1
00:00:01,345 --> 00:00:06,145
6 p.m. Commissioner ray here commissioner alexander here

2
00:00:17,940 --> 00:00:20,694
commissioner wiseman memorial commissioner gupta here

3
00:00:21,498 --> 00:00:26,298
commissioner fisher here vice president huling here president

4
00:00:29,573 --> 00:00:36,313
kim here as if u.s. Will provide child care excuse me

5
00:00:36,313 --> 00:00:38,649
for regular board meetings and monitoring meetings on the

6
00:00:38,649 --> 00:00:41,585
first floor in the enrollment center at 555 franklin street

7
00:00:41,585 --> 00:00:45,210
from 630 to 9 p.m. Or the close the meeting whichever comes

8
00:00:45,210 --> 00:00:46,560
first. Unfortunately we do not have

9
00:00:46,560 --> 00:00:48,793
childcare. Do we have childcare today?

10
00:00:48,793 --> 00:00:50,160
unfortunately do not have childcare tonight as a few to

11
00:00:50,160 --> 00:00:53,197
be working with our providers to ensure that childcare is

12
00:00:53,197 --> 00:00:54,732
available in upcoming meetings. Space is limited and will

13
00:00:54,732 --> 00:00:57,467
provide on a first come first serve basis for children ages 4

14
00:00:57,467 --> 00:01:00,403
to 10. For questions please contact

15
00:01:00,403 --> 00:01:05,803
contact the board office at (415) 241-6427 or board office

16
00:01:06,943 --> 00:01:11,810
as if you see the issue at this time before the board goes into

17
00:01:11,810 --> 00:01:12,416
closed session I call for any speakers in closed session

18
00:01:12,416 --> 00:01:14,618
items listed in the agenda. There will be a total of five

19
00:01:14,618 --> 00:01:15,953
minutes for speakers. >> are there any speakers for

20
00:01:15,953 --> 00:01:18,756
public comment? There are no speakers for

21
00:01:18,756 --> 00:01:20,257
public comment. >> seeing none I now recess

22
00:01:20,257 --> 00:01:23,257
this meeting at 5:07 p.m.

23
00:02:07,144 --> 00:02:11,344
s.f. Gov tv. San francisco government

24
00:02:12,149 --> 00:02:14,149
television

25
00:19:35,580 --> 00:19:39,858
and s.f. Gov tv. >> san francisco government

26
00:19:42,650 --> 00:19:44,650
television system

27
00:35:42,608 --> 00:35:45,110
s.f. Gov tv. >> san francisco government

28
00:35:45,110 --> 00:35:47,110
television

29
00:52:37,170 --> 00:52:41,217
s.f. Gov tv. San francisco government

30
00:52:41,822 --> 00:52:43,822
television

31
00:59:02,860 --> 00:59:06,286
s.f. Gov tv. San francisco government

32
00:59:06,423 --> 00:59:08,423
television

33
01:00:02,847 --> 01:00:07,470
s.f. Gov tv. San francisco government

34
01:00:09,153 --> 01:00:11,153
television

35
01:17:33,338 --> 01:17:38,138
and s.f. Gov tv. San francisco government

36
01:17:38,176 --> 01:17:40,176
television system

37
01:33:39,439 --> 01:33:42,642
s.f. Gov tv. >> san francisco government

38
01:33:42,642 --> 01:33:44,642
television

39
01:35:23,810 --> 01:35:25,110
. >> so please bear with me here.

40
01:35:25,110 --> 01:35:31,150
I don't once didn't add first s.f. Us rd in the matter of or

41
01:35:31,150 --> 01:35:34,286
in the matter of student aid s.f. Us d the board by a vote

42
01:35:34,286 --> 01:35:37,423
of seven eyes approved the settlement agreement between

43
01:35:37,423 --> 01:35:42,620
the parties in the amount of $8,500 in the matter of student

44
01:35:42,620 --> 01:35:45,498
fc per se if you sd the board by a vote of seven ies approved

45
01:35:45,498 --> 01:35:48,835
the settlement agreement between the parties in the

46
01:35:48,835 --> 01:35:55,875
amount of $46,273 in the matter of b k versus sf sd the board

47
01:35:55,875 --> 01:35:59,612
by a vote of seven ies approved the settlement agreement

48
01:35:59,612 --> 01:36:05,612
between the parties in the amount of $42,964 in the matter

49
01:36:06,510 --> 01:36:09,956
of student aa versus if you sd the board by a vote of seven

50
01:36:09,956 --> 01:36:11,390
ies approved the settlement agreement between the parties

51
01:36:11,390 --> 01:36:16,929
in the amount of $50,000 in the matter of student diaz versus

52
01:36:16,929 --> 01:36:23,336
sfo usd the board by a vote of six eyes one nay fisher

53
01:36:23,336 --> 01:36:27,273
approved the district to initiate proceedings in the

54
01:36:27,273 --> 01:36:31,427
matter of student eh4 se if you sd the board by a vote of seven

55
01:36:31,427 --> 01:36:35,498
ies approved the settlement agreement between the parties

56
01:36:35,498 --> 01:36:41,498
in the amount of $250,000 in the matter of student g

57
01:36:46,800 --> 01:36:52,800
versus sfi usd case number (202) 601-0662 the board by a

58
01:36:55,518 --> 01:36:56,918
vote of seven ies approved the settlement agreement between

59
01:36:56,918 --> 01:37:02,191
the parties in the amount of $34,575 in the matter of

60
01:37:02,191 --> 01:37:08,791
student ocr versus a few sd or h case number (202) 604-0949

61
01:37:10,833 --> 01:37:15,470
the board by a vote of seven ies approved the settlement

62
01:37:15,470 --> 01:37:21,470
agreement between the parties in the amount of $3,000 in the

63
01:37:22,100 --> 01:37:27,950
matter of student d d first se of us d o h case number

64
01:37:27,950 --> 01:37:31,620
(202) 602-0211. The board by a vote of seven

65
01:37:31,620 --> 01:37:36,570
ies approved the settlement agreement between the parties

66
01:37:36,570 --> 01:37:42,765
in the amount of $31,125 in the matter of student cbm first sfi

67
01:37:42,765 --> 01:37:49,365
usd case number (202) 512-0767 the board by a vote of seven

68
01:37:49,671 --> 01:37:53,976
ies approved the settlement agreement between the parties

69
01:37:53,976 --> 01:38:00,490
in the amount of $43,500 in the matter of student alp first sfi

70
01:38:00,490 --> 01:38:06,649
usd case number (202) 502-0577 the board by a vote of seven

71
01:38:08,900 --> 01:38:09,558
ies approved the settlement agreement between the parties

72
01:38:09,558 --> 01:38:16,758
in the amount of $22,306 in the matter of student j k first

73
01:38:18,734 --> 01:38:25,934
s of usd o h case number (202) 604-0942 the board by a

74
01:38:26,876 --> 01:38:28,410
vote of seven ies approved the settlement agreement between

75
01:38:28,410 --> 01:38:34,550
the parties in the amount of $6,460 in the matter of student

76
01:38:34,550 --> 01:38:41,150
cd versus save usd case number (202) 604-1174 the board by a

77
01:38:43,359 --> 01:38:47,195
vote of seven ies approved the settlement agreement between

78
01:38:47,195 --> 01:38:53,680
the parties in the amount of $2,500 in the matter of student

79
01:38:53,680 --> 01:38:59,680
al first sfi usd ocr complaint number not 09251021 the board

80
01:38:59,841 --> 01:39:03,178
by a vote of seven ies approved the settlement agreement

81
01:39:03,178 --> 01:39:09,178
between the parties in the amount of 5100 dollars in the

82
01:39:10,786 --> 01:39:16,786
matter of student r.s. Versus the usd case number

83
01:39:17,592 --> 01:39:20,528
(202) 604-0185 the board by a vote of seven eyes approved the

84
01:39:20,528 --> 01:39:22,935
settlement agreement between the parties in the amount of

85
01:39:22,935 --> 01:39:28,935
$29,000 in the matter of student ari first sfi usd case

86
01:39:33,245 --> 01:39:36,548
number (202) 604-0095 the board by a vote of seven ies approved

87
01:39:36,548 --> 01:39:37,784
the settlement agreement between the parties in the

88
01:39:37,784 --> 01:39:46,184
amount of $49,825 in the matter of student s first s of usd o h

89
01:39:51,430 --> 01:39:56,830
case number 20260606 sorry I'm going to repeat that number

90
01:40:04,644 --> 01:40:09,181
(202) 606-0840 the board by a vote of seven ays approve the

91
01:40:09,181 --> 01:40:14,581
settlement agreement between the parties in the amount of

92
01:40:14,686 --> 01:40:18,458
$78,620 in the matter of student h.b. Versus sfi usd oh

93
01:40:18,458 --> 01:40:24,197
h case number (202) 607-0851 the board by a vote of seven

94
01:40:24,197 --> 01:40:27,467
ies approved the settlement agreement between the parties

95
01:40:27,467 --> 01:40:32,400
in the amount of $64,000 in the matter of student sc versus sfo

96
01:40:32,400 --> 01:40:38,604
usd case number (202) 607-1019 the board by a vote of seven

97
01:40:41,347 --> 01:40:44,550
ies approved the settlement agreement between the parties

98
01:40:44,550 --> 01:40:49,350
in the amount of $87,500 in student manner 20262027 gca

99
01:41:02,401 --> 01:41:07,373
won the board by a vote of seven ies denied the grade

100
01:41:07,373 --> 01:41:13,973
challenge in t k student matter number 202620271 the board by a

101
01:41:16,749 --> 01:41:22,749
vote of seven ies approved the kinderrten waiver of an

102
01:41:26,325 --> 01:41:29,925
employee matter. 20262027 number one the board

103
01:41:33,599 --> 01:41:37,770
by a vote of six eyes one nay rae approved the settlement

104
01:41:37,770 --> 01:41:41,207
and release agreement in the amount of approximately three

105
01:41:41,207 --> 01:41:46,607
weeks of pay and employee matter 20262 027 number two the

106
01:41:54,119 --> 01:41:55,654
board by a vote of seven ays approve the settlement

107
01:41:55,654 --> 01:41:58,957
and release agreement in the amount of approximately one

108
01:41:58,957 --> 01:42:04,957
week of pay and employee matter 20262027 number three the board

109
01:42:07,900 --> 01:42:11,503
by a vote of six eyes one nay rae approved the settlement

110
01:42:11,503 --> 01:42:16,303
and release agreement in the amount of approximately $18,000

111
01:42:24,930 --> 01:42:27,930
. Moving on to our matters

112
01:42:29,702 --> 01:42:33,506
in front of us the ease of u.s. Board of education is committed

113
01:42:33,506 --> 01:42:36,442
to effective school board governance that center student

114
01:42:36,442 --> 01:42:40,146
learning and based on community input the board has adopted our

115
01:42:40,146 --> 01:42:43,549
vision values, goals and guardrails in order to

116
01:42:43,549 --> 01:42:44,817
increase the portion of board meeting time we spend on

117
01:42:44,817 --> 01:42:48,488
student outcomes every other regular meeting is a monitoring

118
01:42:48,488 --> 01:42:51,891
workshop like today our approach to governance also

119
01:42:51,891 --> 01:42:55,328
calls on the board to empower the superintendent to take full

120
01:42:55,328 --> 01:42:56,696
ownership of the strategies used to reach those goals

121
01:42:56,696 --> 01:42:58,697
within the guardrail set by the board.

122
01:42:58,697 --> 01:43:02,634
as we implement our governance framework the board will

123
01:43:02,634 --> 01:43:04,690
continue to adopt new systems, routines and policies aimed at

124
01:43:04,690 --> 01:43:07,239
improving student outcomes. We encourage the public to

125
01:43:07,239 --> 01:43:11,176
follow this work on our website at as a few as data edu

126
01:43:11,176 --> 01:43:13,980
governance as we commit to finding new and improved ways

127
01:43:13,980 --> 01:43:17,850
to more meaningfully engage with staff students

128
01:43:17,850 --> 01:43:18,817
and families. Moving to item d.

129
01:43:18,817 --> 01:43:22,188
hello and welcome to members of the public to our regular

130
01:43:22,188 --> 01:43:25,258
meeting of the board of education of san francisco

131
01:43:25,258 --> 01:43:28,728
unified school district. Our public comment period lasts

132
01:43:28,728 --> 01:43:31,531
for one hour today until 7:50 p.m..

133
01:43:31,531 --> 01:43:35,601
we look forward to hearing from members of the public before we

134
01:43:35,601 --> 01:43:41,601
conduct board business. Our goal is to conduct our work

135
01:43:42,275 --> 01:43:43,642
in an efficient, effective and accessible manner during

136
01:43:43,642 --> 01:43:46,479
reasonable hours. We aim to respect staff, family

137
01:43:46,479 --> 01:43:50,616
and community time by ensuring moved we move to board business

138
01:43:50,616 --> 01:43:54,620
as soon as possible. Each participant may speak for

139
01:43:54,620 --> 01:43:57,560
up to one minute. Staff will think the

140
01:43:57,560 --> 01:43:58,491
participant at the one minute mark at one minute and five

141
01:43:58,491 --> 01:44:01,226
seconds. I have asked interim clerk

142
01:44:01,226 --> 01:44:02,762
chang to please turn off the mic and transition to the next

143
01:44:02,762 --> 01:44:05,631
speaker. I ask members of the public to

144
01:44:05,631 --> 01:44:08,340
please respect the one minute limit so we can hear from

145
01:44:08,340 --> 01:44:11,103
anybody from as many speakers as possible.

146
01:44:11,103 --> 01:44:12,505
anchorage speakers who are speaking on the same topic to

147
01:44:12,505 --> 01:44:15,741
collaborate and combine their comments so the board can hear

148
01:44:15,741 --> 01:44:18,577
all valuable viewpoints during our limited time.

149
01:44:18,577 --> 01:44:20,246
please also note that the board accepts written public comments

150
01:44:20,246 --> 01:44:25,646
via email to board office at sfo usd edu.

151
01:44:28,154 --> 01:44:29,688
we will hear first from students in person the members

152
01:44:29,688 --> 01:44:33,392
of the general public in person beginning with agenda items

153
01:44:33,392 --> 01:44:36,795
then moving to non agenda items regardless of whether in-person

154
01:44:36,795 --> 01:44:39,931
public comment is complete. We will save 15 minutes for

155
01:44:39,931 --> 01:44:43,668
remote public comment taking commenters in the same order as

156
01:44:43,668 --> 01:44:45,137
in-person to members of the public on your right you'll see

157
01:44:45,137 --> 01:44:48,840
signs that outline expectations for public comment and meeting

158
01:44:48,840 --> 01:44:51,760
conduct. We ask that all members of the

159
01:44:51,760 --> 01:44:55,281
public model the kind of tone, language and behaviors that w

160
01:44:55,281 --> 01:44:56,682
hope to see from our young people respecting different

161
01:44:56,682 --> 01:44:59,485
viewpoints and allowing for all members of the public to

162
01:44:59,485 --> 01:45:02,421
participate. As a reminder, board rules

163
01:45:02,421 --> 01:45:06,293
in california law do not allow us to comment or respond to

164
01:45:06,293 --> 01:45:07,427
comment. Oh, do not allow us to respond

165
01:45:07,427 --> 01:45:10,364
to comments or attempt to answer questions during our

166
01:45:10,364 --> 01:45:13,733
public comment time. If appropriate the

167
01:45:13,733 --> 01:45:15,102
superintendent will ask that staff follow up with speakers

168
01:45:15,102 --> 01:45:21,102
wishing we have two student speakers elliot chaco and james

169
01:45:27,414 --> 01:45:29,414
freeman cross

170
01:46:03,550 --> 01:46:08,350
the working test. >> I do not think everybody

171
01:46:15,950 --> 01:46:16,229
in the district is taking this lead seriously.

172
01:46:16,229 --> 01:46:22,502
we have led in our school and they're pulling it right

173
01:46:22,502 --> 01:46:27,240
when everybody is in school. >> this is not easy for

174
01:46:27,240 --> 01:46:30,510
anybody. Some kids have already tested

175
01:46:30,510 --> 01:46:34,581
positive for lead and I've already had lead exposure.

176
01:46:34,581 --> 01:46:40,587
so as my sister and add I do not want to have a second one.

177
01:46:40,587 --> 01:46:45,259
>> I think we should just move it to the summer and stop the

178
01:46:45,259 --> 01:46:49,950
work right now or move it or move us to a different

179
01:46:49,950 --> 01:46:51,932
location. >> this is not safe.

180
01:46:51,932 --> 01:46:56,470
this is not fun for any of us. Me and my friends have to stay

181
01:46:56,470 --> 01:47:03,210
inside for recess and p and not be able to do fun activities

182
01:47:03,210 --> 01:47:11,100
like soccer or p.e. Like p.e. Events like for instance let's

183
01:47:14,154 --> 01:47:20,154
see like oc for instance like frisbee throw or something.

184
01:47:32,272 --> 01:47:36,743
>> anyhow knock your chair. I'm eight years old and I'm a

185
01:47:36,743 --> 01:47:40,580
third grader at serious. I'm also a brownie and girl

186
01:47:40,580 --> 01:47:43,450
scouts. We learned to take care of our

187
01:47:43,450 --> 01:47:47,587
community and make a place cleaner than we found it.

188
01:47:47,587 --> 01:47:51,224
it is what it is and construction at my school

189
01:47:51,224 --> 01:47:55,128
and I always find new places where kids play.

190
01:47:55,128 --> 01:47:58,743
I think if construction makes a mess the people doing the work

191
01:47:58,743 --> 01:48:02,460
she clean it up really well. My friends and I miss being

192
01:48:02,460 --> 01:48:06,246
able to use all of our playgrounds.

193
01:48:06,818 --> 01:48:08,219
we like doing cartwheels and handstands and playing

194
01:48:08,219 --> 01:48:11,220
together. Please clean our play.

195
01:48:11,220 --> 01:48:14,225
I didn't do like construction in the summer when kids aren't

196
01:48:14,225 --> 01:48:17,495
at school. Thank you for listening to kids

197
01:48:17,495 --> 01:48:21,695
only and helping keep our schools safe.

198
01:48:28,720 --> 01:48:31,375
thank you very much. We have one agenda item.

199
01:48:31,375 --> 01:48:35,575
rudy gonzalez self service. >> good evening commissioners

200
01:48:52,663 --> 01:48:55,599
and superintendent and members of the public.

201
01:48:55,599 --> 01:48:57,135
I'm rudy gonzales and I'm here in my elected capacity with the

202
01:48:57,135 --> 01:49:00,304
san francisco building and construction trades

203
01:49:00,304 --> 01:49:01,439
council. I'm here to register our strong

204
01:49:01,439 --> 01:49:04,675
support for continue ing the project labor agreement covered

205
01:49:04,675 --> 01:49:07,778
by san francisco unified school district's bond program.

206
01:49:07,778 --> 01:49:10,882
this month marks the 20th year that we have been partners

207
01:49:10,882 --> 01:49:14,485
in construction and to our young ones the messages

208
01:49:14,485 --> 01:49:18,355
received and our contractors oh the cleanest work environment

209
01:49:18,355 --> 01:49:22,193
regardless of their affiliation under this play we have clear

210
01:49:22,193 --> 01:49:25,830
rules of the road. >> we have access to a skilled

211
01:49:25,830 --> 01:49:27,165
workforce labor stability and a structure for resolving

212
01:49:27,165 --> 01:49:30,634
problems as they may arise on complex modernization work.

