001[Music] Thank you very much. [Music] Heat. Heat. [Music] Heat. Heat. [Music] It's after you drew the short straw there. What were they thinking? No, let me show you. There's your name right there. I'll be I'll be close in spirit. just [Laughter] talking going running for Okay, I I will get You can still go. Hi. Thank you. I found my space. You did one of your buddies. Okay. Good afternoon. We're good. Thank you. We're good. Okay. So, let's get started with the work session. It's September 10th, 2025. time is a little past 400 pm. Uh attendance I think I have all seven board members here uh in person uh including uh our newest board member Miss Amanda Hipper. So thanks for joining us. Superintendent Gaul is here along with several of his uh district administrative team.
002Also want to welcome all the principles who are joining us and who are in the audience listening to this discussion that is taking place. Uh today we are starting with an indepth uh look at the um uh CAMASS which is the state test results. uh uh this is going back looking into that uh results from April May when I think April is when students took this test and uh we've been uh getting uh the results back um in August and now we have the entire information um available for the public as well. um uh the presentation as uh you look at the presentation and you had an opportunity to look I'm talking to the board um uh is divided into three sections out there um and at the recent board retreat we discussed um about
003the need for efficient presentations and also um board questions. So at the end of each section um the three sections uh you will have opportunities to ask questions. So hold your questions until the presentation for that section is complete and then uh uh we'll open it up for questions and uh if you can please prioritize your questions and um um uh bring two questions to the table and discussion at this time. I'm talking about individual board members. each of you prioritize two questions um um so that we can um move forward efficiently and in alignment with the board request to keep things tight and on time. Um uh if you uh have several follow-up questions, you certainly can follow up directly with Superintendent Gaul after this meeting uh and he can um answer those questions
004or direct you to um uh appropriate district personnel who can uh answer some of the other questions that you have. Uh with that, I'm going to turn it over to Superintendent Gaul to set the context for this u presentation. and uh superintendent call over to you. Uh I think we did it. I think we outnumbered the board at the table here with administrators. So uh I appreciate all my administrators the im immense amount of work that's gone into this briefing as an extension of what we uh shared with you last week on some of our deeper uh academic strategies. I would be uh remiss if I didn't start with um my great concern for our country as I know that several students were killed today uh in Evergreen at a high school shooting uh and
005that there was also a um semi-political media figure that was uh assassinated today uh for expressing their opinion. Um my my concern is particularly as our district enters into a new season that we haven't felt for over 50 years of where people feel that extreme measures are needed to express their opinion that we remember that we are here for students. We are always here for students and that we not allow uh this to get into a space where people are fearful for their safety. I appreciate Mr. Allison over there in the corner. Uh he is on extremely high watch. We have to get back to a place where teaching and learning is central to what a school district does. That every employee and every asset of the community demands nothing better than strong teaching and
006learning is what we are accountable and we will brief for you here today. But uh please our our hearts and our prayers and our thoughts to anybody who is feeling that level of stress that uh uh that act of violence is their solution. Here's our agenda. Uh we're going to try and keep time on this. Uh I'm probably the most egregious use of this. I was only three minutes off on the board meeting. So I am trying to uh speed up my talk and I'll make sure that I get us there. Uh but we will ask for Q&A at the end of each one of these sections. That doesn't mean you can't ask a question at the end. That was happened earlier. Uh but what we want to avoid is a question about something that
007might come later in the brief and uh we hope for a robust conversation with the board. Our bottom line up front, uh we did not perform at the level that I hoped that the district would perform, but uh we are still up as a district for both math and ELA. Uh what I'm most excited about is the spaces where we piloted our work particularly on coaching on agency and developing our curricular resources. We saw significant gains, market gains. uh to be able to sit here and tell you that last year's uh three schools of most concern Mitchell and Galileo and Adams have seen upward movement very consistently in response to those strategies and even more specifically by individual classroom of which we have the data now our teachers that invested in the use of the
008resources and in the professional development provided by the district in response to the needs of their students uh you know I I'll put the bottom line up front outperformed their control group by 2 to one. So, it's super exciting to see that we know that the strategies are working, but yet there is still great work to do to return the entirety of this district to excellence that we have promised all of our uh community and committees. And we're going to do a bit of a deep dive on background. Now, we only do this once a year, but I want everybody to understand the differences between growth and achievement, where these things are measured. If you're familiar with this then please there won't be any questions from you but every time we brief this we don't
009want to have to start over again so we want to give you all a strong foundation as we get through the slides in the actual data so handing over to Dr. Kicki just a quick reminder so uh the school performance framework so the SPF is generated at each for each school that's their overall report card for state state assessment results um and then there is a district performance framework a DPF which we will talk about at a later point in a later meeting but the key the key the big thing to take away from the SPF school performance framework is how it's calculated so it's school and elementary and middle it's basically a 60/40 split between 60% is growth 40% is is achievement at the high school it's postworkforce readiness uh aspects are added on
010that's what we call page three in our vernacular so it's kind of the SAT score graduation dropout and so on so when we look at academic growth constituting 60% it's worthwhile to understand really how this works because it is a yearto-year measure so it's a bit delayed and So what we're looking at is on that table right right there to the right you can see that when we're looking at stu fourth grade uh students we are looking at a grade three score from last year compared to a grade four score to this year. So that's going to have a few ramifications. One it is across the year. Two uh there is no growth for grade three because grade three is the first year they take a they take a test. So, we'll see how that
011impacts especially our smaller schools in just a moment. And then you can see how it goes down throughout that whole throughout that whole list. And then ninth grade, there is no growth for EVRW, evidence-based reading and writing between 8th and 9th grade. So, ninth grade only has a growth score from math. So, that's another pressure point. Not as much because our high schools are larger and they can absorb some of that, but it's still something to keep in mind. So, when we look at it, if you look at that last bullet, that's really the takeaway. You'll hear terminology around a student growth percentile, an SGP, and a median growth percentile, an MGP. The student growth percentile is the comparison of the student to a group, a bucket of like students last year to this year.
012How did that grouping of students change? Each student then gets a growth percentile. That's their student growth percentile. Those get pulled at the school level. We could do it actually at the grade level at the school level ultimately at the district level that pooling they take the median the middle point of that distribution and that becomes our MGP. Okay. So when that becomes 60% of the score we take that into mind but it also comes with some real caveats that we want to be very cognizant of that we'll look at in just a minute. Academic achievement is really around percent passing and that's where we talk about grow the head shrink the tail. We want the green to be get bigger. We want the red to get smaller. That's the academic achievement side. So then
013when we just really quickly look at how this kind of plays out, if you're looking at the MGP by school, you might see school A where notice the reference point being our little orange student there. At school A, they moved up one place in the percentile line. The percentile line being one to 99. Mr. Orange moved up one spot. At school B, Mr. the the same match or the match student based on previous um performance moved back one place that's going to have negative impacts of school B's uh school B's growth percentile and then positive impacts of school A and then the 50th percentile is just our normal our normal distribution our bell curve 50th is right in the middle so if you are at the 50th you are right in the middle of the
014distribution half the state grew faster than you half the state grew slower than That's why we talk about 50 is just man maybe keeping pace, right? Because what we saw with the state is that the state actually moved a little bit faster than expected. So a 50 is still going to be outpaced. So we're looking we're looking at we set goals around 55 to 60 MGP for a school and we're looking at down to this teacher level to say that if you are below a 40 MGP that means the distribution is passing you up and you are indeed your class is falling behind and that's based on that distribution. So just as we look at that then looking at you you probably read over a statewide context uh PI um we had really pretty um
015no no major declines in SEMAS and actually the growth across the state accelerated which is reflected in some of our lower district numbers because we stayed flat the the uh the state the state accelerated uh to a large degree. So mostly comparable across ELA gains in grades four through eight rising trends. We saw those same trends just not at the slope that the state saw. Uh PSAT SAT SAT saw gains and we saw that same thing within our data. PSAT it was mixed. It was relatively flat over the whole thing. We continue to struggle across the state. Students with IEPs and multilingual learners will speak specifically to that in our context. And then kind of you can see where uh our free reduced lunch FRL and race ethnicity played out. These are all the subcategories
016that we get points for on the school performance framework. So we really want to take a look at that. We'll take a deeper dive in just a minute. So now when we take a look at here are here's a case study of some typical SPFs school performance frameworks that we see. The first one is what I'm calling an achievement gap that we have all schools represented above here are struggling with grade level proficiency showing that we have this real mixture of all red going from left to a mixture of a little bit of green popping into the system to the right green meaning it it is a grade that is that is those that's the med um the median where the where the students are at grade level for the most part. So, we have
017this gap across much of our system where the top half is red and then we get what I'm calling growth masking where we might get some green and some yellow and the bottom half looks pretty good and the top half is red. This is not an ideal situation because even though we it might result it probably will result actually in an in a performance categorization overall we still have no no subcate we we have truly had situations where we have no subcategories in the green maybe a couple of approaching meaning we have no sub no categories that are that are meeting grade level st uh grade level work but we get green growth and so then we get a performance. We we are really tackling that question. We want growth to be a result of
018good work. We are not setting our goals around growth. We're using growth to measure how do we get resources to the right people in the right places in the quickest cycle possible. But all of our goals are around changing that all red to yellow and ultimately all green. We also get a lot of small school volatility which is what I was just talking about. So if you take a look at the the SPF to the right, you notice several subcategories are missing and that's because we can't that no calculation will happen for a sample smaller than 16 for statistical reasons and also for personal identifiable information. So if you don't have any any if you don't have enough students in those categories, it it impacts the top. But take a look at the bottom because
019now you're missing growth from one year to the next. And you have growth being calculated on one or two groups, maybe even one teacher in our smallest situations. So it's not an excuse. It's not it's a reason. It's not a reason for inaction or action. It is a fact that we then build into our strategy and our moves, our next moves. So you can see that the implications there are pretty are pretty strong that we need to really keep in mind as we as we uh work with those smaller schools. So now this distribution is what um I call basically another way of looking at how growth and how achievement play out. So what you're looking at here are two distributions. These are both uh for CAMass Elementary and then middle school to the right
020and they're both for ELA. Um if you look at it kind of looks like our little logo on the coin a little bit, right? So, but we have the distribution to the right, the dark blue being the high this would be a high performing school. This same relationship can happen within a school. This would be the our group of high performing students, right? But we have the high performing school. The lighter blue to the left is a lower performing school. In the middle is where that lands us as a district. If these were groups of students, that's where that would land the school. So, you can see that in pretty clearly that we rely on that upper that darker uh grouping of students to really bolster our overall our overall uh distribution and mean and
