001Good evening. This is the Rochester Board of Education and thank you for joining us for our December 11th work session. This evening we are uh joined by the Council for Great City Schools um who will be facilitating this evening's work session. Uh the session will be focused on our goals and guard rails. Um I'm going to have Cindy Ellburn and we have Dr. Ray Hart joining us via Zoom or Teams this evening um who will introduce um the the discussion. I do want to just level set a little bit and bring us all up to speed. The board has established what we believe to be um s sustainable guard rails and since establishing the guard rails, the administration has developed interim guard rails to support the board's guard rails. Um this evening we'll go through
002those interim guard rails to um confirm alignment. If the board um if we determine that uh we may need some tweaking, we would then need to tweak our board guard rails to make sure that our messaging is strong um to ensure we have alignment with I'm going to stop there and I'm going to turn the mic on over to the Council for Great City Schools. Thank you. >> Okay. Thank you. Um glad to be here and I'm excited uh to be here for this discussion. Uh I know the um staff has been working hard to create those interim metrics but for both the guardrails and the goals and um as president Simmons said we will uh be having that facilitated conversation. Um, as you can see, I am here in person and just want to
003uh [clears throat] note that my colleague Ray Hart is online with us this evening and will be uh helping to co-f facilitate as we go through the conversation. >> Thank you very much. I apologize I couldn't be there with you in person, but I look forward to the conversation this evening. So want to make sure that you all first have we are going to first start with the guard rails. Um so if we can uh everyone pull up the superintendent interim guard rails uh the guardrail and interim guard rails document. And the way that this process is going to work is that first we are going to [sighs and gasps] uh look at the guardrail and allow Dr. Roser and through him any staff that he may need to call on um to give rationale
004and explanation for why that interim guard rail was selected and how it aligns with the guardrail that the board has written. Um and then once that happens, we'll give an opportunity for board members to ask any questions for clarification um or any other technical questions to better understand the alignment or what the metric is measuring. Um, and as President Simmons said, if if the board determines that that that those interim metrics don't quite hit the mark for what the board was meaning, um, then it will be up to the board to rewrite the guard rail. It will not be for the administration to rewrite interim metrics. Any questions about that process before we get started? All right, then um what I will do is turn it over to Dr. Roser and we'll just I think
005just go one guardrail at a time and go through the process start to finish one guard guardrail at a time. >> Yeah. So, thank you very much. So, before we get started, I want to thank the council for their dedicated um work with the team and helping us um develop these guard rails. also need to thank the team for their hard work and effort um in spending many hours perfecting these draft guard rails. So for guardrail number one and I'll read the guardrail first and then I will touch upon each of the areas in which we then have created um interimm guardrails and then I'll have um the person on the team come up and explain each of these um interimm guardrails. So guardrail number one says the superintendent will not allow the selection or
006implementation of curriculum programs or practices that are not evidence-based or that result in inequitable opportunities for students. The team and I we had some very deliberate conversations on how might we be able to develop interimm guardrails to fit under this guardrail. And we identified four areas. quality of instruction, curriculum implementation, high quality student work, and an equitable exposure to college career and military readiness. At this point in time, I'm going to have our chief academic officer, Jennifer Cody, come up and speak more specifically to each of these areas that we identified as a team. Chief Cody, >> good evening. Um so you see that our first interim guardrail is around the quality of instruction. Given the importance of our focus on our academic gains, all of these um guardrails, interim guardrails are focused on our
007academics. Um our hope was to focus on the quality of instruction by um creating a classroom walkthrough protocol and tool by which we would make sure that we are visiting all classrooms across the district. we would need to create that to get the baseline. So you see there that we don't yet have the baseline data um but that we would use that tool to cohesively visit all schools, programs and classrooms so that we ensure that we are equitably looking at the quality of instruction across the district. I don't know if you want me to go through all four at once and then ask questions. Sure. >> Yeah, why don't we go through all four and then entertain questions after that. >> Great. So the second one is really around curricular implementation. So we know that
008we want to have a balance of the enactment of highquality research-based curriculum alongside that first interim guardrail which really is focused on teachers pedagogical ability to deliver the curriculum. So, the second one being that we would expect the district-wide average percentage of classroom walkthroughs demonstrating effective instructional practice aligned to our evidence-based instructional framework to increase again from X to Y once we establish the baseline across all schools, programs, and classrooms as measured by that calibrated district walkthrough tool. So, we envision a tool that has separate items. one to discreetly measure the quality of instruction and other items to discreetly measure the enactment of the curriculum. Our third one is around highquality student work. So when we envision this work in classrooms, we say teaching and learning for a reason. We have to measure the quality
009of the teaching and we also want to be able to measure the impact of the quality of that teaching and that curriculum on student learning. And so our third one focuses on student work. So the percentage of student writing artifacts that meet grade level expectations both in task demand and student response quality will increase again from baseline to what we will establish as the numeric goal across all schools, programs, and classrooms as measured by a common rubric applied to periodically collected student work districtwide. And then our fourth one in alignment with our focus on college, career, and military readiness. Again, looking across our district to increase the equitable opportunities and exposure would be that the percentage of enrolled students in grades 7 through 12 who receive exposure to the district's full slate of college, career,
010and military readiness experiences, which is vast and includes things like college visits, career pathways exploration, work-based learning, military informational sessions, as well as dual credit and college career awareness. will increase again from we will establish the baseline through an inventory of what is currently offered and then we will set the goal to increase that um and we would have a tool in terms of a CCMR exposure index that we would use for that measurement. >> So thank you very much Chief Cody. Um, as you can see, commissioners, we have put a lot of work, hard work and effort and thought um, in identifying these four areas. Um, are there any questions that um, we could entertain at this moment? >> I do have one question. It may be more a curiosity and I'm I'm hoping
011I'm not going into the weeds just with the baseline piece. I don't need to know what you're going to do, but but you're aware that so there is a baseline out there. You just need to figure out how to collect that baseline data. Is that what you're Okay. So, we're going to establish that and just >> is that something that's going to be a long timeline, do you think, or >> for us to establish the baseline >> baseline? Yeah. >> It will vary between each of these four areas. >> Okay. Um, so that that was the only question I had and I I'm following along. I just want to open it up for any questions from my uh fellow colleagues. I do see a hand from Commissioner Griffin. Good evening. Um, I don't know if
012it's so much of a question as it's a concern. Um, I'm not really for military readiness. However, I am for college readiness and different type of alternative measures we can seek for our children to be employed. Um, so when you say military readiness, it concerns me. It does. Um, I'm just not a person that's really pushing our kids to be in the military. Um, and with the college readiness, I guess my only concern would be is that we have people in front of them that are able to guide them with uh with the correct information because my myself was on a a Zoom and received startling information from um someone that wasn't that wasn't relevant nor was it accurate. So when we bring people in front of our students and our staff, I want to
