning are we needing more help in math than we are in English language arts? >> So we definitely are there two two different scales in terms of the the points range. I'm going to share those on this slide right here. But yes, what we're looking at we're seeing our English language arts as a district. We tend to make small gains with English language arts. Um with our math, we tend to kind of go up and down, up and down. So we haven't shown like consistent growth in the area
017of mathematics. So, it's definitely one that says we need to continue to focus on that area. Um, it's different across the different grade levels, but absolutely we definitely need to target that. >> Okay. >> And so, I do want to talk a little bit about the distance from the standard because that's that score that shows whether or not we've um the point range that they give us to show if we made gains or not. So, the distance from the standard is derived from they take the proficient score range as you can see up here on the slide. They take the proficient score range. This is the from our California our assessments that we take from the California assessment. So they take the total number of students that were tested and they get an average score
018and wherever that average score falls it tells us whether or not what our distance is from the standard and that's looking at the lowest level of proficiency. So for third grade in English language arts, the range to score proficient means they met the standard starts at 2432 and it goes up to 24.89. So if a student got a score of 2433, they are in the met range. A student that got a score of 2490 is now in the exceeded range. So the distance from the standard that shows where all of our school students are achieving. It takes the average score of all of those students for the grade level and then we get that score that's right there in white. So for Deward Unified School District, our students in third grade, the average score is
0192405. And then if you look at that average score compared to the minimal score to get proficiency is 2432 and the difference is -27. And so that says our distance from the standard. So when you look at this score, if you only look at the distance from the standard and you think, "Oh my god, -27, oh, our kids are struggling. We're it's we're not we're not successful." You have to keep in mind that that's the average score. So we have students that are exceeding the standard. We have students that are right there in the MET range and then we have students that are at the bottom. And so kids are achieving at various levels in our school sites. But our goal is if we can elimmit um reduce the number of students that are scoring
020in the lowest band that helps move our average up and that's how we get the gains in terms of our distance from the standard. We want to see that number be a positive number. But if you look down the range you can see at third grade it's 27. Then we go to 24 for fourth. At fifth grade it's negative seven. And as you see, six, seven, eight, it kind of is like two years um 20 in the 20 range from the standard. Then we go single digits for two years and then we go up to a double. So it's kind of all over the place. And so we do recognize that we want to that's an area we want to continue to work on as well. So that's for English language arts. So just want
021to help you understand what it means when we talk about distance from the standard. We don't only want to look at that negative or positive number because there's more to it than just that single number that's represented. Okay, any questions about that? Okay, next slide. So, this is an example for math. Just wanted to provide that to you for math. Okay, so I'm going to go I'm not going to be labor this point. Next slide. All right, so here we go. This is this beautiful color grid right here. we love these colors and like what do these colors mean, right? So, if you look at it, um we have all of our subgroups that are represented there and we're looking at our English language arts scores and we also have our math scores. And as
022you can see, we're kind of it's very colorful up there. Um we want to see less red, right? And that's that's we want to see less red on the grid. So, we want to that shows that we're we're changing the number that are in the very low range. But one thing I want to ask you, when you look at that, when you look at that grid right there and you look at the information there, what pattern, what pops out for you? What do you see? What questions do you have about what's presented there? >> Can can um would you mind defining what some of these are? I don't know what all of them are. >> The subgroups. >> Yes. >> Okay. All right. So for um do you have a specific one you want me
023to um >> uh I guess the themsel and then the AA at the bottom. >> Okay. >> And then I guess the SD and SCW I think I know what those are but I'm not positive. >> Okay. So LESS those are long-term English learners. Um for our AA that's those are African-American students. SWD those are students with disability. Um, and then our SD, those are so economically disadvantaged students. And then I think the others are clear. >> Okay. >> Can I just clarify? A long-term English learner is an English learner that has been an English learner. Is it five years? >> Seven I think it's six to seven years. >> So after I think it's after um Yeah, >> I think it's after >> kinder 1st, second, third, fourth, fifth. >> Yeah. So, they become
024a long-term English learner. Um, oftentimes they maybe students that were born here that spoke Spanish first. It varies, but they once they are not able to reclassify and out of being an English learner, they become a long-term English learner. And there's a lot of research about English learners, especially long-term English learners. So, that's why they're defined as a separate group because they face different challenges. >> We can spend a lot of time on that, but we won't. And just to add, they just added that LTEL group last year. So their data is also what used to only be combined with our English learners. And so they've separated it. And if you remember from last year, we did some specific tutoring support for our long-term English learners because last year when we look at um their
025scores, they were scoring in the red last year. So they were scoring in the very low. But if you look at where they are with their um this year they did move into the orange band. Although you see you can see where it maintained and it was orange and then you can see where it declined and it was orange and then you can see with our African-American students at the bottom they declined in the red and then for math they declined in the red. So just because you have a decline does not mean you drop all the way to the red. It just depends on where you were the previous year um and how it compares to the current year. Any other thing you notice there? Anything else noticed? If not, we can move on.