021percent passing. So the the passing level is the dotted line in the middle uh right at uh 750 being our being our passing. So the dotted line is actually kind of the mean. It's the mean for the whole distribution. 750 is the passing level though. So we see the top performing elementary school with a strong distribution and then that bottom bringing it bringing it down depressing the overall distribution. So we have a bolstering effect by having having that strong upper end. This has ramifications in both making sure we're growing the top. It also has ramifications in uh marketing our our product to families who have the ability and the desire to move around and find the best the best setting and the best fit for their students. We'd be very cognizant that we are not
022losing in that case population from that upper upper I mean either end for that matter being cognizant at upper when we look at this within math. So now we have both uh middle school and high middle school and elementary math we can see it in a more profound way. on the right at middle school math our score our percent passing is uh is more depressed bringing our entire our entire distribution down. So the distribution at the top school are lower than the bottom and because that top school is not outperforming it then we get the entire system being depressed and coming down a little bit. Have to get both investing in bringing up the bottom shrinking the bottom getting that light blue distribution smaller growing the top getting the dark blue distribution taller. Is this
023last year to this year? Is that kind of two pictures? Uh no, this is this year comparing two different schools. Okay, thank you. Which is perfect because the next slide is questions. Sorry. No, that was great. Are we good? Yeah, just to to frame I really asked David if you send the clicker on back um to frame particularly on the SPF one on the challenges of what we call performance by growth uh in a small school's portfolio. Uh, I love to celebrate our small schools. I think the way that this district creates a different narrative in the region is as you walk into 99% of our elementary schools and as a principal, you can literally know every child by name. I think that's an advantage. But I am gonna tell you, not as an excuse,
024just as a statement of fact, the end size of what it takes for a small classroom to qualify for that test to be counted means that we have many of our schools where a single teacher or one of two teachers at a grade band is what makes the difference of whether or not that school is performance improvement or priority improvement. Now, that's a great opportunity to make sure that we're delivering on that. And this is the first year in execution that we have that by classroom data not just at midyear and end of year by star but through a series of implementation metrics that you'll see through the course of this brief and you heard last week. That means that we will put resources in immediately to not leave this biodal distribution to chance where
025we are held by a performance rating for a school by a single classroom. That is not fair to the student. It's not fair to the teacher. It's not fair to the school and it's certainly not fair to the community. That's on us to solve. The small schools narrative has been a part of the uh education vernacular for a long time, but it's what makes district 11 different. Combining three 250 elementary school students into one 750 kid building is not going to get us out of the challenges that we have in teaching and learning for our students. Having that small opportunity that each one of our leaders can actually know students and staff members not just by name but by need will be the thing that accelerates us. Okay, questions to the background. Okay, so let's
026open it up for questions. Um and then if you can confine the questions to what has been presented so far and then if you have additional questions on the second and the third sections, we can come to that. Dr. Jinson, last week when you presented this from the 30,000 foot view, I asked about because we do have classroom data, boiling that down to each teacher. So, Miss Hafley gets a report of her fourth graders from last year and going, okay, I'm at 35% in student growth percentile for my kids. In other words, if I'm a teacher looking at that, I'm saying my kids are not getting a year's worth of learning with the year they spent with me. Correct. Yes. I'm unsuccessful in educating those children. But then we're using that to resource those schools,
027right? And those teachers specifically. Yes. Okay. At what point do we go, we at what point do we go, we've tried what we need to try for you, and I just we don't have time to wait. like, you know, we're resourcing you, we're coaching you, we've brought all these pushing supports, but when we get that two years in a row of somebody in the 20th percentile or the 30th percentile, I mean, any other in any other economy or any other private job sector, that person is gone. So, you know, part of the the problem with education is we have teachers who are careers and they love it and they're great at it. We also have folks who just go along to get along and we don't have time for that anymore. And that's a hard
028thing to say. I'm not attacking anybody. I'm just saying we've got if we have teachers that aren't doing what we need them to do for kids, we have to either support them or we have to ask them to go somewhere else. And that's where we're at. We I can't look at this data where we're in the bottom half of the state and our El Paso and Teller County. We can't do this anymore. We just can't. Thank you. Is there just a comment at this time? Yeah. Okay. Yeah, I I just just to be super clear on our strategy is we have long felt that the way to success is to train our way out of the challenges that we have. Now, this is the first year that we have codified an instructional strategy. We are
029CKLA, we are agency and we are Eureka. Now, I know at secondary we'll have some additional things that come in there and now we are training to and implementing to that standard. We believe that in the same way that we believe if our students show up and say, "Mr. Jurgensson, I need a little bit of help in the following subject that it is our obligation to align our resources to ensure that those children can succeed. We feel the same way for our staff. If our staff do not feel that way, then I will say that I believe that most adults will pursue the path of lease resistance, which is a visit by the academic team for the 11th time in three weeks, and you're not responding. I think most people will choose to no longer
030be a part of a district that wants to train our teaching staff to the highest quality level of instruction. So I think it becomes a self-solving uh piece and then we are happy to review data at the end of the year and determine if there have to be further actions uh in that regard. I do have a followup then. So, with this classroom level data this fall, are you having principles set aside a time to go over teacher scores with them? I I will default to anyone on the schools level team, but I mean, this has already been happening. You'll see some of this at the end of the section that comes second or third section a little bit more about that and with incredible detail. And then to follow on to the secondary presentation
031this evening uh that the board will be presenting on academic strategies and metrics. That is a body of work that has evolved that we will be accountable to this year to the board. Okay, great. Thank you. Any other comments, questions? Back to Hy. I have two. Go ahead. How do we repeat what's happening at Chapita elsewhere? We will give you those uh as we come forward. I haven't given you the chita slide yet. So, your question is early. Um, and have there ever been any questions raised about the test itself at the state level? Uh, the CAMASS. Yeah. Um, can you expand on what you're ask? What do you mean by that? Um, no questions. Okay. Uh, there was good. You don't want to hear it. It's probably not. There's an assessment level working group.
032Crowd appropriate. There's an assessment level working group that uh they pull superintendent and academics in from all over the state. There have been some modifications made uh to make the tests more accessible. Uh but I don't believe the state is in any hurry to move away from a high school SAT standard. Um and I don't think that the state is going to make many many large changes to its CAMASS model for 3 through8. Okay. Okay, thank you. Any other questions from Dr. Can we get um I assume we got a district level specific reports that can save us all individually from having to go to the CDE website and pulling up the results. Is that something we can get? Absolutely. Thank you. Thank you. I am. Thank you. Yeah. When I when I look at
033this, I understand it's been presented with what you think is most important or what you want us to see and know and I appreciate that, but I also want to see some of the raw data and that we don't have that as a group necessarily yet. So, I'm just hopeful that we can get that. You got that? Yeah. Y it'll be shared with the board um either through a Google share document or something of that nature. Okay. Um, any other comments or questions from the board at this time? Um, if you can I just have one comment out here. Superintendent Gall, if you can go to page three. Okay. Lots of builds. Okay. And I got I realize I have to look at that one. The other one lags lagards. There you go. That's the
034one. That's Uh I'm looking at the last bullet point out there. Uh the disagregated data shows a significant need for instructional support in ELLL programming. If you can elaborate a little bit on that and uh we we will cover it at the end, but I'll give you kind of the bottom line up front. The state has struggled. Uh I think the the the best example I can give you is I'm super proud of the resourcing change that we made from Wonders to CKLA. The challenge that exists in the system is even the provider of that curriculum, we have the newest edition of which they will release their ELA resources next year. The systems don't think holistically about needs of students in in uh in uh diverse uh districts. They sell you here is the bulk
035of the curriculum. We are re-resourcing the last edition of our CKLA ELLL uh materials to ensure that our CLLD staff gets what they need because our first answer was well we can provide them the current model but we can only provide it to them digitally. The challenge is is that many of our ELLL teachers do not have a standalone Smartboard because they don't have their own classroom because it is the thing that comes after the thing. So we and and I also remind and thank the board that I believe it was two years ago in the 24 budget, we added approximately a dozen to a dozen and a half CLLD staff to our to our um budget. We have not realize the gains from that staff and so you know we are expecting to deliver
036to the board in the second quarter a completely modified ELLL strategy to make sure that we no longer are just saying well the state's down in ELLL. It is a growing part of our enrollment that we continue to have more multil- language families come into the district. We have to have a strategy. We believe the overarching strategy that we have will also work, but we need the resources to align to that. And this year, we were not able to get that direct tactile support from the uh from the vendor. We're making great inroads to cover that gap in the first couple of weeks of school. And so, I appreciate the ELLL staff and community members who've reached out on that. So we can expect a feedback to the board uh in the second quarter on
037a modified effort. Okay. Thank you. Moving on to the second section with the presentation. Thank you Dr. Kaki. I love the biodal one here. I just and I appreciate when Dave talked about this isn't just by school. This is by building. You can walk into a building and you can see students that are going to wow you with their academic resume and then you're going to ask and why are those 10 kids not in a class right now? This this idea of having to serve both ends is and has been a main part of our strategy of growing the head and shrinking the tail. But you can see that that distribution um can be masked particularly at the secondary level by either a performance or an improvement rating that you'll get a different feel if
038you walk through the building. And so we're striving to actually make the darker drive what happens in the lighter and I think we have some good examples as we come forward. So I'm just talking my way through build two questions. Thank you. There were no questions to the celebrations. Uh I appreciate uh Director Hayley for uh certainly the first time since I've been here and probably the first time in a couple of decades. The highest achieving school in all of El Paso County sits within the District 11 portfolio. So thank you to the Chapeta families. Thank you to Chapita staff. Thank you primarily to those Chapa students that work constantly. The sense of urgency that exists at Japa on instruction, Director Hafley has to be matched in every school. There are not lost instructional minutes
039at Chapa. The day this news came out, we went and bought a bunch of ice cream cakes as a symbol of the larger ice cream party that we'll have for the whole staff on October 3rd, for all the students on October 3rd. And we presented each teacher with a slice of ice cream cake. And not one of them lost an instructional minute in that space. They were talking about does the how much of the pie does this represent to kids and how long is it hot in here? Is it going to melt? Is it not going to melt? The laser focus on agency and critical use of time on the curricular resources at Japa allows you to go from we had a long-standing principal and Sarah Scott there for for nearly a decade and now
040Tiffany Brown is starting her full second year there. has allowed us to get so focused that the only school in El Paso County that has over 75% of its students achieving in math and ELA. They maxed out the points available and they are the model. Um and it is not a socioeconomical only issue. If you walk, you will see an equitable distribution of special uh ed504s uh children of color. Uh chapida is not what people want to believe that chapida is. Yes, it does happen to be in a more affluent part of our city, but it does have a cross-sectional set of services that it provides. Um, secondly, I appreciate Mitchell George, your leadership is coming into fruition. We turned a real serious corner last year. I really think it was around our state presentation.