213
01:49:30,634 --> 01:49:33,670
these are important protections for both parties when we're

214
01:49:33,670 --> 01:49:37,508
talking about taxpayer dollars and construction happening in a

215
01:49:37,508 --> 01:49:40,811
school environment. I want to recognize that we

216
01:49:40,811 --> 01:49:44,181
have built into this new agreement together jobs for

217
01:49:44,181 --> 01:49:45,516
today but also for the future focusing on local hire

218
01:49:45,516 --> 01:49:48,987
apprenticeship ship and workforce development that

219
01:49:48,987 --> 01:49:52,956
can be accessible to students at the school district.

220
01:49:52,956 --> 01:49:53,990
this is what public construction should do.

221
01:49:53,990 --> 01:49:57,194
it should invest in our communities.

222
01:49:57,194 --> 01:49:58,596
and I wanted to especially thank your bond program

223
01:49:58,596 --> 01:50:01,198
director, the senior ibarra and your head of operations

224
01:50:01,198 --> 01:50:02,366
katie boyle. Without their hard work

225
01:50:02,366 --> 01:50:05,469
and dedication. Much of what we see in the

226
01:50:05,469 --> 01:50:06,604
built environment would not be possible.

227
01:50:06,604 --> 01:50:09,473
so a special thanks to them on your team.

228
01:50:09,473 --> 01:50:11,873
>> appreciate it. Thank you.

229
01:50:12,209 --> 01:50:15,809
president kim. That concludes the agenda

230
01:50:16,246 --> 01:50:19,617
items. Move on to non agenda items.

231
01:50:19,617 --> 01:50:20,884
okay. The first group for non agenda

232
01:50:20,884 --> 01:50:26,884
items nancy chang thomas sanjay ranjeet choco nick laurie sorry

233
01:50:33,864 --> 01:50:39,136
laurie I can't pronounce your last name right rene.

234
01:50:39,136 --> 01:50:43,936
okay can you please turn on your mic?

235
01:50:48,379 --> 01:50:49,113
>> thank you. Okay great.

236
01:50:49,113 --> 01:50:52,113
much better. Hi, good evening.

237
01:50:52,369 --> 01:50:56,600
I'm nancy chang and I'm the parent of a first grader at

238
01:50:56,600 --> 01:50:59,900
chinese immersion school. >> over the last two months

239
01:50:59,900 --> 01:51:02,579
parents have been troubled by some gaps in how led disturbing

240
01:51:02,579 --> 01:51:06,417
work is being managed. Gaps between prioritizing

241
01:51:06,417 --> 01:51:10,221
safety versus liability gaps between promised transparency

242
01:51:10,221 --> 01:51:14,240
versus withheld delayed downplayed test results, even

243
01:51:14,240 --> 01:51:15,250
gaps in the protective sheeting.

244
01:51:15,250 --> 01:51:18,162
because after all, kids are crazy.

245
01:51:18,162 --> 01:51:21,980
>> workers make mistakes and high winds have torn gaping

246
01:51:21,980 --> 01:51:22,990
holes. So we've seen progress for sure

247
01:51:22,990 --> 01:51:25,569
but we are deeply concerned because the highest risk

248
01:51:25,569 --> 01:51:29,239
activity window replacement will begin october ninth and we

249
01:51:29,239 --> 01:51:32,610
simply cannot afford any more gaps.

250
01:51:32,610 --> 01:51:36,313
we therefore stand united tonight in asking for two

251
01:51:36,313 --> 01:51:37,314
commonsense safety precautions. One.

252
01:51:37,314 --> 01:51:40,951
reschedule invasive window replacement work till the

253
01:51:40,951 --> 01:51:45,522
summer to clean the play yard where elevated led levels have

254
01:51:45,522 --> 01:51:48,392
already been found. >> please help us close these

255
01:51:48,392 --> 01:51:49,727
gaps and protect our children's health and safety.

256
01:51:49,727 --> 01:51:53,327
thank you so much. >> hi there.

257
01:51:58,736 --> 01:52:02,340
I'm thomas sager. I'm a father of a third grader

258
01:52:02,340 --> 01:52:06,410
at cs. I'm also a chemical engineer, a

259
01:52:06,410 --> 01:52:07,878
biomedical engineer and I have experience in industrial safety

260
01:52:07,878 --> 01:52:10,680
from the last 1520 years of work.

261
01:52:10,680 --> 01:52:14,351
>> I'm here today because I'm still concerned about the lead

262
01:52:14,351 --> 01:52:17,621
and the safety of the students and staff at this.

263
01:52:17,621 --> 01:52:21,625
we now have data that shows the elevated lead levels in the

264
01:52:21,625 --> 01:52:25,262
boys and girls bathroom above the regulatory threshold.

265
01:52:25,262 --> 01:52:29,400
based on this it's reasonable to assume that other areas

266
01:52:29,400 --> 01:52:33,204
inside the school may have also been contaminated.

267
01:52:33,204 --> 01:52:34,638
so I have three common sense requests.

268
01:52:34,638 --> 01:52:40,577
>> one let's do more testing inside like in the hallways

269
01:52:40,577 --> 01:52:44,415
in and around the cafeteria and the two classrooms.

270
01:52:44,415 --> 01:52:46,717
we shouldn't be afraid of testing or the results.

271
01:52:46,717 --> 01:52:48,318
two let's do what cleaning a.k.a. Mopping inside

272
01:52:48,318 --> 01:52:50,318
and outside? >> yes.

273
01:52:51,210 --> 01:52:52,123
I'm here today asking for mopping.

274
01:52:52,123 --> 01:52:57,523
this is quick cheap insurance against permanent lead damage

275
01:52:57,595 --> 01:53:01,765
for 400 students and it's the contractors responsibility.

276
01:53:01,765 --> 01:53:02,867
three delay the lead windows replacement.

277
01:53:02,867 --> 01:53:06,203
the contractors already did sloppy job.

278
01:53:06,203 --> 01:53:07,438
there's lead contamination in the yards.

279
01:53:07,438 --> 01:53:10,740
we can't let them again and again during the school

280
01:53:10,740 --> 01:53:13,740
year and disrupt the classrooms .

281
01:53:13,344 --> 01:53:14,545
>> thank you. Thank you for all your previous

282
01:53:14,545 --> 01:53:22,345
work to hi I'm ranjith choco alia's dad and I'm here to ask

283
01:53:24,622 --> 01:53:28,158
the district to move the planned window removal to the

284
01:53:28,158 --> 01:53:31,610
summer break when children are not in the building.

285
01:53:31,610 --> 01:53:32,530
the district originally told families that all windows would

286
01:53:32,530 --> 01:53:36,300
come out over the summer when kids aren't around because of

287
01:53:36,300 --> 01:53:39,370
the risks associated with dust. But now it plans to remove them

288
01:53:39,370 --> 01:53:41,806
during the school year despite those risks.

289
01:53:41,806 --> 01:53:43,315
in addition to the known risks of lead dust, removing the

290
01:53:43,315 --> 01:53:46,385
windows can potentially expose new hazards like asbestos a

291
01:53:46,385 --> 01:53:49,754
long weekend or a one week break leaves little time to

292
01:53:49,754 --> 01:53:52,124
remediate and clean up before children return.

293
01:53:52,124 --> 01:53:53,725
even if the team executed perfectly removing the windows

294
01:53:53,725 --> 01:53:57,195
during the school year is a risky move.

295
01:53:57,195 --> 01:54:00,465
but what we've seen so far is a team whose execution is far

296
01:54:00,465 --> 01:54:01,733
from perfect for the exterior work done so far the

297
01:54:01,733 --> 01:54:04,736
containment has been improved through a trial and error

298
01:54:04,736 --> 01:54:07,638
process with parents identifying obvious flaws.

299
01:54:07,638 --> 01:54:11,610
and as thomas was mentioning when they did lead levels were

300
01:54:11,610 --> 01:54:14,946
detected in the bathrooms. The district did not notify

301
01:54:14,946 --> 01:54:16,347
families immediately. I could go on but clearly given

302
01:54:16,347 --> 01:54:19,284
the track record and the inherent risks in this work,

303
01:54:19,284 --> 01:54:23,288
the only prudent course of action is to move the winter

304
01:54:23,288 --> 01:54:26,888
removal to the summer. Thank you.

305
01:54:29,828 --> 01:54:34,833
>> good evening. >> my name is nick and I'm a

306
01:54:34,833 --> 01:54:38,350
parent at yes. The district has repeatedly

307
01:54:38,350 --> 01:54:41,506
reassured families by claiming led test results are well below

308
01:54:41,506 --> 01:54:44,506
regulations. But that judgment relies

309
01:54:44,710 --> 01:54:46,440
entirely on an obsolete 400 micrograms per square foot

310
01:54:46,440 --> 01:54:51,444
standard created 25 years ago for dirty and accessible window

311
01:54:51,917 --> 01:54:55,554
troughs not school playgrounds. Ucsf experts agree that 400 is

312
01:54:55,554 --> 01:54:59,524
not a health protective level. The cdc and american academy of

313
01:54:59,524 --> 01:55:00,925
pediatrics confirmed that no safe lead level exists for

314
01:55:00,925 --> 01:55:03,925
children. The current epa health

315
01:55:03,928 --> 01:55:07,131
clearance standard for indoor floors is only five micrograms

316
01:55:07,131 --> 01:55:10,802
per square foot 80 times smaller than the level of 400

317
01:55:10,802 --> 01:55:14,206
using a window trough standard to declare a kindergarten yard

318
01:55:14,206 --> 01:55:15,273
safe without washing it makes no sense.

319
01:55:15,273 --> 01:55:18,677
we urge you to practice primary prevention.

320
01:55:18,677 --> 01:55:22,277
reschedule classroom window removal to summer 2027

321
01:55:22,814 --> 01:55:23,848
and thoroughly clean the play yards.

322
01:55:23,848 --> 01:55:26,248
>> thank you. Good evening.

323
01:55:33,491 --> 01:55:37,228
I'm laurie, a parent at chinese immersion school at diablo.

324
01:55:37,228 --> 01:55:41,499
even though our pta is holding a meeting right now tonight we

325
01:55:41,499 --> 01:55:47,171
came here to formally submit a petition signed by over 100

326
01:55:47,171 --> 01:55:48,573
members of our six community within just the past couple of

327
01:55:48,573 --> 01:55:53,373
days along with a packet of supporting materials.

328
01:55:54,345 --> 01:55:59,184
>> since parents support campus repairs but we refuse avoidable

329
01:55:59,184 --> 01:56:03,121
lead exposure scheduling hazardous window removal or

330
01:56:03,121 --> 01:56:06,657
short holiday breaks leaves zero margin for error within

331
01:56:06,657 --> 01:56:10,595
our children's classrooms. Tonight we urge superintendent

332
01:56:10,595 --> 01:56:17,795
sue and the board of the board to direct staff to implement

333
01:56:17,935 --> 01:56:20,935
our community's two straightforward request.

334
01:56:21,740 --> 01:56:25,676
first and foremost reschedule classroom window demolition to

335
01:56:25,676 --> 01:56:28,646
summer 2027. And second professionally wet

336
01:56:28,646 --> 01:56:32,550
clean our play arts. >> please protect our kids

337
01:56:32,550 --> 01:56:35,550
before october 9th. Thank you.

338
01:56:38,206 --> 01:56:43,600
>> thank you very much, reverend amos brown, robert

339
01:56:45,581 --> 01:56:49,181
schneider, ashley ahearn, kirsten sarah phillipe,

340
01:57:00,328 --> 01:57:03,328
marshawn. >> good evening, mr. Chairman.

341
01:57:29,658 --> 01:57:34,458
madam superintendent, members of our board of education.

342
01:57:40,235 --> 01:57:45,635
I'm very troubled tonight. I'm right, lee and righteously

343
01:57:54,116 --> 01:57:58,316
disturbed. On the 4th of september there

344
01:58:01,990 --> 01:58:08,590
was an incident at lincoln high school an incident that should

345
01:58:11,734 --> 01:58:17,134
shake all of you. Why we have a problem.

346
01:58:22,745 --> 01:58:28,745
there's a mirror again and again of this incident of

347
01:58:30,286 --> 01:58:35,860
black students being victims of racialized bigoted language

348
01:58:48,103 --> 01:58:54,103
which have incited unfortunate reactions on the part of black

349
01:58:54,910 --> 01:58:59,110
students. >> let me make it as richard

350
01:58:59,648 --> 01:59:04,453
milhous nixon used to say yester years and we're looking

351
01:59:04,453 --> 01:59:09,253
here. I do not as a representative of

352
01:59:12,327 --> 01:59:18,327
the black faith tradition are as president emeritus of the

353
01:59:19,735 --> 01:59:24,106
national association for the advancement of colored people.

354
01:59:24,106 --> 01:59:28,906
>> condone support racialized language coming from any mouth

355
01:59:37,558 --> 01:59:41,158
. However I can share with you

356
01:59:41,229 --> 01:59:48,169
that I'm sad to say in the 49 years that I've been in this

357
01:59:48,169 --> 01:59:52,774
city of saint francis there have been far too many

358
01:59:52,774 --> 01:59:58,174
instances in which there was expressed a double standard

359
01:59:59,680 --> 02:00:05,800
when it came to processing, disciplining and bringing to

360
02:00:07,722 --> 02:00:11,926
restorative justice persons who had been found guilty of being

361
02:00:11,926 --> 02:00:18,526
engaged in such activities as there were over at lincoln high

362
02:00:19,400 --> 02:00:21,400
school. Support point.

363
02:00:24,872 --> 02:00:31,472
>> brother brown I will just suggest that the board has the

364
02:00:32,213 --> 02:00:36,830
moral ethical obligation. >> thank you mr. Brown.

365
02:00:36,830 --> 02:00:40,870
>> of supporting the superintendent and calling for

366
02:00:40,870 --> 02:00:43,870
mr. Out through public pronouncements.

367
02:00:47,261 --> 02:00:48,229
thank you aaron brown if you can.

368
02:00:48,229 --> 02:00:51,990
I finish. This is serious.

369
02:00:51,990 --> 02:00:57,699
calling out the fact that on our television station that was

370
02:00:58,639 --> 02:01:04,639
broadcasted a parent who call black children animals and that

371
02:01:10,183 --> 02:01:14,721
has taken on a life of his own. >> thank you, aaron brown.

372
02:01:14,721 --> 02:01:20,694
and it is not fair. It is not just for in 1869.

373
02:01:20,694 --> 02:01:26,940
>> frederick douglass stood up and spoke up against the

374
02:01:28,680 --> 02:01:33,468
chinese exclusion act though he had been a slave.

375
02:01:34,741 --> 02:01:41,341
I feel that all serious honors just asian leaders from the

376
02:01:46,987 --> 02:01:51,358
chinese community should stand up and speak out against the

377
02:01:51,358 --> 02:01:55,496
incidents in which black children are victimized.

378
02:01:55,496 --> 02:01:59,199
reverend brown, I'm going to my evil language.

379
02:01:59,199 --> 02:02:02,370
wrap up your comments please. And bad activities.

380
02:02:02,370 --> 02:02:03,504
>> thank you. Thank you for having me.

381
02:02:03,504 --> 02:02:06,600
thank you. But I want you to get behind

382
02:02:06,600 --> 02:02:10,378
the superintendent and speak up yourself as a member of this

383
02:02:10,378 --> 02:02:13,978
board. But you would not your

384
02:02:13,980 --> 02:02:15,316
children, your grandchildren, your nieces, nephews to be

385
02:02:15,316 --> 02:02:20,716
victims of the kind of vulgarity that I have.

386
02:02:21,870 --> 02:02:26,141
facts of and not hearsay. Thank you for the time given.

387
02:02:26,141 --> 02:02:30,145
but it is time for us to act. For this problem is like dishes

388
02:02:30,145 --> 02:02:32,981
in the sink. The more you need those dishes

389
02:02:32,981 --> 02:02:37,485
there and don't wash them they will attract and collect pest.

390
02:02:37,485 --> 02:02:43,485
and in this district bigotry and racism against anyone is

391
02:02:45,227 --> 02:02:51,827
like those on wash dishes. >> so let's get the washing go

392
02:03:03,712 --> 02:03:04,412
. >> good evening.

393
02:03:04,412 --> 02:03:07,349
we are tech in tech. We're back.

394
02:03:07,349 --> 02:03:10,949
>> we are san francisco families, educators

395
02:03:10,952 --> 02:03:14,552
and community members advocating for intentional

396
02:03:15,570 --> 02:03:18,761
technology and age appropriate parameters in san francisco

397
02:03:18,761 --> 02:03:21,761
schools. >> today we have around 275

398
02:03:22,864 --> 02:03:27,664
members around san francisco. We're in 56 public schools

399
02:03:30,672 --> 02:03:34,543
and we have a petition with well over a thousand signatures

400
02:03:34,543 --> 02:03:38,280
and you'll each receive your own copy very soon.

401
02:03:38,280 --> 02:03:41,316
>> some of what our petition supports.

402
02:03:41,316 --> 02:03:46,622
one a moratorium on student generative aiu two grade level

403
02:03:46,622 --> 02:03:52,622
limits on 1 to 1 devices and no recreational screen exposure at

404
02:03:52,661 --> 02:03:53,762
school. >> three social media free

405
02:03:53,762 --> 02:03:59,762
schools please find our petition at tiny you elle.com

406
02:04:00,169 --> 02:04:04,440
backslash t I c petition. >> we look forward to

407
02:04:04,440 --> 02:04:06,440
partnering. Thank you.

408
02:04:10,712 --> 02:04:16,518
hi I'm a parent and educator and it's time to stop

409
02:04:16,518 --> 02:04:20,255
committing to ed tech and the false narrative that ai

410
02:04:20,255 --> 02:04:23,992
and screen based learning is inevitable and the same as

411
02:04:23,992 --> 02:04:26,392
introducing calculators into school.

412
02:04:26,928 --> 02:04:29,698
we need to ask the following questions.

413
02:04:29,698 --> 02:04:31,667
what is the science that shows screen based learning improves

414
02:04:31,667 --> 02:04:35,170
educational outcomes? >> how are edtech products

415
02:04:35,170 --> 02:04:38,874
evaluated vetted and tested independent of corporate

416
02:04:38,874 --> 02:04:42,811
interests before students have access to them?

417
02:04:42,811 --> 02:04:45,947
what do tech companies do with our children sensitive data

418
02:04:45,947 --> 02:04:50,185
including their voice recordings and why is there no

419
02:04:50,185 --> 02:04:51,286
parental consent to this data collection?

420
02:04:51,286 --> 02:04:57,626
why are organizations like you nasco and the aclu warning that

421
02:04:57,626 --> 02:05:01,830
edtech is increasing the equity gap and what will be done to

422
02:05:01,830 --> 02:05:03,298
accommodate families who aren't comfortable with their children

423
02:05:03,298 --> 02:05:06,602
using these apps? >> why are we letting our

424
02:05:06,602 --> 02:05:10,506
students shortcut their understanding and learning at

425
02:05:10,506 --> 02:05:11,642
the expense of billionaire tech interests?