026We'll have some more opportunities to go deep um take a deep look into some of our specific subgroups with their math, their academic areas as well as their attendance and etc. So, we'll have some more slides with that. Okay. Okay. Let's move to the next slide. So I want to just make just kind of talk about what movement means because sometimes we think oh they move so they're doing great or we've arrived or we've solved the problem. Doesn't it doesn't mean that it just means there's been movement. It means there was change. Our goal is we like to see the it continue to move to the right of the dial. So we want to make sure that as we're making movement that our movement is showing increases and not declines. But we know there's different
027things that happen throughout the year in terms of when we're working with our students. And so some of the things we can look at when we see a lack of movement, it could reflect maybe there's a lag in the measurement. Um maybe we've implemented new strategies and they haven't fully taken effect yet. So for example, we did train our teachers this year. We've done our cognitive guiding instruction CGI as um our teachers have been trained in K5 for CGI and mathematics and um they've done lesson studies. They're doing they they've received coaching and professional development. And so we know that with the shift in how we're delivering instruction and our pedigogy and what we're doing to support them that it's not going to happen overnight the change, but we are very hopeful that as we
028continue to implement those strategies and practices consistently in our classroom, we should see changes with our math um and at our at our K in our K5 areas. As we're specifically targeting that could also mean that there are some barriers in place and the students are not making the progress. So we're providing instruction. We're trying to figure out what exactly is hindering the students ability. If they are English learner and we're not using enough of our sedai strategies or structured strategies to help them with their language development, maybe we need to look at more interventions and supports. Um, you know, we implemented brain trust, some afterchool tutoring. That's what we used last year with our long-term English learners and we believe that that did have some impact on how well they achieved on um the
029English language arts assessment. And so just keeping in mind that movement doesn't mean good or bad. It just means that there's a direction and our goal is to move in the right direction. Right? We want to move to the right. >> How does how does that after school um tutoring? How does that work? >> So the tutoring how we did it for brain trust. We looked at because we use our learning recovery fund. So we looked at our students that were scoring in the red. So if they scored in the red um we identified kids in third, fourth and fifth grade who were scoring in the red to provide that strategic intervention to target those area of mathematics. That's one um one one form of tutoring that was brain test. >> Okay. And how long
030does that last? When does it start and does it continue to the end of the school year? >> No, it was for 12 weeks. So we implemented it for 12 weeks for a group of students. And so we we spread it out throughout all four of our school sites. So it was very strategic in targeting certain group of students because of the funds that we used. Um we needed to indicate we were servicing our kids who scored in the red. So they were they scored at the very low level in third, fourth, and fifth grade. >> Okay. But why don't we continue it so they continue to improve? Well, I would say we look at our funding. We look at um how effective it is and if we feel that it's working and something we
031can continue to do, we can look at. We looked at it last year for English language arts and then we expanded into the mathematics and so it just we have to look at our data and see what does the data say? Did it work? Is this something we want to continue to do? Do we want to consider other options? So, >> so was this the first school year using Brain Trust? No, we used brain trust last year with our long-term English learners and then we used it in >> So we used it again. >> Okay. Was there growth? >> So with our long-term English learners last year, we believed that it had an impact in their data. Um we believed it did help for the summer. We used it for math with summer and with
032that one it was kind of hit or miss because of the attendance of our students. So being able to track so we saw some students make gains, some students didn't. we were looking more at our benchmark data to kind of guide that piece. So, we can continue to look at our data and identifying who those students are that are scoring in a very low range and how we want to be strategic with our supports. >> No, because the reason I'm asking if it worked principles, okay, why didn't we get more funding to expand the program? That's that's my question. Um so and we'll talk a little bit more in detail about some of the supports that are using we're using at the school sites um to support our students that need additional supports but that
033is looking at brain trust and extending that service is not something that we could is something we can continue to look at and who we identify needs to support. It's just a more intensive support and it's a commitment. And so that's another piece looking at the amount of time that goes into it, who stays, uh, kids have to commit to the full 12 weeks, how we supervise it. There are many, many areas that we have to look at, but I hear what you're saying and we can definitely continue to look at how we continue to support our kids. >> Thank you. >> You're welcome. >> Can I ask a follow-up question on brain trust just because it's on the table. When did those 12 weeks occur? >> Okay, so let me see. We start. >>
034Yeah, I'll let the principles chime in because they have they they have it at different times at the school sites. So, if you just want to chime in on your different on your dates, please. >> Yeah. Um, at Maxwell, we went um I believe it was 10 weeks before the excuse me, nine weeks before the holiday break. Um, and then based on holidays and Thanksgiving and those sort of things, we were uh we pushed it into and then we had the two Monday holidays. So ours, we thought we would be done at the end of January. We ended up going, I believe, until the whole first week of February, three days a week. So Monday, Tuesday, Wednesday for us. >> We were actually the same at Beardsley. Um, so we ended I want to say
035it was February 5th, 6, whatever that Wednesday was. >> Okay. >> And it was 12 weeks. >> Okay. >> Hi. Um, yes. So I started a little later in the game, as you know, into October. So we started in October. we tried to get the you know get hit get hit the ground running and we ended early February so it's very similar I believe to my colleagues so the students had the same experience three days a week >> after school thank you and then I have a question about this um is it so if we make gain or if we make growth is it only possible to go from red to orange to yellow or is it possible to go from red to yellow based on the amount of growth the amount of growth. Yes.
036And I and I want to say what can allow you to make the shift is it's like three to five points. >> Yes. And so that's no not per if you're looking at um the where the students where you were previously to show an increase in your growth. It's three points. If you go less than three points, it looks like a decline or a maintain. And now it depends on how where you are in terms of the red and the orange where you are. So let's just say a baseline score in the red is uh I'm just going to throw a random number out 25. So if we were 25 and we say we're at 23 the previous year, the following year we were 27 and you take the difference now that we may be
037at 26, we could move to the orange band. But if you're in the red and you're a six and you go to nine, you show increase, but you're still red. >> You're still red. >> So, it just depends on where you are. >> Thank you. >> And I think that that's a big piece the the whole movement. That's why the gains looking at growth and looking at movement is so important because actually if we go to the next slide, I think we'll talk a little bit about what they've added to the dashboard. This is a new feature. It's for information only right now, but they look at your growth. And so now you can get a score on what your growth looks like. And so the growth could range from minimal progress to accelerated progress.