041So, I am always thankful for accountability because it is that accountability that has forced us to say some things that are hard to say. It was hard to say last year to the state board of education, we are not delivering the academic rigor that the students at Mitchell deserve. And having said that has reset ourselves into a space. You heard last week very specifically from two teachers at Mitchell who represent this the majority of the staff at Mitchell that they believe in the strategies that we have and they are making difference for kids. We have a very long way to go at Mitchell High School. We are not excited to be priority improvement. We are super proud to no longer be in turnaround and have the traction that's moving forward to be able to continue
042to get Mitchell back to the excellence that had coveted several decades ago. Galileo with almost a 5% jump as well. Uh the incredible inroads that are happening there having um services on site available for our students will be a gamecher. I was with a turnaround leader in the in the county this morning and they said tell me about the community school initiative at Galileo. I said the goal is for Galileo to not be a school that you go to because you don't know how to exercise choice. Galileo is a place that you choose because it's a community school initiative. Because you know that you can get supports downstairs in the basement from the ascent center that then turns into your ability to return to instruction and not lose the day or lose the week because
043you weren't there. And the work that's happened at Adams, uh I appreciate the board president joined us for a surprise visit at Adams uh just uh this week. walking in and seeing our leader in Carolyn Graham actually driving the strategies of the district and I saw her very specifically watching a classroom where the opening question was too broad and it was on a Monday and the kids didn't remember what happened on Friday and Carolyn Graham said you know if we use some of our agency tools right now maybe the kids will be more responsive and just in that one second when we got our kids into their roles into student teaming now magically fifth graders remembered what the word algorith alorithm meant and they were able to get themselves back on instruction. But at first
044the cold call, you can imagine a fifth grader describing the word algorithm on a Monday was not wellreceived. So super excited for that and uh their affirmation that the strategies of this district will continue to deliver for us across the way. I'm going to stay on the celebrations and then uh and then we'll get into some of those harder conversations. This is no surprise. These are the schools that have always achieved. There's a couple of things that I want to highlight here. I want to highlight the strength of a portfolio. Our families have choice. David was alluding to that biodal distribution when we lose families for enrollment. And I appreciate the work that Kilh Mr. Kilroy has done uh on the connection between Chapa and Holmes. We were losing not just 50% of our fifth
045graders at Chapa. We were losing the top performing 50% of the fifth graders at Chapida. That's not what's happened this year. Those families, I think 80% of those families have committed to homes because we made an intentional connection. But the portfolio strategy works. You can see that more of our uh of our offerings are on the top end of this than those that are on the bottom end of it. There is still a distribution challenge across our city. I don't think that's a surprise for anybody who uh who walks our city. And of particular shout out, I can't remember if they're on ELA or math, but I want to make sure, particularly when people play these tapes back, the Jenkins team. The Jenkins team. Last year in January, we had to dislocate the entirety of
046a middle school. The number one ask from that staff and that principal was, can we get special dispensation from the state to get a free year because this is chaotic to our instruction. the overall SPF from Jenkins went up and they reached the top. Somebody point for it there. Is it on the ELA side? It's on the ELA side. And they were very close to to meeting that that number for the math side as well. So do not ever be confused that it is the ability to stay focused on what your strategy is that will deliver change. And so in two different locations on a moment's notice, that team, every member of that team, whether they liked seventh and eighth grade at uh Doherty and whether they liked sixth grade at Russell or they thought
047we should have done something else, they showed up for children. And so, hats off to everybody at Jenkins, hats off to the family members that stayed with us, and hats off to the community that rallied around and allowed us to make that very difficult operational decision that actually positively showed up in our academic achievement there. I want to shift uh quickly to uh the winners uh and the things that we see on our secondary side. I just want everybody to see that the pecking order is clear. I don't want anybody to be confused. People ask me all the time, why do you always talk about Coronado and why do you go to Coronado? Why did Coronado's block schedule drive what we did for all the other high schools? Because Coronado statistically significantly is outperforming our
048other high schools. Now, I am not proud of anybody's math score. Let's be clear. We have to improve what's happening in math. But it's not in it's not in a margin of error anymore. Coronado has shown that if they hire the right staff and treat their staff with respect and create a schedule that works for families and students that you can start to be head and shoulders above what's happening at other high schools. I appreciate how our other high schools have adapted to the block common block schedule and they are all showing improvement. I was very proud of what we saw happen in our SAT and you can see that we're still struggling in the prestat world. The more the kids are exposed to the adaptive tests that the College Board gives us in preAT
049and SAT, the more likely they are to achieve on that. And I think we're seeing that very quickly. Post-secondary ready uh readiness. This is what we would normally call page three. We are seeing I call these both leading and a little bit of lagging indicators. Page three has been a challenge for district 11. Not because we haven't been doing things the right way. we haven't been reporting them in a consistent way. That is all tightened up. This goes a little bit uh to director Jurgensson to some of your implementation work. You can see that the graduation rate is increasing. The metriculation rate is increasing. The dropout rate is decreasing. None of those are at the level that they should be. We ought to be able to guarantee a parent that if you pay your taxes
050and you send your kid to public school and you support your child through that, they have better than a 74.5% chance of graduating in four years. That's got to be in the upper 80s and it's going to take us time to get there. That's a larger conversation with our community on the value of public education, but you can see highlighted in here the actual examples of where these numbers are coming up. The state is changing the way it does SPFs for high schools. This year will be the last year that we are rated the way we are rated. And these are lagging data. So, it'll really be a two-year chase. I think the great news as I go to the next I'm sorry if I stay on this slide is the work that district 11
051has done particularly on its CTE its dual and its concurrent enrollment will be of great benefit to us on the SPF score when all those ripples have played out over time. So we are well positioned probably better positioned than the other districts in the region to be prepared for that. but it will change at the end of this year to be implemented next year, but the counter doesn't really come to the year after that. Um, so we're seeing good growth on page three. I appreciate every counselor and every professional at the high school level who has helped get better tracking on this for us to be able to have data that we can act on. Okay. Now, we're going to talk uh a little bit about the work that we did to study where our
052teachers leaned in on agency. And I think I'm handing off to David again. Is that correct? Next slide. So, what we looked at here with with agency within instructional empowerment is that they produce a data set that tells us what level of badging a specific teacher gets to. So, the badging process is I've I've been learning a ton from this process of being out in schools and being able to go out and like we're calibrating our observer our observer ratings. We're really dialing that in. What are we looking for? What are we seeing? How do we document it? At the front end of that is a training training uh an assessment model that IE uses for a badging at a 101 level, the 2011, 301. They charted it out to see these are the types
053of instructional moves that you should see in a 101 classroom, a 2011 and so on. So I grabbed that data set from them. They've been um great to work with on the data end. And then what we did was we ran this analysis of among uh teachers and this was a little bit earlier from this year. The numbers of badge teachers has has significantly increased. So this is a sample population. But we looked at the 101 and 2011 teachers, pulled those classrooms, did a little bit of I'll get geeky with you for just a moment. Get a quasi experimental sample where we matched basically we had matching like students for the batched teachers and the non-batch students. Okay, that's my that's my moment. So that's what's creating this distribution. So what you see on the
054on the uh performance side is that we saw with that matched sample uh between badged and non-batched teachers a 6% increase uh between the control group and the treatment group. The control group being non-batched. So we saw a 6% increase in percent passing. This is with an ELA. And then when we look at growth, remember we're looking at both ends of that at every at every turn. We uh saw bumps of four uh NGP points between control and treatment. So you can see that it's a shift a shift of of effect and an effect size based on that with an early analysis. We're going to continue this analysis as we grow the number of badge teachers especially as we get into 301 401. Is there an inflection point? Is there uh are there different uh
055pieces that we can start to look at? Uh we also have the metrics pulling from a observations of a nice continuous variable, not just a yes or a no, but to what degree, what percentage of time, what percentage of effort is being done at these different agency driven uh metrics that we can start to add into the model and then control for different things. So um very very promising uh initial round of analysis. That analysis will continue and uh we'll be able to report on that at later points as well. So I think sorry Caroline that way other way you can hold on to it because you're the next two and you can just click for me but part of the the work in my department is really to connect action to every piece of
056data that we come out of our data department. So what you just briefed on there in terms of the impact of our work with IE and with agency in our classrooms is then how do we measure what's actually happening for kids in these spaces, right? We know it's working, but what exactly is the instructional move that's working and how do we scale that up? And so I know Dave briefed on this vision of we see this significant differences in how students are performing. When you go into these spaces, I was actually in 10 schools uh Monday. What we can see in our classrooms is really it's about the role of the student in the instructional vision. Right? So in classrooms where we're not getting this kind of data yet, what we're seeing is that very
057um traditional I know the superintendent shared this but back and forth. I ask a question, I wait for a response. I ask a question, I wait for a response. And in that space at any one time in a class of 25, we may have 24 kids who are not doing that thinking or that learning. And so what you see here graphically represented in that photo is really this idea of how do we increase the amount of lift happening for students at the same rate with only one teacher. Right? So you see in all three of those you'll see the T for teacher. But in the first graphic what you see is that's a teacher throwing out the question and then waiting for a response or giving an exit ticket and then waiting to see the
058answer. But what you see in the the shift to the right side of that model is really it's about a teacher putting that task, that difficult opportunity for kids, making sure that kids independently understand what they're being asked to do, but then they're using their peers to lift up that cognitive thinking, right? They're working on whatever that rigorous task is together. And then the teacher's role is really to monitor individual student progress, but also individual students are monitoring their progress. I had a really positive example of this in a classroom I was in earlier uh where I walked into a classroom, a third grade classroom, and you could see kind of every kid leaned over, right? It was one of those moments in in education sometimes we call that like bottoms up learning. I'll use
059that term here, right? But kids are leaned in like you can feel the energy in that space. And I was standing with the principal and I said, "Wow, this is an incredible group of students." and and the principal made mention to the fact that one of the students that was so deeply engaged was a student who'd been deeply involved in the discipline system the previous year. So much so that the te the principal and the teacher weren't sure that the kid would make it. Right? And what you saw in this classroom was not just that that kid was compliant, right? I think sometimes we're studying like well did we reduce discipline, but what we're not actually measuring is did the child learn something, right? Did we actually get them to a space where it wasn't
