001[gasps] >> Good evening everyone and welcome to this work session of the Tigard-Tualatin School District Board of Directors. Tonight we're going to be talking about our multilingual education and I'm going to turn it over to Director Ann. Or superintendent first? I just want to just tee it up for everybody. So in a recent board meeting there was a request to learn more about our multilingual learners, how we're serving them in the classroom and beyond. And so what we did is Director Ann and team, so our instructional leaders, developed a presentation in which we communicate both policy, demographics, and also we have building leaders here who will share hands-on what we do to support our multilingual learners. So our goal here is for you to learn more about our approach, but also our real practices in
002the classroom and beyond and give you an opportunity to ask questions as well. So with that I'll turn it over to Dr. Ann. This doesn't work. Thanks Thor, this doesn't work. Oh, it does work now. Thank you. Hi everybody. Thank you for joining us to tonight. We are going to have some time today to talk a little bit about I think the questions that came up in the last few work sessions and presentations. Today we're going to look at policy, systems, practice, and then just our identity as district solving complex problems and also how to improve our systems. Today you have your agenda in front of you. We will do some quick grounding and just do quick introductions and then we'll go right into our work. So why don't we start over here with Principal
003Delurba. I'm Michael Delurba, principal of Tualatin High School. Carol Kinsey, Director of Student Services. Amber Fields, Director of Secondary Teaching and Learning and Principals. Jen Devlin, District Coordinator of NLE Services and Title III. Kristen Miles, Board Member. Jessica Swindle and I'm the Principal of Metzger Elementary School. David Evas, Board Member. Tristan Urban, Board Vice Chair. Jill Zurschmeide, Board Chair. Ethan Nosler, Superintendent. Jeremiah Patterson, Assistant Superintendent. Laura Kinsey, Pre-K through 5 Director of Teaching and Learning. And we have another Board Member online. Hi everyone, Crystal Weston, Board Member. Awesome, thank you so much. So today we'll our time is going to be talking a little bit about some grounding in TTSD's policies and our equity journey as we our conversation around multilingual learners will be signifying our next leg of our work. We're going to have
004some time to talk about our demographics and service models and then our Principals Delurba and Swindle will be talking about their school journey and student experiences. Our instructional core team will also talk a little bit about systems change that has occurred and then I'll close out the time talking a little bit about how we're shifting and changing multilingual services and we'll do an artifacts review for that. In front of you in your agenda you have some look fors. So as you're listening to the presentation and engaging, please make sure you're jotting notes down. All right, with that by the end of this time you'll be able to share in some intentional systems actions that you heard, some improving student outcomes and experiences, as well as how you see your role as board members impacting this
005work. So with that as we shared earlier the conversation today is really focused on some of the vision and values that have been brought up when we have presented around our instructional core and some of the data that we've gotten this year. A big thank you to Dr. Miles and Director Jaime's for asking some of those really important questions on the health of our services for our MLEs. As you know, a community grows in the direction of the questions it asks. With that I do want to highlight that you have done a lot of work already. You've created policy to ensure equity, give access, belonging, and then also just the academic progress that we're aiming to look for under academic achievement achievement I K and I K A B A. One thing I want to
006ground us in is that um who we are as a district is that we know how to do better. Some of the things in the moments in our district's history where we are super proud of were once things that you know our systems have fell short. But what we did in those moments was that we didn't shy away from them. In fact we used those opportunities to lean in further, work with our community, and improve together. So I want to anchor it in that story and in our common identity. Some of the work that we talk talking about today is going to be improving the experiences of our multilingual learners in the classroom. We had to do a lot of work as you have shared within policy ACC around setting a vision for equity, naming
007the hurt and harm that have occurred, and ensuring that we have systems that are accountable, and also uh producing the outcomes that we want to see. So where we are right now in that journey is you know we're taking that next leg into the classroom. So with that we'll share a little bit about our focal students and general share about the demographics of our students. As we all know language and how we refer to students matters a lot. So starting this year we began with using the term multilingual learners of English. A multilingual learner is anybody who has or uses more than one language. And then of English meaning that's the um language of instruction that we're focusing on students acquiring. So that's our EL, traditionally we've called ELD English Language Development. The time that