038And so when you look at our data, we look at it and we can see that on that score for English language arts, it shows that we've made moderate progress. So and it shows you the percentage of students that actually improved on their scores. So sometimes when you look at the data and you see red on the dashboard for English language arts, you think, "Oh my god, we're not we're struggling. We're, you know, kids are not doing well. No one's learning. And what's happening with the progress?" But with this growth model, it allows you to see the percentage of students that are actually making progress. And so when we look at it, we have movement with our students, but the the percent or the um the amount of movement is not the number where it's
039going to allow us to show that accelerated growth. So we have students that are scoring in a very low range and they following year they improve, but it's not enough to show they jump the band, right? And so we know that our, you know, our strategies are helping students and we want to figure out what's going to allow us to accelerate the learning for students. And so I think this one here on this growth model is important to look at because I when I saw this, I actually was happy to see that they're looking at we can look at our growth and say where are we, right? Of course, our goal, we want to accelerate it for all students. So, we know that we're at various stages in terms of where students are performing and
040where we're looking at as a district, but we'll continue to make progress um as we move in our growth model. Anything stand out to you when you look at the English language arts growth model? And there's math, I think. Oh, thanks, Marcel. Just show there for a minute. One thing I would just say is what one thing that seems like a consistent trend in both ELA and math is it's moderate growth, right? And so, we want to be able to accelerate it to get beyond moderate, right? we want to we want to boost it up a little bit more. Okay. So, I talked a little about the academic side of it, but there's also the school climbing and culture piece because we don't just look at math and language arts. We don't just look at
041science. We also need to look at school climate and culture because we know that that's also huge when we look in terms of our students coming to school, what's happening with our suspension rate, um what's happening with behavior, is it impacting or impeding kids ability to learn. So if you see here, this is where our performance color is in the green where it shows that we declined by 1.3%. And so you're looking at the number of students that were suspended at least one time in the school year. The current year is 2.6. And so you see that that dropped. And so we want to see that number to that's one of the scores where we want to see the arrow going down. We definitely want to see declines there for our suspension rate. Next slide.
042The next one is the students all of our students in their chronic absenteeism. Again, that one has dropped as well and that's important because we want students to come to STO. Students are not at school, they cannot earn, right? So, having them present is definitely something that we want uh to see and we want to definitely continue to improve as it relates to our our absenteeism rate. Next slide. >> Sorry, can I ask a quick question, Dr. Lawson? So um what uh how do you define a chronically absent child? >> Okay. It looks at absent 10% or more of the instructional days that they were enrolled. >> Okay. Okay. And then in in this case um a decline of 4.3 is a good good thing in this case. >> Yes. Decline is good when it
043comes to suspension and attendance. >> Okay. >> Yes. >> Great. Thank you. >> Okay. All right. Um, next slide is our this is our college and career readiness. You can and this is just information as you can see where we are in terms of um our college and career readiness for our students. And now we're going to move to the next slide and this is where we're going to just kind of take a deeper look into it's kind of hard to see that we want to take a deeper look into some of our subgroups. And this is where I would like for you to kind of look at your sheet. If you have some questions on there you can use this to kind of help you. And this is where our principles will also um
044want to make this more interactive. And so on here you see our dial that shows where we how we're performing in English language arts. Um what does it look like in terms of growth? What do we see for mathematics? And then what does it look for our suspension rate? And so are there, you know, any questions that you have about that that you'd like to ask about that data for the ELA increase of 4.9. Was that enough points to move us a band? So were we in yellow last year or >> No, I don't have that many. >> That's okay. Okay. It's a wondering. You don't have to give me an answer now. I wonder >> any other. >> And then I guess the flip side of that too, if we would have had if
045that 6.6 decline for math would have changed our color trajectory >> in the opposite direction. >> Any more questions about that? I'm still digesting. >> Okay, no problem. No problem. >> Is it okay to go to the next slide for our next subgroup or you want to stay with this group? >> I think I think we can. I mean, at least for me, I think we can move along >> the Okay, so we'll go to the next subgroup. This is our long-term English learners. I can't speak to this one because I know last year we were in the red because our we target our long-term English learners with our supports for brain trust. So we did see some um shift, some movement there for English language arts. Um not so much with our mathematics and
046then with our English language progress as well. >> And the mathematics brain trust initiative didn't happen until summer. Correct. >> Through the summer. Yes. And we target the students the rising grade level. So if they were from fifth going into sixth grade and then eighth going into ninth grade, um we felt like those were the grade levels where we wanted to kind of strengthen shore up some of those skills before they went jumped into the next transitional grade level. One one thing that that I'm kind of finding interesting and um is if you look at the the Hispanic students for math um where they are compared to the standard and then the long-term English learners um you know there there's an even bigger drop there. And I don't know when I first think about it
047I'm like well math is a universal language. I mean, it doesn't it doesn't really have a country or or a language specifically, but it just goes to show that that even if if a a language that math is being taught in, let's just say it's you have to pay attention 10% more to understand what's being said, that that takes away your ability to focus on what's actually being taught. >> Um, so it's it's interesting to to see and and I think Dr. Madrono had mentioned that this particular group of individuals, the long-term English English learners, they they have additional challenges and that that's seems to be somewhat borne out in these numbers here. So, um you know, it's it's just interesting that it's you can't just look at math and say that's not a language
048or it is a language, but it is not a spoken language and assume that everyone should be able to understand it. Um because it's being taught in some spoken language. And I think when you look at math, if we're just doing basic computations like 2 plus 2, 3 plus 3, numerical numbers, those, okay, that's kind of universal. Three is three, right? >> But I think what we're seeing with mathematics is the the deeper conceptual understanding of what's happening in math. And so students need to be able to articulate their understanding of the concepts and the relationships between the numbers. And if they're not able to articulate that, that's where we see the struggle. And that's a thinking part. and how do we get our kids to start thinking that way in mathematics and be able
049to explain it? And I think that CGI is one that will definitely help because there's it's interactive, it's hands-on, there's opportunity to explore, there's opportunities to kind of dive deeper into those concepts. And so we under identifying the distance from the standard. I think that's important to note because it shows that as a whole you may look at one group of students and their distance from the standard may be 100 points but they may have shown some gains versus a student another subgroup's distance from the standard may be plus five. Right? And so for that group we still want to continue to challenge that group. We want them to continue to learn. And then the group that's 100 points away or 50 points away, they still have specific needs that we need to target. And