060about are they compliant? It was about are they shifting to that achievement and the growth that we want to see for every child. And what we were able to measure from this classroom coming out of last year is that yes, that's a child that's exceeding our growth outcomes and is one of the children represented in that study. And so here on this slide, you just have an opportunity to see our initial what we would consider early adopter schools. And David can speak more to the individual data that you see listed below. But what I can share is we are you know all in on this vision of how do we get these schools this advanced training. So these are schools that engaged with our IE partner over the last two years for about half of
061them on that list last year for the other half. We took all of the schools that you see up there in addition to several other school leaders. I know you heard from the principal of North um to a conference this summer along with their teacher leaders to really bring these ideas into practice. Uh David mentioned before that we have several teachers who've kind of advanced in their trajectory, right? So these are teachers that have really gotten this off the ground at at present. But the numbers we most recently pulled, we had about 30 teachers at what we would consider this 301 level which is where we're really seeing that huge significant difference. Okay, we have 50 more teachers in a pipeline for that as of last week. So if last year we got 35, we
062are already at a pace to double that at this early in the school year. And so we're just really rapidly taking the data from Dave Shop and saying, how do we put it into practice as quickly as possible? Okay, questions on the wins. Yeah. So what you looked at, can we take what we've done it and repeat it elsewhere? Yeah, that's my question. It it's I I wish it were as simple. I wish scalability was the same as uh uh uh repeating. Um it just is not quite that simple. What I would say to you is that uh we have several schools that have shown over time a proclivity towards strong achievement of which many of our uh model classrooms are now housed. And we will be requiring particularly as we do this proserve model
063if your performance is here to director Jurgensson's it's no longer optional on what your matters of recourse are you ha now have to get exposed to any of those model classrooms and um to some of the work that we did this summer in our conference teachers from Chipeta were at that conference and so this isn't how does everybody run up the hill this is how do codify, raise up what we see happening in a chupa and see that it can work not just in a different school but even for a different uh special population. How do we deliver that same level of agency and use of resources with incredible urgency towards instructional time? Remember, you probably don't need to use every minute at Chapa if the kids are at 75 and 76 for ELA for
064math. But if you do, you get 75 and 76, right? And so we are working to use these as the models as much as I shared about the things that we've seen at your former school of where you taught that yes, you can do this. And you know this that the reputation from Coronado might be, oh, that's on the west side. You know as well as I do that the kids at Coronado are all just like the kids all over Colorado Springs, right? But there's an intentionality into believing in the vision of the school leader and the strategy of which the district can support at that individual school level that becomes the difference maker. There's no lack of vision at schools that perform. Totally. Awesome. Okay, if I may just elaborate a little bit on
065what uh Suban and Gal shared and one of the discussions that we as a board always talk about and we gave kudos to Chipita students, chip chapita teachers but a critical component that is present at Chapita and sometimes lacking in one of several of our other schools is parent engagement. Chibita high level of parent engagement out there. So I'll share my experience uh visiting one of the schools that uh superintendent talked about uh being at the school uh I walk into the classroom and uh it's a different demographics or population. So the teacher first has to ensure that the student is not hungry. Okay, because when they are hungry they are not able to focus on the instruction that is happening. So the student when superintendent Gaul is saying that at Chapida not one minute
066of that instructional time is let go or wasted here the teacher has to first ensure that the student is adequately prepared to um process the uh learning that happens. Uh I was at a table where there was a child and I'm working on a math problem that the teacher had put on that uh uh screen up there and this child is squinting is not able to see the screen at all. And then I asked the child specifically, have you gone and talked to your parents about checking for if you need glasses? And the child just shrugs the shoulders and say, I don't know. You know, if I can notice that within 5 minutes of sitting with the child, you would think that parents would be engaged enough to spot that this child probably needs glasses
067and without glasses, it's he he he or she is not going to receive the highest score. You would not see that at Chapita. Okay. How do you you know community school is uh the Galileo where they can go into the basement and get those type of supports. Yeah. Maybe that's we are working towards that at every single school. It's sometimes replicating what happens at Jet other school, not just because parent engagement is so much more critical. And although they didn't make the list on achievement to to to make it less stark of the difference between the school you're referring and a Chapida neighborhood, Queen Palmer every year turns growth into achievement almost. We had a 50% cut line on there. Were they in the 40s, right? Queen Palmer is no different than any other school
068in the central and southeast by the neighborhood that it sits within. Very intentional. If anybody has seen principal Christina Butcher, she literally, anyone see the kid that plays a chessboard, like 12 chess boards at once, that's how Christina Butcher manages her small school. She knows every learning objective that's happening in every classroom and she walks her way down all day and she has staff that is able to deliver on that. And we have found and now I'm up starting my fourth year. I was very concerned to see growth performance rating at a title one school if it doesn't start to transition into achievement. She's broken that code and not at a chapita level of achievement of 75 yet. But if a kid's a year and a half behind, which is a very soft measure, an
069exceptional school can get a year and a quarter's worth of learning done for a kid. So if you're a half behind, you got to stay in that school two years and have no obstacles and no bumps to make up that half a year. We have that model, not just at Japa, we have that model. You've seen it at Queen Palmer. We have that model. Autobon, if you were to go back a slide as part of that early cohort, we know that with great intentionality and the fidelity of which we can implement our strategies, we can get every one of our students to the space that they need to get to. Okay, other questions on this. Director K. Um, I'm kind of I'm tracking the strategies around agency and coaching for teachers. What specifically are we
070doing to kind of manage the trade-off between tier one instruction and the necessary catch-up work that has to happen when you have students are behind grade level? Like what's our actual plan for that? Yeah, I'm going to let uh Dr. comfort answer that because he has so eloquently shared with the team the need to make sure that we're able to do both at the same time. Yeah, it's a it's like I gave you that question to ask not, but uh it it is it has been a really fundamental part of our conversation. A primary part of the strategy that has existed in this district for the last couple of years and continues is is quality tier one instruction. Um, the academic shop is hyperfocused, and we'll talk about that in a little bit, on improving
071the teaching and learning that's happening in classrooms, especially classrooms that have struggling data. That doesn't change that a student is entering into this school year with less than grade level skills. Right? So, what we've said from the beginning is it has to be both. We have to continue our steadfast focus on tier one instruction and coaching and developing a teacher because that will stop future students from falling bro below grade level while we also have strong intervention programs to keep and catch kids up. So we're walking schools. We're looking at master schedules. I don't know if Adams is here, but we were at Adams earlier this week and we pulled her schedule off the board and we said, "Okay, we can see where your coaching's happening. Where's your win time?" And so she said, "Bop
072bop bop." um we are training on the three primary intervention tools that we use for literacy as a district. Uh and so we're being really really clear. We I think we missed that over the last couple of years in full transparency. Doesn't mean we weren't doing interventions, but because we were so focused on tier one instruction at this layer, at this level of organization, we lost the the touch point with are we ensuring that good interventions are happening across all schools. So I can tell you that is in every single school conversation right now. Yes, improve the quality of teaching and learning and you have to change that student's knowledge level right now um to give them a fighting chance because otherwise this year's tier one skills become next year's tier 2 skills. We are
073always interested in the board's uh interest in increasing instructional time opportunities. Um we have uh obligated to yet another restructure for Summerbridge. Um, we would love to have conversations with the board on changing policy about promotion at critical grade levels for students that have not been responsive to either the tier one or the tier 2 intervention to ensure that we don't continue the snowball effect that you really feel at high schools. Um, as we get to some of the data here in depth, um, you'll see that middle schools actually, uh, way outperformed both our expectation and and some of the regional, uh, things, which is good news for high schools. But the confounding and the snowballing effect that comes from every time we don't get tier one instruction right or find the correct intervention, I
074do think is going to require some larger policy conversation. Um, you know, I've been on the record before. I I don't I don't know if holding kids back is the answer, but I promise you the greatest risk to America is not social promotion, it's illiteracy, right? So, um holding a kid back is not as big of a threat threat to their future as it is as the fact that they go in through the system and they can't read. And we not we as in District 11, but generally the system allows to think that we'll catch up further down the road. nobody's been able to catch up really once you get past kind of that end of elementary school. So, um it is an area of focus for us, but I do think there is time
075and conversation for extended learning times and opportunities of which we would be happy to bring to the board for uh with recommendation and decision. Is this a place where you feel like you need some board weighing in? because I I know that like Jason and I both have gotten on the bandwagon of maybe we should hold students back if they're not actually academically ready for the next grade. Um but I don't at this moment think we've actually had any real rigorous discussions of what that would look like from a policy standpoint. I'm not suggesting that is the kind of final end of the conversation. What I'm asking is, is this something that it would be worth having a discussion in specific with the board at some point or do you feel like this is something
076you can handle with the team? No, I think we need to hear very clearly from the board that there is a general shift in what we believe the responsibility of public education is. Right now, the system is still too passive to the student or the family's participation. Of which then, I mean, I own every number that's on there. I'm the superintendent. I'm the sole employee of the board. And yet I barely own the staff's ability to implement, let alone I have zero influence over the family in the space. And so you've heard me say before, how do we get to a place where we guarantee that if you bring your kid to school 95% of the time that if you do an hour's worth of homework, if you read to your child for a half
077an hour before bed, or create some mechanism for literacy in your house, if you do that, then we guarantee you, oh, and you take advantage of before school, after school tutoring, summer school programming, Saturday, we guarantee you that you can read at the end of third grade. The state, we we talked about this in another setting just the other day that the state of Mississippi passed a law that said you can't go to fourth grade until you can read at the end of third grade. State of we we now in the nation are studying Mississippi and Alabama. Never did anyone say in public education that you would study those two states, but because they came down very hard from a policy perspective that said this is critical to the future economic growth and health of
078our state. That's what they said. They didn't say that there aren't circumstances of which many of our families are challenged by. We understand all of those things. All those things can be true while we say we will move heaven and earth to make sure that your kids read by the end of third grade because if we don't we have a readact. Never have I ever sent the readact up to the state and have they ever sent anything back and said, "Well, you're doing better. Can we study it? You're doing worse. You should go study this." It literally is a one-way gonillator of information that maybe the funding should change. If you don't increase, you're going to lose funding. instead of uh the way it exists right now. So I do think the board being very
079clear of what those expectations are of not just my team but of the constituents of which we serve. This is this is a partnership. The partnership has to be get out of bed, you don't have a fever, go to school. It's got to be that. That's how it was for everybody that is around the table. And we started this discussion to some extent director Kerry's point with the middle school accountability last year. How do we bring because that's a area where our students are falling behind and by the time they get into high schools they are so far behind. So we are having that discussion at this time. I strongly believe that every student can achieve and thrive. It's setting those expectations, a culture of high expectations with the students right from the very first