013ensure that the information that's being provided is accurate, but I like I said again, I just have a concern with the military readiness and I'm not for that. >> Yeah. And if I could speak to that real quick. So, we all have our own individual ideas and thoughts and aspirations and but we wanted to make sure that as a school district that represents over 20,000 students that we are not making decisions that relegate them to our own personal thoughts about things. So, we wanted to provide opportunities for those families and those children who see the military as a viable option for themselves. and and I and I totally I respect that but I just wanted to say that for me so every that's just me you know that's just me in my opinion but I
014for me as a commissioner and would not push military readiness >> thank you m commissioner I want to take some more hands here and so at this particular time I'm going to go over to commissioner uh Santiago >> I just want to say um this actually looks uh pretty pretty good to me for the guard rail uh one I would say to Commissioner Griffin 's point you might want to move not have military at the end. I think military readiness is kind of like whoa what do you mean by that um maybe have career at the end but that's just like choice of words. Um but other than that I think that it is important that we have information sessions for our young people who who uh do look at the military as a possible
015future uh in there but also careers um and also uh college readiness. And so overall I think that these are are good um steps for the guard round. Thank you. Thank you, Commissioner Santiago. Um, are there any hands, Charisma, at all? And then I have a hand from Vice President Moy. >> Thank you so much. Um, so Dr. Roser, what I'm wondering is the tool that we're going to be using would So that's going to be K through 12, the the same tool, or are we just talking about elementary school classrooms here? the tool for the quality of instruction. Yes, that would be a K through2 tool. >> Okay, cool. And um obviously we're going to see these tools, but do you anticipate any differences between the A6 versus the um 712? >> I imagine
016that there's going to be differences based upon how each of the subject areas and developmental stages are structured. >> Okay, great. These look great though. Thank you so much. Okay, thank you. So, right now, um, and I think Cindy, please instruct how you'd like this to go, um, as far as how we're identifying consensus. Right now, it appears there may be an appetite to continue with guard row one. Did you want to um >> so the the um the one thing that I will say is I appreciate all of the questions that have been asked and just want to note that it's uh not uncommon that that baseline data wouldn't wouldn't be here yet that the measuring tools aren't um quite prepared yet because the that is the thing you all are um you've created
017a new focus and a new you know by by creating drafting these guard rails you are um essentially directing the system to improve. Um so uh that is what the staff is undertaking and so um great I think those questions are uh very relevant but just wanted you to know that it's not uncommon that some of these some of these things will have a little bit of uh take a little bit of time but I know staff is once you say that the guardrail is ready to go they're going to be um on top of of getting all of that prepared. The only other thing um that I am going to encourage um staff is to pair it down to three interim interim guard rails total. Um and and that uh and you know if
018there is a way to uh perhaps the the walkth through tool the two dealing with quality of imple implementation and quality of instruction. um might need to be married together. Uh Rey, do you have any anything else to add? >> No, that would have been my same suggestion. Uh is that since they're and they're both uh they both appear to be aligned to the walkthrough tool. So, uh having those both observed at the same time and report at the same time may make sense. So then the next part of the process then would be to ask the board um based on what you see as far as how the superintendent and and administration intend to measure and show that this guardrail is being honored. Would you modify the guardrail in any way or would you
019keep it as it is? I would, for me personally, I would not modify this guardrail. I I do believe that the interim um guardrails identified are in alignment with what I understand the guardrail to be communicating, but I'll I defer to my colleague. >> Is there anyone that disagrees with that? >> I would like to see the verbiage regarding military readiness um be adjusted in some way. I just have a I have a problem with the terminology and the way it's worded, military readiness. So, if that's something that could be um >> So, the only the only thing that we're asking about modification for is the overall guardrail. The superintendent will not allow the selection or implementation of curriculum, programs, or practices that are not evidence-based or that result in inequitable opportunities for students. Is
020there any modification to that language that the board would like to see? >> I'm sorry. Yeah. No, there's no no modification to that. I'm sorry. I misunders Yeah. No, no worries. >> Then it um then I think we can move on to the next guard rail instead of interim guardrails. >> Okay. Thank you very much. So the next board guard rail reads, "The superintendent will not allow conditions to compromise the psychological or physical safety of students or staff." We looked at this and identified two interim guard rails. The first one being student safety perception and the second being staff safety perception. So, at this point in time, I'm calling up um Chief Swan to be able to articulate what each of these interim guard rails speak to. Thank you, Chief Swan. >> Good evening. There
021we go. Uh yeah. So as the superintendent had um shared, we had quite a conversation about ensuring uh both student and staff safety. We're looking to really understand the percentage of students who report feeling safe at school and safe really looking at both the physical and emotional safety dimensions. We talked about the measure of identifying that information through our district culture and climate survey. At this point, as Cindy shared, um we will uh look to establish baseline data and then measure off of that. In regards to staff perception, very similar to the student perception, we're looking at how our staff report safety at school across both the physical and emotional domains. And again, looking to measure that through the district culture and school climate survey. >> Questions? gonna open up. Um I see a hand
022from Commissioner Santiago. >> Yes. Uh I I think uh with this one when we were having conversations about drafting uh this guard rail, um of course it was about safety [clears throat] in our students, but we also added the word psychological uh to focus on the mental health, the social emotional aspects of our young people. Um, and in spite of uh the response that you guys have or the bullet points that you guys have, I don't see anything specifically to uh young people's uh psychological uh safety um or mental health or social emotional health. >> That's a great point. So, our culture district culture and climate survey actually captures a lot of that as well. It not only looks at areas of safety, but it, if I'm not mistaken, and please team, correct me if
023I'm wrong, if I'm not mistaken, it also captures some of the other areas that you spoke to as well. >> Yes. And and we did um talk about the mental health needs and that psychological safety that you're speaking to, Commissioner. >> Okay. Uh thank you. I I would say it would have been great to see possibly as one of the bullets specifically focus on that psychological safety, that mental health, that social emotional health for our young people to make sure that everything is covered. I know that the the um [clears throat] sorry, I know that the uh the survey covers some of that, but it'll be great to see one specifically uh for that. Thank you guys. So with that, Commissioner Santiago, not to put you on the spot, um because I know that if
024we feel that the language um presented in the interim from administration does not is not being fully captured by what we intended by our overall guard rail, our board guard rail. Is there a suggestion you may have for the board guard rail itself that you feel might help us um capture, communicate better what we are looking for to hear? cuz I hear I hear hear exactly what you're communicating. >> I'm not I'm not entirely sure. I remember when we had the conversation, we wanted to fit both the safety, you know, and the mental health psychological side uh in and so we I think in our conversation, we found that this was the best way to word it. Um because this was an extensive conversation that we had specifically on this board uh board guard rail.