008we're working on English proficiency and gaining that in reading, writing, listening, speaking. And then after you become proficient you're still a multilingual learner. You retain that by your bilingualism or multilingualism. And we focus on the asset-based term to just enhance and strengthen and our belief in that language is an asset and that being multilingual is a superpower. How a student identified for NLE services is based on their enrollment packet. One of the forms is a language use survey. Based on that it prompts either to screen using the ELPA screener and then based on the score of that test is whether they qualify for services and then um what kind of services do they need is based on their level. Next. If we look at who is in our district, our district represents 74 languages. The
009most used languages you can see there from the table are Spanish and Arabic and Vietnamese and then it kind of goes down a bunch. One third of our students are simultaneous bilinguals. Meaning that home they use a language other than English and English in addition to that. So they're coming to our school with a strength of I am bilingual or multilingual already and I need to strengthen my my English proficiency if needed if they qualify for services. We have 3,303 students that are from multilingual homes and not all of those qualify or are may have exited from EL services. But we have a beautifully diverse student population. And over the years our demographics have changed and we noted in this graph that kind of rapidly from 2008 to last school year it was a 75%
010increase. We've seen a decline this year in student not only in student counts, but also I think just in our NLE especially newcomer population as um as we've all noted different times in board sessions. Um but compared to 2018 we still have increased by 68% of NLE students qualifying for services which is a civil right. However, a systematic focus training for all TTSD staff stopped in 2016. All at that point all teachers were trained in the SIOP model and since then it has not been a um prioritized um uh required um training or any to replace it systematically. This is just a more in-depth look of who our students are in the and what represents them. Note uh notable is that we have declined from last school year about 9% in our um EL counts,
011but we're still um a a good percentage of our district. About 14% of our students receive an EL services. And if we think about every EL so they've ever qualified for services, ever received EL instruction from um EL specialist, that is about um 2,400 students, just over that. Um So, it's a represented in a few different ways, but we have our students receiving services and those that are have in the past. Um, one of the best ways to track how our students doing, we can look at exit rates and say who passed, who exited, who's met that benchmark, but that can take um at least 5 years for many students. Um That's what research has said, about 5 to 7 years. Um, but we can also look at on-track to English language proficiency, which is
012also how ODE looks at us and that TSI, FSI, CSI um funding, and that's one of the measures there. And that's a little more complex measurement of did you make growth in the domains? And so, did you make ad- adequate progress over last year and the and the preceding years? And so, we're able to look at that now um using the elevation platform that um this year we're in our second year to look at it um before we could look at it as a district and at the school level. We're now able to look at that at an individual student level, which is really great cuz that's how we can change and focus instruction. Um, and we can see about a roughly 40% of our students are on track to exit in time, meaning um
013what the research says is um average, about 5 years. And about 60% of our students um are not on track to exit in that uh time period. And um based on this year's alpha results, we have about um 92% of our results back in. Um, 61% of our fifth graders are not on track to exit on time. They've now been in services for more than 5 years. And 67% of our sixth and 12th graders are um long-term English learners. They have not exited um after 5 years of services. And then, this graph shows how many domains did did students make growth in. And then, we can kind of say from zero to um all four domains. Three of four is on track if you meet one of those two. Um, and then so, I added
014the how we measure on track um from the federal definition. So, we are taking a pause here. We have about um 3 minutes for questions or connections or anything that you'd like to lift for this thing. I'm curious if there is a differentiation between the um the the graduation rates, if you will, of those students out of the program, um depending on which language they're speaking. Are we stronger with certain languages than we are with others? Have we ever looked at the data that way and have we ever looked at the data uh cross-referenced with economic status and how are we doing with that? Yes, if we were to pull up our um district report card from ODE that breaks up graduation rates by demographics of uh ELs and and every EL so ever, I
015don't have that statistic right in my um my memory at this point, but I could definitely share that from our state report card um that we get each year cuz it does break graduation rates up by um demographics. So, I'm happy to share that. Yeah, so I I was wondering uh you quoted on here that uh after 2016, uh the there was no longer any training on like uh designated uh ELD model. And I was just wondering, you know, just based on the populations, too, it looks like our um EL student count was increasing during those years. So, I'm wondering where the disconnect is of no longer providing uh that training for our teachers if we had an increase in our EL population. Yeah, thank you for that. And I think that is part of