426
02:05:11,642 --> 02:05:15,460
I ask you to please pass a tech resolution as soon as possible.

427
02:05:15,460 --> 02:05:17,460
>> thank you. Blue.

428
02:05:22,820 --> 02:05:26,560
good evening. My name is robert schneider

429
02:05:26,560 --> 02:05:29,861
and this is not the first time that I've spoken to the board.

430
02:05:29,861 --> 02:05:31,529
I'm a physical education teacher in the district and I'm

431
02:05:31,529 --> 02:05:34,665
growing increasingly concerned about my students ability to

432
02:05:34,665 --> 02:05:37,650
engage academically and creatively.

433
02:05:38,737 --> 02:05:42,607
previously I've spoken to the board about the need for

434
02:05:42,607 --> 02:05:46,478
technology to not replace the experiences that students have

435
02:05:46,478 --> 02:05:49,478
especially that of elementary school.

436
02:05:52,249 --> 02:05:57,555
I would push it further tonight and I would say that we need to

437
02:05:57,555 --> 02:06:01,192
create a protected space a guard rail space in elementary

438
02:06:01,192 --> 02:06:05,496
school because to me there's actually no reason that we

439
02:06:05,496 --> 02:06:08,566
should have kids in elementary school on devices.

440
02:06:08,566 --> 02:06:11,569
certainly not the amount that we have them on.

441
02:06:11,569 --> 02:06:18,769
they need to have opportunities to write by hand to grow, to

442
02:06:19,410 --> 02:06:23,714
learn together, to think creatively, to really explore

443
02:06:23,714 --> 02:06:26,918
more and just be a kid. >> thank you, lupe.

444
02:06:26,918 --> 02:06:29,318
thank you. >> I'm felipe.

445
02:06:34,392 --> 02:06:38,996
actually, I did. I was interested in to the

446
02:06:38,996 --> 02:06:42,733
superintendents parallel with calculators because I remember

447
02:06:42,733 --> 02:06:47,238
how they were actually quite regulated and educated when I

448
02:06:47,238 --> 02:06:54,378
was in school and my 83 was nothing near as good as a

449
02:06:54,378 --> 02:06:57,748
distraction and cheating device as what kids have access to

450
02:06:57,748 --> 02:06:58,782
now. But I want to say something

451
02:06:58,782 --> 02:07:04,182
about a mirror and stop. I've seen communications with

452
02:07:05,656 --> 02:07:08,692
parents saying that it outperforms on its own

453
02:07:08,692 --> 02:07:09,494
tutoring. This is not true.

454
02:07:09,494 --> 02:07:14,331
don't copy the manufacturer as claims like read the studies

455
02:07:14,331 --> 02:07:17,435
the studies don't substantially got past particular claim.

456
02:07:17,435 --> 02:07:18,770
they don't show anything as good as a mirror says their

457
02:07:18,770 --> 02:07:21,972
product does. And it undermines informed

458
02:07:21,972 --> 02:07:25,242
consent. It also undermines your own

459
02:07:25,242 --> 02:07:29,460
partners or providing actual idols as tutoring accommodation

460
02:07:29,460 --> 02:07:33,918
with usage and performance can just mean that the students are

461
02:07:33,918 --> 02:07:35,420
doing well, can do more practice with a mirror or with

462
02:07:35,420 --> 02:07:39,620
any other tool. >> hi, my name's ashley.

463
02:07:44,610 --> 02:07:46,664
I'm a parent of my first grade assistant back there.

464
02:07:46,664 --> 02:07:50,467
my predecessor felipe spoke eloquently about some of the

465
02:07:50,467 --> 02:07:54,471
concerns related to a mirror so I won't belabor the points

466
02:07:54,471 --> 02:07:58,676
around privacy and student voice is being recorded

467
02:07:58,676 --> 02:08:02,120
and students form forming parasocial relationships with

468
02:08:02,120 --> 02:08:05,294
the chat bot but I just want to say that for me the most

469
02:08:05,294 --> 02:08:06,696
distressing aspect about a mirror has been the lack of

470
02:08:06,696 --> 02:08:10,700
transparency around it and around its introduction

471
02:08:10,700 --> 02:08:13,803
and presence in the classroom of our youngest learners.

472
02:08:13,803 --> 02:08:17,774
I have lost track of how many parents I've talked to who have

473
02:08:17,774 --> 02:08:21,544
told me I didn't know anything about this and my kid was using

474
02:08:21,544 --> 02:08:23,113
it you know, all last year and I found out about it at the

475
02:08:23,113 --> 02:08:26,783
end of the year when they asked me where their voice was going

476
02:08:26,783 --> 02:08:30,153
and I know that this board and this district has some

477
02:08:30,153 --> 02:08:33,657
really big decisions to make around how tech is going to

478
02:08:33,657 --> 02:08:34,958
show up in our classrooms. And I just ask that you keep

479
02:08:34,958 --> 02:08:37,894
communication with parents and transparency as a central

480
02:08:37,894 --> 02:08:41,798
aspect of whatever policy you land on because parents deserve

481
02:08:41,798 --> 02:08:45,601
to know what technology their kids are using and we deserve

482
02:08:45,601 --> 02:08:48,271
to opt out. >> thank you.

483
02:08:48,271 --> 02:08:51,871
thank you. >> thank you very much.

484
02:08:52,676 --> 02:08:55,760
virginia marshall. Alex lugosi.

485
02:08:56,746 --> 02:09:00,346
lawrence lee. >> good evening president kim

486
02:09:04,588 --> 02:09:06,988
board commissioners superintendent sue.

487
02:09:08,358 --> 02:09:11,761
student delegates ladies mandelman I join president

488
02:09:11,761 --> 02:09:15,898
mary's reverend dr. Amos brown and urging you to keep all

489
02:09:15,898 --> 02:09:19,770
students safe. >> we want them to have a

490
02:09:19,770 --> 02:09:23,774
strong academic education. We want them to have an

491
02:09:23,774 --> 02:09:27,577
excellent academic education. But we also want to keep our

492
02:09:27,577 --> 02:09:31,470
students safe. It seems of the last couple of

493
02:09:31,470 --> 02:09:34,718
weeks it looks to us and the naacp that the district needs

494
02:09:34,718 --> 02:09:39,189
to do more parent involvement, more parent workshops because

495
02:09:39,189 --> 02:09:40,790
whether it's a kindergarten child or 12 break child in the

496
02:09:40,790 --> 02:09:43,727
home, whatever he or she here is at home, they are going to

497
02:09:43,727 --> 02:09:46,796
bring it to school and some time it's very, very negative.

498
02:09:46,796 --> 02:09:50,867
all of our students need to have a safe environment free of

499
02:09:50,867 --> 02:09:54,671
racism, free of academic harm and some of our students have

500
02:09:54,671 --> 02:09:58,341
been harmed in the past couple of weeks, particularly

501
02:09:58,341 --> 02:10:03,741
african-americans students. So we urge you we encourage you

502
02:10:05,150 --> 02:10:09,919
to find a way to keep all students safe away from racial

503
02:10:09,919 --> 02:10:12,919
harm. >> thank you so much.

504
02:10:16,893 --> 02:10:20,493
hello. Uh, my name is alex.

505
02:10:21,364 --> 02:10:23,566
I'm a grade school parent in district three.

506
02:10:23,566 --> 02:10:26,636
>> last year the new school which is a charter school

507
02:10:26,636 --> 02:10:30,440
in district three enrolled two kindergartners mid-year.

508
02:10:30,440 --> 02:10:31,908
but because the kindle programs at new school were full, the

509
02:10:31,908 --> 02:10:35,311
new school chose instead to matriculate these students into

510
02:10:35,311 --> 02:10:40,711
their first grade classrooms. Neither child met the september

511
02:10:41,150 --> 02:10:43,419
1st cutoff date set forth by the state of california for

512
02:10:43,419 --> 02:10:47,624
first grade enrollment and this amounts to defrauding the state

513
02:10:47,624 --> 02:10:50,494
and the city taxpayers who fund this school.

514
02:10:50,494 --> 02:10:52,329
and I would like to know how the board is coordinating with

515
02:10:52,329 --> 02:10:55,165
the city and the state department education to ensure

516
02:10:55,165 --> 02:10:56,366
that charter schools are following the law.

517
02:10:56,366 --> 02:10:59,803
they are not abusing their charrs and asked that the

518
02:10:59,803 --> 02:11:02,272
board investigate this as a matter of accountability around

519
02:11:02,272 --> 02:11:04,672
public funding. >> thank you.

520
02:11:12,950 --> 02:11:14,510
good evening. I'm lawrence lee.

521
02:11:14,510 --> 02:11:17,554
I'm a licensed general contractor and a cyborg

522
02:11:17,554 --> 02:11:21,910
citizen's bond oversight committee vice chair speaking

523
02:11:21,910 --> 02:11:24,928
for myself tonight. >> on october 10th three

524
02:11:24,928 --> 02:11:28,565
members of the sybok will have their terms ending and then we

525
02:11:28,565 --> 02:11:32,636
will be outside of state law. We need seven members by then.

526
02:11:32,636 --> 02:11:36,573
the next meeting will be in november.

527
02:11:36,573 --> 02:11:40,110
our volunteers have spent years reviewing audits, visiting

528
02:11:40,110 --> 02:11:43,110
schools and following construction spending.

529
02:11:43,913 --> 02:11:45,249
last week at our bond at our bond oversight meeting I

530
02:11:45,249 --> 02:11:50,649
flagged a $7.8 million item which was a duplicate entry.

531
02:11:51,855 --> 02:11:55,455
staff acknowledged it and responded constructively.

532
02:11:55,793 --> 02:11:59,663
that's useful oversight. Tonight's labor agreement item

533
02:11:59,663 --> 02:12:04,201
g1 and the building automation work in the consent items show

534
02:12:04,201 --> 02:12:08,400
how much lies ahead as well as these other comments from other

535
02:12:08,400 --> 02:12:09,205
people tonight. These decisions affect our

536
02:12:09,205 --> 02:12:12,476
schools for decades. >> please act before these

537
02:12:12,476 --> 02:12:16,760
terms expire. This is about $1.5 billion $1.5

538
02:12:18,682 --> 02:12:19,682
billion of construction spending.

539
02:12:19,682 --> 02:12:22,820
>> thank you. >> thank you.

540
02:12:26,355 --> 02:12:29,125
members of the public. President kim that concludes

541
02:12:29,125 --> 02:12:32,125
our in-person public comment period.

542
02:12:32,162 --> 02:12:37,367
may I move to virtual? >> we will begin our virtual

543
02:12:37,367 --> 02:12:40,367
public comments. >> students go first.

544
02:12:40,636 --> 02:12:44,441
raise your hands if you're a student.

545
02:12:44,441 --> 02:12:45,442
if you're not a student, please wait.

546
02:12:45,442 --> 02:12:48,446
we will move on after the students to agenda items

547
02:12:48,446 --> 02:12:52,460
and the non agenda items. Okay.

548
02:12:58,321 --> 02:13:03,721
we will begin with adam. Hi, this is amberly.

549
02:13:10,867 --> 02:13:11,401
hi. Hi.

550
02:13:11,401 --> 02:13:14,437
I'm really I'm really getting. >> hi.

551
02:13:14,437 --> 02:13:19,276
my name is amber garibay and I'm a sixth grader at james

552
02:13:19,276 --> 02:13:21,944
link middle school. I just wanted to give a shout

553
02:13:21,944 --> 02:13:23,480
out to my school and all of those awesome teachers.

554
02:13:23,480 --> 02:13:27,150
I was definitely nervous about starting middle school because

555
02:13:27,150 --> 02:13:28,151
it felt like a really big change.

556
02:13:28,151 --> 02:13:30,954
but honestly it has been so much better than I expecd.

557
02:13:30,954 --> 02:13:35,425
my teachers have made me feel really welcome and supported

558
02:13:35,425 --> 02:13:38,270
and I know that they really care about all of us.

559
02:13:38,270 --> 02:13:39,296
I've made new friends. I like switching classes

560
02:13:39,296 --> 02:13:42,233
and learning different things throughout the day.

561
02:13:42,233 --> 02:13:45,234
I'm also really happy to get to keep learning spanish and I

562
02:13:45,234 --> 02:13:46,770
imagine I'm really grateful to get to go to james like I'm

563
02:13:46,770 --> 02:13:50,483
excited for the rest of it's. >> thank you so much.

564
02:13:50,483 --> 02:13:54,683
thank you. I'm really kristen coleman hi

565
02:14:02,996 --> 02:14:06,232
my name is cody and I'm a third grader at lafayette elementary

566
02:14:06,232 --> 02:14:11,320
school. I am here to talk about how

567
02:14:12,806 --> 02:14:18,144
last year my teacher always did a bunch of the like reading a

568
02:14:18,144 --> 02:14:24,744
mirror program that I just really didn't like and it was

569
02:14:24,851 --> 02:14:28,688
kind of annoying because when she doesn't hear us we have to

570
02:14:28,688 --> 02:14:32,359
just say it so many times and that is just not very fun.

571
02:14:32,359 --> 02:14:38,959
so I would just really rather learn it through a teacher

572
02:14:40,100 --> 02:14:44,237
because I would rather not be just always looking at our

573
02:14:44,237 --> 02:14:48,708
screens for reading when we could do the actual book.

574
02:14:48,708 --> 02:14:52,178
and my sister also wanted to say something about this.

575
02:14:52,178 --> 02:15:00,578
>> I hannah and I'm six years old and I got a love for it

576
02:15:02,822 --> 02:15:07,593
and um and last year we had to do this thing called a mirror

577
02:15:07,593 --> 02:15:11,630
and we have to like read books on it but it like couldn't hear

578
02:15:11,630 --> 02:15:17,604
me so I had to sit in the closet the whole time like

579
02:15:17,604 --> 02:15:21,808
in my classroom just like like yelling at it because it was

580
02:15:21,808 --> 02:15:24,611
too loud in the classroom. It was almost like it needed

581
02:15:24,611 --> 02:15:26,611
hearing. Thank you.

582
02:15:28,781 --> 02:15:30,781
thank you. Thanks.

583
02:15:32,352 --> 02:15:35,352
thank you. Chloe and hannah.

584
02:15:35,822 --> 02:15:40,622
thanks. Okay, we can move on to agenda

585
02:15:43,763 --> 02:15:46,966
items. >> you may raise your hand if

586
02:15:46,966 --> 02:15:50,470
you want to speak on an agenda .

587
02:15:50,470 --> 02:15:54,700
agenda item elliot kent, your item.

588
02:16:05,318 --> 02:16:06,720
>> good evening, commissioners. My name is elliot and I'm

589
02:16:06,720 --> 02:16:09,656
speaking on behalf of s.f. Parent coalition.

590
02:16:09,656 --> 02:16:13,326
we appreciate that. As opposed has adopted a new k

591
02:16:13,326 --> 02:16:17,163
through eight math curriculum and is encouraging to see some

592
02:16:17,163 --> 02:16:19,933
improvement in math outcomes including an increase in eighth

593
02:16:19,933 --> 02:16:23,669
grade proficiency. At the same time the district

594
02:16:23,669 --> 02:16:27,607
remains off track on its math goal and the persistently low

595
02:16:27,607 --> 02:16:29,750
outcomes for african-american students require particular

596
02:16:29,750 --> 02:16:32,144
attention and a clear plan for improvement.

597
02:16:32,144 --> 02:16:36,349
we also continue to have a major information gap around

598
02:16:36,349 --> 02:16:39,371
elementary math. The district rolled out a new

599
02:16:39,371 --> 02:16:40,706
curriculum across k through five last year but families

600
02:16:40,706 --> 02:16:44,476
still do not have a clear picture of how that

601
02:16:44,476 --> 02:16:47,312
implementation went. As we move into year two

602
02:16:47,312 --> 02:16:48,780
families need to know what work, what's in it and what

603
02:16:48,780 --> 02:16:52,317
s.f. City is changing result. We urge the board to keep

604
02:16:52,317 --> 02:16:55,387
pressing for that transparent city and accountability.

605
02:16:55,387 --> 02:16:58,987
>> thank you. Thank you tina produces.

606
02:17:15,274 --> 02:17:15,874
hi. Good evening.

607
02:17:15,874 --> 02:17:20,445
my name is tina pretty sus and I am the current membership

608
02:17:20,445 --> 02:17:23,748
chair of the community advisory committee on special education.

609
02:17:23,748 --> 02:17:27,452
it is my pleasure and privilege to officially welcome

610
02:17:27,452 --> 02:17:31,222
and congratulate our newest member lisa borchers, whose

611
02:17:31,222 --> 02:17:35,560
appointment is expected to be formally approved by the board

612
02:17:35,560 --> 02:17:39,365
tonight. I have already learned so much

613
02:17:39,365 --> 02:17:43,101
from lisa and she has made many contributions to our community.

614
02:17:43,101 --> 02:17:47,305
in fact she will be presenting at the cac general meeting this

615
02:17:47,305 --> 02:17:50,809
thursday evening from 6 to 8 p.m. On the topic of

616
02:17:50,809 --> 02:17:54,120
restorative justice. Please join us then and get to

617
02:17:54,120 --> 02:17:57,315
know lisa a bit more. >> thank you.

618
02:17:57,315 --> 02:18:00,315
thank you. Laura kennedy I.

619
02:18:08,460 --> 02:18:11,896
>> okay now I can well remember further.

620
02:18:11,896 --> 02:18:12,664
>> hi. Can you hear me?

621
02:18:12,664 --> 02:18:16,134
yes, we can hear you. Great.

622
02:18:16,134 --> 02:18:17,135
hi. My name is laura kennedy.

623
02:18:17,135 --> 02:18:19,438
I'm a parent to a student at jacquot alternative elementary

624
02:18:19,438 --> 02:18:23,942
where I also serve on the school site council.

625
02:18:23,942 --> 02:18:25,143
as a member of the school site council.

626
02:18:25,143 --> 02:18:28,746
we like all of you look at test data while I'm encouraged to

627
02:18:28,746 --> 02:18:32,884
see the improvements in our new roll out of the math curriculum

628
02:18:32,884 --> 02:18:36,210
and am grateful for the new math curriculum.

629
02:18:36,210 --> 02:18:37,422
one thing I would love to introduce and suggest is to be

630
02:18:37,422 --> 02:18:42,527
able to look at cohorts of students over time because what

631
02:18:42,527 --> 02:18:46,640
we see is a bunch of eighth graders that have moved forward

632
02:18:46,640 --> 02:18:47,699
and I think it would be really insightful for us to understand

633
02:18:47,699 --> 02:18:51,303
what is happening beyond eighth grade through their high school

634
02:18:51,303 --> 02:18:53,905
years, what is happening with third grade literacy beyond

635
02:18:53,905 --> 02:18:57,442
that for each cohort of students so that we can connect

636
02:18:57,442 --> 02:19:00,947
the dots across three academic goals for the district.

637
02:19:00,947 --> 02:19:04,547
>> thank you so much. Thank you.

638
02:19:08,453 --> 02:19:10,453
kristen coleman. >> hi.

639
02:19:19,664 --> 02:19:22,664
sorry about that. Thank you.