025Um, but if if it's an issue that um my colleagues agree with, then maybe it will be beneficial for us to change uh the verbiage um in the guardrail to to make it more clear. But of course, that's not my colleagues would have to agree with me on that one. >> Can I just ask a quick question because it may be a matter of semantics. So in the board guard rail, we use the term psychological. In the superintendent's interim guard rail, we use the word emotional safety. >> Would that, if we were to change that from emotional to psychological, would that then address the the concern or the absence of um recognizing this as a tool that will actually also capture the psychological safety of our students? I I don't believe so because the reason
026why we chose psychological I I brought up mental health and then Commissioner Mallaloy brought up uh social emotional health and so we were just trying to find a word that brought all of it together. Um but as far as verbiage if if that if that is something um that is done um I I don't disagree with it but I I'm just I just want to reiterate that when we created this guardrail uh part of the conversation of this guard rail was importantly about mental health and social emotional health and psychological health and so it would have been great to also see a bullet in there specifically about that. Can I not to further this this too much but do you do you all think that at just simply at keeping it as it is physical,
027emotional and psychological just adding the addition of the word psychological would that then or that would not >> I I would be in support of that but of course it's it's a collective decision >> but but you but I just want to make okay because I want to support um I just want to make sure I'm on the same page. So adding psychological like you just you need to see that spelled out. Adding the word psychological into what is already here would then probably capture it. I know we're not supposed to tweak their stuff. >> Yeah. No, I I think I think my more of my concern is is I believe that it deserves its own bullet point. I don't think that it's just off of one individual word. >> Okay. Thank you for that
028clarity. Um I think I see a hand from Commissioner Griffin. Did uh Commissioner Santiago you were referring to safety along with the social emotional right or was I what did I miss something there? Were you referring to safety as well to be included in that? No. No. Safety is already included. What I'm saying is safety is included but the other part of this guard rail which is a psychological which when we had this conversation was specifically around >> social emotional health, mental health and things of that sort. I just don't think that is being emphasized inside the guardrail like we discussed. right >> when we created it. >> Okay. I just wanted to add that I think this is very vague and that's what I'm having a problem with. It's not giving me enough meat
029and potatoes to to see what you guys are actually doing and how you're going to go about it. Um I'm I'm I'm I like to see it, you know, and and see how it's going to happen. See it's going to how it's going to play out. It's just not I need some more meat and potatoes on here and and maybe I'll I can get it better. I'm old school. Okay. Um I yeah I need a little bit more details. Um and and and it's always good when you have some information that you've used to to give to us if we could probably see it be beforehand because I think that would limit a lot of questions and concerns that we have or that I have. Let me speak in first person that I have. I
030can't speak for the whole board, but uh yeah, I I often see sometimes and with you, not with you so much at all. Um you usually usually have a plethora of information. So just just real quick if we can get the I'm sorry to interrupt Commissioner Griffin, but just to just to level set here, a lot of this work has been occurring since um since we all met last about this and um these while these metric these metrics are still pretty fresh. And perhaps what um might be helpful in this moment is if um and and I'm not sure if this would help or if you all have um the information uh at the tips of your fingers. But when we talk about climate and culture surveys, um often times there are uh questions in
031there that relate to all of these aspects. And um for example, a question and maybe you all have what the actual questions are, but a question might be um I know how to access mental health services in my school or I uh feel that there is an adult that I can go to. Um that type of thing. So, I'm not sure if you have any sample questions that might help the commissioners understand what what this culture and climate survey entails and what those domains might look like. >> We can provide that. I don't have it. >> Don't Okay. I didn't expect that you would, but those are often the types of questions that are asked and they are they are developed to um in those culture and climate surveys to specifically get at those those
032issues of emotional, physical and psychological safety and perception. Um because what what's h that is what creates >> Yeah. Yeah. And if I can just if I can just interject with this too as well. So >> what's most important and while words do matter, >> what's most important is the tool and to your point Cindy is making sure that the tool that we will be using which is the district culture and climate survey that it captures not only the physical safety but it also captures the psychological safety as well. and and and what I want to make sure that one understands about me. I want to understand what I'm looking at and what I'm reading. So, um when I'm asking for something is for me to understand everybody might be more educated in something than
033others. So, you have to make sure that you're that you're reaching people where they're at. Not even not just in a school setting, but as me as an adult. So, when I'm asking for something is to get a better understanding. So, I want everybody to be clear on that. Okay? So if somebody has an issue with me getting an understanding, then they can let me know. But that's all it is is to understand what is going on and what I'm reading with and so I can be most effective. Thank you. >> Thank you, Commissioner Griffin. Um so Cindy, I'd like to Dr. Roser, if I may um speak to the facilitator for just a moment. Um and also for you you for clarity on the point you just brought out. Um what I'm hearing is
034I just want to make sure that I'm understanding the uh we've got the guard rail that speaks to the condition psychological physical safety or it doesn't speak specifically as as clearly as we want. But you're saying it sounds like there might be an understanding if we keep it the way it is. Again, the district culture and climate survey that's provided will explicitly have room for psychological safety assessment. And by that we are then meeting the guardrail. And it sounds as if there's been some understanding that we've come to there and then thus satisfied this particular guard rail um at this particular time. Um so >> with a with a modification it wouldn't we yeah it doesn't we're not vested to using the term emotional. We can easily change that to psychological and as I mentioned
035earlier guaranteeing that the tool that we're using will most certainly measure and capture the data that we're seeking that speaks to both physical and psychological is most important in this conversation. >> Okay. Did that um satisfy your thoughts, Commissioner Santiago? Yes, I [clears throat] we were having conversations and uh even if we add an an extra point uh specifically to psychological safety, it'll still be from the same responses of the community of the survey. Um and so um I I'm in support of, you know, just changing the language instead of continuing uh down the path of of changing things. So uh it sounds like it'll be the same thing. Um and everything will be covered under the two points that's been presented. >> Thank you, Cindy or Dr. Rosa. >> Yeah. So, if there's no
036further questions, >> your microphone, >> I don't know if your microphone is on, is it? >> Yeah. I just probably have to hold it closer. Um, if there's no other questions about um the interim guardrails themselves for this guardrail, and it sounds like um the tool will capture what um what the commissioners were speaking to in the guard rail itself. Just want to check if there's any appetite to change any of the language. the superintendent will not allow conditions that compromise the psychological or physical safety of students or staff or if we're okay with keeping it as is. >> As long as there's a clear understanding that I have the information that I that I do have understand what was being presented in that climate survey, I have no problem with it. I just want
037that to be for the record. I just understanding what the information entails and being able to see it before before we get to this point. You know, I think that a lot of information is is is done behind behind the scenes and then we get here and there's a lot of questions and that's what I want the public to understand. Have I get when I get it beforehand and I get a clear understanding for it minimizes a lot of questions that we have. I need to see it. I can ask the question so then when we get here that's the way it's supposed to go but it's not being done that way. So that is this is why we're here. >> Thank you. Yes, I'm in support just with a small change of the word
038emotional to psychological >> in their gu which they've agreed to do in their interim guard rails. Got it. >> It sounds to be support. >> So, >> is there any redirect um direction you'd like to provide us at this juncture? I I it sounds like um it it sounds like all is well with this that the tool will capture um what is needed and that um that once that is um set that commissioners will uh and just um to your point Commissioner Griffin what these metrics will be are they will be provided to the commissioners ers in a monitoring report. Um so you will definitely get a lot of background and information and clarification on what those measures are measuring what the um what those you know once the baseline and targets are set how
039progress is being made uh and have the opportunity when those pro uh reports come to you to to ask even more questions. So, um, with that, I think we're ready to go to guardrail 3. >> Before we move on, Cindy, I was brought to my attention online. >> Oh, >> I'm sorry. >> Oh, sorry. Um, I'm coming on camera. Um, yes. I just wanted to clarify because I did receive the guard rails and the goals, but I thought it was my understanding that we've already sort of had several discussions to sort of get to this point. So, I'm unclear is that my like was did that happen? Did we not have several meetings and conversations to get to the point where we are now? Uh yes, Commissioner um LeBron, we had to your point, we
040did have uh the work sessions where we spoke about board guard rails like over and over and we sat here on the deis and I think some other work sessions. So we have the board guard rails. What we're getting tonight are the super uh the administration along with superintendent Roser are introducing their interim um guard rails. And so what we're listening for is to make sure >> they're can I just clarify? Thank you for that. But I just want to clarify that. So, and those interim guard rails are at their preview and we're just trying to make agreement and alignment and that's what we're voting on to finalize this tonight. Yes. >> All right. Thank you. >> That's it. >> Thank you, >> Madame President. Uh if I may as well just want to reiterate
041on this guard rail. um what we shared on the previous guard rail uh again we had the discussion um about the um the district-wide walkthrough tool and other tools. So just want to reiterate that because the district uh has just set these guard rails or the board, excuse me, the board has just set these guard rails. The district is now thinking through how they will measure these guard rails and all of those measures again aren't yet created. Um, so there may be adjustments in either surveys or walkthrough tools or other measures uh that will need to be made to ensure that they capture everything that you want in the guard rail. Uh, but just want to reiterate that this is what they're proposing and that all of those tools aren't yet finalized. So you won't
042you won't have necessarily the ability to see all of those tools and what's exactly in them as yet. >> And I do appreciate that that level setting. um so that we approach this with with uh some sobriety because if we don't have baseline data that exists, you do have to work toward establishing that baseline data. So that's a very clear and uh understandable point and that that may take some time. We want to extend some grace as that happens and then we recognize to your point Dr. Hart that continuous improvement those PDSA cycles and all of those type of things will inform how this progresses as we begin to progress monitor. I'm going to turn the mic back over to Cindy. we can move on to guardrail three. >> Okay. So, the last guardrail that
043the superintendent um that speaks directly to the superintendent is as follows. The superintendent will not exclude the voices of stakeholders impacted by major district decisions. So, in our conversations, we wanted to make sure that we uplifted stakeholder voice and the superintendent interim guard rail that we came up with is as follows. The percentage of stakeholders who participate in district opportunities to provide input on major decisions and reporting having a opportunity to provide input will increase by x% to y% as measured by district surveys questions. And I let me just say this too. We may need to word smmith this because we have opportunities in there a few different times, but this gives the general gist of what we're we're looking to do. >> Open for questions. And I do see a hand from Commissioner Griffin.