080day of school and letting them know that this is not acceptable. I was at Galileo and I appreciate the principal uh who's sitting in the back out there. um uh you brought the seventh grade students out there into your auditorium and had that frank conversation with them about accountability that if you don't if you were going to have uh FS in your uh uh at the end of the year you are going to be held back and I saw some of those students eyes pop out out there which is the message you want to deliver right at the very beginning um uh of the school year. Um any other questions? I know I asked two. Can I ask a third if that's a clarifying question? You used the phrase win time earlier. I don't know
081what that means. What I need? Yeah. What I need? So intervention time where where every student is is getting something at the skill level that they needed. Gotcha. Any other questions at this time? EI for you. Go ahead. Like what what action is going to be taken based on Dr. Gir's question and is that something that the board's ready to move forward with right now? Yeah, I think um superintendent and gal uh that middle school accountability especially is going to come in front of the board at some point in time with some clear recommendations and the board has already indicated that we want to move into that space. Um set that high expectations for students and deliver that uh message back to our parents as well. I would say go ahead. More of a deeper
082question too though about like when are they going to be holding students back? Are we ready to hear all of those things? You know, possible summer school. There sounds like there's a lot of opportunities to make sure that we're not just promoting kids who can't read and I think there's a lot of evidence to show that school to a prison pipeline if you don't have these kind of skills here. So, I'd love to see that taken as aggressively as possible. And that those are the recommendations that will come. uh whether it is holding the kid back in a grade for another year or that the kid is required to take summer bridge and provided they take the summer bridge and show the necessary uh gap coach gap closing then they can move on to the
083next grade. Okay, that we can set as a policy from the district level. We may certainly get some push back from some of the families. Uh you know when you mandate that students have to take summerbridge because you're falling behind. Not all families may be on board with that. We got to be ready to take on that challenge at this time on behalf of students. You just was curious about when we were going to hear back on the middle school accountability part of the conversation. October. October. October. Okay. Okay. Um I do want to point out uh before we go to the next thing uh some of the uh uh celebrations that were there. Uh several of our schools that did really well. Uh awesome that these schools are um setting the standard for uh
084uh achievement and growth in our schools. We will as a board recognize those schools as we normally do. uh schools that uh in their school performance framework achieved um 75 I think or above they will be at a future board meeting where we can recognize them and uh give them that uh uh accreditation with performance and distinction uh category out there. uh and I do if quickly you can whoever has got that u u to move uh two slides back uh to one more one more those things that we are seeing from 2024 to 2025 the fourear rate the metriculation rate dropout rate it's all moving in the right direction okay that's a significant jump uh in each one of those categories when I was looking at the SPF uh for the four-year graduation rate
08575% or above moves us to the next level which means that we get more points in that uh third page uh uh however they figure that out and the same thing with the dropout rate. If the dropout rate falls below 2% we move to the next level and all it requires is moving in the same direction one more year and we are going to be scoring more on those SPF uh scores how they tabulate out there. We are moving in the right direction. from one year to a next year seeing the jump moving in the right direction. Uh that's very promising out there. And then uh go back uh go front forward two slides at the last two. Yeah. And this one to me speaks about uh the early adopters have seen success. So when
086some of our teachers came up here and shared uh how it's made a difference but their experiences initially they were reluctant to adopt some of these strategies because they were um comfortable in what how they delivered instruction. But when student agency became the focus you can see the trend moving in the right direction. We just have to uh move from those early adopters to ensuring that these best practices are um scaled up to other schools as well. Is there anything you need from us as far as that goes? Superintendent call from Not at this time. Okay, great. Actually, I would say yes, please come visit and when you visit, ask specifically for model classrooms. Uh you're always welcome in any classroom, but we'd love for you to see the places where we have the actual
087experience to back up some of those numbers because anytime there is change, there will be uh discomfort. And so you will hear from people that they don't like or they don't think. Um I welcome anybody with a wheelbarrow full of data to come here and yes us and make this better. But if you're a SGP below 40, as are some of my greatest naysayers on social media, uh have SGPS in the 20s, um it's really hard to challenge the strategy when you're SGPs in the 20s. Yeah. Yeah. Back to your team for the next great Yeah, I'll I'll own this one. Uh you know, again, it's flat. It's not as high as we would like it to be. Um, I think some of the reporting challenges is is that we have uh we'll get to
088this towards the end, but we have more schools on the list than we did last year. The good news is the schools that we spent our time with that were on the list all moved up uh one off the list in Galileo, you know, with some participation. U Mitchell moving up and Adams again is very close to that next level, but it's a bit of a water balloon in the district. uh we are in a place now where we have the right structure centrally to be supportive of where we know that we have gaps and not just rely on whether or not a principal gets that right. But we had a little bit of a water balloon effect this year that we pushed in at Mitchell Galileo and Adams and uh saw what we needed
089to see and then some other schools uh slipped back. Um but still we are growing. Um, I think the hardest part of that slide is to say, "Way to go team. We're almost at 40% for ELA and still at below a third for math." Um, and so anybody that is uh considering how it is they want to show up in our district, you know, we have very clear data that from an SPF perspective, a teacher of record absence equates to two points of loss within that performance band. And those bands are only about 12 points deep. So if a teacher is a teacher of record, a highly qualified teacher is absent for six days, we have risk of losing an entire band of SPF in that classroom. And so I know I'm the crazy guy
090on snow days and I know I'm the crazy guy that says, "Please ask us to come forward with do we add instructional days? Do we add instructional minutes to the system?" And I I was uh we were giving out flowers the other day and somebody said we need more recess time. We need more play time. Absolutely. But not at the risk of taking away instructional time. So if we want to do a double recess, great. Then let's add a day to the beginning of a day to the end of the year. We'll find the money for it. We're happy to bring those ideas forward. But we don't have enough time. Lack of urgency in our system when we are at 40, not even 40. I'm rounding up for my own benefit here. 39% and 31.1%.
091Right? Remember again, don't be confused. Every school in district 2 is labeled as a title one school. And they outperform us in ELA. They outperform us in math. And they outperform us in district performance framework. It's not that complicated. High access to high quality instruction is the way that you increase opportunities for children to break the cycles of poverty and lack of learning that have existed in our district for a long time. We will increase the steepness of this vector. We will always suffer from a school that will unexpectedly move down. We're moving much quicker on making those corrections. uh you'll see some of those actions that were in there before, but these median growth percentiles have to get higher. Those SGPS, those individual student growth percentiles by teacher are being monitored and have to
092be in the 40s and 50s for us to know that we're moving in the right direction. David, thank you. All right. So, if we take a little bit of a deeper dive, so we'll go elementary, middle school, and high school. Um, and so, uh, director Au, I'll just point out the source of this data is all publicly available. I can hook you up with that. It's a, it's an awesome data file. I'm so happy. So, um, I just wish it came out before the end of August. That's why I ask. So, we had some in elementary. The story is the takeaway is that we had marginal movement. So, it was, you'll see, flat across most of the metrics and that's where we then suffered from from a low MGP. it compounds itself and then you
093get you you get the kind of results that we saw there. So it either remained flat or shrunk at the elementary level in math and again don't ever want to lose sight that even if we do have some numbers to celebrate which we will in just a minute 34% passing in math is not is not a metric we are going to sit at. It's just not acceptable and it's not the promise that we make to our to our constituents and taxpayers. So when we look at the middle school however we do see another we do see another story happening that we see this positive momentum and I would I'm not going to make correlary or I'm not going to make causal relationships yet but I think what you really start to invest in and what
094you really start to look at closely starts to change and I think the leadership from this board in looking at those middle school metrics is starting to see we're starting to see some early dividends. We definitely want that slope to inflect much steeper, but we get an ELA increase overall of 2%. So, we're up to 40% and the math increased by 4%. So, remember our district goal is four 4% four to 5% uh to meet across across the district. And so, we met that in um in math, which is one area in particular in middle school that we've struggled with for years. For as long as I've been here, middle school math has been a real bugaboo for us. And so to see the real to see that increase is encouraging. When we see walking
095shrinking the bottom, ELA stayed flat, but again, math is our story. Math shrunk. Remember that's a good number. Shrinking the red by 2%. Not up to district goal, but we but we saw it. So we see that then and reflected right in ELA growth 51, MA middle school math growth 47. This is an interesting little little tidbit is where we saw math increasing, we still are under underperforming to a large degree in math growth. That's because it's a movable scale, right? It's all dependent on how the state is moving. So, middle school math generally popped up uh at a greater rate than we saw. But we are changing that trajectory on both the top and the bottom. I jumped into some of the disagregated results. I was doing that today and I'm just kind doing
096some comparison of region. So this data file has all the school districts, all the schools in the state, percent passing and all the stuff. Um and so when we start to disagregate, one huge huge story that's for us I think that we can celebrate is sixth grade math. We saw a plus 6% uh bump up in percent passing of sixth grade math. That is a I mean I taught math, right? But that is such a foundational time because that's the jump to algebraic thinking from arithmetic thinking. And I I think that's exciting. That actually puts us um that actually puts us at the top of our region. So the next closest uh next closest competitor uh D20 at 3.4. So I'm happy to say we we doubled B20's results in our sixth grade. 8th grade
097we saw plus 5.4. That puts us in the lead in our region. um sixth grade ELA, we saw a small bump plus one, but uh that actually outpaced the rest of our region as well. So that kind of gives you an idea of kind of some of the flatness across 8th grade ELA. Um so see, and I think eth I'm sorry, eighth grade math, then we saw a plus4 bump. So across these subcategories, these grade levels, we're actually seeing some real positive growth. That eighth grade bump is also very encouraging because that's the jump into into high school. I've been having some great conversations between high school leadership and and middle school leadership and really looking at uh area superintendent Joiner's been a part of these conversations to say like how can we make that
098jump because that PSAT jump is significant from a CAMASS type of question to a PSAT type of question is a big deal and we're leaving lots of points on the table simply because this is the first time they might be seeing a college board level question. So these are all the types of questions that conversations that are happening underneath the beta. When we look at high school, uh we're looking at college readiness. This is the way that the college board set uh sets their um markers. So col percent college ready rather than percent passing is the language. And uh we can see I think I'm handing this back to you Mike. So we can see you you got it. So um I'll just chime in. Um, you know, we saw some moderate growth on the
099ELA side. I think the good news on the math is we stemmed the loss, but it's still flat. Um, I do anticipate that some of this middle school success that we've seen will start to to to chime its way in there. Um we've done some real serious work on uh Mitchell was a pilot program for us for exposing our students to these adaptive tests to a college board test uh more frequently so they understand that work and what that expectation is. It is a real gap. Director Hayley to your question about um uh is the state looking at the state at the test itself. what CAMASS evaluates is mostly skills-based and what SAT evaluates is mostly adaptive in your ability to apply that learning, which is why you see a lot of those those changes.