050that's why it's not a a one-sizefits-all when you're working with students and trying to improve the academic achievement for all because the groups are so different and the needs vary. So you have to constantly go back to the brainstorming to figure out what's going to work best and working collaboratively to figure out how do we continue to meet the needs of the group like our students with disability. So we've made gains and there's been some shifts with our instructional practices. There's been some shifts with the supports and some kids have made progress and some kids have not. Hence that average number that shows the distance uh from the standard. >> So oh go ahead. >> No I sorry I just wanted to I guess ask one one I guess um clarifying question about the long-term
051English learners. I I mean I think one of the strengths of Deard Unified and just the city in general is how diverse our community is. Do we know sort of the breakdown of these long-term English learners? Are most of them Spanish speakers or is it pretty spread across a lot of different languages? >> The primary language for us for our second language learners is Spanish. >> Okay. >> We have a few other language but the majority of our students are Spanish. their first language, primary language is Spanish. >> Okay. Thank you. >> I just wanted to comment on the math um that you brought up and that um Dr. Lawson addressed. So you could have a student who's mathematically inclined. They get the computation, they they understand what they're doing when they're doing math, but
052then when they're tasked with now explain your thinking as they are on the CASP, it's that deer in headlights. And so I'm curious. Well, one of one thing is that CGI is really cool because you can see the students mathematical reasoning and thinking even if they don't have the language to express that yet. So, I'm just curious wondering, you don't have to answer, but how are we layering in that language so that students are learning that language that they need to express their understanding and practicing it and internalizing it? So, just a a curiosity and I'd love to see CGI in action. >> Okay. Um, and I would like I know you said just a wondering, but I would like for the principles to share a little bit about that with CGI because I know
053it's we that was one of the things our one of the um trainings that our teachers specifically wanted and I know that it has really kind of taken off at the school sites and there's been a lot of excitement behind it and so I'd like for you each to kind of share a little bit about that and if you could kind of hit on how we are layering the language piece in there to allow students to be able to share their thinking that would be great if you can do that. Thank you. What would I do without you? >> I think one of the most exciting things about CGI is that everybody is able to participate and grow wherever they are. And so it's been just dynamic to see a student with disabilities or a
054student who might be struggling in math be able to make connections. Um, I could just add with the language piece. Um, I think that's what's been great with CGI is just piggybacking off of what Miss Castillo said. Um, they're able to have conversations with their peers and it's student facilitated. So, the students are talking, they might be prompted with a question or um, like um, a wonderment of, "Wow, I wonder," which we we actually start with in CGI. the wondering, I wonder what you see in this picture. So, they're building language on top of like what the teacher is saying, but on on top of their peers. So, their peer may share something and then they'll say, oh, I noticed that there's 10, you know, 10 cars in the basket and their peer will say,
055there's 10 cars in the basket where they're just they're feeding off each other. I'm giving a primary example but that is where language becomes so rich because the teacher gets to ask the questions the students get to answer but facilitate their learning through the pictures through some go to the algorithm of course but it's it's open-ended um and I I'll share a quick story I had a teacher share with me yesterday that they were doing a number talks and this class is diverse with you know different abilities different um socioeconomic backgrounds and they We're doing a number talks where it's all oral and the students started seeing pattern using the same strategy in spelling on their own. They started sharing with each other. Do you see the pattern in the spelling? And it was just
056the teacher was in awe because she didn't have to do anything. It was the students doing it. So the language is is big. >> That's really exciting to hear because that's the those are the things that we don't capture on our test scores, right? and that's an example of true internalization of what kids are learning. So, thanks for sharing that. >> I'll just share at Valley View what's unique about cognitively guided instruction. Um, I came from a district that did a lot of work with UCLA Center X and I think it goes to also it speaks to Dr. Lawson's point. It takes time before you see change, but this opens the door to discussion. Something interesting at Valley View is we have a large number of students with disabilities and we also have students that
057use AAC devices and they don't have the same kind of language others have. So what is so great about CGI is it is not the way we learned. We learned with an algorithm. We learned do this solve it. Is the answer done? Great. We're finished. That's not it. It's think about your thinking. Show me this way. Explain to someone. And what's been really lovely to see at our site is those students in our special day classes who use AAC devices showing each other even with pictures on their AAC devices, explaining, using manipulatives. So, it's really supporting our kids who don't technically have the language we're used to seeing. And uh it's just I mean, one of our SDC teachers is really flying with it. And um it's great to see because we really are striving
058to be inclusive at our site as much as possible. >> Okay, I have to go last so I have to think of something different. >> Um I think the the biggest part of English learners and their language with CGI is the teacher is able to give the language to the student. And so in something like a math talk, and I know we're speaking weird things, a math talk would be I put the number 39 + 48 on the board and without without paper, you're talking through how you would solve that is one example. And so the teacher's job and part of their training has been learning to capture what the students are saying. And so if a student doesn't have the language, if a student says, I put this here and then I and then
059I put this here, then it's the teacher's job to document it and say that's addition. So you added and it gets documented visually for the student. And so I've seen a lot of language development in that sense of giving them the language that they're lacking when they're explaining their thinking. So they may have their thinking and not be able to explain it or not be able to explain it in English. So, it's the teacher's um job to facilitate that language development and then having the chance to talk to peers and use that. Oh, so you added yes, I added or um and then I think too the other piece is giving them a chance to explore with less pressure. So, CGI has students, you know, in like kind of counts with different manipulatives. Um and
060the we recently in K1 they did a count but it was multiplication in kinder and first and this notion of kids absolutely know how to multiply. They don't know that they're multiplying. They don't know some of those things or even you know second and third they're introducing fractions. There is not one student on my campus that doesn't know what a half is. They've all had to share something in their life and they all know about fairness. So they're all able to tell you if it's half or not. But they may not know it's half. They may not know that half is a fraction. And so that's a big part of CGI is giving them those terms, giving them that language to describe their thinking. >> And I just want to add on our on our
061learning walk, we were at Valley View and um we did see a couple of CGI lessons in action and one of them was the wonder and notice. And so we saw lots of opportunity for kids to engage in dialogue. So lots of think, pair, share, lots of sharing of their knowledge. and then the teacher was building a lot of vocabulary. So, not like your traditional, oh, an equivalent fraction is versus kids looking at um pictures of ducks in a row, rows and columns, and then identifying how many were missing, how many were present, and then comparing those fractions and talking about equivalent fractions, talking about um similarities and differences. And so, they were able to target math vocabulary um and also prompt kids what they're thinking. And then kids will also engage in a dialogue.