016our conversations that you'll um hear in a few um when our instructional core will bring that up. And so, uh just to clarify, um at 2016 was when we didn't have like all teachers getting that training. As a required element of by the district that everybody must be, I guess, SIOP um struct- structural instruction observational protocol um model like um trained. That stopped and then nothing else became required. Other trainings have been offered, but it's an opt-in on our professional development days that or in buildings during PLCs, things are offered, but nothing else that's like systematically you must be required to have a certain level of expertise or training. I just want to come back to a question that our our board chair asked about um differentiating by language. Do we have data that tracks
017um uh success rates and completion rates and exit rates by language? I Yes, I can pull that. I don't have this available at this moment, but yes, that's available in the in I within few minutes can have that for you. Okay, and I can provide it to the board later as well. Thank you. >> Yes. All right. Well, thank you so much for that. Um we are going to um make the transition into um hearing from our building level um administrators to talk about the student experience and how they've been supporting and managing um services over um the last few years. So, at this point, what we would like to have happen is um board members on that side will join Jessica and then um Jill over here with um we have Crystal uh Weston
018that's online with us. And we'll be listening to Michael speak. All right. We're breaking what this is going to be uh 10 minutes for presentation and conversation, and then we'll be back here to silver learning for 5 minutes. >> Mhm. >> All right, thank you so much for joining our administrators and their conversation about facilitating. I'm going to hold 2 minutes for any thing that you would like to lift as board members about what you heard around student experience and the administrators facilitating some of that. So, you have 2 to 3 minutes to share anything if you'd like to share. Um, I'm trying to So, there's a lot of incredible stuff happening and I think one of I I think what was very clear is um at Metzger sort of the the really intentional um
019we're doing this thing and we're we're taking very careful steps with our teachers, with our students, with our system um and really I I think the outcome I guess is that every teacher is a language teacher and how are we infusing and embedding that practice of language acquisition and language development in everything that we are doing and that wasn't an overnight thing, but it was something um that really early on they they noticed and they asked the question and how do we sort of answer what is that problem of practice? They noticed it, how are you going to address it and then just sort of consistently stayed with those things. There may have been other shiny objects and programs and things, but they really stood the course because they could see with every weekly and
020monthly and yearly sort of review of the data that these are the things that were working and moving the needle and that was and it's still doing that 12 years later or something. So, it was really really impressive. Yeah, I want to echo what what you said. I think that the intentional partnerships, you know, that you guys had with PSU and um that Master Brown, I can't remember. Yes, Dr. Yeah, Master Brown. Um you know, where you brought in the plus framework and and all of that. I think that that was a real great partnership that that you were involved in. I I love seeing the results of the 62% way above our district measures here for English language learners. I'm just you know, I I wish that your success was replicated across the district
021because it does take that intentional focus on ensuring that our MLEs are getting getting what they need and that our teachers are intentionally focusing on language and there's a million things that our teachers have to focus on, right? On every time they're teaching a lesson, but it seems to me like that language acquisition or that language lens should be one that has to have a primary focus on what we're doing. So, differentiation, universal design for learning, right? Multiple ways of entering providing an entrance to that lesson should be something that we are doing constantly. All right, and with that I would um I think I what we heard from I think both our of our administrators is that it takes time and then consistent focus. And so, we are going to bridge that at the
022local level and hearing what I heard was how can we make sure that it's replicable, right? And so, that brings us into the conversation around systems. And so, Carol's going to share a little bit about like what we have been aiming to do over the last couple of years and how we aim to address disconnected systems. Good evening. So, I'm going to start with where we were and then we will move into where we are now or where we're going in the future. And so, one of the things before the four of us worked together and back in the 2020s, I would often get a request from ODE because our Latinx students were twice as likely to be identified for students with a learning disability. So, every year I write a response of what we're