044>> Yeah. Yes. Uh Dr. Rosson, can you I'm seeing percentages, but I'm not seeing a physical number. Is that a reason why you don't have a number there? Am I missing something? >> That's a great question. um we have to establish baseline and once we establish baseline then at that point in time the numbers will then be presented and then we would develop the goals from that baseline. >> Okay. When we when those baselines are developed these I mean so we're going to approve this and then when we get the baseline the the percentages could be is going to be are going to be based on the baseline. But that can that's kind of >> Dr. Hart was he literally just um did I'm going to ask Dr. Hart if you could weigh in again
045um for for Commissioner Griffin's concern because he he that's what he just addressed. So, he's going to >> I'm sorry if I missed that. Yeah, cuz I just I just happened to just I'm seeing that. Go ahead. >> So, I just wanted to clarify what the only thing the board is approving tonight is the language that's in your board guard rails. So, guardrail one, guardrail 2, guardrail 3, that's the only thing the board approves. everything else um will be established by the superintendent and the superintendent's team. So, your approval is only to say that yes, there doesn't need to be language changes to our guard rails because the superintendent and their team misinterpreted what we meant in our guard rails. Um in terms of setting the baselines, again, a number of for each of these.
046You'll notice uh that there aren't percentages established yet. Uh that's because the baseline you you've just asked the district to go through this process uh and so the district hasn't had an opportunity to now do the necessary walkthroughs etc to establish those figures. >> So then when you establish those baselines Dr. Roster then that's where you'll be held accountable. It's like if in a superintendent evaluation because that's where we would be looking at if those b those percentages are created by the baseline that is what we would say okay you didn't meet your baseline just just for I'm just saying hypothetically that's what we looking at >> you are correct >> okay thank you >> so if I can before we move forward because as I was sitting here as I mentioned when I read
047this I saw the use of the term opportunity too many times in one sentence so I did make a slight modification um to this and I just want to read that modification. The percentage of stakeholders who participate in district events or surveys to provide input on major decisions and report having an opportunity to provide input will increase from x% to y% as measured by district surveys. Does that clean that up a little bit better? I'm looking to our council facilitator. >> So the right now what what I'm looking at is the percentage of stakeholders who report having an opportunity to provide input on major district decisions. You changed it. >> I changed it from opportunity because opportunities is in there twice. Okay. >> So it doesn't read well. >> Percentage of stakeholders. >> So I
048put events or surveys. >> Got it. Got it. Okay. So, I was looking at something different. >> Yeah. >> I think if Ray, do you have any comments on that change? I think I need to >> I can read it again if needed. >> Yeah, I think >> Yeah, I don't I don't I don't have the uh what I'm looking at doesn't match what's being read, so I I can't comment. >> Yeah, let me read it again. I I just made the change here at my my my seat. The change would be the percentage of stakeholders who participate in district events or surveys that provide input on major decisions and report having an opportunity to provide input will increase from x% to y% as measured by district. Well, >> that's what Vice President Malloy pointed.
049You could use initiatives or efforts because that's what they would be. They would be efforts to galvanize input. Yeah. For major decisions or they would be initiatives. So maybe one of those words would >> I like efforts. >> Efforts. >> So >> yep. Okay. >> You want to you want to give us that new one? [laughter] >> The remix. >> The percentage of stakeholders who participate in district efforts that provide input on major decisions and report having an opportunity to provide input. will increase from x percent to y% as measured by district surveys. >> I still don't like it. >> You don't like it? >> It's Yeah, it's it's >> We'll find a word. >> Can we And I guess I asked this question of um Cindy, >> can we seek approval with the understanding
050that this will then be clean when I have my my appropriate ELA hat on? >> Yes. because right now my ELA hat is fog. >> I totally understand. My ELA hat often gets crumpled. Um, so yeah, if the board has an understanding of what the superintendent is measuring and knows that the it's just going to be a change of language, not a change of um content or then that works. Um so with this then is the board is there any appetite to change the guard rail overall guard rail wording now understanding what's going to be measured. All right. So it it and want to make sure we are paying attention online as well. Um, so if so then we've got all three guard rails. It sounds like the board is going to be ready to
051adopt those. Um, which is wonderful. Good job board and good job staff. So then um the next uh next we'll go on to goals. >> Okay. Um, and I think before we um before we go to the interim metrics, there are a few things that we want to um suggest uh recommend the board consider um with the goals. And uh right now your goals are slated to end in 2028. Um what we would invite you to consider is uh bumping the year out so that it is a five-year goal for Superintendent Roser to complete. Um so perhaps bumping it out to 2030. Uh reason being it would give the superintendent an implementation runway. Um because when you think about it, the superintendent and administrative team will only begin being able to influence these goals with
052the 2627 school year. Um because uh they Dr. the Russer just got here. Um any planning toward accomplishing these goals was done before he got here. Any budgeting was done before he got here. So the um next budget cycle will be the first one that he will be able to influence. Um and then just considering the complexity of large urban districts, uh significant improvements uh definitely require sustained multi-year interventions. So more time um could uh lead to would lead to more success and then uh a longer timeline would allow for the use of the interim goals to track pro progress, identify those challenges and pivot strategies as needed without compromising the long-term vision. So that would be our uh our first recommendation for the board um to consider. And I think uh it is there
053um would the board be amendable to to to doing that to bumping the the lifespan out to 2030 to give more time for the act for the achievement. >> Um so I'm going to open open the deis also Cindy for clarity before I open it for discussion. Um, in addition to uh considering 2030, are we also is there anything around the percentages cuz I know that these are pretty aggressive based on the short timeline we had. Are you saying keep the percentages we have and push it out to 2030 or also reconsider the percentages there? >> Um, that I am going to >> defer to us >> defer to actually to Dr. Roser for uh recommendations or for his thought if if that were to bump out if the percentages >> would remain the same.