062So there's lots of language being developed um in a in a I would say in a risk-free environment where a stressfree environment where kids are able to just learn acquire the language language through interaction. And so I think that that's that's a huge piece. And just to add, we are looking at what it will look like because we're targeting our K5 a lot of focus on our primary grades if we can kind of get those grades solid. We want to move kids progress through the grade levels more proficient because we know that's going to make a difference in English language arts and with our mathematics. And so we started with our K5. We are looking at what it can look like for sixth through 8th grade. There CGI does not specifically target sixth through 8th
063grade, but they look at it through the lens of the mathematics framework and then they make adjustments with CGI strategies and practices for middle school. and then looking at the mathematics frameworks because that's all about a new way of thinking for our secondary. So it started with K5 but we are definitely going to continue to progress through the grade level so that we can um kind of make a paradigm shift in how we see and how we teach mathematics and then likewise likewise as it relates to language arts. Okay. All right. So we can move to the next slide. This is with our um our students with disabilities. And I just wanted to note like when we look at this data, it's not a reflection like a reflection of the the students potential, but it's
064more of a reflection of the systems that we can put in place to help support the students. So we don't want our students to just be defined by like a number or a dial, right? We want to know that these are individual students with unique needs and we have to figure out the structures and systems that we need to put in place to best service them. So when we look at our our students with disability, some things to really celebrate where we've not some had some shifts in the the data um our suspension rate decline for our students with disability, our chronic absenteeism rate declined with our students with disability. the college and career readiness indicator increased for our students with disability and the graduation rate was maintained for our students with disabilities. So I
065think that what that says is we're in our primary grades. We identify these students. We're targeting their supports, looking at what's in their IEPs. How can we continue to help them make gains? We recognize that in terms of the academics, there may be some some areas that are there may be some barriers in place. There may be some things that have hindered their ability to make progress and we have to continually go back and look at how we can best address those areas. But in terms of our students coming to school being successful, the school climbing and culture is inclusive and we're embracing our students to the greatest extent possible. We're going to continue to work on that and I think that's evidenced by the fact that students want to come to school that they
066their behaviors is shifting so that then we're not increasing our suspensions. And then when we look at our college and career readiness, this is once students get to the secondary level, we're seeing that those students are um gaining skills and and and gaining those um uh advancing in those areas. So I think that's important to note um with our students with disability, we do see that our English language arts and math is a it is a challenge when we look at the distance from the standard and we will continue to work on what it is we need to do to help them make progress. Okay. >> Is that distance from the standard just the standard or is it distance from the standard? >> Oh, I never mind. I know. >> Sorry. >> Okay. Okay. All
067right. And then I'm going to go to um one more group of students which is Oh, I'm sorry. Go ahead. >> Um what do you think we need to do to get it out of red? So, um, the first thing I would say when our our identification of who the students are and looking at what's in their IEPs because that drives how we support our students. So looking specifically at what the IEP goals are and making sure that our students continue to make progress in meeting their IEP goals because if we set these goals that align to grade level standards with the accommodations and supports and as those students continue to make gains in meeting those IEP goals, we should see that directly hopefully impact in terms of how they're taking these assessments. But we
068also have to keep in mind that there are some there are some barriers, right? there's some areas that kind of where they struggle and that's why they've been identified with that IEP and so we want to make sure we're targeting their specific needs. They all they they all perform at different levels and they are very unique and so it's not just a a one-sizefits-all but looking at our instructional strategies, looking at um if we're using the universal design and learning, are we giving more opportunities for hands-on? Are we building the vocabulary for students? Are we providing additional supports? Are we presenting them with grade level standards? I think that that's very important because just because a student has a disability doesn't mean we have we lower the expectations. So, we want to keep our expectations
069high. We want to look at how we can continue to support them so that they can make gains and just continue to work. Uh I think another piece that's important in how we meet the needs of our students with disabilities. We look at our staffing. Who's in there working with the students? How can we best support those teachers? How can we train them with additional skills? Are there new materials and resources that are out there that can help maybe accelerate their growth for our students? And then how well do we track and monitor their progress? And then I think also looking at the foundational skills for our students particularly if it's language arts and are we addressing those foundational phmic awareness funological skills building the reading comprehension how are we targeting where the gaps are
070and how do we know how do we track that and how do we support it um I think those are some ways and principles if you wanted to chime in or the high school wanted to chime in a little bit you guys have been over there quiet when I want to leave you out so if you want to add to the conversation please feel free to jump in with the discussion. >> Um well, I'm happy to announce that our students with disabilities did see an increase in ELA scores um and in other areas of math as well. They maintain uh but it is complicated like she described a lot of different things but it is IEP driven. Um the students with the RSP support we're seeing a lot of great progress. Last year seniors with
071Lisa Smith as a case manager saw a huge increase in the number of RSP students also being A2G eligible. So that was a huge success we had last year. Uh we do struggle with the students in the um the shelter classes the full day SEC classes getting those kids to of course they all graduate. to get 99% of our students graduating. But our goal is to get uh all students including the kids with IEPs um to a higher rate of success as it relates to CCI indicer indicator which is really related to the um AG indicator. It's very similar. So getting those kids college ready um is kind of our focus for those students with IEPs. >> Mr. Harl, >> yes. for the A through G, what what's a grade requirement? >> Yeah. So, they
072need a C or better in the core classes that count towards um the college application. >> Thank you. >> And I just want to jump in and just say uh for CTE um the funding that we receive through the grants is tied to making sure that we serve our underserved students. So, it's intentional when we have sped and EL students in our CTE classes. So, like for example, in Miss Busous's class, she has several students that participate and they'll help raise up the uh indicator as well. So, that's intentional that we put those students there. >> Okay. >> I just wanted to add one more thing at Valley View because this is a big one. If students are not at school in their seats, it doesn't matter what we do for them because they're not