023doing and and then we started Dr. Annan and actually Larkins was on the committee, too. We started proportionality committee and said, "Why is this happening?" Um and you've heard about that committee several times. We had it go over years and then the pandemic came in and then we brought it back to life. And we identified three main areas that we needed to focus on is that students needed language rich tier one instruction. They needed we needed to have stronger partnerships with our families and we needed stronger systems that made sure that our Latinx students didn't fall through the cracks. And that work continues on today and we're continuing to use that as a foundation and I actually can vividly remember Director Kents telling you how excited she was when she visited the classrooms and we
024did have pockets of success. We had certain teachers that were getting outcomes. Just like today you heard certain schools that are getting really great outcomes. But unfortunately, it wasn't system wide and I actually remember I would look at Director Jaimez and I feel like he's going to ask a question about MLEs um and it's not up on the on the on the slide. And so, when the four of us came together in 2024 as a team to lead some of this work in the district, we said it's time to make MLEs our target target population. Like I don't want to have this conversation with ODE anymore. We I don't want Director Jaimez to have to ask us for information that's not up on the slide. And I can vividly remember calling Dr. Udo Sennetta and
025saying, "Hey, are you okay if we make MLEs our focal population? It's not going to be pretty because some of our outcomes are not pretty, but we need to put a focus on this." And to highlight where we So, we started with that, but one of the things that Director Fields often says is when you see inconsistent results in a system, that means you're system you don't have a system. You have pockets of greatness and we needed to have a coherent system where students were getting the same experiences in all of our schools. And so, the work began. And then like I said, you all helped do you all helped with that process because we have our policy ACC that asks and demands of cultural competency. And with that, our department did um a systems
026health check, which is part of our AAC, which is of doing an equity audit. And then from there, not only did we reaffirm the three items that um we talked about in our proportionality committee, but we also named um services and service models and also the function of ML specialists to support that work. And so, that's when a lot of that coherence came to be. We focused on that in our administrative professional development and then we started looking at and defining program services and what we hope to see. Um and that's when the coherence process came about. As at that time Dr. Udo also asked us to take a look at AROI, academic return on investment on co-teaching and wanting was not convinced that that was the model moving forward without whole systems review. And
027so, that's when we started looking at integrated ELD, which also includes co-teaching, but also other a range of that work. Um, and just as we heard from Principal De Werff being able to do this work and also knowing that we have the anchor of care belonging for our students, but also having a just system where students are getting the outcomes that we say that they deserve and should have, partnering with organizations like Dual Language New Mexico has really helped um support that uh integration. And then, Dr. Fields. So, adding to that, I appreciated your comment, Dr. Heimlich, when you said it shouldn't just be at Metzger that every teacher says that every teacher is a language teacher, and I think that was part of the tier one that we were trying to set that I
028think now when you go to any school across the district, you will hear everybody actually say that now, which is great. Um, and part of what we needed to put together is you can't align to an towards an infrastructure that doesn't exist. And so, um some of those pieces look like all middle school teachers this summer did their middle school PD on language acquisition and routines. Um, so you'll actually see sentence stems and you'll actually see vocab word banks and visuals and talking about back uh background knowledge. Um, the talk about teacher clarity uh is where we go a lot into why we've had to work on the scope and sequence work that we're trying to do through the adoptions because there isn't a common set of skills that is prioritized or aligned to at
029secondary. And if you don't know what you're teaching to and towards, what are you scaffolding to and towards? It becomes an activity, not actually a skill. And so, that's been that other really tier one work of um getting those skills really clear. Our high school focused their PD on that standards work knowing that there had been a big drift from that. Um, and so having those structures now allow us to scaffold towards those skills um and talk about our content and language objectives. So, there's a framework that we're using now pre-K 12 around um ensuring that teachers can articulate that in each of their classrooms. So, this this We're not here to talk about all the data, but I do want to share a couple um early signals that we have some promising impact. Um,