054>> Unfortunately, I would need to deliberate with my team >> more on that. That's not something that we've discussed. >> Yeah. >> And our focus on developing these interim um goals. >> Yeah. >> Right. Okay. So, I'm going to open it up for at least what what's on the table now, which is consideration for 2030 because I do know those percentages, especially in the short time we have are pretty aggressive and based on where we are a little unrealistic for the incremental increase we would see. And I know community has weighed in like whoa you only want to see 40% and it's like we obviously want to see 100% of our students doing well but when you look at data and progress that is you know how do we get the hurry up but do
055it right as well right um so I'm going to open up and I see several hands everyone's got something I want to start online if we have a hand at all Frisma I'm just checking so I'm gonna come this way and move down um I'm gonna start with you commissioner Santiago >> no I'm in [clears throat] support of moving into 2030 just so we have more time to get everything together and give our new administration uh time to prepare to uh reach these goals. >> Vice President Malloy, >> thank you. And if I missed this somehow, if you said this already, Cindy, I do apologize. Um part of our smart goals, I'm just noticing that our actual goals have the start date and so we do need to include those. That was gonna be my
056the goal is the goal >> because the start date would be then be September 2026, right? And pushing it out to 2030, which I am in support of. But when you have smart goals, you've got to have that baseline start date as well. >> You said that's next. >> Yeah. >> Well, that's that's the other piece is, you know, to have that starting the start date. So, month, year, end date, month year. >> And currently it reads 2023, which Dr. Roser was not here um when we started these goals. So >> yeah, >> thank you Commissioner Griffin. I guess I would be amanable to it, but I my my concern is going to be based on um the reoccurring um percentages that we have in certain areas that I mean that I feel we have
057not yet ch made changes in those areas of instruction or curriculum and meeting the goals effectively even by 2013 or even I mean 2030 even if at all. So, so I've seen over the last several years that we have not been diligent or been successful in in reaching uh our math goals and ELA goals and you know those type of things. So, I guess that yeah, it it would be good to do 2030, but we're not making changes where we need to to even reach the minimum. So, so and that's within within the curriculum, I must say. So, so yeah, we can do it, but what are we going to do with the curriculum portion of it to make sure that we're reaching the goals yearly? So, so I'm glad you asked that because after
058we have this discussion, we're going to talk about those interim goals that the administration has been working on, which are um you're going to the the board will get reports on all of these goals frequently throughout the year to show if progress is being made toward them by using those interim goals. And that that is um that's the power of the board setting goals, not just setting goals, but monitoring them frequently and spending spending their time focused on those student outcomes. Um because whatever whatever you um spend your time on talking about is where administration is going to end up spending their time. So when you're focused on these goals and looking at their progress, that then gives um this team uh the go-ahehead to be focused on them as well. Um and and that's
059where their work will will uh be very powerful to help achieve those. >> Okay. But and I appreciate what you're saying and I respect you. Um, academics is crucial, right? And and part of the academics is having the right curriculum. >> Um, and I'm going to be very honest with you. I have faith that things can change. I, you know, I do, but then there's also having the trust and and and knowing that we have the correct leadership in place to move the needle. So I just want to make sure that it by giving that 2030 date >> that we have everybody and that's across the board. I'm talking teachers, principles and and everybody's being held accountable to meet these goals. I mean because I'm sitting here and I'm saying okay I'm going to we
060can do 2030 but then when it comes down to it and within a year we're not even moving the needle at all. we're going backwards because we don't have the correct leadership across the board in place to help our children and our staff and we don't we don't have the right measurements in place to evaluate our staff. Um we I mean I mean that's and I'd say administratively and at the at the school levels as well. So my concern is, yeah, 2030 sounds good, but who is who is pushing the needle to make sure everybody is in place and is being held accountable for us to reach these goals successfully? Are we having like every 3 months we're getting we're going to get pow and saying, "Hey, this is where we're at. This is where
061we need to go in each school collectively." Because if we're not going to have all that and that all that is not in place, I'm not going to give I'm not going to say, "Oh, yeah, 20 30." because we're not going to never meet them because we the problem is we don't have any structure in place to hold people accountable. So yeah, it sounds good. >> Okay, Cindy. Yeah. >> Yes. So um thank you for that uh that conversation. the um and this will be uh as we get into the interim goals uh discussion, we'll we'll talk more about that accountability piece. Um any other it from the rest of the board um around the 2030? >> No, I I think from what I'm seeing and hearing and we don't have any hands as I
062I got to put my glasses on. I I think there is an appetite it appears for the 2030 and you know I um you know we just had our our last meeting and a lot of a lot of things are happening in these short five months five or six months um that we've seen administration where things are you know the restructuring does take a lot of time energy and effort and I'm really enjoying the direction I see it going in um the desire to ensure that things are done to fidelity that we're reassessing uh certain things so the structures um in in a six-month period to hear the direction we're moving in is um encouraging and so 2030 makes sense. >> Madam Chair, you have a you have a hand online or from >> Okay.