100But we did see a bump in the 11th grade SAT scores, but the overall numbers are flat because they've been drugged down by the PSAT 9 and 10 uh lack of movement. But again, still not meeting our growth expectation. But we're back to you, David. All righty. So, if we take a little bit deeper dive in high school, PSAT 9, PSAT 10, and SAT are all all different, distinctly different tests, especially when you get up to the SAT. Um, and so we can see that overall we got a little bit of bump in EVRW. That's evidence-based reading and writing. That's the equivalent of ELA in SAT language. Got a small bump there. Math, we had a significant decrease at that nth grade level. And so this is interesting. This will be interesting to watch because
101we got a big bump at math cmath math at 8th grade and then watching to see what that will translate to in PSA. Not just watching as in a voyeristic fashion hoping for the best. But now saying what can we leverage in that PS in that CMAS test that the eighth graders can bring over and we can build from. we have a habit of getting some gains, getting some good gains, dropping those gains, and then starting from starting from level zero again. We can't keep doing that. And so, we have an opportunity to really leverage the strength that's coming in from that math work that's happened at the middle school. Big shout out to those teachers and those leaders. Um at PSAT 10, the general trend is that over 910 and then into SAT we
102we see gaps being closed but generally starting at such a low level and that slope being being too small. We need to inflect that slope and then start at a higher level and leverage like I said what we were getting out of middle school. So EBRW stayed flat but math increased by five. So we have kind of a flip an inversion of what we see at nine. This was actually a pretty common trend I think around the nation and definitely around the state. The PSAT 10 math did increase. So again, when that happens, we celebrate the 5%. We increase the percent passing, but when it's happening across the state, we don't benefit necessarily from the growth metric, right? So the growth there being 46 is a reflection of that was true for the state. These
103are all the variables that we're playing with and keeping in mind as we plan and strategize. And then SAT we got some really nice jumps there. Closed some gaps at that point like that. This is our ticket out the door, right? This is our promise to our communities. You will be college level, college ready. Whether you choose college as your option, you will be thinking at a college level. You'll have a vocabulary college level and you'll have a reading uh reading level put you in in that standing. And I'm just passionate about that SAT score being the score for all of us from third grade on. like this is our ultimate promise. Your student, you do all the you you do all the work that that is needed to to bring your student along. We'll
104deliver and have that as our number out the door. Whether we like that number or not is another conversation, but that is our number and that's the one we're going to continue to hone in on. So, when we get a 6% jump at EBRW for SAT, that's something to celebrate. That's significant and that matters. And again, SAT across the state generally took a jump and so we saw we see a little bit lower growth metric and so that was that's where that comes from. So there is celebration at at high school but again we just have to accelerate that growth to outpace the state and to get our numbers up above out of the 40s and 30s in math and ELA. So now this is an analysis that we're really looking at and diving into.
105So, I'm going to hand it off uh to Chief Shear to talk about some of our subop strategies. Great. So, um as we talked about a little bit earlier, um as statewide subgroup data, it continues to be a concern and D11 is no different there. Um some highlights just to point out is that our free and reduced lunch and as well as our minority are in that approaching area and with uh 10 to 15 point gains, we can get those categories to the meats. So I think that is a highlight and an area we can focus it on. Um with our ELLL and sped populations, we still are in that do not meet uh PR area. And so when we look at that at the district level, we see that. So we've been diving into
106the schools that are seeing some good gains. So when we look at the school level, we have schools that are meeting requirements for achievement in students with disabilities as well as those with ELLL identifications. Um and we're looking into see what are the practices happening in those buildings that we can help scale to um to other places. And what we're seeing is that schools that have strong teameing structures that have strong tier one highquality instruction are also the same schools that are getting results with these populations. Um a good example I was in a classroom the other day that was uh had a student who was hearing impaired and had an ASL interpreter with them. And traditionally you might see that individual in the back of the classroom. this student was included with their team.
107Um it was engaging in that work. And so those types of experiences for our our students are going to help close those gaps. So we're starting to see that um starting to be more widespread within our schools. Um so we see that the the pieces that we're looking for that high quality tier one instruction really strong on pushin supports so all students with disabilities and multilingual learners are getting that tier one instruction. Um, and then that there also is a strong intervention system within the school that is highly responsive when students aren't responding. So, those are the pieces that we're looking for. We've also shifted our instructional model. So, as many of you know, we now have academic directors for each of the different areas. With that academic director is also a individualized education facilitator
108who supports special education, ELLL, and GT students. And then we also have an individualized education coach. So we have those layers of support that we can deploy to schools that are having more difficulty with that population. Um and then finally, we also have a continue to expand within special education, our inclusion support programs that really help build agency in our students with the with the most significant special education needs. Um and so that we can make sure that they're getting the the high quality targeted interventions they need to be successful as well. Can I just add one piece to this? Um the opportunity if you look at the two right hand columns, furthest right columns, those are points needed. Those are scale score points. So what what superintendent was talking about with absence, look at
109how close we are in some cases to really changing the overall story of both elementary and middle. When we're talking about five scale score points across at the district level, 12 scale score points at the district level, very often we'll have high overlap between FRL, FRPL is what it's referred to up there and and minority. We can get we can get both of those moving at the same time. You can really see that in ELA and elementary. We are on the verge in so many of those categories to flip those over to green. that translates all the way down the SPF and that gives us that moves the entire district as well as schools. Schools are looking at this type of analysis. You should you'll probably hear it with some of our UIP work. But
110to look at what does what does what does five scale score points or eight scale score points look like at a school? It looks like seven, eight kids moving up a performance. I mean these these are the types of goals that we're setting. So really looking at the student level where can we get the most bang for the buck and if this is this these are the rules of the game that we are handed we're going to play this we're going to play this and it's and we're very close on multiples of those. So the work that that um Chief Shear is leading and the whole group I think will really you'll see those you'll see those changes over time. Next slide. All right. I'm going to go on the left side of this slide
111because I'm the guy that likes to talk about numbers in schools. Um we've added schools to the priority improvement turnaround list. We are now uh at the um seven that you see there. Uh with having Mitchell, Galileo, and um Adams be the pre-existing. We have added a few new ones. We were close last year and we thought Swagger might actually fall into priority improvement. They did not. we had pre-identified that Swagger we would add them to our intensive support uh supports with IE so we were way out in front of that. Um Carver we had requested we put in a request to reconsider and Carver actually slid backwards um and so we're working very diligently with that team and Wilson um caught us by surprise. You'll hear from each one of these leaders as they
112come forward with their usips to talk about where those surprises were. But Wilson really fell into that small schools uh category that we shared with you earlier on how the challenges of an individual grade level can really make a growth measured school swing wildly in in one direction or another. What I can say to you is that with all the intention and intensess that I think that I bring to my role, uh this has not gone unnoticed and I'm not going to brief the right-hand slide here because then I'm only validating uh either myself or my own intention. And so I've asked the deputy who has been in each one of these meetings to kind of cover how we've talked about this and acted differently than we have in the past. This is not about
113a USIP. The USIP is part of the thing that we have to present to you but this is not about the USIP that goes to the board. This is about a set of actions that have been much tighter. Uh Dr. Comfort. Yeah. Uh I will say that we are frustrated by the lefth hand column. I will also say as much as we tried to to contain and keep focus last year, we knew that we were not fulfilling on that obligation, which is why we brought to the board such a large academics restructure at the end of the year. I know at that time it felt large. It felt maybe even too large, but it was in response to what we knew was coming. We didn't know that these results were going to be these results,
114but we knew we were not fulfilling on our obligation to support schools instructionally. Um, so now we're well positioned for that. That has happened. We have worked through those kinks. They are firing on all cylinders. I want to talk about some of the things that we've done differently that I'm incredibly proud of that I've never seen in this district or in any other district that I've worked on worked in um with regards to results. So you see the schools on the left, but beyond the schools on the left, every single school that had a reduction in their overall SPF, the superintendent as well as I, a member of the academics team and their area superintendent met with them. And as the superintendent alluded to, these were not easy conversations. They were intense conversations. They were
115autopsies of what went wrong. What did we miss? What did you miss? How did this happen in a system with so much progression and progress? How did your school or a part of your school fall back fall backwards? And here's what I will tell you. I don't know how many meetings we had, but every single time the same statement was made, which is the principal knew it at some point in that year, they knew it. They felt it. They saw it. They observed it. And one of two things happened. They waited too long to act or they didn't act strong enough for a variety of reasons. They didn't feel they had the permission. it until they had something to make them act stronger. If they waited too long, it's because we waited for mid-year data.
116We had a bad habit. We have a bad habit in the system of waiting for that data to inform our instruction and to inform our decisions. And so, a number of the principles that we discussed, many of which are are in the room right now, said, "As soon as I saw that mid-year data, I made a change. I moved a teacher. I departmentalized. I did something big." And we know I think it's going to come up between when we look at midyear data and when we take CAMS tests the amount of instructional time is basically nothing. We waited too long as a system as well at academics reorg. We worked on it all year. It was tough. Now we're ready, but it took us too long. So we had that conversation. In addition to those
117conversations, we've now visited every single one of those schools with the board president. walking classrooms again, meeting with the principal to say, "Here's what you told us a couple of weeks ago. Here's the change we're already seeing in instruction or here's the change we're not seeing." You'll hear about uh from others about the tighter cycles. Um what took us a quarter last year, we're now doing every single week. Can you go to the next slide, Dave, just as an example? Um, director Jorgensson, I believe you asked about are we revealing usage of curriculum and are we looking at data? This is not a real data set, so please don't uh respond to it. But this is now we sat we sat in this room, 11 of us yesterday and we looked at this data set.