640
02:19:24,690 --> 02:19:27,338
so I'm with the group tech in check and I have the third

641
02:19:27,338 --> 02:19:28,306
and first grader who spoke earlier.

642
02:19:28,306 --> 02:19:32,184
I'm also an educator with over 20 years of teaching experience

643
02:19:32,184 --> 02:19:34,954
and I'm currently teaching at sfd school which is an

644
02:19:34,954 --> 02:19:39,125
independent k-8 school. And I've always been incredibly

645
02:19:39,125 --> 02:19:42,361
proud of the public school education my children have been

646
02:19:42,361 --> 02:19:43,662
getting but I'm increasingly concerned about how much of

647
02:19:43,662 --> 02:19:47,499
their school day is moving on to screens in early elementary

648
02:19:47,499 --> 02:19:50,169
and this is beyond just a mirror.

649
02:19:50,169 --> 02:19:54,106
this is just for instruction and gamified educational apps

650
02:19:54,106 --> 02:19:57,943
and brain breaks and classroom rewards and starting in fourth

651
02:19:57,943 --> 02:20:00,980
grade the students get to take home chromebooks for homework

652
02:20:00,980 --> 02:20:02,681
and when I pick my own kids up at school I see a group of

653
02:20:02,681 --> 02:20:05,818
younger students crowding around one of the older ones

654
02:20:05,818 --> 02:20:09,121
watching them play video games on their school devices

655
02:20:09,121 --> 02:20:10,555
and where I work students don't get individual take home

656
02:20:10,555 --> 02:20:15,955
devices until seventh grade as both parents and educators

657
02:20:17,960 --> 02:20:20,733
clearly see the negative impacts the devices have on the

658
02:20:20,733 --> 02:20:25,400
student's attention span and on critical thinking and just when

659
02:20:25,400 --> 02:20:28,474
I'm at my own kid's school and I feel like classroom

660
02:20:28,474 --> 02:20:31,910
should be full of interaction and I'm seeing oh my time.

661
02:20:31,910 --> 02:20:32,911
okay. Thank you for listening.

662
02:20:32,911 --> 02:20:35,311
thank you. Vanessa marrero.

663
02:20:43,289 --> 02:20:48,293
>> good evening everybody. My name is dr. Vanessa maurer.

664
02:20:48,293 --> 02:20:50,829
I'm the president of parents public schools of san

665
02:20:50,829 --> 02:20:51,864
francisco. We've been a public school

666
02:20:51,864 --> 02:20:56,350
champion for the last 30 years with launch here in san

667
02:20:56,350 --> 02:20:59,905
francisco for 20 years. >> there's two things that I

668
02:20:59,905 --> 02:21:02,808
want to talk about. One is an agenda item.

669
02:21:02,808 --> 02:21:07,450
it is a focus on the monitoring question.

670
02:21:07,450 --> 02:21:10,645
>> we went ahead and evaluated it.

671
02:21:10,916 --> 02:21:14,860
the board monitoring questions on august 25th.

672
02:21:14,860 --> 02:21:18,570
and we found that there was some improvements that were

673
02:21:18,570 --> 02:21:19,910
needed. We sent the board our full

674
02:21:19,910 --> 02:21:22,928
evaluation and the public can see that on our website.

675
02:21:22,928 --> 02:21:26,598
one thing I'd like the board to consider today as it goes

676
02:21:26,598 --> 02:21:30,736
through its work is how do we make this purposeful for the

677
02:21:30,736 --> 02:21:34,336
community? Because what I'm hearing from

678
02:21:34,740 --> 02:21:38,110
parents is that this is really not that purposeful.

679
02:21:38,110 --> 02:21:41,446
and we know that that is not the case.

680
02:21:41,446 --> 02:21:45,384
so one way you guys can do that is to make sure you are

681
02:21:45,384 --> 02:21:48,954
following your own rubric and that you are assessing

682
02:21:48,954 --> 02:21:51,757
yourselves and self assessing. Thank you for your time.

683
02:21:51,757 --> 02:21:54,157
thank you. Mr. Lu.

684
02:22:06,505 --> 02:22:07,406
there we go. Can you hear me?

685
02:22:07,406 --> 02:22:10,509
yes, we can hear you. Thank you.

686
02:22:10,509 --> 02:22:11,811
>> I'm a 27 year veteran in s.f. Usd.

687
02:22:11,811 --> 02:22:14,646
I do not want a I screening my students for reading.

688
02:22:14,646 --> 02:22:18,651
that's my job that I am trained in.

689
02:22:18,651 --> 02:22:21,653
amirah has been particularly perplexing as it was first

690
02:22:21,653 --> 02:22:22,988
introduced as an intervention for our lowest performing

691
02:22:22,988 --> 02:22:26,675
students who at the time are aapi and african-american

692
02:22:26,675 --> 02:22:29,577
students. And then suddenly that fell

693
02:22:29,577 --> 02:22:33,514
away and the district became it became a tutor, a reading

694
02:22:33,514 --> 02:22:37,352
screener and now they called her a she during my training

695
02:22:37,352 --> 02:22:41,155
which was really insulting. I'm teaching ak1 split because

696
02:22:41,155 --> 02:22:44,692
of poorly managed enrollment practices district wide and pre

697
02:22:44,692 --> 02:22:49,640
k is under enrolled district wide 13 students total at my

698
02:22:49,640 --> 02:22:52,901
site yet it is fully staffed with two teachers and two

699
02:22:52,901 --> 02:22:53,935
aides. I'm really concerned about

700
02:22:53,935 --> 02:22:57,172
fiscal irresponsibility only six months after we went on

701
02:22:57,172 --> 02:23:00,775
strike when we were told we did not have enough money to pay

702
02:23:00,775 --> 02:23:03,845
our workers. I'm hearing massive amounts of

703
02:23:03,845 --> 02:23:07,249
misspending that went out tonight for settling for

704
02:23:07,249 --> 02:23:08,250
settlements. I'm concerned that you're

705
02:23:08,250 --> 02:23:12,187
laying off real workers and replacing them with

706
02:23:12,187 --> 02:23:16,191
computers and that you're not fully staffing schools with

707
02:23:16,191 --> 02:23:19,593
students and you're just not using your money appropriately

708
02:23:19,593 --> 02:23:22,593
and that really impacts everybody.

709
02:23:22,897 --> 02:23:26,334
so I really encourage you guys to look at what's needed where

710
02:23:26,334 --> 02:23:27,135
. And that's usually humans

711
02:23:27,135 --> 02:23:30,204
teaching children and books in their hands.

712
02:23:30,204 --> 02:23:32,604
>> thank you. >> thank you.

713
02:23:34,375 --> 02:23:40,975
gretchen talan I gretchen talan we can come back to you.

714
02:23:58,330 --> 02:24:01,569
oh no I can. There you are.

715
02:24:01,569 --> 02:24:02,236
there you go. Hello.

716
02:24:02,236 --> 02:24:03,171
sorry. Thank you so much.

717
02:24:03,171 --> 02:24:05,774
hi. >> I'm a parent of a third

718
02:24:05,774 --> 02:24:09,377
grader at francis scott key and I urge also a member of the

719
02:24:09,377 --> 02:24:12,446
tech in check. >> I urge san francisco unified

720
02:24:12,446 --> 02:24:13,748
school district to put our students first and actually

721
02:24:13,748 --> 02:24:17,518
listen to them as you heard them speak tonight.

722
02:24:17,518 --> 02:24:20,788
>> science shows definitively 1 to 1 tech harms learning

723
02:24:20,788 --> 02:24:24,692
and brain development. >> let's join seattle public

724
02:24:24,692 --> 02:24:28,162
schools as well as a number of other public schools throughout

725
02:24:28,162 --> 02:24:32,500
the country rather than using our children to be beta testers

726
02:24:32,500 --> 02:24:35,803
for a.I.. Let's put the students first

727
02:24:35,803 --> 02:24:39,673
not the companies. Follow the science, not the

728
02:24:39,673 --> 02:24:42,844
marketing campaigns. Adopt age appropriate tech

729
02:24:42,844 --> 02:24:47,148
in san francisco unified. >> thank you so much.

730
02:24:47,148 --> 02:24:51,152
thank you. As a reminder let's we're

731
02:24:51,152 --> 02:24:55,523
talking on agenda items and then raise your hands for

732
02:24:55,523 --> 02:24:58,960
the non agenda items when that section is called.

733
02:24:58,960 --> 02:25:02,364
so agenda items please. >> thank you.

734
02:25:02,364 --> 02:25:03,970
yeah. Thank you.

735
02:25:03,970 --> 02:25:07,297
branding markman. >> hi my name is brandi

736
02:25:18,984 --> 02:25:20,118
markman. I am a parent of a high

737
02:25:20,118 --> 02:25:23,355
schooler. I am one of the problems with a

738
02:25:23,355 --> 02:25:26,910
hyper focus on eighth grade math scores is that a lot of

739
02:25:26,910 --> 02:25:32,910
things do not get discussed. Those are our faulty payroll

740
02:25:33,331 --> 02:25:36,331
system. It is absolutely inexcusable

741
02:25:36,836 --> 02:25:38,170
that our school district for over four years has a payroll

742
02:25:38,170 --> 02:25:41,240
system that isn't working. Other things don't get heard

743
02:25:41,240 --> 02:25:45,770
when there's a hyper focus on math scores for one grade that

744
02:25:45,770 --> 02:25:49,277
is the overuse of tech to teach.

745
02:25:50,916 --> 02:25:55,554
it is absolutely embarrassing that other schools like l.a.,

746
02:25:55,554 --> 02:25:59,425
new york, seattle, portland, the list goes on and on are far

747
02:25:59,425 --> 02:26:03,896
ahead of us with usd in getting in lowering the amount of

748
02:26:03,896 --> 02:26:07,767
minutes students spend on devices when we're not even

749
02:26:07,767 --> 02:26:11,103
scheduling a meeting about tech until march.

750
02:26:11,103 --> 02:26:15,607
>> this is the problem with the student outcomes focus

751
02:26:15,607 --> 02:26:18,944
governance it got rid of monthly programing curriculum

752
02:26:18,944 --> 02:26:22,447
meetings that were in place before this government

753
02:26:22,447 --> 02:26:25,951
governance was program was instituted four years ago.

754
02:26:25,951 --> 02:26:29,655
please bring back the monthly programing curriculum meetings.

755
02:26:29,655 --> 02:26:33,559
parents should not thank you waiting until march to get

756
02:26:33,559 --> 02:26:34,626
their concerns heard. >> thank you.

757
02:26:34,626 --> 02:26:39,426
thank you. >> okay moving on to non agenda

758
02:26:39,865 --> 02:26:42,865
items carly danielson. >> hi there.

759
02:26:54,947 --> 02:26:59,151
my name is carly. I'm the parent of a first

760
02:26:59,151 --> 02:27:00,285
and third grader at clarendon elementary.

761
02:27:00,285 --> 02:27:03,389
we are new to san francisco unified school district.

762
02:27:03,389 --> 02:27:06,558
the second week of school my third grader was sent home with

763
02:27:06,558 --> 02:27:09,161
the first contract she's ever been asked to sign.

764
02:27:09,161 --> 02:27:12,898
it was a very cute chromebook contract if an eight year old

765
02:27:12,898 --> 02:27:16,350
is expected to sign a contract to participate in her own

766
02:27:16,350 --> 02:27:17,436
education, it seems obvious and necessary that the district

767
02:27:17,436 --> 02:27:20,305
should have an intentional, highly transparent policy a

768
02:27:20,305 --> 02:27:26,305
contract if you will, outlining at a minimum what specific

769
02:27:27,312 --> 02:27:28,680
proven benefits has a given technology intervention in a

770
02:27:28,680 --> 02:27:32,418
classroom shown and let these be studies not funded by the

771
02:27:32,418 --> 02:27:35,720
company whose product they are evaluating as is the case with

772
02:27:35,720 --> 02:27:38,858
the independent study and mirror provided

773
02:27:38,858 --> 02:27:40,192
in louisiana too. >> how are the children being

774
02:27:40,192 --> 02:27:43,896
protected from what these devices give them access to?

775
02:27:43,896 --> 02:27:47,333
and three what is the district requiring of tech vendors to

776
02:27:47,333 --> 02:27:50,936
protect students data, data and privacy technology

777
02:27:50,936 --> 02:27:54,407
distracts teachers, presents equity issues in the classroom

778
02:27:54,407 --> 02:27:58,543
and it limits much needed human to human student teacher

779
02:27:58,543 --> 02:27:59,744
interaction. >> I am requesting that the

780
02:27:59,744 --> 02:28:02,615
district establish clear policy that restricts screen time

781
02:28:02,615 --> 02:28:06,485
and the use of ai tools disabling all generative a.I.

782
02:28:06,485 --> 02:28:10,436
tools, chat bots and search engines on all student devices.

783
02:28:10,436 --> 02:28:13,436
>> thank you. Thank you carly.

784
02:28:21,470 --> 02:28:24,470
I'm. That concludes our virtual

785
02:28:28,254 --> 02:28:32,792
thank you very much. I appreciate the members of the

786
02:28:32,792 --> 02:28:35,928
public especially our students who joined us tonight to share

787
02:28:35,928 --> 02:28:39,865
your experience and perspectives as a reminder

788
02:28:39,865 --> 02:28:41,433
,board rules in california law do not allow us to respond to

789
02:28:41,433 --> 02:28:44,537
comments or enter or answer questions during public comment

790
02:28:44,537 --> 02:28:45,472
time. But we appreciate you being

791
02:28:45,472 --> 02:28:50,776
here tonight to share with us in person and virtually I'll

792
02:28:50,776 --> 02:28:54,376
move to item e consent calendar .

793
02:29:12,498 --> 02:29:17,103
the next item on the agenda is the consent calendar.

794
02:29:17,103 --> 02:29:18,437
president kim has a standing recusal from the consent

795
02:29:18,437 --> 02:29:22,740
calendar due to his employment with the city and county of san

796
02:29:22,740 --> 02:29:25,778
francisco which is a frequent contractor with s.f. Usd to

797
02:29:25,778 --> 02:29:29,315
avoid any appearance of impropriety to any board

798
02:29:29,315 --> 02:29:33,252
members have a personal professional or business

799
02:29:33,252 --> 02:29:36,722
relationship with any individual who is the subject

800
02:29:36,722 --> 02:29:40,459
of or has an ownership interest or financial interest in the

801
02:29:40,459 --> 02:29:44,463
subject of any consent items where as a result of that

802
02:29:44,463 --> 02:29:45,865
relationship the ability of the board member to act for the

803
02:29:45,865 --> 02:29:49,535
benefit of the public could reasonably be questioned

804
02:29:49,535 --> 02:29:51,337
and thus the relationship should be disclosed in the

805
02:29:51,337 --> 02:29:53,337
minutes. See none.

806
02:29:55,474 --> 02:29:59,278
superintendent sue do you have any changes to the consent

807
02:29:59,278 --> 02:30:00,346
calendar? There are no changes to the

808
02:30:00,346 --> 02:30:02,746
consent calendar. Thank you.

809
02:30:02,815 --> 02:30:09,415
is there a motion to approve the consent calendar so moved

810
02:30:09,555 --> 02:30:12,925
and the second thank you. >> it's been properly moved

811
02:30:12,925 --> 02:30:16,461
and seconded that the board approve the consent calendar

812
02:30:16,461 --> 02:30:23,661
items e one through e 45. Can I have a roll call vote

813
02:30:25,170 --> 02:30:28,170
please? Student delegate miss nellie

814
02:30:29,875 --> 02:30:31,875
foxman yes. Apologies.

815
02:30:32,778 --> 02:30:38,778
correction items e one through 46 sorry I didn't mean to

816
02:30:39,452 --> 02:30:43,122
interrupt you didn't delegate student delegate nellie foxman

817
02:30:43,122 --> 02:30:46,722
yes. Student delegate and en nguyen

818
02:30:49,862 --> 02:30:52,262
yes. Commissioner ray yes.

819
02:30:53,999 --> 02:30:58,103
mr. Alexander yes. Commissioner wiseman ward yes.

820
02:30:58,103 --> 02:31:01,703
commissioner gupta yes. Commissioner fisher yes.

821
02:31:02,642 --> 02:31:07,442
vice president huling yes. Written consent agenda passes

822
02:31:13,154 --> 02:31:17,354
and we can retrieve president kim okay.

823
02:31:33,390 --> 02:31:39,639
>> so we have several items on the agenda that do require

824
02:31:40,881 --> 02:31:42,349
direct action from the board, standalone action from the

825
02:31:42,349 --> 02:31:45,920
board to commissioners. You'll see three items on here.

826
02:31:45,920 --> 02:31:49,590
I'm going to request that we move if no objection item three

827
02:31:49,590 --> 02:31:52,192
up before the progress monitoring meeting so we can

828
02:31:52,192 --> 02:31:56,730
just take all our actions at once for the public hearing.

829
02:31:56,730 --> 02:32:00,330
yeah. So we'll go from item uh public

830
02:32:00,330 --> 02:32:05,606
hearing and adoption to action item one three and then two.

831
02:32:05,606 --> 02:32:09,206
okay gg13 and then two. >> yeah.

832
02:32:12,213 --> 02:32:15,813
okay. We'll start with the public

833
02:32:15,882 --> 02:32:19,487
hearg and adoption. I now call item f one public

834
02:32:19,487 --> 02:32:23,900
hearing and approval of resolution regarding the

835
02:32:23,900 --> 02:32:24,425
sufficiency of textbooks and instructional materials as

836
02:32:24,425 --> 02:32:29,825
required by education code section 60119 calling dr. Su to

837
02:32:30,430 --> 02:32:34,101
read this uh to read the resolution.

838
02:32:34,101 --> 02:32:35,635
thank you, president kim I'm going to have this over to our

839
02:32:35,635 --> 02:32:38,305
assistant superintendent of curriculum and instruction

840
02:32:38,305 --> 02:32:40,705
devin cooper. Good evening.

841
02:32:41,608 --> 02:32:42,976
we are bringing forth this resolution in compliance with

842
02:32:42,976 --> 02:32:46,313
williams to ensure the sufficiency of textbooks

843
02:32:46,313 --> 02:32:49,783
and instructional materials in alignment with california ed

844
02:32:49,783 --> 02:32:55,183
code section 60119 within the resolution you can see the

845
02:32:56,590 --> 02:33:01,990
areas of insufficiency of materials that have been cited

846
02:33:03,164 --> 02:33:04,665
by survey completion across elementary, middle and high

847
02:33:04,665 --> 02:33:08,680
schools. All of those requests have been

848
02:33:08,680 --> 02:33:11,272
met with the ordering and delivery or pending

849
02:33:11,272 --> 02:33:14,872
delivery of additional instructional materials to

850
02:33:15,976 --> 02:33:18,376
ensure sufficiency. Thank you.

851
02:33:18,845 --> 02:33:23,283
I will now open the public hearing at 7:39 p.m..

852
02:33:23,283 --> 02:33:26,487
we will take public comment on this item as a reminder

853
02:33:26,487 --> 02:33:27,554
speakers have one minute to speak.

854
02:33:27,554 --> 02:33:32,459
ms. Chang are there any speakers for this item?