063Thank you so much, Commissioner LeBron. >> Thank you. And I appreciate you um looking for the hand. Um, I I just want to just put on record that I do support the 2030. Um, to your point, I think we do have to be realistic. And I think when I first got on the board, and that was I'm too old now, but um, I sort of had the same notion, especially when you think about percentages and you look at them and you think that they're very small, but we're talking about human beings, little people at that, little human beings. And um even to move the district even at a 3% is such a lift. And I think we what I think what we even as board members as we go into this committed to these as
064goals and guard rails that we have a duty to educate the public on what that actually means. And I'm not saying that we're landing on 3%. I'm just using 3% as a an example. but what that means and even how many students that means and what that lift looks like because it is a heavy lift and I want to acknowledge that it is not going to be easy lift for the administration or the staff and that there are some lots of misalignments everywhere and I think that this is part of getting folks aligned is having guard rails and goals. I just want to put that out there. Um but I just want to put on record that I support it. Thank you. >> Thank you. All right, Cindy. >> Um great. So, uh, the next
065step with that then will be, um, handing that back to Dr. Rosser and team to discuss what that 2030 what those percentages might look like. Um, in the meantime, um, we can look at the interim goals in the same uh, same way that we did with the guardrails. So, we'll start with goal one. >> Yeah. So, thank you very much. Um so of course the four goals that um have been identified by the board of education are part of our strategic plan. They focus primarily on the academic side of the house and that those goals really speak to three through eight proficiency rates. They also speak to ninth graders having the ability to earn five or more credits while in ninth grade. And what we've done is we've really had some deep discussions on what
066the interim goals should be, how we will measure and report out to the board. Our progress toward guaranteeing that we're trending toward these goals and I have for the first goal Chief Morian to explain our three interim goals. So Chief Morian, thank you. All right, so goal number one is increasing the percentage of students in grades three through eight who are proficient on the New York State ELA assessment from 16 to 30. And um kind of what you were saying, we need a way to monitor that goal. goal. It's a year-end goal, so we need to have goals that we monitor throughout the year. The interimm goals will allow for us to do that. The first intermal is the percentage of students passing in fourth through fifth, fourth through fifth, demonstrating standard mastery in English
067language arts on the CFAs, which is our common formative assessment. And we just started our first round of administering them now. So, we're just starting that baseline data. We'll increase from X to Y by the end of the year. will have that baseline and we'll be able to fill in those numbers shortly. The second one is the percentage of students in grades six through eight demonstrating mastery in English English language arts and the common formative assessment. And the third one is the percentage of students with disability. We want to shine a light on our students with disabilities and making sure we're monitoring their progress. We have multiple assessment multiple accountability measures through the state. So you'll see we're working on fourth through 5th, 6 through 8, and our students with disability and we're using the
068same assessment to measure that progress. The CFAs are administered three times a year. >> Questions? >> I'm going to start with Commissioner Griffin. >> Thank you um Miss Morian um for that information. I have two questions. How many questions were used um in the common informative assessment and how did you get the questions? How were they derived? >> We were um just went through a a process to revise our CFAs. We've had them in the past and they needed a lot of revision. So our our assessment team in in teaching and learning department rewrote the CFAs. We're administering them for the first time with a new version. They're all based on state standards. So what we know that if kids know their standards when they go to take that state exam they're going to do
069better. So we picked four standards R2 R three R4 and de in writing one and we're measuring the same four standards three times over the course of the year. So if we give the first administration and we recognize kids score 40% on them we create action plans with our teams. So so the next time we administer it that score goes up from 40%. And at the end of it, our goal is those if they know their standards, the state performance will increase. >> Before we continue, Cindy, I I want to get some instruction and direction from you and clarity on what we're doing right now. >> So, um I think that would be considered a technical question to understand what the CFA is measuring. Um, so that getting a getting clarity on what the measuring
070tool is um is is a a question for clarity. Um, but as far as uh questioning to change it, the board doesn't change the interim goals, just the overall goal. >> Okay. I just want to get that clarity. Commissioner Griffin, I know you were you had another followup to that. I just I just wanted >> Mike I apologize. Um I you had that the other part was how many questions were were part of this assessment. >> It varies by grade level but we can get that information to you for sure. >> Okay. I would yeah I would just like to see that see what it looks like. Thank you so much. >> Absolutely. >> Commissioner Santiago. >> Yes. Thank thank you for that clarification. I think that that that is a really good question as
071far as um how you guys [clears throat] will be measuring the data. Um but I just wanted to to share my support and of course give you guys a shout out specifically about the third bullet with focusing on our students with disability. Um I think that's extremely important. So just want to thank you guys uh for that. >> Thank you. >> Vice President. >> Yeah, I'm fully in support of these. Um, I think it's wonderful that we're using our CFAs in this manner and that things are slowly but surely becoming more standardsbased um, and more consistent across the district. So, this provides that consistency that maybe has that we've lacked in the past. Um, it's just going to provide us with some really good baselines for our students to monitor that progress. So, thank you.
072>> Absolutely. >> Can I just >> Yeah. So, one of the things I do want to point out, you know, particularly for those who are listening online and um may be following along, the reason you heard us say in the first bullet point, the percentage of students in grades four through five, demonstrating standards mastery in ELA, was purposeful because goal 1B actually measures third grade. So we wanted to make sure that we were not measuring it twice which is why we separated four, five, six, eight and then once we get to goal 1B we will then discuss the third graders. Just wanted to make that cl that point of clarity particularly for those who are listening online and taking note. >> Awesome. I don't have any questions right now. >> Thank you very much Chief
073Moran. >> Welcome. So the next one and I see my dear friend and chief blocker coming up. The next one goal 1B all students reading by third grade increase the percentage of students proficient in third grade New York State ELA from 15% to 50%. Chief Locker. >> Good evening everyone. The percentage of students demonstrating standards mastery in English language arts on the CFAs will increase from blank to blank as measured by districtwide CFA data aligned to the New York State ELA learning standards as Chief Morian just shared. The second one is the percentage of first and second grade students learning English as a new language that are demonstrating standards mastery and ELA on the common formative assessments and that will be measured by the district-wide data. And the third one is the percentage of first
074and second grade students demonstrating proficiency with foundational reading skills on the CFAs, increasing them from blank to blank based on the CFA data aligned to the New York State ELA learning standards. We felt that it was critical that we're not looking at third grade and thinking if we only focus on third grade, we're going to have an outcome for third grade. So, we focused on first and second grade. And just as Rhonda said in the previous one, we focused on students with exceptionalities. On this particular one, we're focusing on English as new language learners so that our goals are reflective and comprehensive of every student that we service, not only certain populations. >> Thank you, Chief Blunker. Questions? >> Yeah, I'm going to start with Vice President Malloy. >> Um, this just makes me so
075happy. Um I really love the fact that um we're looking at such a diverse array of students and by look analyzing data from all these populations just going to give us some ve very valuable information. I love that we had students with exceptionalities as you said included in that first one that was just presented um or the third one from the prior interim goal. Um but also clearly measuring our um L students you know and that language acquisition. Um, I think these are measurements that we haven't had before. Um, and we have such a large percentage of our students who have some um, exceptionalities or our English language learners. Um, having access to this is going to be really helpful for the board as we continue to progress monitor our these goals. So, thank you.