118We looked at what teachers, what classroom level and school level information, where are we using the tools that we've provided and where are we not? And if we're not using it, why? and who's going to that school in the next 48 hours to do something about it. If we're seeing already low overall percent uh passing or proficiency, what coach is going to that classroom right now, not in a quarter, not at a semester, but right now. So, the cycle of data, improve, reflect, all of that is the tightest I've ever seen. Um, and so that is something I'm incredibly proud of. And like I said, we have been incredibly clear with every single school leader that we've discussed that any gap or any restriction that you felt like you had last year to not do
119what you needed to do does not exist. And if you feel like it exists, you call us and we do something about it immediately. You don't wait for another data set to tell you what you know is true. And so, um, I think that's, uh, some really significant work that has happened over the last month that is unlike anything I have ever seen here, uh, in terms of how we're responding today. Go back uh, to the real time adjustments, the the micro adjustments, we're calling them really to what Dr. Comfort was speaking to. We're we're going to decrease the amount of time before we intervene, right? So, a couple of great examples of micro adjustments in our system are daily exit tickets in our classrooms in Eureka and in CKLA, weekly topic assessments. We're not
120waiting six weeks for an end of uh unit assessment, right, to intervene. A great example at one of our schools uh in their action steps that was added as a result of the conversation with the superintendent is that if 80% or excuse me students scoring below 80% mastery automatically immediately go into a wintime group the next day for a retach. Right? So just decreasing the biggest takeaway is we're decreasing the amount of time before we intervene. Quick data cycles will inform where our support and our attention need to be. Coaching cycles, agency, and the use of curriculum are the three main buckets that are focused on to guarantee access to high quality tier one instruction. We already talked about the micro adjustments a little bit ago to be responsive to uh the data to measure
121our effectiveness. The key is that we're not waiting. I just figure I want to echo it again what Dr. Comfort said. We are not waiting. We see a need when a classroom says that we need help. when the data says that we need help in a space, we're coming to help and you can't opt out. Right? That's the message uh that our system has to hear from us today. Teachers have been identified with an MGP of 40 or less. Support is being provided to them under the direction of the academic director, the academics team, area superintendent. We're not waiting to deploy supports uh to classrooms that show that they need it the most. That support includes coaching training by a school embedded coach or an area instructional coach. And then we also have, and I'm
122about to turn it over to Dr. Fry, our model classrooms uh that we can send teachers to to see excellence in action and understand this is the standard for what we expect of all of our classrooms in district 11. We just continue to build on this idea that says within D11, we have these pockets of greatness. We saw it in the data that Dave that Dr. Dr. briefed on earlier and as we continue to build this out, we want to grow our own talent pipelines. We want people to be learning in our own spaces. So, as of last week, we've identified seven model classrooms from that early adopter cohort that have been stamped by their academic director, their area superintendent, myself, their principal, folks who have been in those classrooms to say, "This is a
123space that we can incubate other talent coming into these spaces to learn from." I was in one of those spaces um two weeks ago and you could just again there's there's a feel in those spaces that we want people to experience which is what are the moves happening that the coach walks alongside the teacher who's coming into that space to see what what teacher actions are taking place. Part of our commitment in looking at this data is that support for our teachers below a 40 mgp. The other end of that though is teachers above the 80th who's in those classrooms. And so I made a commitment and I've been walking those spaces, meeting with those teachers and it's just really incredible to the question about what is happening at Chapa. What's happening in our highest
124performing classrooms? I was with a fifth grade teacher at Scott uh last week and what's happening in that space is the distance between what he is teaching, what he is measuring, and whether or not kids are getting it is almost instantaneous. What you could see in this classroom was he was monitoring student progress. The minute a kid missed it, they were going to the kidney table. He was writing an extra problem with a whiteboard on the table. The kids were solving it. He was toubling back. As soon as they got it, they were going back with their peers. But when they were stuck, he was again providing individual retach. We weren't even waiting for an intervention block. We were in the moment making that kind of adjustment. And that's led him to an 84 86
125mgp consistent over years. Wow. Right. And so we have these spaces where we can take our own teachers and learn in these environments. And so the model classroom initiative, like I said, began with these seven that we could immediately stamp. We have a growing pipeline of what we consider emerging model classrooms where teachers or principles have expressed an interest in becoming a model classroom, but we're working with additional coaching opportunities for those teachers. And then we have this pipeline in our early adopter cohort of 50 additional teachers who've committed to this accelerated training. So, they're going to give up a little bit of time in their classrooms with students to go to professional development that starts actually next week where they'll be engaged in all day professional development on kind of a fast cycle where
126they'll go to professional development, they'll implement what they've got, they'll have a coach come into their space, monitor that implementation, provide real-time coaching, and within three months, we're hoping to scale what it took us last year a full year to do. For curriculum, um, we're making a lot of different adjustments. Obviously, some of it's new. Um, but we've already started based on yesterday. So, as an executive team, we looked at data. Um, we looked to see how are the assessments being used. Um, where are people scoring at already? Um, ended up reaching out to some principles and saying, "Hey, I noticed, you know, you didn't use this assessment. Equip, you know, Eureka, for example, could be a really good option for um your MGP classrooms, for example, and here's how that works." I'm happy to
127come over and show you how to do that. So, they immediately, you know, responded and said, "Absolutely. I would love that. Um, and so I think again to, you know, Dr. Comfort's point, we are faster in our responses and the data is allowing us to see where we potentially um, have skill gaps just in the understanding of leaders or teachers of what that might look like or what we might use those resources for. Um, I'm noticing people reaching out sooner to say, hey, I um, how do I find this assessment in Eureka? like proactively looking at because they're seeing the needs in their building based on the data that they're already getting because it is at the classroom level which is something we haven't had before. Um we're already starting to switch from CKLA for
128example because what we noticed is we're giving a lot of end of unit assessments which is great but we really want to know you know at two weeks what's it looking like at three weeks right we want to be more proactive and stay on our toes instead of sitting on our heels and so I'm already reooking at scope and sequences and bringing in teachers to do some of that work with us um to partner Um, I think another thing that is, you know, agency. I hear a lot of people saying, I want to do agency. How do I do it more than just voice and choice? Um, how do I use, you know, the IE resources effectively? How do I get through all of the content? And so, some of it is just leveraging like
129in Eureka, for example, in this lesson, you were trying to catch up time, so you did a worksheet, but Socratic seminar was the very next thing you could have done. Socratic seminar is agency that gets um and it's a great assessment. Students are talking. You're hearing exactly what they know. Can they actually talk about the math concepts that they're discussing? Um, a worksheet doesn't tell you that. And so part of that is really again to the every so many people around this table have mentioned it. Who's doing the lift and how are we making learning visible? Um, I think it's becoming an important piece as well. Um, another thing the math specific. So we obviously don't want our math where it is. We want it to be much higher. Um, we've taken a couple different
130routes on that one's through induction. Um, when we do an induction program, CDE says you need these 10 things in order for I totally made up 10. Don't hold me to that. Um, but you need these things in order for an induction program to be um, certified. We've ended up taking those, but then also building in um, rotations that new teachers will go through. So, we have four different ones, and one of them is math. Uh, because one of the things we're noticing, particularly for a lot of our newer teachers, is they don't actually know the math. Um and that makes sense to me when I think about my own math a lot of it was very procedural right um we are now our test national our curriculum they are asking you to do conceptual
131as well and so if I don't know that as a teacher it's very hard to do that so we've worked that into induction we're also doing mission math possible so if you have less than 40 as a growth score three through high school um we're looking to end up doing a variety of things of teaching the math planning with you in depth looking at assessments how do you use the data. Uh that will be for part of the district PD days and then also looking to see how do we help support high schools with their late start Mondays and offer PD in there um either on-site or even virtual office hours we've been being asked for. Um so those are some of the things we're doing. We're we're continuing to look and and observe and
132see what's working and how do we continue to scale that. There's just not a lot of time. Uh, I think I've said this, uh, teaching is the hardest profession. Uh, teaching kids that are behind is even harder. Teaching kids that are behind when there isn't a standardized curriculum or strategy and you're understaffed is nearly impossible. I think we've done incredible work as a district to um, redefine some of those foundational pieces. This is the year that we get to implementation with Fidelity. I'm on the record that says all the time, the problem is not Eureka. I'd be really happy at the end of the year to be able to eat those words because we implement Eureka with incredible fidelity and then we find out that it's not your um uh delivering on the gains that
133we think that it can. Fundamentally, I think most of these curriculas are exactly the same, but we're trying to become a district where yes, each individual individual school is different. Yes, each individual relationship between a student and a teacher is celebrated around that content. But we have to have some guardrails for us to be able to manage where it is that we can deploy those resources to make sure that we leave nothing to chance. Every child deserves access, guaranteed access to the highest quality instruction. Every child. Not how does every child get to Chapida? Not how do we double the size of Queen Palmer. We can't think singularly of the places that it's worked. We have to think at scale of how does it deliver for every child. This is not a district 11 problem.
134This is an American problem. We have to think differently about the profession of education. One of my favorite slides is when we talk about agency for students. And please come see this in action. Agency for students is when they are active in their own learning progression. We're trying to create a school district where educators are active in their own professional learning and growth. Everybody should have a growth plan, a training plan, an opportunity to be better than they were the day before. That is the goal of what we're trying to build. It's not been built anywhere. I know my style screams command and control. Please come to executive cabinet. Please come to the power of 11. Please come do some of these walks with our embedded coaches of both district embedded coaches and academic directors
135and area instructional coaches on the area side to see that we've created a team of teams that will not leave this to chance. We can no longer say that by zip code is whether or not you are going to make it out of the soio economical status that your family has presented to you. I would venture to say that everyone around this table has exceeded the potential of what somebody thought about them when they were in elementary, middle, or high school based upon our generation. I am incredibly afraid that we're the last generation that can say that we have to completely, which we have, thank you for the reminder of the work we did last year, Dr. comfort restructure the entirety of what education is about. That ensures that the child that needs the most
136gets access not to just the average teacher salary, but to the best instructor within the system. You'll see those programs roll out this year. If you are hungry, we will create better opportunity for you. We're not going to force people to move from one school to another. We want the people that are dying to make that difference. We've lost focus of our why. We're talking about losing an instructional day. We're talking about losing an instructional day. Shame on us that nobody is asking a third grader, how do you feel about losing a day to help you actually achieve the ability to read at grade level standard? I appreciate Miss Huber's comment. Not Colorado. Every state in the country does their schoolto prison pipeline based upon third grade scores. What is our answer to third graders
137on why it is that we might not teach for a day? It's a horrible position to sit as a leader of an organization of an organization that doesn't believe in the very vision which is centered in the why of that vision. We are all here for children. We have to refocus. We have to be here for children. Anybody who does not want to be here for children, please come. I'll write you a great letter of reference. We'll get you where you need to go. That is not enough time to make up any of the flatness that we have to be at 40% and 30%. Again, I'm rounding up giving myself that 39 39% and 31%. We have to be committed to what children need as a system. We will be implementing with fidelity. We will
138present to you not just quarterly, we will present to you monthly updates. We will vary the topic that we will give you. Some of this will come from Dr. car's recommendations in the next brief. We will be on the mark that we spend now the two hours talking about academics and the 20 minutes talking about capital improvements. Not that the capital improvements aren't important, but we have to be a district that focus and measures what matters. We have the data now. When I first got here, we talked about school level. The second year, we talked about growth, MGP, at the school or the grade level. We now have the classroom level data. help us help the system to ensure that every child in that classroom gets access to high quality instruction. That's our goal. That's
139our mission. And we uh brief this to you before. You'll see this coming to you in the uh UDIP when that comes. We're doing the USIPS first. That's what's coming next September 17th and 24th. And then we'll close out. I appreciate the DAC who was already on top of many of those USIPS before we presented this tonight. Questions? Okay. Thank you. B, turn it over to you for your comments and questions to wrap up this part of the conversation. Are we going to talk about slides 30 through 32? Apparently, we have an extra slide in here now. The talking about the appendics. Yeah, I wonder getting on those. Okay. Is there a specific question you have direct about this? I am I'm a little I don't understand specifically the summerbridge slide, which is the last
140one. Um, it talks about that it likely had an a positive impact on slowing summer learning loss, melt, whatever, especially in ELA and reading. But when I look at it, the summer bridge drop in percent passing is higher than all elementary. And the sixpoint gain in well below is higher than the fivepoint gain in well below for all elementary. So the the drops in percent passing and the gains in well below seem reverse for having a positive impact. So I wonder if the if they got reversed somehow. I don't also know if these two tables which start spring summer season fall is the fall 2025. Is this all 2025? Okay. And then are these the students that were in Summerbridge or are these the students who were overall all elementary? So they are all summerbridge.