073there. So what we're h what we're seeing is our numbers for um chronically absent students are significantly higher with our students with disabilities. So for us attacking the attendance issue has to be first because if they're not in the seat they can't learn. So we're starting there and then building from that place. Just one last comment. I in order to start get in order for us to to grow, I think what we need to do is we expose students to that content standard, but we also address the areas, the skills where they're deficient. And it's going to take a combination of both to move out of the red for all students. Okay. Thank you. >> I did want to just add and kind of piggy back um on my colleagues. Um when you have students
074with special needs, yes, many of them are identified as academic special needs, but we also have medically fragile students. And so it would not be unlikely for a student to miss an extended amount of school. And it's cumulative. The cumulative effect is in play, right? So, if they've had their medically fragile condition since they began in kinder and they've missed some of kinder and then some of first and some of third and by the time they get to fifth and sixth, there's a lot of missed school and then the gap just gets bigger. And so I think to um Miss Castillo's point, the IEP may be addressing the grade level standard, but also recognizing that in order to address that standard, they may be missing something from four years ago, three years ago, etc. But
075um certainly that's part of our chronic absenteeism is students missing school for very valid reasons um and not necessarily even something they can control. So, um, working with home hospital and doing some of those things, but also recognizing home hospital is not them in the seat. Um, and also if you're in home hospital, you're dealing with other things. So, 100% of your attention might not be on your academics. So, to move to the last group, um, which is our our African-American students. And currently for this year with our 25 data, our African-American students have been um identified as being eligible for differentiated assistance. Can you go to the next slide, please? So, and um with the differentiated assistance, that means that a subgroup scored in the red in two or more of the priority areas.
076Um and so for African-American students, they scored in the red and math. And if you see up there on the suspension right last year, if you recall, our long-term English learners were identified for differentiated assistance because they scored in the red in two or more areas. They did not score in the red in 2025. So there was shift with those students. So they are still um identified to receive support. We still want to watch them, but they didn't score red in two or more areas. the year prior to that it was our students with disability. So each year we're kind of changing. Um our students with disability were our students that were identified for differentiated assistance. They have not been identified this year though. And one thing I want to share that has been consistent
077each year when we have subgroups that get identified for differentiated assistance is a score in the red in the area of mathematics. And so that is why we want to continue to focus on addressing our mathematics so that we can build that up for our students um so that we can see shifts with that. We don't want students to be identified for differentiated uh assistance those subgroups. So we really want to uh get to the point where that's not happening. So continuing to target our interventions, our supports, how we're targeting kids at the school site is definitely going to continue to be a priority for us. So if I can go to the next slide, I want to talk about the connection of this dashboard to our local control accountability plan, the LCAP. Um, so
078the dashboard is directly linked to our LCAP. It informs our goals. The LCAP when it was first written was based upon students that scored in the red. So if we had students that were identified in the red in two or more areas, that data is what was the the catalyst behind the goals that we set in our LCAP. And so it continues to we look at each year when we go to revise our LCAP. We look at who those students are, what subgroups are in the red, and how we can ensure that our goals are allowing them to continue to make progress so that they can get out of the red. Um, it informs our actions and services and how we allocate our resources. Also, with our dashboard, it's in alignment to our student achievement.
079It forces us to look at equity to say it's not just about one subgroup of students, but we want to make sure we're meeting the needs of all of our students because they all have a right to a free and appropriate education and we want to make sure that they're all making progress. And this is one thing that I like about the dashboard because data from back in the day, you would get a score and then really um shine a light on the different subgroups. So you can have a school that looked like they were doing extremely well and they had subgroups of students that weren't making any progress and that's not okay because all of our students need to grow. And so the dashboard allows us to look at it through the lens of
080a growth model. And identifying the um the speed of growth is also something that we want to target because if you know remember if you recall from our previous slide the speed of our growth has been moderate. We want to change that. We want to at least get to average and accelerated or ex excellent growth. So just keeping that in mind and then looking at engagement and climate because we want students to come to school. If students are not at school they can't learn in TK through 12th grade. how we make sure that our campuses are places where students feel included, where our staff feels supported, where our administrators feel supported. We want to make sure that we're targeting that. We want to celebrate those successes. We want to celebrate the strategies that we've put
081in place that have been making a difference and continue to focus on that um as a district so we can continue to move forward. We can move to the next slide. So, I'm not going to go into detail on these next three because it just kind of goes over what's working and what's not working, right? I want to get to the third slide. So, if you can skip through that one, Marcelo, and then that's mathematics. What's next? I focused a lot on growth for that particular area. Next slide. Our English learners, what's working, what's not working. We're making some progress as we see our long-term English learners looking at our reclassification rates um for our students, redesating them as as um English non as fluent English speakers. So, we're targeting that information. Next slide. This
082is for our climate and culture looking at the conditions how we can continue to support our students so that you know the behaviors are under control. looking at our this is one thing I do want to highlight when we look at our climbing of culture and we look at the suspension rate for our students for our African-American students that have been identified for differentiated assistance one of the areas has been suspension when we look at some of our students with disability we declined with suspension but the number was still high right and so we want to make sure that we are looking at how we use our behavioral strategies through an equity lens because it's not a one-sizefits-all for behavior either kids have different needs they need different levels of support. So just being mindful
083of the strategies that we've identified and ensuring that there's equity in that that we're not expecting all the kids to act the same way. We want them to know what appropriate behaviors. We want to teach them how to be successful in the classrooms, but we also want to keep in mind that they're unique individuals and they have specific needs as well as our our school climbing and cultures. At each of our school site, the climbing and cultures are different. And so keeping in mind whatever the strategies that we're imple implementing, if it worked at school A does not mean it worked to school B. So just being mindful of what it is. And so we're constantly going back, our administrators are constantly going back to the drawing board trying to figure out what's going to