855
02:33:32,459 --> 02:33:36,163
there are no speakers on this item.

856
02:33:36,163 --> 02:33:39,367
thank you at this time commissioners any questions or

857
02:33:39,367 --> 02:33:45,367
staff for any comment? >> seeing none I will not close

858
02:33:46,506 --> 02:33:51,945
this public hearing at 7:39 p.m. Camera motion and a second

859
02:33:51,945 --> 02:33:56,327
so moved second it's been properly moved and seconded to

860
02:33:56,327 --> 02:33:59,864
the board to approve item 269-2 to esp one public hearing on

861
02:33:59,864 --> 02:34:02,933
resolution regarding the sufficiency of textbooks

862
02:34:02,933 --> 02:34:04,402
and instruction with president kim I just want to clarify were

863
02:34:04,402 --> 02:34:07,538
you asking for a motion to close the hearing or were you

864
02:34:07,538 --> 02:34:11,760
asking for the motion so that we can vote on the motion to

865
02:34:11,760 --> 02:34:14,979
close the public hearing at 7:39 p.m. So the motion was to

866
02:34:14,979 --> 02:34:19,779
vote. >> the motion was on to 69-2 to

867
02:34:20,418 --> 02:34:24,688
sb one just for clarification for the records that's correct.

868
02:34:24,688 --> 02:34:28,426
yeah it has been probably moved and seconded.

869
02:34:28,426 --> 02:34:31,829
>> the board approved this item roll call vote please.

870
02:34:31,829 --> 02:34:34,829
student delegate nellie foxman yes.

871
02:34:35,366 --> 02:34:38,503
student and delegate anna nguyen yes.

872
02:34:38,503 --> 02:34:42,103
commissioner ray yes. >> commissioner alexander yes.

873
02:34:46,443 --> 02:34:50,643
commissioner wiseman ward yes. Commissioner gupta yes.

874
02:34:50,782 --> 02:34:54,786
commissioner fisher yes. Vice president healing yes.

875
02:34:54,786 --> 02:34:58,856
president kim yes. >> it is so moved.

876
02:34:58,856 --> 02:35:03,861
moving to item g one the first action item is 269 dash of

877
02:35:03,861 --> 02:35:07,765
thank you staff sorry I know it's a lot so much appreciation

878
02:35:07,765 --> 02:35:11,935
the first action is item 269-2 to speak to approval of the

879
02:35:11,935 --> 02:35:16,107
same school unified school district 2026 project labor

880
02:35:16,107 --> 02:35:19,544
agreement for essex city bond funded projects can I have a

881
02:35:19,544 --> 02:35:23,514
motion and a second? >> I move item 269-2 to esp two

882
02:35:23,514 --> 02:35:27,180
second spent properly moved and seconded that the board

883
02:35:27,180 --> 02:35:31,489
approve this item I ask dr. Sue to bring on board and I'm going

884
02:35:31,489 --> 02:35:35,192
to hand it over to the very capable hands of the senior

885
02:35:35,192 --> 02:35:37,592
advisory. >> thank you superintendent.

886
02:35:38,896 --> 02:35:42,700
good evening commissioners as a few as some of you may know, we

887
02:35:42,700 --> 02:35:43,968
have a longstanding partnership with the san francisco building

888
02:35:43,968 --> 02:35:46,170
and construction trades council.

889
02:35:46,170 --> 02:35:49,173
our project labor agreement is an important tool for

890
02:35:49,173 --> 02:35:50,641
delivering high quality school facilities through the bond

891
02:35:50,641 --> 02:35:53,710
program with the skilled local workforce.

892
02:35:53,710 --> 02:35:58,182
thank you to rudy gonzalez, secretary and treasurer of the

893
02:35:58,182 --> 02:35:59,650
san francisco building trades council for his public comment

894
02:35:59,650 --> 02:36:05,956
earlier in support of the item. We have been working together

895
02:36:05,956 --> 02:36:10,610
for several months negotiating collaboratively towards this

896
02:36:10,610 --> 02:36:13,898
2026 play. The purpose of it is to ensure

897
02:36:13,898 --> 02:36:15,199
efficient project delivery, to expand apprenticeship

898
02:36:15,199 --> 02:36:18,602
and workforce development opportunities and to strengthen

899
02:36:18,602 --> 02:36:21,873
labor stability through the bond program which of course is

900
02:36:21,873 --> 02:36:25,676
a voter approved measure together with the new student

901
02:36:25,676 --> 02:36:29,280
career pathways and workforce development policy that you've

902
02:36:29,280 --> 02:36:32,549
just approved on the consent calendar of this play I'm

903
02:36:32,549 --> 02:36:36,553
really allows us to leverage voter dollars our bond

904
02:36:36,553 --> 02:36:40,910
investments to improve school facilities while creating

905
02:36:40,910 --> 02:36:41,292
meaningful career opportunities for our students.

906
02:36:41,292 --> 02:36:45,282
for san francisco residents and for our other partners

907
02:36:45,282 --> 02:36:46,584
in the building trades. So we're pleased to present

908
02:36:46,584 --> 02:36:51,555
this tonight and if you have questions I'm available any

909
02:36:51,555 --> 02:36:52,590
comments or questions from the board?

910
02:36:52,590 --> 02:36:56,940
mr. Director thank you miss a very and I appreciate your

911
02:36:56,940 --> 02:36:59,531
answers in the q&a document for those who haven't seen, I'd

912
02:36:59,531 --> 02:37:02,834
certainly recommend one of the answers you provided was the

913
02:37:02,834 --> 02:37:06,137
2013 policy was written in such a way to make tracking

914
02:37:06,137 --> 02:37:09,207
and accountability difficult. It was not aligned with current

915
02:37:09,207 --> 02:37:10,408
ccar college and career readiness offerings.

916
02:37:10,408 --> 02:37:13,745
this is one of the many reasons we amended the language.

917
02:37:13,745 --> 02:37:17,348
I appreciate I appreciated that answer to question that one of

918
02:37:17,348 --> 02:37:20,284
my colleagues may have asked. I'm curious if you have

919
02:37:20,284 --> 02:37:23,884
something just following up on that.

920
02:37:23,921 --> 02:37:28,560
how does the amended language now evaluate effectiveness of

921
02:37:28,560 --> 02:37:29,894
the existing policy in providing our students

922
02:37:29,894 --> 02:37:33,498
workforce experience or meeting or college and career readiness

923
02:37:33,498 --> 02:37:35,498
goals? >> sure.

924
02:37:36,167 --> 02:37:39,404
yeah and I think that really is reflected in the workforce

925
02:37:39,404 --> 02:37:40,972
policy that is on the consent item less so in the play

926
02:37:40,972 --> 02:37:44,642
although the play is enacting agreement with the building

927
02:37:44,642 --> 02:37:47,779
trades that in support of that but the language that was

928
02:37:47,779 --> 02:37:52,500
in the prior local hire policy as it was called really

929
02:37:52,500 --> 02:37:55,453
referred to the college and career readiness department

930
02:37:55,453 --> 02:37:58,790
from before and didn't have the language of the current

931
02:37:58,790 --> 02:38:02,426
pathways that we have or the opportunities that the college

932
02:38:02,426 --> 02:38:05,797
and career readiness division is able to offer to students

933
02:38:05,797 --> 02:38:09,801
through the city programs. And so really in trying to

934
02:38:09,801 --> 02:38:11,135
implement that in partnership with our bond contractors or

935
02:38:11,135 --> 02:38:17,809
you know, other people who fell under the the purview of the

936
02:38:17,809 --> 02:38:19,210
local hire policy, it was really sort of like square peg

937
02:38:19,210 --> 02:38:22,480
round hole situation where ccar was just feeling like, you

938
02:38:22,480 --> 02:38:25,884
know, we're getting this sort of infusion of investment but

939
02:38:25,884 --> 02:38:29,487
like but we can't really use it in this way.

940
02:38:29,487 --> 02:38:33,240
so that's in part because it was written in 2013 and here we

941
02:38:33,240 --> 02:38:37,562
are in 2026 and so just it was kind of a modernization of the

942
02:38:37,562 --> 02:38:40,564
policy to make it match so that our contractors have a clear

943
02:38:40,564 --> 02:38:42,467
pathway to participating in our student development through

944
02:38:42,467 --> 02:38:44,467
ccar. >> thank you.

945
02:38:50,708 --> 02:38:53,845
no questions and I don't want to take a lot of time just to

946
02:38:53,845 --> 02:38:57,649
say thanks and I think this is really important coming from a

947
02:38:57,649 --> 02:38:58,717
labor family and labor household.

948
02:38:58,717 --> 02:39:02,253
I think the fact that we can be so committed to working with

949
02:39:02,253 --> 02:39:06,391
labor locally is key not just for the district but for the

950
02:39:06,391 --> 02:39:09,326
community and we know they're intertwined.

951
02:39:09,326 --> 02:39:13,526
so I really appreciate this. >> all right.

952
02:39:17,680 --> 02:39:21,380
seeing no other comments from the board.

953
02:39:21,380 --> 02:39:24,208
thank you to staff for your presentation today.

954
02:39:24,208 --> 02:39:27,211
it is now closed on the motion to approve item 269-2 to speak

955
02:39:27,211 --> 02:39:31,820
to approval of the same to school unified school district

956
02:39:31,820 --> 02:39:32,316
2026 project labor agreement for sfe usd bond funded

957
02:39:32,316 --> 02:39:36,287
projects roll call vote please. >> student delegate nellie

958
02:39:36,287 --> 02:39:39,887
foxman yes. >> student delegate miss ana

959
02:39:42,668 --> 02:39:44,668
nguyen yes. Commissioner.

960
02:39:46,706 --> 02:39:49,106
yes. Commissioner alexander yes.

961
02:39:50,309 --> 02:39:52,709
commissioner weissman ward yes .

962
02:39:54,246 --> 02:39:57,650
commissioner gupta yes. Commissioner fisher yes.

963
02:39:57,650 --> 02:40:01,850
vice president huling yes. President kim yes.

964
02:40:02,187 --> 02:40:05,187
so moved. Thank you commissioners.

965
02:40:05,824 --> 02:40:09,662
thank you very much. Staff and thank you very much

966
02:40:09,662 --> 02:40:14,462
labor partners for all your work in partnership.

967
02:40:15,701 --> 02:40:20,500
>> as I mentioned before, I'm going to move to item three to

968
02:40:20,500 --> 02:40:21,340
vote on some expulsion matters just so we can get all our

969
02:40:21,340 --> 02:40:24,577
actions out of the way and then we'll spend the rest of our

970
02:40:24,577 --> 02:40:27,747
time in discussion. So I'll move to item three

971
02:40:27,747 --> 02:40:30,983
student expulsion matters I move for the approval of

972
02:40:30,983 --> 02:40:34,583
stipulated expulsion agreement for student matter 20262027

973
02:40:36,455 --> 02:40:39,291
number three for the remainder of the spring 2026 semester

974
02:40:39,291 --> 02:40:42,561
and the fall 2026 semester during the suspended expulsion

975
02:40:42,561 --> 02:40:46,650
period this student will attend a comprehensive high school.

976
02:40:46,650 --> 02:40:52,665
>> can I have a second second go copies commissioner ray yes

977
02:40:56,410 --> 02:40:56,975
. Commissioner alexander yes.

978
02:40:56,975 --> 02:41:01,175
commissioner wiseman ward yes. Commissioner gupta yes.

979
02:41:04,216 --> 02:41:08,416
commissioner fisher yes. Vice president huling yes.

980
02:41:11,123 --> 02:41:15,260
>> president kim yes. So moved I move approval for

981
02:41:15,260 --> 02:41:18,163
the stipulated expulsion agreement for student matter

982
02:41:18,163 --> 02:41:22,963
20262027 number four for the spring 2026 semester in fall

983
02:41:23,669 --> 02:41:27,172
2026 expulsion period during the suspended expulsion period

984
02:41:27,172 --> 02:41:30,509
the student will attend civic centers secondary can I have a

985
02:41:30,509 --> 02:41:34,709
second second real copies commissioner ray yes.

986
02:41:37,490 --> 02:41:41,249
commissioner alexander yes. Commissioner wiseman ward yes.

987
02:41:41,620 --> 02:41:45,220
commissioner gupta yes. Commissioner fisher yes.

988
02:41:45,691 --> 02:41:49,294
vice president huling yes. >> president kim yes.

989
02:41:49,294 --> 02:41:53,565
so moved I move approval of the stipulated expulsion agreement

990
02:41:53,565 --> 02:41:58,365
for student matters 20262027 number five the remainder of

991
02:41:58,404 --> 02:42:02,107
the spring 2026 semester in the fall 2026 semester during the

992
02:42:02,107 --> 02:42:05,430
suspended expulsion period the student will attend a

993
02:42:05,430 --> 02:42:07,713
comprehensive high school and have a second second roll

994
02:42:07,713 --> 02:42:10,713
call. >> police commissioner ray yes.

995
02:42:11,683 --> 02:42:15,855
commissioner alexander yes. Commissioner wiseman ward yes.

996
02:42:15,855 --> 02:42:19,455
commissioner gupta yes. Commissioner fisher yes.

997
02:42:19,892 --> 02:42:24,920
vice president huling yes. President kim yes.

998
02:42:26,980 --> 02:42:30,554
>> so moved I move to item four approval of the stipulated

999
02:42:30,554 --> 02:42:34,154
sponsored expulsion agreement for student matter 20262027

1000
02:42:36,760 --> 02:42:40,290
number six for the remainder of the spring 2020 sixth semester

1001
02:42:40,290 --> 02:42:43,500
and the fall 2026 semester during the suspended expulsion

1002
02:42:43,500 --> 02:42:46,170
period the student will attend civic center high school can

1003
02:42:46,170 --> 02:42:49,206
have a second second row copies.

1004
02:42:49,206 --> 02:42:51,206
commissioner ray. Yes.

1005
02:42:53,110 --> 02:42:54,111
commissioner alexander. Yes.

1006
02:42:54,111 --> 02:42:57,111
welcome. >> missioner wiseman ward yes.

1007
02:42:58,115 --> 02:43:00,115
commissioner gupta. Yes.

1008
02:43:01,251 --> 02:43:04,688
commissioner fisher yes. Vice president huling yes.

1009
02:43:04,688 --> 02:43:09,526
president kim yes. >> so moved I move approval of

1010
02:43:09,526 --> 02:43:13,726
the stipulated expulsion agreement for the student

1011
02:43:13,763 --> 02:43:16,800
matter 20262027 number seven for one calendar year from the

1012
02:43:16,800 --> 02:43:20,700
date of approval of the expulsion during the suspended

1013
02:43:20,700 --> 02:43:23,474
expulsion period the student will attend civic center high

1014
02:43:23,474 --> 02:43:27,740
school. >> can I have a second?

1015
02:43:27,210 --> 02:43:29,210
yes. Second.

1016
02:43:29,679 --> 02:43:31,679
okay. Real copies.

1017
02:43:33,250 --> 02:43:34,500
commissioner ray? Yes.

1018
02:43:34,500 --> 02:43:36,500
commissioner alexander. Yes.

1019
02:43:37,421 --> 02:43:40,421
commissioner rice when ward yes.

1020
02:43:41,910 --> 02:43:43,910
commissioner gupta. Yes.

1021
02:43:44,762 --> 02:43:48,962
commissioner fisher yes. Vice president healey yes.

1022
02:43:51,568 --> 02:43:56,368
president kim yes. So moved for student matter

1023
02:44:01,578 --> 02:44:05,983
2026202 sorry I move for the approval of a stipulated

1024
02:44:05,983 --> 02:44:09,186
expulsion agreement for student matter 20262027 number eight

1025
02:44:09,186 --> 02:44:12,922
for the remainder of the spring 2026 semester and the fall 2026

1026
02:44:12,922 --> 02:44:16,794
semester during the suspended expulsion period the student

1027
02:44:16,794 --> 02:44:21,932
will attend double high school. Can I have a second second real

1028
02:44:21,932 --> 02:44:24,332
copies. >> commissioner ray yes.

1029
02:44:25,535 --> 02:44:29,735
commissioner alexander yes. Commissioner wiseman ward yes.

1030
02:44:29,873 --> 02:44:33,473
commissioner gupta yes. Commissioner fischer no.

1031
02:44:33,677 --> 02:44:37,748
vice president huling yes. >> president kim yes.

1032
02:44:37,748 --> 02:44:41,885
so moved I move approval of the stipulated expulsion agreement

1033
02:44:41,885 --> 02:44:46,685
for student matter 20262027 number nine for the remainder

1034
02:44:47,157 --> 02:44:50,160
of the spring 2026 semester and the fall 2026 semester

1035
02:44:50,160 --> 02:44:53,430
during the suspended expulsion period the student will attend

1036
02:44:53,430 --> 02:44:55,699
civic center. Can I have a second please?

1037
02:44:55,699 --> 02:44:58,699
second real copies. Commissioner ray?

1038
02:45:00,700 --> 02:45:00,971
yes. Commissioner alexander.

1039
02:45:00,971 --> 02:45:03,971
yes. Commissioner wiseman ward yes.

1040
02:45:04,208 --> 02:45:07,208
commissioner gupta yes. Commissioner fischer.

1041
02:45:08,179 --> 02:45:11,179
yes. Vice president jung yes.

1042
02:45:11,715 --> 02:45:14,715
>> president kim yes. So moved.

1043
02:45:15,552 --> 02:45:19,656
thank you very much commissioners we are going to

1044
02:45:19,656 --> 02:45:22,732
return to item item f public hearing and adoption in part

1045
02:45:22,732 --> 02:45:26,135
because we have missed a public comment or who did indicate

1046
02:45:26,135 --> 02:45:30,606
their desire to speak council do we need to revote on this

1047
02:45:30,606 --> 02:45:36,879
item or simply open up the public comment period vote we

1048
02:45:36,879 --> 02:45:38,130
will revote. Commissioners are there any

1049
02:45:38,130 --> 02:45:40,616
questions about the procedures that we're about to undergo?

1050
02:45:40,616 --> 02:45:44,860
I will just redo this item. >> okay.

1051
02:45:44,860 --> 02:45:48,257
this is for item f one for public hearing and approval of

1052
02:45:48,257 --> 02:45:51,226
resolution regarding the sufficiency of textbooks

1053
02:45:51,226 --> 02:45:52,628
and instructional materials as required by education code

1054
02:45:52,628 --> 02:45:58,366
section 60119 we will take public comment on this item as

1055
02:45:58,366 --> 02:46:01,870
a reminder speakers have one minute to speak.

1056
02:46:01,870 --> 02:46:04,706
ms. Chang are there any speakers for this item?

1057
02:46:04,706 --> 02:46:07,706
vanessa marrero hi, good evening.