076>> Thank you, Commissioner Santiago. >> Yeah, first of all, shout out to you guys. I think that you guys did a really good job ensuring that everybody is covered. And a lot of times you see historically sometimes certain groups of people uh are overlooked. And so it's good to see that they're recognized um inside of these guard rails. And I I'm excited to see uh the progress throughout the next four years. But I do have a question next four to five years. I do have a question for clarity. The interim goals right now. I see um inside of the draft that the timeline is 2025 by June 28, which is at the end of the timeline. I believe in in our conversations, unless it's a it's another type of goal, but I thought the interim
077goal were more on a year-to-year basis. >> So, um interim goals last one to three years. Okay. >> So, they they're a shorter term than the overall goal. Um and and yeah, so this falls within that that parameter. And so when we change from the 20 from 25 to uh 28 to 2030, these will be moved to a three-year basis. Well, they're already in a three-year basis. >> Yep. So they'll they'll fit they'll fit within that if the administration chooses to leave them three years, but we recommend three years max. >> Okay. >> Thank you. >> Commissioner Griffin, do you have any >> Okay. Um yeah, it looks like you guys went into the war room. There's it's very clear that there's some intentional a lot of intentionality put into how you discovered um came
078about these interrums. I'm going to turn the mic back over to Superintendent Roser at this time. >> Okay. So, for the next one, opposing forward, our next goal 1C and um Chief Cody is going to return to the mic. increase the percentage of students in grades three through eight who are proficient on the New York State math assessment from 14% to 40%. Cody, >> so you're going to see uh a lot of parallels from goal 1A um with 1C. You had parallels in your goal and so we paralleled that with our interim goals as well. So interim goal one, the percentage of students in grades four to five demonstrating standards mastery in mathematics on the common formative assessments will increase from X to Y as measured by the districtwide CFA data aligned with the New
079York State mathematics learning standards. Um so again focusing on that four five grade band. The second one, the percentage of students in grade 68 demonstrating standards mastery in mathematics on the CFAs increasing from X to Y again as measured by the district-wide CFA data aligned with the New York State mathematics learning standards. Again, those grade bands um being because that um aligns with our um varied curriculums that are being used in those grade bands. And then the third one, the percentage of students with disabilities in that full grades three through eight demonstrating standards mastery on the mathematics on common formative assessments will increase from X to Y as measured by the district-wide CFA data aligned to the New York State mathematics learning standards. So, similar to what you heard about ELA, um these CFAs in
080particular for math focus on the foundational mathematical domains that are essential for the grade level learning as well as um the future mathematical thinking that students will have to do. It focuses on two to three specific domains, five to seven specific focus standards. Um and it does include both multiplechoice and constructed response questions. um some of the items, the majority of the items are actually selected from the New York State released assessment questions. So, we know that they are calibrated um to the New York State assessment. And again, the number of questions does vary by grade level. Um but they have been shortened from the previous assessments which were taking quite a bit of time out of instruction. So, we have tried to make them shorter while still giving us the valid and reliable information
081that we need to know about where students stand in relation to those priority standards. >> Thank you very much. Questions? >> Commissioner Griffin? >> My favorite area, math. It's not just I'm playing. But at the end of the day, um um my my great concern is um how we're going to accomplish the increase on our math scores as well as literacy because if you can't read, you can't do math. We we all know that reading goes hand in hand. And I'm sure people know that I cannot stand the illustrated math. Don't like it. And I think that that has a that is part of our problem with mathematics is that we don't have we don't have the best math system or curriculum to help our children elevate be elevated in math along with not having
082the the literacy part as well. Um, how do you how do you expect us to reach any percentage in goals with the current math math curriculum and and in and making any type of changes here? I I just question it because of the concerns I've received from a lot a lot of math instructors across the board from every school. So, I just I I I think that that is a big concern for me. Um, I don't know how this falls in line with the goals, but I would think it does. So, that is concerning, >> Cindy. >> That we still have the same math math curriculum and we're not hitting the mark, >> Cindy. So, um, the question you just asked, Commissioner Griffin, is an example of a question, um, that we would anticipate, a
083how question, um, when the administration actually brings a monitoring report forward. Um the great thing about this is that the work ahead um once these goals are uh adopted, the new uh 2030 measures are completed and the superintendent um has been given the runway to start the planning. Um that is that alignment um and and all of that uh work is going to be the work of the district and they will very much be getting into the how of of making these marks and um which is what you've hired the superintendent to do. Um we always talk about the goals and guarded rails are the boards to give the superintendent that that direction. It's that um here's our destination on the map and now we're turning the keys the bus keys over to you um
084and your staff and you're going to get us there. Uh but and we're going to trust that you get us there, but we are going to verify by having these frequent monitoring reports um where where the board will uh get to have a discussion with the superintendent about what is working, what's not, and when things aren't working, what's going to be um the next steps to get things to work. So, this is all part of the of the exciting work that you all have ahead. Um, and that's where we'll um once this is all set and you've adopted these, we'll get more uh we'll get deeper into how to have those monitoring discussions and we'll be supporting staff with uh development of those monitoring reports and um so so all all good discussions to come.
085>> Dr. [clears throat] Uh, Ray, did you have anything to add to that or were you did you have your hand up? >> I had my hand up, but I was I was going to share similar comments. >> Oh, got it. >> Cindy, thank you for that for that information. I just want to refer this to Dr. Rasser. Um, so you you're planning on because you the problem is that you know we have to approve these curriculums, right? They come through. Don't don't we have to don't we have to approve them or do we do not approve or pass a resolution for curriculum? Do we do that? Okay. So, with that being said, um that is why I draw a concern of Cindy. Okay. So, um I understand the monitoring. I understand operational and also
086understand academia academics and um I I I will say again and and wholeheartedly I want this district to be successful. But when you have have a system that's in place or curriculum that's in place that's been failing our students over two years, I have to say even before Dr. Roser um that it's a concern that I still see it. I I you got a new year coming in, I think that on on on hands-on, we need to have made some type of changes to change it over. Um, and I know sometimes change takes time and I I appreciate you saying that, but I also have to place voice my concern. So everything I say is a concern and it doesn't always deserve an answer from from you cuz I'm just I'm voicing it so it's
087heard and understood that these are my areas of concern and maybe we need to address them. So I just want to make sure that we understand that for me, okay? because that's that's I I think it needs to be said because this is a goal. These are things that we have to meet. But I appreciate your response. >> Thank you. >> It's 7:20. I do want to do a time check on on this particular discussion um as I think it is something we can get through this evening and I want to bring us back to what the focus is which is to um confirm that the interim goals what we're looking to do is make sure they align with the overall goals that we have here. So with that said, I would like to move
088down the line and I have a hand on the Zoom or the the teams as well. So I'm going to go to Vice President Malloy, then Santiago, then LeBron. Thank you. Um, one of the points that uh, Commissioner Griffin brought up that I think is really pertinent here is um, you know, if you can't read, you can't do math. um if you look at the our state exams in the last few years, they are they are no longer contentbased. They are skillsbased exams. And so I think what these CFAs do and which is why I'm so happy to see as a as an educator the um the use of CFAs to to meet these goals is that we are teaching or our teachers will be teaching skills-based instruction that's standardsbased and not just contentbased. Um
089so it really doesn't matter what curriculum you're using. if you're teaching those skills, kids are going to be successful um down the road. So, thank you so much and I I agree with what I'm seeing here. >> Thank you. Before we continue on, Dr. Ross, I just wanted >> Yeah, I just wanted to point out in in our work today, we did um make a lot of modifications to this today based upon the meeting that a long meeting we had yesterday. And I do want to point out that in goal 1C, that first interim goal should read the percentage of students in grades three through five, not four through five. So it should say three in the first bullet where it says four through five, it should say three through five because unlike the ELA,
090we don't have a specific third grade goal. Just a a quick clarifying question for the the blank percentages. Will we have another opportunity to to um accept this around the time that those percentages are put in? >> So what you are going to be voting to accept are the overall goals and I would recommend that um before you do that you give Dr. Rosser and the team an opportunity to uh get have the discussion and do the work around figuring out where that percent where that any percentage should lie. >> So it'll be on there before we officially vote to accept this. >> That's what I would recommend for the You're not voting to accept their interims. I just want to be clear about that. You're you're voting to accept the overall goal, >> right?