030you know, impact on student achievement is one of our lag indicators, so we don't expect to see a a big jump the first year we do something, um but we're already starting to see some improvement, and when it happens over time, we're really going to celebrate. Um, the the bottom chart is our Dibels, I guess we call it a key events now or M-class. It's one of you know, but it's third grade reading. So, you can see that's a pretty significant increase in number of students. And up at the top is some of our work around our early learning programs and having our multilingual learners of English having the most promising outcomes through attendance, oral reading fluency, i-Ready, and behavior. And then, I keep looking at Jen refreshing the ELPA results, and I can't help
031but share a couple of of ELPA results that are just hot off the press. But, Tualatin High School last year was at 8 and 1/2% which I'm sure was a jump from the year before. This year, they're almost at 12% of students exiting due to their ELPA results. We have not seen high school exit re- results like that. And Tigard High has gone from 1.7% last year to 12% this year. Um, and we're seeing some similar results at our middle schools. Tuality is 4.4 to 16% and uh Hazelbrook's 1.5 to 5% so far this year. Um, so I anticipate we'll have more to shout out, but I just wanted to show that there's some indicators that things are moving in the right direction. Also to note that TTV A is at a 28% exit rate
032um which this year, so that's very exciting from zero last year. Zero the what? Okay. Go ahead. So, the next slide is uh coordinated action and accountability on where we're going next. So, the big buckets of where we're going next are those clear time down targets. So, Carol talked about the ELPA data, that and the achievement data and graduation rates, as well as our aligned assessment cycles and data driven decisions, which we have um we're really set up well from what we did this year going into next year. And then, lastly and probably one of the most important ones is our coherent instruction and programming. So, as far as the coordination goes, you can see that um in the in the bottom uh section where there are cross system partnerships with our other departments. So,
033like the communications and community relations department um is heading up our welcoming welcome systems uh for newcomer students. Our IT um department, they coordinate the translation and interpretation as well as looking at those effective data systems um that really guide the analysis that our teams can do as well as decisions made. And then, for HR, prioritizing the recruitment and hiring that supports our integrated ELD and every every teacher being a language teacher, uh we also reframe that um in all learners are language learners. So, um in the middle, we have implementation, and we're set up now for um strong tier one instruction, professional development um in our elementaries, we're going to start with CKLA and Caminos um our reading our literacy program, and embedding those language supports um that our multilingual learners need, but that
034all students can benefit from as far as access and engagement. And then, we will continue our language and literacy systems data review K through eight. And that was really powerful this year, so we'll continue with that. All right. Thank you. So, um in that segment, you heard a little bit about how we are addressing the questions that came up um earlier, which is how are we going to replicate and make sure that this happens systems wide. So, um the next part that I'll share is and I gave everybody a um just a an artifact for us to review in a few minutes, but um part of my work um and I was so glad to be um in Principal De Werff's um group because he really talked about not only the tier one, but also
035uh looking at um his ML specialist team as a major driver for a lot of the change that's happening. Um, so when we talk about uh change management and support, right? We have to make sure that um we are um bringing along our staff in that process. So, you know this because we practice it together in community engagement opportunities and things like that. Fair process is an an opportunity for which we engage, explain, and expect. A lot of our systems health checks includes opportunities for people to come together, practitioners, and talk about what problem are we trying to solve and what is it that we really are looking for. And so, um uh in this work, we have to be so clear about um what um are the things that contribute to those leading indicators
036to towards a lot the lag indicators, which are the the harder data to move, right? Which is our outcomes, ELPA, things like that. But, in an organization, um and I think the question that posed earlier, well, what happened? Why did we stop doing professional required professional development for um SIOP in 2016? And then, we're starting to see the out you know, the impact of that. So, um in front of you, I'm going to actually give you three minutes to look at um our systems health check. And what you'll find are um some of the um uh Here you go. This It looks like this if you have it. I'm going to give you three minutes to just look at this as an artifact. Um, it helps me as the ML um director to um be