1058
02:46:12,848 --> 02:46:16,510
>> I want to thank hong may and alida for giving me the

1059
02:46:16,510 --> 02:46:22,651
opportunity to speak today. This is an item that relates to

1060
02:46:23,692 --> 02:46:25,590
instructional materials which I know you all know is very

1061
02:46:25,590 --> 02:46:28,129
important. >> I wanted to speak to the

1062
02:46:28,129 --> 02:46:31,233
true sufficiency that that is required rather than just a

1063
02:46:31,233 --> 02:46:36,330
physical book on index. It requires full accessibility

1064
02:46:38,540 --> 02:46:42,478
for every student. So to access means this

1065
02:46:42,478 --> 02:46:46,480
delivery modify text and assistive technology for

1066
02:46:46,480 --> 02:46:49,151
special education student students on day one and we have

1067
02:46:49,151 --> 02:46:52,821
passed that day providing robust lgm materials for

1068
02:46:52,821 --> 02:46:57,210
english language learners adopting curricula built around

1069
02:46:57,392 --> 02:47:01,229
a universal design for learning to support our neurodivergent

1070
02:47:01,229 --> 02:47:04,900
students with the schools that are reporting shortages

1071
02:47:04,900 --> 02:47:08,500
and compliance numbers alone aren't enough.

1072
02:47:08,904 --> 02:47:12,941
>> we need to make sure that you are board it's going to

1073
02:47:12,941 --> 02:47:14,760
make sure that there is a transparent process

1074
02:47:14,760 --> 02:47:17,512
and reporting missing and inaccessible tools and to

1075
02:47:17,512 --> 02:47:23,512
keep equity at the heart of all future curriculum decisions.

1076
02:47:24,920 --> 02:47:26,188
>> and I will email this to the board as well.

1077
02:47:26,188 --> 02:47:28,588
thank you. Thank you.

1078
02:47:36,265 --> 02:47:39,865
>> there are no other public comment.

1079
02:47:40,702 --> 02:47:45,502
>> thank you. I now close this public hearing

1080
02:47:46,740 --> 02:47:50,120
at 7:53 p.m.. Um commissioners uh can I have

1081
02:47:50,120 --> 02:47:54,149
a motion in a second? >> so moved second it has been

1082
02:47:54,149 --> 02:47:57,285
properly moved and seconded. >> the board approved item

1083
02:47:57,285 --> 02:48:00,755
269-22 sd one roll call vote please.

1084
02:48:00,755 --> 02:48:04,355
student delegate miss nellie foxman yes.

1085
02:48:04,759 --> 02:48:08,359
student delegate miss ana nguyen yes.

1086
02:48:12,167 --> 02:48:15,767
commissioner ray yes. Commissioner alexander yes.

1087
02:48:16,454 --> 02:48:20,257
commissioner wiseman ward yes. Commissioner gupta yes.

1088
02:48:20,257 --> 02:48:24,394
commissioner fisher yes. Vice president huling yes.

1089
02:48:24,394 --> 02:48:27,394
president kim yes. >> so moved.

1090
02:48:28,732 --> 02:48:31,869
thank you. We are moving to item two.

1091
02:48:31,869 --> 02:48:37,374
>> oh thank you very much staff I keep forgetting that I think

1092
02:48:37,374 --> 02:48:40,374
you just get comfortable. >> yes.

1093
02:48:40,678 --> 02:48:41,945
feel free to grab some water. Get comfortable.

1094
02:48:41,945 --> 02:48:48,520
we are moving to item 2 to 6 9-2 to speak three progress

1095
02:48:48,520 --> 02:48:53,452
monitoring workshop on student outcomes goal to summative can

1096
02:48:54,658 --> 02:48:58,162
I have a motion in a second I move item 269-2 to esp three

1097
02:48:58,162 --> 02:49:03,562
progress monitoring workshop on student outcomes goal two I

1098
02:49:03,901 --> 02:49:07,271
will second the progress monitoring workshop on student

1099
02:49:07,271 --> 02:49:08,773
outcomes goal to this primary properly moved and seconded

1100
02:49:08,773 --> 02:49:11,475
that the board approve this item.

1101
02:49:11,475 --> 02:49:14,979
um for some context commissioners thank you for

1102
02:49:14,979 --> 02:49:19,116
your participation in our board or treat recently where we have

1103
02:49:19,116 --> 02:49:23,520
the opportunity to go through some effective question asking

1104
02:49:23,520 --> 02:49:26,991
exercises with our governance coach ag who I believe is on

1105
02:49:26,991 --> 02:49:30,727
zoom with us are you there? I am.

1106
02:49:30,727 --> 02:49:34,932
thank you. You'll see in front of you a

1107
02:49:34,932 --> 02:49:39,203
few items that are hopefully going to help you facilitate

1108
02:49:39,203 --> 02:49:42,940
in a more effective time. One is a technical versus test

1109
02:49:42,940 --> 02:49:46,577
tactical for strategic document handout for tips that is for

1110
02:49:46,577 --> 02:49:51,377
effective monitoring question development that is a one

1111
02:49:52,917 --> 02:49:56,587
pager. The second is a stapled packet

1112
02:49:56,587 --> 02:49:58,880
boe progress monitoring reference sheet this reference

1113
02:49:58,880 --> 02:50:01,458
sheet was developed by staff to help us facilitate a more

1114
02:50:01,458 --> 02:50:05,429
effective question asking time you'll see on our procedures to

1115
02:50:05,429 --> 02:50:12,370
vote on the report before we monitor and vote to accept the

1116
02:50:12,370 --> 02:50:13,704
report at the end of our monitoring sessions along with

1117
02:50:13,704 --> 02:50:19,510
tips on the second page I want to acknowledge that this is our

1118
02:50:19,510 --> 02:50:23,414
first time engaging in this particular style.

1119
02:50:23,414 --> 02:50:27,551
I have reminded staff that moving forward we do want to be

1120
02:50:27,551 --> 02:50:30,654
sitting at a table so that will happen for our next monitoring

1121
02:50:30,654 --> 02:50:34,725
session. But for today as part of our

1122
02:50:34,725 --> 02:50:38,620
student outcomes focused governance model we will be

1123
02:50:38,620 --> 02:50:41,265
doing our best to hold each other and ourselves accountable

1124
02:50:41,265 --> 02:50:45,603
to effective question asking we may hit a few bumps in the road

1125
02:50:45,603 --> 02:50:49,540
and student delegates. >> I know you weren't there

1126
02:50:49,540 --> 02:50:50,875
with us on sunday but I encourage you to review the

1127
02:50:50,875 --> 02:50:53,677
documents with us and please do join us in participating

1128
02:50:53,677 --> 02:50:59,770
in this conversation. We will vote on whether to

1129
02:50:59,950 --> 02:51:04,420
approve the report at the end and I'll provide additional

1130
02:51:04,420 --> 02:51:10,630
context at the end for that and then I have some framing

1131
02:51:10,630 --> 02:51:14,634
for us to begin with as part of our student outcomes focused

1132
02:51:14,634 --> 02:51:16,200
governance model, the board is committed to monitoring the

1133
02:51:16,200 --> 02:51:18,771
district's progress towards achieving our goals

1134
02:51:18,771 --> 02:51:22,420
and honoring our cardinal guardrails tonight will be

1135
02:51:22,420 --> 02:51:25,378
monitoring goal to eighth grade math proficiency.

1136
02:51:25,378 --> 02:51:26,846
before we begin we need to confirm that the progress

1137
02:51:26,846 --> 02:51:29,816
monitoring report is complete effective progress monitoring

1138
02:51:29,816 --> 02:51:33,753
reports have the following four characteristic one it states

1139
02:51:33,753 --> 02:51:37,857
the goal does it clearly show which specific goal or interim

1140
02:51:37,857 --> 02:51:41,761
goal is being monitored? Two it shows the data does it

1141
02:51:41,761 --> 02:51:44,865
clearly show data for the three previous reporting periods

1142
02:51:44,865 --> 02:51:49,202
preferably on a line graph? Does it clearly show that the

1143
02:51:49,202 --> 02:51:52,605
current reporting period does it clearly show the target

1144
02:51:52,605 --> 02:51:55,775
reporting periods annual targets and deadline targets?

1145
02:51:55,775 --> 02:51:56,810
three it shares the interpretation.

1146
02:51:56,810 --> 02:51:59,880
does it clearly show the superintendent's current view

1147
02:51:59,880 --> 02:52:04,170
via defined set of indicators of system performance relative

1148
02:52:04,170 --> 02:52:07,987
to the goal and four does it represents the evidence

1149
02:52:07,987 --> 02:52:09,890
in plan? Does it clearly show the

1150
02:52:09,890 --> 02:52:11,791
supporting documentation that evidences the superintendents

1151
02:52:11,791 --> 02:52:14,994
understanding of system performance if the school

1152
02:52:14,994 --> 02:52:18,832
system is not at target or the superintendent's understanding

1153
02:52:18,832 --> 02:52:20,133
of the system performance indicates implementation is not

1154
02:52:20,133 --> 02:52:23,200
on track. Does the monitoring report

1155
02:52:23,200 --> 02:52:26,706
clearly describe systemic root causes strategic responses

1156
02:52:26,706 --> 02:52:30,510
including rationale initiative statuses and any meeting next

1157
02:52:30,510 --> 02:52:35,382
steps I believe all the criteria for an effective

1158
02:52:35,382 --> 02:52:38,385
report have been met but I will open up to the floor for other

1159
02:52:38,385 --> 02:52:39,619
commissioners. Does anyone have any evidence

1160
02:52:39,619 --> 02:52:44,419
that the elements are not present seeing none.

1161
02:52:48,261 --> 02:52:49,863
we will turn the floor over to the superintendent for her

1162
02:52:49,863 --> 02:52:51,863
presentation. >> great.

1163
02:52:52,980 --> 02:52:55,902
thank you, president kim and good evening commissioners.

1164
02:52:55,902 --> 02:52:58,302
student delegates, community members.

1165
02:52:59,272 --> 02:53:03,376
tonight I will be sharing with you a summative view of our

1166
02:53:03,376 --> 02:53:08,776
progress on goal to eighth grade mathematics for school

1167
02:53:10,170 --> 02:53:14,817
year 2526. >> as you know you know a lot

1168
02:53:18,910 --> 02:53:23,563
as you know we are we are we have chosen to govern ourselves

1169
02:53:23,563 --> 02:53:27,300
using the student outcomes focused governance framework

1170
02:53:27,300 --> 02:53:31,238
and that means that it is all of our jobs to stay laser

1171
02:53:31,238 --> 02:53:35,308
focused on student learning. We do this by tracking data

1172
02:53:35,308 --> 02:53:39,120
and when the data tells us that things are working then we

1173
02:53:39,120 --> 02:53:42,315
should look into it and understand why and to

1174
02:53:42,315 --> 02:53:45,318
perhaps do more. And then when data tells us

1175
02:53:45,318 --> 02:53:49,220
things are not working we really need to then double down

1176
02:53:49,220 --> 02:53:52,526
and examine why it's not working because the only way

1177
02:53:52,526 --> 02:53:53,993
for us to get to the student outcomes that we know our

1178
02:53:53,993 --> 02:53:57,297
students and our families deserve is by making sure that

1179
02:53:57,297 --> 02:54:00,479
the adults in the system change their behaviors to make that

1180
02:54:00,479 --> 02:54:03,479
happen. Tonight we will review

1181
02:54:04,517 --> 02:54:09,317
preliminary grade eight spec math results to understand

1182
02:54:10,622 --> 02:54:14,226
where we are making progress and where more supports are

1183
02:54:14,226 --> 02:54:15,327
needed. From there we will review what

1184
02:54:15,327 --> 02:54:21,327
we learned from implementation last year and share plans for

1185
02:54:22,134 --> 02:54:27,500
how we how we are going to strengthen the instructional

1186
02:54:27,500 --> 02:54:31,805
systems and practices that support mathematics across our

1187
02:54:33,345 --> 02:54:34,246
schools. >> I'm really happy to be

1188
02:54:34,246 --> 02:54:40,246
joined by jon davis, our deputy superintendent of ed services.

1189
02:54:40,953 --> 02:54:48,153
dr. Moon hi kim just raised by dr. Jen steiner, devin cookman

1190
02:54:49,610 --> 02:54:53,198
and then leticia irving in the back together we'll show you

1191
02:54:53,198 --> 02:54:57,536
what we've learned last year about our instructional systems

1192
02:54:57,536 --> 02:55:01,339
where we are making progress and where more supports are

1193
02:55:01,339 --> 02:55:02,274
needed. And then we'll show you the

1194
02:55:02,274 --> 02:55:05,478
plans for how we are planning to strengthen that.

1195
02:55:05,478 --> 02:55:09,214
>> next slide please. >> so we'll start with our goal

1196
02:55:09,214 --> 02:55:13,351
to data beginning with the overall goal and then progress

1197
02:55:13,351 --> 02:55:16,489
towards and our progress towards that.

1198
02:55:16,489 --> 02:55:19,625
then we'll look at the data across student groups, across

1199
02:55:19,625 --> 02:55:25,250
student groups and our within year measures to better

1200
02:55:27,232 --> 02:55:28,634
understand where we're at, where we are seeing progress

1201
02:55:28,634 --> 02:55:32,438
and where we need to focus. I also want to remind everyone

1202
02:55:32,438 --> 02:55:37,838
that you can access our publicly available dashboard on

1203
02:55:38,844 --> 02:55:46,520
our website at f usd.edu. Just go to the about asf usd

1204
02:55:46,520 --> 02:55:50,122
tab on the top of our website click into it and then you'll

1205
02:55:50,122 --> 02:55:53,959
see on the left hand side of. On the left hand side for the

1206
02:55:53,959 --> 02:55:57,830
menu bar you'll see is there's a link that's called asf usd

1207
02:55:57,830 --> 02:56:02,268
public dash data dashboard. >> you can click on to that to

1208
02:56:02,268 --> 02:56:05,805
see the data that we are looking at and please note we

1209
02:56:05,805 --> 02:56:12,405
will be updating that data with the 2526 data soon after the

1210
02:56:12,477 --> 02:56:17,249
state updates their data which we are projecting to be

1211
02:56:17,249 --> 02:56:22,649
in mid-october. >> so again for a goal to we

1212
02:56:24,423 --> 02:56:28,293
are focusing on increasing eighth grade math proficiency

1213
02:56:28,293 --> 02:56:32,764
as measured by the as bac math exam for the two to try to

1214
02:56:32,764 --> 02:56:38,164
achieve 65% of our eighth graders being proficient in the

1215
02:56:40,105 --> 02:56:44,305
s back score s back exam by 2028.

1216
02:56:45,878 --> 02:56:50,249
>> here when we review our preliminary 2526 results for

1217
02:56:50,249 --> 02:56:55,455
for eighth graders we saw a 4% increase compared to last year.

1218
02:56:55,455 --> 02:56:59,655
sorry one slide back. There you go.

1219
02:56:59,992 --> 02:57:03,996
we saw a 4% increase compared to last year.

1220
02:57:03,996 --> 02:57:07,999
this is an encouraging sign that we are beginning to turn

1221
02:57:07,999 --> 02:57:13,939
the curve for eighth grade math from pandemic learning recovery

1222
02:57:13,939 --> 02:57:17,209
to reestablishing conditions for success including

1223
02:57:17,209 --> 02:57:20,809
implementing our new math curriculum, increasing

1224
02:57:21,413 --> 02:57:25,130
professional learning opportunities for our educators

1225
02:57:25,184 --> 02:57:28,787
and of course our work on developing and implementing the

1226
02:57:28,787 --> 02:57:33,359
secondary math policy. We are looking to continue to

1227
02:57:33,359 --> 02:57:36,962
build on that momentum that we saw or that we that we saw last

1228
02:57:36,962 --> 02:57:41,162
year into this year. Next slide please.

1229
02:57:41,967 --> 02:57:46,639
I'm sorry. When we look across our student

1230
02:57:46,639 --> 02:57:49,942
groups we see encouraging gains among several groups including

1231
02:57:49,942 --> 02:57:56,542
our next and filipino students. At the same time, the results

1232
02:57:57,950 --> 02:57:59,518
for our african-american and pacific islander students

1233
02:57:59,518 --> 02:58:03,322
have remained relatively flat, highlighting an opportunity for

1234
02:58:03,322 --> 02:58:08,122
us to strengthen our support and accelerate progress

1235
02:58:09,662 --> 02:58:13,265
and more importantly to focus our energy and our attention on

1236
02:58:13,265 --> 02:58:16,265
these two populations. >> next slide.

1237
02:58:17,236 --> 02:58:21,340
>> when looking at our program groups we see small but

1238
02:58:21,340 --> 02:58:25,277
consistent gains among our english learners students

1239
02:58:25,277 --> 02:58:28,647
and students receiving special education services.

1240
02:58:28,647 --> 02:58:32,551
>> that said, we will continue to focus our efforts on

1241
02:58:32,551 --> 02:58:36,788
targeted supports that can help accelerate their math outcomes

1242
02:58:36,788 --> 02:58:42,188
for these students. >> and then just a reminder we

1243
02:58:45,931 --> 02:58:50,135
shared the fall and and winter star results for interim goals

1244
02:58:50,135 --> 02:58:54,335
2.12.2 and 2.3 in last year's progress monitoring reports

1245
02:58:57,760 --> 02:59:01,580
and we are resharing them here to show how our within year

1246
02:59:01,580 --> 02:59:05,985
measures help us monitor our progress throughout the year

1247
02:59:05,985 --> 02:59:10,723
when we layer in the preliminary a-spec results we

1248
02:59:10,723 --> 02:59:17,323
see continued gains across the three interim goals and with a

1249
02:59:17,729 --> 02:59:22,201
particular noticeable increase for the interim goal 2.2 which

1250
02:59:22,201 --> 02:59:26,272
is the group for our seventh grade students both within year

1251
02:59:26,272 --> 02:59:32,272
and across the years. Even though I just talked about

1252
02:59:35,948 --> 02:59:42,548
the significant increase that we are seeing for this year, we

1253
02:59:42,698 --> 02:59:46,298
remain optimistically encouraged by this progress

1254
02:59:47,302 --> 02:59:51,673
and this reflects meaningful work that our entire school

1255
02:59:51,673 --> 02:59:54,673
community is as moving towards .

1256
02:59:55,310 --> 02:59:59,982
under any other scenario this would be signify frequent

1257
02:59:59,982 --> 03:00:03,986
improvement and definitely a reason to celebrate.

1258
03:00:03,986 --> 03:00:11,126
however, we continue to not meet and be on target for the

1259
03:00:11,126 --> 03:00:14,996
very bold and audacious goals that we have set for ourselves

1260
03:00:14,996 --> 03:00:19,100
. And as a result we as a school

1261
03:00:19,100 --> 03:00:23,138
community have decided to rate our this particular progress

1262
03:00:23,138 --> 03:00:27,743
monitoring studies as off track because we believe that it is

1263
03:00:27,743 --> 03:00:36,143
going to take much more than 4% to get us to gold to target of

1264
03:00:37,252 --> 03:00:40,852
65% by 2028. >> however our focus is going

1265
03:00:41,223 --> 03:00:45,327
to continue to to work really hard with our school community

1266
03:00:45,327 --> 03:00:50,727
to build the conditions for high quality math instruction

1267
03:00:51,633 --> 03:00:55,504
and sustain a consistent pace of improvements that hopefully

1268
03:00:55,504 --> 03:01:00,304
will extend beyond 2028. But will definitely be focusing

1269
03:01:00,375 --> 03:01:04,446
very intentionally on our focus population and our program

1270
03:01:04,446 --> 03:01:08,250
groups for this year. So now I'm going to hand it

1271
03:01:08,250 --> 03:01:11,987
over to john and the team to provide a little bit more

1272
03:01:11,987 --> 03:01:17,987
context for the evidence that we are we are concluding

1273
03:01:18,793 --> 03:01:22,831
and our plans for how we are going to move forward and then

1274
03:01:22,831 --> 03:01:27,335
we will engage in a strategic conversation about how we as a

1275
03:01:27,335 --> 03:01:31,339
governing team will work together to move to continue to

1276
03:01:31,339 --> 03:01:32,307
move the needle for our students.