091Okay. >> Yep. >> Thank you, Commissioner Santiago. Commissioner LeBron. >> Oh, it's gone. Okay. >> No, I didn't have my hand up. Thanks. >> Okay. My apologies. Um, so I'm gonna turn the mic back over. >> So, thank you very much, Chief Cody. So, next up, least but not last, the unconquerable Chief Muscadri is coming to the microphone to discuss with us goal 1D. Increase the number of students earning five or more credits in ninth grade from 70% to 90%. Chief Miscondry, >> you can't be unconquerable if you can't even operate a microphone. >> I know, right? Thank you. Good evening, everyone. Um, so the team developed three interim goals. The first goal being the percentage of students in grade 8 demonstrating standards mastery in ELA on commitive formative assessments will increase from X to
092Y as measured by the district CFA data aligned to the New York State ELA standards. The second interim goal um the percentage of students in grade 8 demonstrating mastery in mathematics on CFAs will increase from X to Y um as measured by district CFY CFA data aligned to the New York State math learning standards. So the first two interim goals were selected. Uh so as other chiefs have explained to kind of work with grades prior to the ninth grade as we're trying to increase five or more credits at the ninth grade. We want to focus our work on eighth grade to help prepare eth graders to transition into nth grade and to prepare them to earn those five credits when they get into nth grade. The last interim goal, um, the percentage of ninth graders
093passing five or more classes will increase each marking period from X to Y based on report card grades. So again, not waiting till the end of the year to determine how many ninth graders acquired the five credits. We're going to work throughout the year. Um, we actually currently work every five weeks to assess progress of ninth graders, project who is going to pass, how many classes they're going to pass each marking period, and provide strategies to support um to ensure that we're supporting them that by the end of their nth grade year, they attain the five credits. >> Thank you very much, Chief Piscadre. Colleagues, questions? >> Sure. Vice President, thank you. So, I really like how these bullet points um combine report card progress as well as um the CFA data. So, as well
094so props. It's great. It's good combination. Thank you. >> Okay. Thank you. Any other hands? >> Yeah. So for the um the the third bullet um I thought the data also showed uh talked about um and maybe I'm um not um maybe it doesn't need to be in here but uh I'm thinking about the one regent course that ninth graders need to pass in order to be on on um trajectory to graduate. is more of a chance that the uh when in ninth grade if they're able to pass five classes and a regions that they're on the trajectory to. So, I don't see that here. Maybe it's maybe it doesn't maybe it's not supposed to be in here, but I thought I'd just point that out. >> That's a good point out. um we were
095hyperfocused on the credit piece and while we do know that um beyond the necessary credits that every student needs to in order to graduate from a New York State high school, they also at this point in time also need to pass certain regents because that was not included in the original goal. We did not focus on on that piece there. But I mean it's a part of your >> It's still a part of what we are working to to make sure our students do. >> Yeah. >> Any other questions? >> Commissioner Griffin, >> I don't know if it's actually a question, but it's well a statement and a question. Dr. Roser, uh I don't know if you can answer this, um Mr. from scratchy. But in reference to what um commissioner um Elliot just referred
096to was the regions, we know that that the regions exams are going to be defunct, right? How would that also overall that should be a positive effect I would think with our or passing um the exams with our with our um with our children with our students um in the future. Um, but how will you be able to you won't be able to really calculate that or put that in until that till that time actually comes. Correct. >> Correct. Reference to go ahead. >> Yeah, correct. Right now, the state of New York is still um doing some modifications. Okay. >> Um to what these pathways will look like. Okay. Um, at a meeting that we had, some of us had the opportunity to attend a few weeks ago at the Big Five, uh, Commissioner Rosa
097spoke to the timeline and the Inspire New York and all that's happening. As those >> as information is is released and as guidance is provided, we most certainly will adapt to make sure that our children have equal access. >> Okay. Thank you. >> Okay. All set. Doesn't appear to be any additional questions or comments? >> So, Cindy, I'll turn the mic back over. >> Great. >> Thank you, Mr. Mscadri. >> Um, well, congratulations, board. It sounds like you have um are very near adopting a set of goals and guardrails um and work well done by you and by uh Dr. Rosser and his team. Um so what I will talk about now is where we go from here, what the next steps are. Um, for the superintendent and his team, it will be that work
098on the overall goals, bumping them out to 2030 and, uh, filling in whatever those percentages are, as well as the work they need to do to get that baseline data for, um, and and finish the work on finalizing their interim metrics for both the goals and guard rails. Um and then uh we'll um we'll have uh the superintendent and team begin drafting a monitoring calendar now based on those interim metrics that they're going to be using. So a calendar of when those reports are going to come to you when you can expect that you're going to be discussing each of those goals, interim goals and guard rails. um and then working toward what those monitoring reports look like. So um those are some next steps for superintendent and team. Um for the board it will
099be to uh set a time to adopt to formally adopt vote on the guard rails and uh the goals once you have those finalized versions. Um, and then prepare to communicate with the community uh around the adoption and what what to expect, what they can expect next as far as how you're going to progress monitor um and and what that's going to entail and how the community can also follow the progress monitoring as well. Um, and we can support uh Ray and I can support in anything you need as far as crafting that communication. Um and then we'll um continue working through all the other deliverables for the board to continue supporting this work. Um and then would like to uh uh calendar um one of our next sessions that we come for to be
100about the board's guard rails for the board. um and and have that have that discussion so that you can be in a place to adopt those as well. >> We'll stick with it. Okay. Yes. >> Any questions about about those next steps and I'm happy to follow up with an email with all of that as well. >> No, I think I think that was very clear. It's exciting. I I think we're making some progress. Good progress. So, if you [clears throat] >> Is this the end of the meeting, too? Yes, because if you all want to leave us with some parting words, wisdom so we can go to to bed or wherever we need to go, I would go ahead and Dr. Hart, Cindy, help us out. >> I just want to say congratulations to
101you all and having an opportunity to um peak behind the scenes as uh your staff and team were working on developing uh these uh interim goals and interim guard rails. just want to say to the board, your desire to have the staff actually spending time thinking about how do we improve student outcomes? How do we improve student achievement? Uh as they were crafting these, they were also having conversations about um how do we do this? What do we need to put in place? At what grade levels do we need to put it in place? So, uh your your impetus around creating the goals and the guard rails is actually accomplishing and not accomplishing but actually uh getting the the district to now think about and focus on how do we improve outcomes for kids which
102is exactly what you want. >> Thank you. >> Yeah. And what a great way to walk um to leave 2025 and prepare to walk into 2026 on behalf of your students. So, thank thank you for being persistent and for hanging in there and um I'm going to thank you in advance for uh being diligent about the work ahead. >> Well, we appreciate your expertise and it would be remiss of me not to acknowledge our state monitor who um would you like to at least talk about how important it is that we establish this in in correlation with the academic plan and the the pieces? >> Thank you, President Simmons. Again, uh I would like to join Dr. Hart and Cindy to commend uh the superintendent and the staff for the work that they have done,
103especially during the last two day that I have joined them to work on these uh guard rails and the goals. There's a lot of work that needs to be done. Great questions were asked this evening, but if we continue to focus on student outcomes, on student achievement, we will reach these goals. We need to leave behind some of the areas that are not focusing on students and continue to think about our 20,000 plus student that we have in the district. Continue to believe in our students, our staff and the things that we need to do to move the district forward. A lot of work has been done but a lot of a lot more needs to be done to support the students in the district. So uh again is it was a move on the
104right direction. So I would like to commend the superintendent and the staff for the work that they did during the last uh few weeks working on this. >> Yes. Thank you. All right. So uh with that said that we don't need to motion out of this, do we? Oh man. All right. Well, let's do it. Uh motion entertaining a motion to um end the work session. I heard a motion by Commissioner Griffin, second by Commissioner Santiago. All in favor? >> Any oppose? Good night.