037very clear about what is it that I'm looking for for administrators to adminis- um to facilitate and and um secure so that those lead indicators, meaning the behaviors, the skills, the practices that we um equate to student outcomes are done consistently. So, it serves as a fidelity check. So, take three minutes to take a look, and I want you to make note on it, name and notice some things that might um have connected with the things that you heard from your the administrators and uh what they shared in their journey. Three minutes. You can skim and scan. >> All right, just one more minute. We're just skimming and scanning. All righty. So, um thank you for taking a moment to take a look at um what we'll use as a department to check in on
038the fidelity of uh practice and what we hope to see in all of our school settings. What in doing the systems health check was very clear to me that um I'm not sure that everybody fully understands um civil rights um obligations. And what I say about that is um I'm I'm not saying that to be cheeky. I'm really saying that because I do believe that when you ask the question, "Well, why did um uh training stop for everybody in 2016?" Why did um you know uh we not know um like the impact of co-teaching or like or these other pieces. Under um cast the castaneda test, it's um the law's own health check around services. People have to be aware that sound theory um connects with do we know and um are aligning our services
039uh to the needs of students and do we know that um staff are trained and also that this is not an often situation. This is an expectation of every single educator in our district. And then from there, if we are managing what we um are measuring, then we should have a pulse on what's going on for MLEs, right? So, with that being said, um uh we have to be crystal clear and also expect what we expect with consistency to make sure that the outcomes that we want to see are inevitable, not not unpredictable, not sure. We have to be so clear about what that looks like, right? So, with that, um uh this is one of the situations where I'm a big believer that if you don't know what you're supposed to do, I'm not
040going to hold you necessarily accountable, but for the moment that I let you know that this is what we need to do, I'm expecting to see it, right? And I think as a system, that's what we also need to make sure that we are um also fair in that process. So, being able to talk and sit with schools, um they're grateful for like clarity. They're grateful for understanding what they're doing well and what um they need to work on and also um the like right next step, right? So, with that, um we have about um eight more minutes. Um we want to close that back out. You did have some look fors in our time together. Um as you can tell, the policies help set the vision and values. You got a chance to hear
041a little bit about our systems and you got to hear the practices that are happening, bright spots, um and also the things that we still need to work on. The student experience is what we're aiming for, right? Not only is it about getting services, but are students making progress? Are they healthy? Are they well? And that is the holistic perspective that we want to have for our students. And if those things are in place consistently, we should not be surprised that their success is going to be inevitable. So, with that, um we hope just like I've done with all a lot of our systems health check and everybody that we've sat with, our cabinet, our administrators, our um our ML specialists and our um team, we're sitting with you. What is your role? What is
042your impact to make sure that we're we're following um on this uh these values and vision. So, with that, I offer it back to you. What are the intentional systems actions did you hear happening? How are those actions improving student outcomes and how do you see your roles as board members impacting this work? Welcome. Director Miles. So, I won't repeat everything that my colleagues have already said, um but a couple of things that stood out for me that that I don't think have been said yet is, you know, as as soon as MLEs became the focal group, I think we just I mean we saw a lot of focus, but like now um that's a superintendent goal, right? And like we get reports at board meetings. I mean, you know, anytime you say this is
043the focal group, there's a lot more intentionality on it. All of that is uh self-evident. But I also heard at Metzger that they invited students from Tiger to come back and share their experiences and that was really powerful because when students inform change, that's directly from the folks that are impacted most. And so, I I was very impressed by that that reflection and and using that as information. Uh it's just one piece of information, but uh to drive change. And you know, when I look at how what our role is as board members impacting the work. I mean, always, you know, there's the policy alignment with programs. Like in in you've referenced policy several times and ensuring it's it's our job to monitor um in many ways. So, monitoring data and effectiveness. I love the
044fact that this uh district uses an ROI. Talking about that makes so much sense. And and it's our job to ensure um that policy alignment and that policies um are being honored. And then of course, budgetary support. You know, we should always be asking, "What do you need?" Now, how much we can provide in any given year is always a question, but when we are pointing at the things that we have said are strategically important, then we are able to obviously we don't develop the budget, but we're able to support and have input on a budget that also aligns to what we say is important because we have to create the conditions for success. You all can't go out and do all the things that the board expects without resources pointed at that. So, I