084work best for our team and for our students so that we can make gains with our students because if um the school, we want it to be safe environments. We want our kids to like being at school. We want our staff to like being we want our principles to like being at school. We want them to be there so everyone's successful. Um, so can we move to the next slide here for you? A reflection for you. I want you to give us some information here. Talk to us a little about what successes do you think we should protect? Um, where should we in focus where should we focus our improvement efforts? How does our data align with our district priorities? Um, what additional information would you like to have more uh you like a deeper
085understanding on? So, we just would kind of like to hear from you just a few things particularly what you like what you like to see improvement. Um, yeah, >> I have a question. I don't know who's going to answer this. Where's our uh AVID at? AVID program at the high school. No more. We used to have it at the high school. What happened? Well, with declining enrollment, uh it's been maybe eight years, nine years go years years ago now. We had to make some really tough decisions and uh that was one of the the things that we had to eliminate. >> Okay. Is is it anywhere else in the district? Because I've seen it >> on the on the agenda approving it. So, who's using it? >> Um as far as who's using it, we
086have to get the program back into the schools. um we teach AVID-L like strategies um for one of our electives but it's not the actual AVID program so to speak through AVID um because it's an organization but um we do have an elective that models very similar um approaches um to the AVID college readiness mindset um but we are in discussion about how we can um provide that in the future you know depending on um you know, all the all that all the pieces align um to bring it um to our middle schools if if it's if it's um a possibility. Did that answer for us? No. Okay, >> I'm not done yet. >> Keep going. >> So, that would be Royal Oaks. Um you have to be an official AVID uh school and that
087requires specific things from the district level. Uh, but I'm a huge avid believer and they have the research, they have the data. These practices close the achievement gap for all students. I did take a team of middle school teachers to the summer institute. They learned the best practices and we're using them until we can become an official AVID school. >> Thank you. So my comment is there isn't any equity here. Okay. Obviously it's obvious. Um and the high school when it had started I had my nephews there and that was in the 2000s when we brought it to Darty High School and and it worked and I wanted it expanded back back in that time. I was not on the board at that time. I was a a parent in PTA and I'm I'm sorry
088to hear that it's not here because it did work. It did work just like the Penta project. Um so Dr. Madrono, I'd like to see that come back, you know, hopefully this upcoming year. Okay, just a comment. Thank you. I I'm going to go back to um the math. So, in terms of what we should protect and scale, although we haven't seen the results quite yet, I think it's still worth the investment in time and the investment in teacher expertise. And so, I'd really like to see that CGI to continue and to take root. And a clarifying question, is CGI a curriculum or is it an approach that's layered into curriculum? >> It's an approach. >> Okay. So, another thing I think we need to look into is a common curriculum. Um, just in doing
089site visits, we have different curricula out there and that's an equity issue. And so, if you're you should have solid curriculum regardless of what school site you're at, regardless of whose classroom you're in. And so, I'd like to see um some attention put on that. And then um focusing on um strengthening that math core instruction. Um, what opportunities are there to strengthen our ELA core instruction? Um, I know Brain Trust is an extra service. It's tutoring, but um, what does that look like during the school day? >> I don't want to respond to that. So, um, with our CGI, um, with our with our curriculum, our goal is to continue to train our teachers on the CGI strategies to get them trained on the mathematics framework because in order to do a math adoption, we
090need to be solid in this the shift in the mathematics framework. So, I'm looking we're working with the UCLA center X talking about that. what does that look like so that we can get some additional training for our teachers beyond K5 looking at 68 and looking 612. So we want to shift how we deliver instruction, get a better understanding of the mathematics framework. That's the process we're looking at for next year. Then move into looking at the math adoption. Um gathering a team together and then going through that process. So, it takes a it's a couple it's like a two-year process, but we have to be able to make sure that our our teachers have the the paradigm shift and what the new frameworks are requiring because the math programs that are out there are
091aligned to the mathematics framework. And so, if they're going to um evaluate and make recommendations for math adoption, we want to make sure they have the skill set to do that. And then as it relates to elementary or not elementary for English language arts we are looking at um possible the possibility of doing the science of reading that looks at K3 and it looks at the whole foundational skills required for reading. So funological awareness, phmic awareness, the vocabulary piece, the reading comprehension piece. Um what we've noticed we adopted um a mirror which is our reading difficulty screener and that screener is aligned to the science of reading and we've noticed it identified students that are struggling with those areas or those foundational skills. And so we do recognize that we want to be able to
092target those foundational skills and get our teachers all on the same page with that because we haven't adopted a reading program in a while. And so we're starting to see um variations of what that looks like. So, we want to get some consistency across the district in terms of how we're delivering our reading instruction in the primary grades. Um, we did bring in intervention teachers this year and they targeted grades four and five and those students were targeted based upon the data from our reading difficulty screener. And so, they've been providing those specific students and it's been actually successful. Our reading intervention teachers have been doing a great job um in tracking the data and tracking the progress of students. But we don't want to always have to offer reading interventions. We know that there
093will always be students that will need support, but we want to be able to eliminate that. So, we have to target K3, the foundational skills of reading so that we're moving kids with that are proficient. So, when they get to third, fourth, and fifth grade, we have less students that need intervention. So, we kind of we are looking at that. We do have a meeting scheduled March 19th with the K3 teachers to kind of talk about that, get information, and start planning on what that looks like. So, we definitely are all on the same page in recognizing that is a a district priority. We definitely want to shore up our reading instruction and build those foundational skills for students so that they are um progressing through the grade levels at a more proficient level. >>
094Two, I just wanted to add um we've I know there are a few I there's certainly one at Maxwell who have gone through the entire science of reading training. It was really it's a pretty expensive one. Um the teacher at Maxwell actually got a grant. Um so she's essentially been in school again just focusing on the science of reading and so there's been some variation for example at that grade level in terms of using the curriculum because of her level of training now and being able to expand that with her colleagues. So bringing in some very specific targeted science of reading strategies um targeting the things that we didn't even realize were missing possibly. um things like phmic awareness and we brought in Heggerty a couple years ago to address that. So some of those