141So it's a it's a a cohort. Um to superintendent G mentioned that a full rework of summerbridge is in the process. This is an interesting question because it's kind of an in research world alternate universe. you're asking a question of if a student didn't do summerbridge, would they be performing at that same level that they did? And the data just doesn't support being able to do that. So at we get as close as we can with the cohort. So even though the trends and the metrics are in the wrong direction, absolutely we're growing from the summer session, even from the let's just go from spring to fall, the red grew with this group, the green shrunk. The question is the ultimate question is did that did that negative trajectory be was it slowed and that
142it would appear if we look at a group of we didn't run a control group that would actually be an interesting uh analysis as well but stemming it or slowing down that rate is the notion that that was the advantage for this year's iteration of summer summerbridgeidge Did it reverse any trends? Absolutely not. It did not. Did it slow trends? Possibly. But you see where I have an issue where I can't tell any of that necessarily. And I absolutely understand how useful a control group would have been because without it we can not make any assumptions here or or we can we can make assumptions but we have no data proof and that's that's where my concern is here. Yeah, we actually did run this with across the general population and there was not a
143significant not a significant difference actually between the two. to actually say when I say control I mean like matching on a particular factor um the there wasn't the rigor like we did with the with the IE analysis but when we look at the overall district trend compared to the summerbridgeidge cohort trend they were essentially essentially the same which then bolsters the claim that they're probably help stem that process without summerbridge would those students in the lowest performance bands have dropped even more that's a really good Okay. Thank you. And and to the point earlier of this information is generally publicly available. I understand all of that. It is. I pulled it up in CDE. Um but it would be nice if it were available to us as a board. That's where I was going with
144that question of can we have this available to us and maybe even posted with this work sessions data because seven of us having to go back and look at that massive file in CDE um and for me at least I I don't know if there's a more specific file just for district but I'm scrolling to the top which is this you know column and scrolling back down it's it's a lot of it just be nice if we had We will post that for the board to review once we get through this evening's events like to be able to and some of this uh data was also coming in the last week to 10 days. Uh so uh the school district has been processing all this information and one of the reasons why some of this
145uh presentation was posted on Monday as opposed to last Friday was due to the passment nature of some of this information coming from CDE but the information will be shared as superintendent mentioned. Thank you. Any other thoughts or questions comments at this time from the board? I don't see any comments or questions from the board. I'm going to make more so some wrap-up comments on this first. I appreciate all the principles being here. Uh I know this these are hard conversations. Uh this is the time of the year when we have to and superintendent call talked about this that in the next couple of weeks your school improvement plans have to be reviewed by the board and then uh at a future board meeting adopted by the board. Uh and it's uh not the most
146um u uh it's some of the most difficult conversations to have in public when you have to dissect the performance of a school as to what transpired uh last year. Um uh I got an opportunity through superintendent call when I visited your school to engage with each one of you and you provided the feedback as to what happens which will be shared with the rest of the board uh when you come. Um uh but the level level of rigor that was happening in your classrooms and we popped into several of your classrooms uh um as a surprise visit and teachers were not aware of it and seeing the scope and sequencing of the instruction that was happening and how from one classroom to another classroom there were consistency and from one school to another school
147at the same grade level the consistency that was taking place uh is something that I haven't observed in the past and that reflects um uh some of the work that is happening at the um uh district level uh as well the feedback that superintendent has provided us. Um uh I also appreciate the fact that superintendent and his team have had that hard conversations with each one of you. Um and you are aware of the messaging that we are not going to wait until the middle of the year when uh it could be too late to uh synthesize that data and act on it. Uh uh there is going to be time to review and feedback cycles. Um um and that um uh two slides back uh superintendent call the dates that you shared out there
148if you can go back to um yeah I mean uh those dates are jarring that you know every day counts in the education of our child and we cannot uh no I was looking at the 1922 24 yeah that one that's that every day counts uh uh um in the education of our child and we cannot lose one day of instructional education because that's a conversation that is taking place. I take I say this from a level of frustration because today I've had to engage with the media due to possibly losing an instructional day and we cannot afford to lose one level of instructional day for our students if we need to achieve the board priority outcome that we got to improve student outcomes for every one of our children. So um uh you guys
149understand the urgency at this point in time uh and the superintendent has provided that same uh information to you. You have the supports and resources um from the district and if you need anything you go through the proper chain and uh if the board needs to provide that help and support we are there to provide that help and support. the um barriers that have existed in the past uh to some extent have been removed completely or has been minimized to a large extent. So the priority right now uh director Jurgensson talked about it at the very beginning. It is necessary that we cannot wait along any longer. Director Jurgensson and I came on the board at the same time six years ago and Director Art is going to be leaving the board in three months
150time. So we've seen some of this. We've set the culture and the expectations of high uh expectations and you know no excuses in place. So um uh this is the year we are going to um I strongly believe with the strategies in place we are going to reap the um um fruits of our labor. So, uh, we look forward to reviewing the USEPS with you, uh, over the next couple of weeks and, uh, thank you all for being here. Superintendent G, is there anything that you need to, um, wrap up this conversation? Uh, just to affirm, I've never been prouder of the team at this table. Um, this is a team that has come up with these ideas. Come see and watch what's happening in our classrooms. It is amazing. Uh, the data will always
151lag. Uh we are a culturally different school district. For those of you who joined us at the start of the school year, you can palpably feel the energy that exists in the building. I don't want anybody to be confused on things that happen in the news. District 11 is the Colorado Springs School District 11. We are on the rise. We will make every one of those days count in spite of people who choose to not to. Can we eat dinner now? We got one more topic. You can in between take a five minute break. Well, we're not done with the work session. Sorry. We'll finish the work session and then we can take between the I will be really fast. Yeah. Uh we got one um and I see couple of our uh other principles
152and assistant principles joining us as well. Thank you for being you're doing good PD work. Awesome. Good work. Okay, we have um one other topic that is going to be on the agenda and then we can take a break uh between the work session and exhibit session. Um this was um I'm going to actually uh the topic agenda that we are going to be talking about is an assessment uh report and feedback um um and uh director Kerry has uh done um some work in collaboration with district admin and he's going to provide a feedback to the board. Um none of this will come as a surprise to my fellow board members because you've seen this language before. This is a summary of conversations that we've had now at two consecutive retreats looking to increase
153both kind of the quality and the time that we spend holding administration accountable for results in instruction. So as so my context here is really more for the community because obviously you were all in these conversations but we have two major things that we would like to do. One of which is increase the reliability utilization of common formative assessments. And again, the goal here is not to increase administrative or teaching burden. The goal is to make sure that we're assessing in an intelligent way. Um, and then also increase feedback loops between the board and administration. We talk all the time about how in the context of learning, right, you need those rapid feedback loops between student and teacher to make sure that the student is on pace with where they need to be and they're
154getting the help with the content as needed. And in much the same way, you know, we've talked in our retreats about increasing feedback feedback loops between the board and administration. So, um, the new language is below where kind of in a similar to format to what I wrote up when we were doing the EEG. Uh I have two specific tasks that we would then provide to superintendent Gaul and then I have a note for the board itself. Uh the first task and it sounds again like this is all work that is happening anyway but I think it's useful for the board to kind of you know plant a flag and say this is a high level expectation that we have for you. Ensure utilization of common formative assessments in the core content areas. uh again
155with the goal being comparison across the district and data informed decision-making. And then task number two is uh a quarterly update on strategy and academic progress including if relevant barriers to academic success uh and barriers to implementation of strategy in case the board needs to have some of those conversations. And again the goal here is just kind of like Dr. Comfort said the system is in a habit of waiting for midyear data, updating at that point, at which point it's really too late to do anything at all. Um, and so I'd like the board to explicitly task Superintendent Gaul and the team with coming to us with updates more frequently than that. Uh, and then just a reminder for the board, this is a accountability update. This is not necessarily a time where we're going
156to totally relitigate strategy. It takes time for Mike to actually implement a strategy, ensure consistency across the whole system, and we can't really do that if we're constantly grabbing at the steering wheel every other meeting. So, as a go as a pairing of those two tasks, I would just ask that the board is disciplined when we hear these updates. This is an accountability piece. This is our chance to hear how things are going. It's a chance to put them in the room where they have to tell us how things are going. Um, but it's not a time to relitigate strategy. We have times for those conversations throughout the year. Uh, but I would not recommend that we do it at these specificities. Thank you. So appreciate the work that you have done in this regard
157and providing a feedback not only to the board but as to the community. Any feedback from the board on this if uh the board is Yes. Just can we find a different word than litigate? Because we are not engaging in legal proceedings here with the administration and it just that's what it sounds like like we're going to sue them or prosecute whatever. It's really more about you don't want us to I think what you're saying is we're we shouldn't be debating the strategy. Y which is but litigating has really truly a different I don't think he has used the word litigate in his report. No, I did at the end. Oh, you did. Do you want me to Are we okay with just changing that to not debate strategy? Yep. Yeah. Yeah. Great. Thank you.
158Perfect. Okay. Is the boat by short terms comfortable with the tasks that super that Dr. Gary George. Oh, okay. I appreciate uh your feedback. That uh gets us to the again appreciate all of you being here as well. Um I want to give a couple of quick updates to the board uh in the other source of in uh information. Uh let me see my notes here so I don't forget. Um what I need to talk about see there was a couple of things I wanted to provide and I'm going to you oh uh director talked about the energy audit discussions you reached out to me and uh the next step in the process when is that going to come that's uh scheduled to come at the next board session which is September September 17th a
159week from today. Thank you. uh just for the uh awareness uh of the entire board as well. Um uh another followup I want to provide to the board uh uh yesterday uh chief reached out to me and director Hayley about the communications RFP and those interviews happened this morning uh because it was a tight timeline uh feedback that was required I participated in it. Director um Hley was not aware not available to participate this morning. Uh we went through that interview process. It's still being uh the information is being processed and when um uh a recommendation is available, it will come in front of the board at a future board meeting. That's all I have at this point in time for the board. Um uh does the board have any other um board members have
160anything that they want to bring to the table at this time? Seeing none uh this uh board and we stayed true to our time we was it was that 2 hours that we Yes. And we are 3 minutes uh past the time just like super we are at uh little past 6 6:05 p.m. No, they're they're fine. [Music]