045think that's our job as well. Um thank you so much first of all, thank you so much for the presentation. I think this is um great to keep us informed and as, you know, board members, um I echo what my colleague said, we're going to continue to ask the questions, right? And and that's one of the things that we're that I think we could commit to is asking those questions to ensure that we got the right policies in place, that we are backing um the the right budgetary concern or right budgetary constraints, right? And making sure that we align those resources to fit what our um what equity dictates, right? Which is to serve our most marginalized students and and give them what what they need. Uh I'm I'm wondering um when you talk about
046this uh health check, like have So, have you done this or is this something that is coming? Yes, um I've actually we've facilitated some with um uh I think six schools already. And so, um with that, they see kind of where they are within the system. So, it's like green, yellow, orange, red. Um and then they um have an uh an area where there's uh some takeaway actions and then that serves as my look fors for next year to um do uh quarterly check-ins. So, this fits under the the forming, right? Of what um Or is this just for the board vision? So, um the this is serves as a definition of what we're going to be doing as um an ML service department and that's where we're going to be norming that next year
047as an expectation of what to see. Okay. And I'm I'm wondering in in terms of the ROI, uh when we look at how would we measure that um in terms of where we're going? Like, you know, like something like this that this has to have a big return on uh on investment, right? Academic return on investment because we're doing uh we're we're measuring what what our system health check is. But how do we actually turn that in or measure that in ROI terms? So, we actually conducted an ROI uh process for co-teaching last year and some of the things that we're seeing here is uh came from that. So, some of the manifestations of impact that happened before was um our secondary levels obviously wanted to make sure that students had well run access to
048well run education. So, they got co-teaching in place, but the health of that co-teaching model um I think did not meet the expectations of um the castaneda check, which was did they make progress and are we making adjustments and adapt um adaptations to that process. So, um what we found in that was like um because of that lack of structure um and instructional supports, um students that were accessing co-teaching at the secondary level um were not making progress. And so, that's part of the the process that we're uh looking at, which is when we um uh Director Kinch and I started uh launching our co-teaching expectations for the year. We said, "These are the expectations for um planning. These are the master This is what needs to happen for uh master schedules of this core
049team to make sure that co- uh planning is in place." And I think it also just informs our investment in a in a more integrated model. Mhm. Yeah. Uh I appreciate that. Last question. I promise. I promise. Uh just uh to what Director Kinch was saying when um they were talking of Oh, she was when she was talking about answering the questions for ODE, have we seen those numbers then decrease or not as of yet in terms of our um you know, rates of identification bit with uh students who are MLEs and sped? They've decreased a little tiny bit, but it's also a complicated story because of the pandemic and the way we identify kids for, you know, the increase of kids with autism. We actually have a pretty small group of students with learning
050disabilities, but I'm happy to analyze it even more for you. And then one more, since I have got the mic, one more um data piece is we've also talked about making, you know, we have our indicators for our continuous improvement plans, and um we have added that to be one of the indicators that schools will report on is ELPA exit rates, and um I know there's a better word for that, but the the growth uh ELPA. Um the growth. So, those indicators will be in school plans and district plans. I want to see if Director Weston has any questions. She's no longer on the line. Okay. Um in that case, um we're we're at time, but I just want to make one um quick comment to wrap up, maybe. Um I I believe our board
051role is policy. I believe our board role is financial support. I want to make sure, because we're getting all this really good information and we all know enough enough about it to kind of get a sense of what's going on. I want to caution us all against micromanaging our district. Um we have amazing people who are doing things. Um and when things aren't going right, they know to turn and do something else. I heard about um we were doing co-teaching at the humanities, and then we switched to doing it in the sciences, and it's been much more effective. And I want to make sure that the board isn't getting down into the weeds and going, "No, we have to be doing the co-teaching at the you know, health classes." Um because we have this amazing
052staff, and they're doing this really great work, and yes, we need to keep you um honest and make sure that the OURI is correct, but we also need to let you do this amazing work. And I want to just end with saying, "Thank you for doing this amazing work." [laughter] Superintendent, do you have anything to add? No. Thank you. Thank you for the team for all the work that you've put into this. All right, then. We will recess until 6:30 in our room.