095things um that there's almost an assumption that students have them if they have this skill they must have this prerequisite and what we're finding is not always and so trying to make sure we're making all students have all of those foundational building blocks before moving forward. But um I know she's not the only one in the district that was able to do that training. So, >> okay board, we're going to have about eight more minutes and then if you have any other questions, uh we can ask that to Dr. Vano and she will get it back to us. Okay. So, >> um I realize we have um CTC and the early college program and I think they're fantastic. I'm sorry. I think they're fantastic and they're they're working, but I think we need to focus
096on encouraging our kids to take the A through G classes. Um, I've talked to some of them and sometimes I don't think they're sure what they need to do. We need to I don't know, council. I don't know. We need to get them up to par because it's not going to help. Well, I shouldn't say it's not going to help them, but they're doing the early college, but then they're not doing their A through G. So, I feel like it's defeating the purpose. Um, so maybe we need to focus on that. Getting them to where they need to be, letting them know what they should be taking. I know it's fun to take guitar, but maybe they should take a different class. Letting them know what's out there. I get it. They have options. That's
097it. Thank you. Um, one thing and I'm I'm gonna raise um what's called a wicked problem. So something that you know does not have an easy solution and I think that this this falls into that category. But I mean, I look at a lot of of these things, a lot of the struggles that our district has and um I mean, our our kids are in the classroom only for a relatively limited amount of time over the course of 365 days in a year. And so to me, I think that a lot of the skills that they're learning, a lot of the things that they're being taught need to also be reinforced outside of the classroom. Um, which I think is is primarily going to come from their their home life, whatever it is. And so
098I know, you know, one of the things that we've talked about in the LCAP before is is increasing engagement with our families. And you know, it seems like almost like kind of this joke that goes around online about, you know, hey, when I was in school, you know, we just learned that 5* 10 was 50. And it was just you did the problem, you did the algorithm that that you all have talked about. And now like they get this sheet and it's like well you've got you know 10 groups of five sheep and you you know this all these things that that I think that are so important and and work so well but then they go home and parents are just like why do you just do 5* 10 and and and I think
099that that some somehow we've got to get our our families and our and our home um our home life on board with those things. so that they they get that constant reinforcement of these these great learning tactics that are talked about because we've talked about so many of them and I just worry that then you know as soon as that bell rings they just it's gone and you know they go home for summer and it's really gone. Um, so you know, I I think that that that is one thing um I I would I think we can focus on is is getting our our families on board with all these really amazing strategies that we have. And and something that's that's sort of related to that as well is, you know, I I I worry
100a little bit that um you know, this this is a a a larger systemic issue, but you know, what what do we do, you know, when when there is a subgroup that is needs extra support and we don't have the the funding or the the financial support to give that to them. And so we have to pull away from a a bigger group of people to focus on them, which I'm not saying we shouldn't do. I'm just saying how do we do that? Um without without sort of um sort of saying, hey, you know, you you students that are that are meeting the standard just hang on there. We need to focus over here. And then are they missing out on growth opportunities? So again, I know this is a big wicked problem. Um but
101but those those are things that just kind of were rolling around in my head as I was listening to all this. >> Yeah. Um real quick add to your your point. When my boys were in school at Royal Oaks, we used to have peer tutoring there and it was for math and and you know reading reading and math. It worked great. I don't know why we're not doing that now. after school three days a week. The the sixth grade tutoed third grade, fifth grade, second grade, fourth grade, first grade, read to them, taught them, you know, basic math, right? It wasn't it's not rocket science. It's not, you know, but we need to take the time to do that. I and and it what's the cost, right, to pay a teacher there or a couple
102teachers to supervise? there not a lot of costs in that part. I think that's something also we should look into. If I can just add um just to your point as well, we want to first target our first instruction because I think that that is extremely important ensuring that when we teach it the first time to students like how do we present the information and what percentage of our students are actually mastering what we're teaching. And then we need to be able to look at differentiated instruction, small groupoup intervention instruction to target the needs of students because we we don't want to rely on although we know we need to do it, we don't want to rely on intervention programs and outside things. We want to really look at first instruction first. What does the
103data say? How do we go back and meet the needs of the students and then layer those other things on top of it. And so I think that that's what we're all kind of on the same page with that. We want to support our kids and we want to make sure that we in um improve our first instruction. I'm going to say this last point and we're like I'm done. Thank you guys for this. I hope that you felt was valuable. Our goal was to be interactive. We want to talk about we want to hear your concerns. You want to hear you know what where the areas you want us to continue to grow as a district. And so I just want to finish close by saying that the dashboard is just a starting point.
104It's not the full story. So we share glimpses of our data here. But in the classroom real time, there's things happening every day in the classroom. There's small group instruction happening. There's supports that are happening. We want to be able to see the um a bigger impact in the things that we do. So, we are constantly talking about what that looks like. Um hopefully with sharing this data that we're transparent about where we are. We're not perfect, but we definitely are get close to Fre, but we are definitely working to get better. We're working to get better at our sites. Um, we have a commitment to equity. We do want to ensure that all of our students needs are met and we want to make sure that we're focusing on continuous improvement and what does
105that look like and how we can continue to go back and work together as a as a team to make that happen. So, I want to thank you for engaging in this opportunity. I hope you felt it was valuable and thank you. That concludes this session. >> Thank you. >> Okay. You're welcome. >> Thank you. Well, I didn't have a chance to ask my questions, but I will make sure that Dr. Medana gets it. I I just going to tell you I am very interested in to know the role of team together and how that impact our students. Okay, that's the only one that I'm going to do. Okay, at this time I need a motion to adjourn this meeting. >> Move to move. >> Moved by Dr. Hasso, second by Mr. Reyes. Uh any
106discussion? All in favor? I >> motion meeting adjourn. Thank you.