1277
03:01:32,307 --> 03:01:35,811
so with that, john, I'm going to hand it over for the

1278
03:01:35,811 --> 03:01:38,947
technical and technical technical and technical aspect

1279
03:01:38,947 --> 03:01:39,748
of this report. >> thank you.

1280
03:01:39,748 --> 03:01:42,284
dr. Two. Good evening everyone.

1281
03:01:42,284 --> 03:01:46,154
>> before we get into the evidence, probably some high

1282
03:01:46,154 --> 03:01:49,570
level things I want to point out right when we're talking

1283
03:01:49,570 --> 03:01:50,225
about eighth grade math and when we think back to last

1284
03:01:50,225 --> 03:01:54,163
year there were a number of pilots with algebra in eighth

1285
03:01:54,163 --> 03:01:57,432
grade math and and doing all of that.

1286
03:01:57,432 --> 03:02:02,504
we needed more math teachers. >> usually that is a huge

1287
03:02:02,504 --> 03:02:06,508
herculean task and I think we have to call out our human

1288
03:02:06,508 --> 03:02:09,778
resources team for making sure that we had not just all the

1289
03:02:09,778 --> 03:02:13,549
math teachers and middle school but extra math teachers for the

1290
03:02:13,549 --> 03:02:17,520
different classes that our scholars took.

1291
03:02:17,520 --> 03:02:21,189
>> and even though I know this progress monitoring report is

1292
03:02:21,189 --> 03:02:24,860
not about this year right as we've implemented the math

1293
03:02:24,860 --> 03:02:28,930
placement policy, the same thing has happened that you

1294
03:02:28,930 --> 03:02:35,530
know, just being staffed may seems kind of small but when

1295
03:02:35,622 --> 03:02:39,260
it's math teachers and it's all throughout middle school a lot

1296
03:02:39,260 --> 03:02:42,960
of teachers would say they would never teach middle

1297
03:02:42,960 --> 03:02:43,970
school. >> but as a former middle

1298
03:02:43,970 --> 03:02:49,970
school math teacher, yes, the idea that our human resources

1299
03:02:49,570 --> 03:02:53,841
team was able to step all of our schools with mostly double

1300
03:02:53,841 --> 03:02:57,677
the amount of math teachers in eighth grade is a huge

1301
03:02:57,677 --> 03:03:01,470
testament to their work and should not be overlooked

1302
03:03:01,470 --> 03:03:04,451
in any of this. We always need to be top notch

1303
03:03:04,451 --> 03:03:07,921
and they completely were in this endeavor.

1304
03:03:07,921 --> 03:03:11,591
I think the second thing to point out is right when you

1305
03:03:11,591 --> 03:03:15,396
think of the pilots from last year or again has we're moving

1306
03:03:15,396 --> 03:03:19,533
into this year a lot of students will be receiving two

1307
03:03:19,533 --> 03:03:23,704
math classes since we've been looking at student performance

1308
03:03:23,704 --> 03:03:28,141
I don't know the last 2030 years and education and going

1309
03:03:28,141 --> 03:03:29,243
deep you can think of no child left behind.

1310
03:03:29,243 --> 03:03:32,279
>> there's always been an idea and a ton of different times

1311
03:03:32,279 --> 03:03:36,283
when school districts and schools have double blocked

1312
03:03:36,283 --> 03:03:39,753
things. Devin kriegman and I were

1313
03:03:39,753 --> 03:03:43,690
talking about this today but it doesn't always work right?

1314
03:03:43,690 --> 03:03:47,695
a lot of times schools, high schools, middle schools

1315
03:03:47,695 --> 03:03:51,365
elementaries the natural thing is more and more and more but

1316
03:03:51,365 --> 03:03:55,302
there's a lot of data that will show more doesn't always work.

1317
03:03:55,302 --> 03:03:59,106
so I think we have to in this year in the coming years kind

1318
03:03:59,106 --> 03:04:02,710
of get a little bit more under the hood and see what that

1319
03:04:02,710 --> 03:04:06,113
difference is. One possible explanation is a

1320
03:04:06,113 --> 03:04:10,217
lot of times double blocking periods is the same teacher for

1321
03:04:10,217 --> 03:04:13,921
twice the amount of time and this is just different

1322
03:04:13,921 --> 03:04:17,258
right? A student goes to two different

1323
03:04:17,258 --> 03:04:20,795
classes, has two different teachers and in the end it is

1324
03:04:20,795 --> 03:04:24,331
two different math subjects. And when you think about

1325
03:04:24,331 --> 03:04:27,868
algebra you're going to use a lot of your eighth grade math

1326
03:04:27,868 --> 03:04:31,472
so you're kind of doing application the other just

1327
03:04:31,472 --> 03:04:34,942
conjecture on my part but to some degree it seem to be

1328
03:04:34,942 --> 03:04:36,143
working. I think when you combine that

1329
03:04:36,143 --> 03:04:40,214
with the new curriculum there are some mixed there that has

1330
03:04:40,214 --> 03:04:43,350
been positive and we're just going to need to look at that

1331
03:04:43,350 --> 03:04:47,870
more and more as we look at how schools implement this work

1332
03:04:47,870 --> 03:04:48,355
moving forward. >> again, I just want to point

1333
03:04:48,355 --> 03:04:51,324
out those big picture topics because I think we're going to

1334
03:04:51,324 --> 03:04:54,494
dive in a little bit deeper now and devin will start us off.

1335
03:04:54,494 --> 03:04:57,965
>> thank you so much. Next slide.

1336
03:04:57,965 --> 03:05:01,235
so for this first section related to evidence we are

1337
03:05:01,235 --> 03:05:04,371
going to present on two different items.

1338
03:05:04,371 --> 03:05:08,242
so one is a series of summary points associated with what we

1339
03:05:08,242 --> 03:05:11,812
did as strategic actions in the 2526 school year as well as

1340
03:05:11,812 --> 03:05:15,649
some high level takeaways in terms of what we learned

1341
03:05:15,649 --> 03:05:19,620
from those strategic actions from that point we are going to

1342
03:05:19,620 --> 03:05:22,990
lead into the plans. It's okay.

1343
03:05:22,990 --> 03:05:27,790
it's nice. >> and from that we're going to

1344
03:05:30,171 --> 03:05:33,807
lead into the plan section which are how we are applying

1345
03:05:33,807 --> 03:05:37,110
these learnings into the updated strategic plan for the

1346
03:05:37,110 --> 03:05:40,581
2627 school year. >> so in this first section it

1347
03:05:40,581 --> 03:05:44,618
may seem somewhat simple in bullet point but we adopted

1348
03:05:44,618 --> 03:05:51,358
new k-8 math curriculum and we did so across grades k through

1349
03:05:51,358 --> 03:05:52,693
eight while they are different vendors in terms of imagine

1350
03:05:52,693 --> 03:05:55,896
learning and illustrate illustrative math and amplify

1351
03:05:55,896 --> 03:06:00,167
does most math they do share the same pedagogical spine of

1352
03:06:00,167 --> 03:06:03,104
illustrative math. So we do feel excited about

1353
03:06:03,104 --> 03:06:07,375
that key alignment in terms of year one implementation we

1354
03:06:07,375 --> 03:06:11,579
actually had a really strong extent of use which was related

1355
03:06:11,579 --> 03:06:15,415
to an overall positive perception of the materials.

1356
03:06:15,415 --> 03:06:21,288
>> what is not surprising is that within year one we do have

1357
03:06:21,288 --> 03:06:25,250
a lot of room for growth in terms of quality of use.

1358
03:06:25,250 --> 03:06:26,460
>> so again what is unsurprising is that in initial

1359
03:06:26,460 --> 03:06:29,396
years of implementation we do see teachers learning the

1360
03:06:29,396 --> 03:06:34,796
materials and often struggling to hold up that student

1361
03:06:35,669 --> 03:06:37,400
ownership and potentially defaulting towards more direct

1362
03:06:37,400 --> 03:06:40,841
instruction which are all pedagogical strategies that we

1363
03:06:40,841 --> 03:06:42,760
are working with stuff on in terms of professional

1364
03:06:42,760 --> 03:06:44,476
development. >> next slide please.

1365
03:06:45,212 --> 03:06:48,816
in terms of that teacher professional development again

1366
03:06:48,816 --> 03:06:52,886
another very strong shout out to our h.r.

1367
03:06:52,886 --> 03:06:56,891
team whose exemplary work related to sub coverage rates

1368
03:06:56,891 --> 03:07:00,940
allowed us in 2526 to do professional development

1369
03:07:00,940 --> 03:07:03,897
release days for both our general and special education

1370
03:07:03,897 --> 03:07:07,568
middle school math teachers that work supported cross-site

1371
03:07:07,568 --> 03:07:11,705
collaboration with a series of release days focused on

1372
03:07:11,705 --> 03:07:15,709
different strategies such as differentiation and to support

1373
03:07:15,709 --> 03:07:18,846
students with ieps or integrated english language

1374
03:07:18,846 --> 03:07:20,470
development in the math classroom to support

1375
03:07:20,470 --> 03:07:23,647
multilingual learners. While those were incredibly

1376
03:07:23,651 --> 03:07:28,255
successful we did see two two pieces emerge which was one a

1377
03:07:28,255 --> 03:07:31,358
need for increased site support in between those release days

1378
03:07:31,358 --> 03:07:32,926
which we'll see as part of our instructional coaching work

1379
03:07:32,926 --> 03:07:36,263
this year and in addition we did see the need for more

1380
03:07:36,263 --> 03:07:39,263
explicit professional development around math

1381
03:07:40,133 --> 03:07:43,471
intervention particularly tier two and tier three math

1382
03:07:43,471 --> 03:07:46,540
intervention which again you'll see as part of our plan for

1383
03:07:46,540 --> 03:07:50,100
this year. >> next slide I'm running

1384
03:07:50,100 --> 03:07:53,100
concurrently to teacher professional development.

1385
03:07:53,947 --> 03:07:55,249
we also engaged in robust administrator professional

1386
03:07:55,249 --> 03:07:59,352
learning. So as part of a really strong

1387
03:07:59,352 --> 03:08:01,822
partnership between lead and curriculum and instruction

1388
03:08:01,822 --> 03:08:05,892
,we provided monthly training for assistant principals on

1389
03:08:05,892 --> 03:08:09,696
calibrating around high quality instructional practices in the

1390
03:08:09,696 --> 03:08:13,834
math classroom and we worked with them on lesson and unit

1391
03:08:13,834 --> 03:08:17,434
internalization understanding the pedagogical backing of

1392
03:08:18,172 --> 03:08:19,589
certain instructional practices like students explaining

1393
03:08:19,589 --> 03:08:22,259
and justifying their thinking and looking for evidence

1394
03:08:22,259 --> 03:08:25,795
and guidance of those practices in the math curriculum as well

1395
03:08:25,795 --> 03:08:28,932
as looking for evidence of it in instructional videos.

1396
03:08:28,932 --> 03:08:33,837
>> that was followed up on with principals as part of lead

1397
03:08:33,837 --> 03:08:38,370
supervisors working with those principals on classroom

1398
03:08:38,241 --> 03:08:40,778
observations and learning walks and 1 to 1 check

1399
03:08:40,778 --> 03:08:44,214
and supervision. >> we saw a lot of growth come

1400
03:08:44,214 --> 03:08:48,585
out of that strand particularly related to instructional

1401
03:08:48,585 --> 03:08:49,753
leadership. So we are building on it this

1402
03:08:49,753 --> 03:08:53,900
year and continuing to deepen that partnership between lead

1403
03:08:53,900 --> 03:08:56,893
and cni which we are very excited about.

1404
03:08:56,893 --> 03:09:00,230
next slide please related to those professional learning

1405
03:09:00,230 --> 03:09:05,630
and curriculum strategies, we also as john spoke to

1406
03:09:06,703 --> 03:09:09,873
implemented a new secondary math policy in the 2526 school

1407
03:09:09,873 --> 03:09:14,311
year which came out of a partnership around a multiyear

1408
03:09:14,311 --> 03:09:18,182
research project with stanford around student outcomes in a

1409
03:09:18,182 --> 03:09:19,516
series of different models. And then that policy was

1410
03:09:19,516 --> 03:09:25,989
formally adopted in the spring in terms of what we learned as

1411
03:09:25,989 --> 03:09:30,727
it was the first spring of the implementation or operate opera

1412
03:09:30,727 --> 03:09:37,327
was thank you april. >> I'm not going to be able to

1413
03:09:38,469 --> 03:09:43,340
say yeah things I put in the plan to work.

1414
03:09:43,340 --> 03:09:47,945
what we did see was some complexity come out of that

1415
03:09:47,945 --> 03:09:49,120
policy. There are a number of choice

1416
03:09:49,120 --> 03:09:51,615
points for students and families and that led to

1417
03:09:51,615 --> 03:09:54,615
somewhat unpredictable enrollment patterns impacting

1418
03:09:54,952 --> 03:09:59,152
master scheduling budgets as well as staffing.

1419
03:09:59,622 --> 03:10:02,893
again, as john spoke to with just an incredibly strong

1420
03:10:02,893 --> 03:10:04,940
partnership across h.r. And lead and site

1421
03:10:04,940 --> 03:10:10,940
administrators we did do sort of heroic work associated with

1422
03:10:11,101 --> 03:10:14,905
staffing for math teachers. >> however, that complexity led

1423
03:10:14,905 --> 03:10:19,109
to a number of operational quandaries that needed to be

1424
03:10:19,109 --> 03:10:22,579
dealt with across the spring that does provide some learning

1425
03:10:22,579 --> 03:10:25,915
for how we might move forward given that was year one of the

1426
03:10:25,915 --> 03:10:26,950
policy. >> so across all of those

1427
03:10:26,950 --> 03:10:30,654
different endeavors as I spoke to you, there were a number of

1428
03:10:30,654 --> 03:10:34,591
learnings that came out that inform the plan that we had for

1429
03:10:34,591 --> 03:10:40,898
this coming school year and I will pass that to dr. Steiner.

1430
03:10:40,898 --> 03:10:44,668
hi everyone. Nice to see you again.

1431
03:10:44,668 --> 03:10:46,202
>> I'm going to talk a little bit about the plan and of

1432
03:10:46,202 --> 03:10:48,939
course I'm going to start with our very tiny little theory of

1433
03:10:48,939 --> 03:10:50,400
action to get out your reading glasses.

1434
03:10:50,400 --> 03:10:53,430
but what we know about our theory of action just for those

1435
03:10:53,430 --> 03:10:56,680
of us that don't quite remember what if we really want student

1436
03:10:56,680 --> 03:10:59,717
outcomes to change then we need what's happening in classrooms

1437
03:10:59,717 --> 03:11:00,850
to change. We need the interaction between

1438
03:11:00,850 --> 03:11:04,154
content teacher and student to shift.

1439
03:11:04,154 --> 03:11:05,555
and we've really done a lot of work in partnership with

1440
03:11:05,555 --> 03:11:08,358
curriculum in instruction and rpa and really thinking

1441
03:11:08,358 --> 03:11:11,232
about what that means and then if we want teachers to change

1442
03:11:11,232 --> 03:11:12,500
what they're doing in classrooms so that student

1443
03:11:12,500 --> 03:11:16,103
outcomes change, then in turn we need to support our our

1444
03:11:16,103 --> 03:11:20,408
school leaders and to support our structures in schools.

1445
03:11:20,408 --> 03:11:23,110
and then going backwards even further we need to support

1446
03:11:23,110 --> 03:11:24,412
professional learning at at that level.

1447
03:11:24,412 --> 03:11:28,820
so across our departments we need to really work together

1448
03:11:28,820 --> 03:11:30,117
and so that's what we're going to talk about now.

1449
03:11:30,117 --> 03:11:34,655
you can go to the next slide and I was just saying to devin

1450
03:11:34,655 --> 03:11:36,240
right before this started I always really want to start

1451
03:11:36,240 --> 03:11:38,492
with 2.2 so you'll see why in a second.

1452
03:11:38,492 --> 03:11:41,562
but in 2.1 we're really looking at a focal population our

1453
03:11:41,562 --> 03:11:44,465
african-american students and our aapi students and we

1454
03:11:44,465 --> 03:11:49,270
really what I would say is that something that we learned last

1455
03:11:49,270 --> 03:11:52,473
year and when we were really debriefing what happened with

1456
03:11:52,473 --> 03:11:55,109
2.1 last year and you can see this in our african american

1457
03:11:55,109 --> 03:11:58,446
data is that I don't think we called out as clearly what we

1458
03:11:58,446 --> 03:11:59,613
wanted to do with african-american students.

1459
03:11:59,613 --> 03:12:02,716
>> we we had a strong plan for our tier one in that first

1460
03:12:02,716 --> 03:12:06,320
rollout of the curriculum but we didn't do as good of a job

1461
03:12:06,320 --> 03:12:07,822
at saying who are our focal students and how do we support

1462
03:12:07,822 --> 03:12:09,624
them. And so this year we're working

1463
03:12:09,624 --> 03:12:14,950
closely with our our ally partnership, our cni and lead

1464
03:12:14,950 --> 03:12:18,165
to really say what what what specifically are we going to do

1465
03:12:18,165 --> 03:12:21,350
in addition to really teaching very high quality tier one

1466
03:12:21,350 --> 03:12:24,271
which I'll talk about in 2.2 we really want to say what else

1467
03:12:24,271 --> 03:12:28,750
are we going to do? And so identifying vocal

1468
03:12:28,750 --> 03:12:30,845
students, making sure that every single leader

1469
03:12:30,845 --> 03:12:35,116
and educator teacher in the classrooms know who their focal

1470
03:12:35,116 --> 03:12:38,519
students are and that that becomes part of what happens

1471
03:12:38,519 --> 03:12:39,854
in common planning time and department meetings when

1472
03:12:39,854 --> 03:12:42,156
they're really looking in grade level in grade level

1473
03:12:42,156 --> 03:12:43,657
collaboration when we're looking at what students need.

1474
03:12:43,657 --> 03:12:46,861
and then additionally for part of 2.1 we're going to do some

1475
03:12:46,861 --> 03:12:50,531
identification of lab schools and you heard us talk about

1476
03:12:50,531 --> 03:12:54,668
this for 1.1 as well that t.a. P and s of usd are partnering

1477
03:12:54,668 --> 03:12:57,971
to examine how we can improve our math instruction

1478
03:12:57,971 --> 03:12:58,906
specifically for our focal students.

1479
03:12:58,906 --> 03:13:02,410
and we've identified six schools where we're going to do

1480
03:13:02,410 --> 03:13:05,646
that in partnership with them and really learn hey, what are

1481
03:13:05,646 --> 03:13:09,950
we doing with leaders, teachers ,coaches and how are we

1482
03:13:09,950 --> 03:13:13,621
aligning what happens in the the leadership team with what

1483
03:13:13,621 --> 03:13:14,822
happens in professional learning and how can we

1484
03:13:14,822 --> 03:13:19,927
continue to learn? And so we'll be looking at that

1485
03:13:19,927 --> 03:13:23,764
in 2.2 on the next slide. This is really about are we

1486
03:13:23,764 --> 03:13:25,320
ensuring that there's high quality instruction happening

1487
03:13:25,320 --> 03:13:28,502
in every single classroom? What number one is the

1488
03:13:28,502 --> 03:13:31,838
curriculum and use to be see it and use and I will say that

1489
03:13:31,838 --> 03:13:35,275
having just gone on a learning walk last week in my first

1490
03:13:35,275 --> 03:13:36,710
middle school learning walk of the year I was really excited

1491
03:13:36,710 --> 03:13:39,647
to go into multiple math classrooms and really see both

1492
03:13:39,647 --> 03:13:43,250
a veteran math teacher implementing and the kinds of

1493
03:13:43,250 --> 03:13:46,454
amazing things veteran teachers can do and a brand new teacher

1494
03:13:46,454 --> 03:13:47,521
doing it. But because the curriculum is

1495
03:13:47,521 --> 03:13:52,921
clear they could do it well as well developing.

1496
03:13:54,361 --> 03:13:55,962
>> and so I think that that's really important that both our

1497
03:13:55,962 --> 03:13:58,733
brand new teachers and our veteran teachers can really

1498
03:13:58,733 --> 03:14:01,235
support our students. Then during the teacher

1499
03:14:01,235 --> 03:14:02,636
collaboration time we really want the coaches and the

1500
03:14:02,636 --> 03:14:06,540
assistant principals to work with those teachers.

1501
03:14:06,540 --> 03:14:08,722
>> so going back to it, devon said earlier during our

1502
03:14:08,722 --> 03:14:10,124
principal meetings and during our assistant principal

1503
03:14:10,124 --> 03:14:12,860
meetings we're going to be getting better this year at

1504
03:14:12,860 --> 03:14:16,297
what we did last year and helping our school leaders

1505
03:14:16,297 --> 03:14:17,364
to know what they're looking for.

1506
03:14:17,364 --> 03:14:19,933
our new learning walk tool is really clear it's the interplay

1507
03:14:19,933 --> 03:14:21,335
between curriculum, what the teacher is doing and what the

1508
03:14:21,335 --> 03:14:25,390
student is doing and we're using that in our learning

1509
03:14:25,390 --> 03:14:27,909
walks to lift up what do we need to do better during that

1510
03:14:27,909 --> 03:14:28,942
teaching? Collaborate teacher

1511
03:14:28,942 --> 03:14:31,812
collaboration what needs to happen during coaching cycles

1512
03:14:31,812 --> 03:14:33,514
or what do we need to do to address professional learning

1513
03:14:33,514 --> 03:14:37,510
in every aspect of the of the school and then how can we

1514
03:14:37,510 --> 03:14:40,722
continue to adjust? And then finally in 2.3 we're

1515
03:14:40,722 --> 03:14:44,425
going to go back to a focal population.

1516
03:14:44,425 --> 03:14:45,793
so this is really about our english learners.

1517
03:14:45,793 --> 03:14:48,862
I think I mentioned this in the last meeting that I like to

1518
03:14:48,862 --> 03:14:51,932
think about l.d. For english learners as being like the

1519
03:14:51,932 --> 03:14:55,469
onramp to a highway, right? So if we want every student to

1520
03:14:55,469 --> 03:14:59,273
be on the highway going along at 65 or 75 miles an hour, the

1521
03:14:59,273 --> 03:15:02,877
old course gets them to get into the car that speeds up

1522
03:15:02,877 --> 03:15:05,946
and goes faster and so what we're looking for there is

1523
03:15:05,946 --> 03:15:07,214
we're looking specifically at both integrated language

1524
03:15:07,214 --> 03:15:10,840
development and math professional development.

1525
03:15:10,840 --> 03:15:13,870
so how are we giving students the language scaffolds that

1526
03:15:13,870 --> 03:15:16,624
they can access the math do we see sentence frames?

1527
03:15:16,624 --> 03:15:18,358
do we see word banks? Do we see ways that english

1528
03:15:18,358 --> 03:15:21,696
learners can engage in the math and then also in their

1529
03:15:21,696 --> 03:15:24,432
designated field? Are we seeing some of those

1530
03:15:24,432 --> 03:15:25,566
things? >> and so we're going to be

1531
03:15:25,566 --> 03:15:28,436
looking at that with our our learning walk tools as well

1532
03:15:28,436 --> 03:15:32,306
that might be at next slide. So that's it.

1533
03:15:32,306 --> 03:15:35,906
and now we'll take your questions.

1534
03:15:36,410 --> 03:15:39,410
>> thank you. Appreciate the presentation.

1535
03:15:39,513 --> 03:15:43,651
at this time we will move to commissioner questions.

1536
03:15:43,651 --> 03:15:47,254
as a reminder there are various types of questions board

1537
03:15:47,254 --> 03:15:48,523
members can ask about the monitoring report including

1538
03:15:48,523 --> 03:15:51,926
questions that are technical, tactical and strategic

1539
03:15:51,926 --> 03:15:54,529
in nature to clarify the difference technical questions

1540
03:15:54,529 --> 03:15:58,132
or questions about how something is measured.

1541
03:15:58,132 --> 03:15:59,500
tactical questions are about how or by whom something is

1542
03:15:59,500 --> 03:16:03,370
done and strategic questions or questions about how something

1543
03:16:03,370 --> 03:16:07,608
aligns to our goals and guardrails as part of our

1544
03:16:07,608 --> 03:16:10,444
governance model and effective monitoring practices.

1545
03:16:10,444 --> 03:16:11,679
commissioners have asked technical and technical

1546
03:16:11,679 --> 03:16:14,815
questions in advance of the meeting.

1547
03:16:14,815 --> 03:16:16,116
these questions and staff responses are available in the

1548
03:16:16,116 --> 03:16:19,186
q&a doc published on the with the agenda because our

1549
03:16:19,186 --> 03:16:22,423
technical and technical questions hav been asked

1550
03:16:22,423 --> 03:16:23,758
in advance, we will focus the conversation on strategic

1551
03:16:23,758 --> 03:16:26,828
issues in practice this means that commissioners will ask

1552
03:16:26,828 --> 03:16:31,131
questions of the superintendent who is a strategic leader of

1553
03:16:31,131 --> 03:16:34,502
the district as a guiding framework commissioner

1554
03:16:34,502 --> 03:16:36,360
questions should align to our smart acronym which states that

1555
03:16:36,360 --> 03:16:38,239
effective questions are strategy focused measure

1556
03:16:38,239 --> 03:16:42,409
focused ask oriented result focused and time bound.

1557
03:16:42,409 --> 03:16:46,180
I'd also like to share a couple of other reminders for

1558
03:16:46,180 --> 03:16:49,317
commissioners please ensure that your questions are related

1559
03:16:49,317 --> 03:16:50,450
to the data that's in the monitoring report.

1560
03:16:50,450 --> 03:16:56,759
please don't give opinions. I will cut you off with a smile

1561
03:16:56,759 --> 03:16:57,593
. As the facilitator I will try

1562
03:16:57,593 --> 03:17:02,980
to ensure that a conversation stays strategic and I encourage

1563
03:17:02,980 --> 03:17:05,568
commissioners to reformulate their questions if it is not.

1564
03:17:05,568 --> 03:17:06,936
these practices will help ensure that we are conducting

1565
03:17:06,936 --> 03:17:09,472
our progress monitoring most effectively and help us

1566
03:17:09,472 --> 03:17:13,342
understand how the reality of our students aligns with our

1567
03:17:13,342 --> 03:17:17,213
vision for them. At this time I will open the

1568
03:17:17,213 --> 03:17:19,613
floor to commissioner questions .

1569
03:17:20,616 --> 03:17:23,616
commissioner alexander thanks president kim.

1570
03:17:27,230 --> 03:17:31,494
I'd like to start with a follow up to one of the questions that

1571
03:17:31,494 --> 03:17:34,630
my colleagues asked in the q&a document.

1572
03:17:34,630 --> 03:17:38,968
it was a question that referred to slide six and the

1573
03:17:38,968 --> 03:17:43,168
differences between the performance of all students

1574
03:17:45,841 --> 03:17:50,546
and our focus groups or and or particular there were increases

1575
03:17:50,546 --> 03:17:54,483
in some groups of students but then not in our focus groups

1576
03:17:54,483 --> 03:17:57,487
and I think that's reflected in the data on this on slide

1577
03:17:57,487 --> 03:17:58,520
six. And so one of my colleagues

1578
03:17:58,520 --> 03:18:02,580
asked in the q&a document does this suggest the strategies

1579
03:18:02,580 --> 03:18:03,192
aren't working for some of our focus groups?

1580
03:18:03,192 --> 03:18:09,732
and then there was a staff response that said that the

1581
03:18:09,732 --> 03:18:11,267
overall strategies were working or seemed to be starting to

1582
03:18:11,267 --> 03:18:16,872
take root but that we would need additional supports like

1583
03:18:16,872 --> 03:18:18,207
each and every initiative in tiers two and three as

1584
03:18:18,207 --> 03:18:21,510
necessary for for focus students to fully receive the

1585
03:18:21,510 --> 03:18:24,510
benefits of the overall strategies.

1586
03:18:24,613 --> 03:18:26,149
and so I guess I wanted to understand that a bit more

1587
03:18:26,149 --> 03:18:29,652
about not about what we're planning in the future but what

1588
03:18:29,652 --> 03:18:33,689
we're seeing now based on the data in the past year, based on

1589
03:18:33,689 --> 03:18:36,893
the data. Where are we seeing success for

1590
03:18:36,893 --> 03:18:40,429
our focus students? I understanding that we're not

1591
03:18:40,429 --> 03:18:44,367
overall but where are the places where we are seeing

1592
03:18:44,367 --> 03:18:45,802
success and what are we learning from that about which

1593
03:18:45,802 --> 03:18:48,504
strategies are working for focal students?

1594
03:18:48,504 --> 03:18:51,240
I mean whether those are again tier one or tier two tie

1595
03:18:51,240 --> 03:18:54,643
three. What are we seeing in terms of

1596
03:18:54,643 --> 03:19:00,430
success and and what are we learning from that?

1597
03:19:02,118 --> 03:19:05,988
well, just so a couple of things.

1598
03:19:05,988 --> 03:19:12,928
one is just that I think when we shifted to a state aligned

1599
03:19:12,928 --> 03:19:16,999
state standard curriculum we were able to train our teachers

1600
03:19:16,999 --> 03:19:21,904
around using the curriculum and also the curriculum from

1601
03:19:21,904 --> 03:19:26,800
from what we have experienced is is actually very teacher

1602
03:19:26,800 --> 03:19:29,845
friendly. And so there are some clear

1603
03:19:29,845 --> 03:19:34,645
cadences on lesson planning and sequencing of lessons.

1604
03:19:36,519 --> 03:19:41,900
because of that we were able to see that the curriculum is

1605
03:19:41,900 --> 03:19:44,626
being implemented more to its fidelity.

1606
03:19:44,626 --> 03:19:48,709
it doesn't fully speak to the difference that we're seeing by

1607
03:19:48,709 --> 03:19:52,646
our our focal population but I think in general we are seeing

1608
03:19:52,646 --> 03:19:56,116
that more teachers are feeling more comfortable using our

1609
03:19:56,116 --> 03:20:00,254
curriculum and therefore more correct students are actually

1610
03:20:00,254 --> 03:20:07,361
being pushed to to learn and to to engage in the curriculum

1611
03:20:07,361 --> 03:20:13,961
more in terms of very specific strategies that that we are

1612
03:20:14,735 --> 03:20:15,802
using for our our focal population.

1613
03:20:15,802 --> 03:20:22,402
I will have to admit that we don't have specific strategies

1614
03:20:22,409 --> 03:20:23,811
at this moment in time. This is why the staff is

1615
03:20:23,811 --> 03:20:27,347
proposing to see to use some of our best practices that we're

1616
03:20:27,347 --> 03:20:31,652
seeing and learning from each and every student by name

1617
03:20:31,652 --> 03:20:35,589
strategy which is to have very focused and targeted

1618
03:20:35,589 --> 03:20:39,789
interventions for students who need additional supports.

1619
03:20:41,528 --> 03:20:46,233
so we're going to try that and we're going to see how that

1620
03:20:46,233 --> 03:20:50,437
works and if it works we'll do more of it.

1621
03:20:50,437 --> 03:20:51,638
if it doesn't, we'll figure out how to pivot.

1622
03:20:51,638 --> 03:20:57,778
I think the other strategic move that we did last year was

1623
03:20:57,778 --> 03:21:01,978
was was allocate additional coaching staffing, additional

1624
03:21:02,249 --> 03:21:05,686
coaching coaching supports, instructional supports to

1625
03:21:05,686 --> 03:21:10,190
schools and we're hoping that that is also going to yield the

1626
03:21:10,190 --> 03:21:14,528
result that we're we're predicting for for it to

1627
03:21:14,528 --> 03:21:15,495
happen. >> so having additional

1628
03:21:15,495 --> 03:21:18,431
supports for our educators, having additional professional

1629
03:21:18,431 --> 03:21:24,971
development for educators will be able to be able to to target

1630
03:21:24,971 --> 03:21:26,439
some of those supports for to move the needle for our local

1631
03:21:26,439 --> 03:21:31,239
population. And we know staff can add more.

1632
03:21:33,313 --> 03:21:37,684
yes, I was just going to say that what I wanted to reference

1633
03:21:37,684 --> 03:21:40,387
something that john brought up earlier which was this idea of

1634
03:21:40,387 --> 03:21:43,457
additional math teachers. So when we were first thinking

1635
03:21:43,457 --> 03:21:46,893
about how to implement the secondary math policy to ensure

1636
03:21:46,893 --> 03:21:48,295
that students who were wanted to take algebra could take

1637
03:21:48,295 --> 03:21:52,166
algebra what we ended up noticing and we'll talk about

1638
03:21:52,166 --> 03:21:55,435
this later when we review our data around algebra what we

1639
03:21:55,435 --> 03:21:58,372
noticed is that lots of students opted to take both

1640
03:21:58,372 --> 03:21:59,840
algebra and math even though there were options to either

1641
03:21:59,840 --> 03:22:05,845
just take my theater and in some cases just take algebra

1642
03:22:05,845 --> 03:22:09,516
and so in some cases we didn't have a lot of extra fte

1643
03:22:09,516 --> 03:22:10,918
in schools like in some places we really use the entirety of

1644
03:22:10,918 --> 03:22:14,721
the fte assigned to the school to cover the algebra need.

1645
03:22:14,721 --> 03:22:18,391
but I would say that in many schools and many of the schools

1646
03:22:18,391 --> 03:22:22,950
where a large percentage of our focal populations live, we

1647
03:22:22,950 --> 03:22:25,640
actually do have some fte kind of wiggle room per se.

1648
03:22:25,640 --> 03:22:28,335
we needed to hire whole fte because otherwise we were going

1649
03:22:28,335 --> 03:22:29,869
to have not just hiring a math teacher but hiring a point for

1650
03:22:29,869 --> 03:22:32,873
math teacher was going to be impossible.

1651
03:22:32,873 --> 03:22:34,274
>> and so what we're excited about this year that has not

1652
03:22:34,274 --> 03:22:37,210
been true in years past. Failure like this is that we

1653
03:22:37,210 --> 03:22:40,934
have a number of math labs which is our tier two strategy

1654
03:22:40,934 --> 03:22:43,904
and tier three strategy of math lab a and b still getting the

1655
03:22:43,904 --> 03:22:47,808
terminology right and we really are excited about the number of

1656
03:22:47,808 --> 03:22:51,578
students both that have double math in eighth grade but also

1657
03:22:51,578 --> 03:22:54,715
the number of sixth and seventh graders in a number of our

1658
03:22:54,715 --> 03:22:56,116
schools that serve large percentages of our vocal

1659
03:22:56,116 --> 03:22:59,652
populations that are able to take a math or a math b lab

1660
03:22:59,652 --> 03:23:03,560
class and we're excited to see where this goes.

1661
03:23:03,560 --> 03:23:06,192
is that going to make more students eligible for algebra?

1662
03:23:06,192 --> 03:23:09,463
is that going to improve the math proficiency for our

1663
03:23:09,463 --> 03:23:10,931
students in addition to what we're going to do with each

1664
03:23:10,931 --> 03:23:13,767
and every? Because I think the point is is

1665
03:23:13,767 --> 03:23:17,604
that the tier one instruction does need to improve and the

1666
03:23:17,604 --> 03:23:21,208
presence of a strong curriculum will help it improve.

1667
03:23:21,208 --> 03:23:22,810
but then we also as we've talked about in the past need

1668
03:23:22,810 --> 03:23:25,145
to actually address implicit bias and expectations for

1669
03:23:25,145 --> 03:23:28,482
teachers, right? We have to have everyone

1670
03:23:28,482 --> 03:23:32,452
in every classroom expecting students to be able to engage

1671
03:23:32,452 --> 03:23:33,820
and not to shift the math per particular student groups

1672
03:23:33,820 --> 03:23:37,291
because otherwise they're never going to be able to achieve at

1673
03:23:37,291 --> 03:23:40,260
the levels we expect them to. So those are just a couple of

1674
03:23:40,260 --> 03:23:43,697
the other things that we're examining and I know that this

1675
03:23:43,697 --> 03:23:45,232
week in my conversations with my lead colleagues as we start

1676
03:23:45,232 --> 03:23:49,569
our evaluations for principals as we roll out the lab process,

1677
03:23:49,569 --> 03:23:52,872
we specifically said all right ,so how are we incorporating

1678
03:23:52,872 --> 03:23:56,343
vocal student conversations in the conversations with

1679
03:23:56,343 --> 03:23:57,344
principals about their in their roles?

1680
03:23:57,344 --> 03:23:58,346
right. How do we make sure that we're

1681
03:23:58,346 --> 03:24:01,548
not just waiting till the end to be like this is working or

1682
03:24:01,548 --> 03:24:02,782
not working? So those are just a couple of

1683
03:24:02,782 --> 03:24:06,982
additional facts I'll add commissioner weissbourd thank

1684
03:24:13,527 --> 03:24:17,127
you. It's a similar ish but

1685
03:24:17,598 --> 03:24:24,198
different take on the question. >> so we saw that eighth grade

1686
03:24:25,271 --> 03:24:28,608
filipino students demonstrated a significantly statistically

1687
03:24:28,608 --> 03:24:32,208
significant ten percentage point growth rate.

1688
03:24:32,879 --> 03:24:37,250
>> and so I want to know what do we know?

1689
03:24:37,250 --> 03:24:38,218
maybe the question is do we know?

1690
03:24:38,218 --> 03:24:40,953
hopefully we do but what do we know about the specific

1691
03:24:40,953 --> 03:24:44,324
conditions or effective practices in those classrooms

1692
03:24:44,324 --> 03:24:48,161
that accounted for that? I mean that was massive

1693
03:24:48,161 --> 03:24:52,432
progress and I don't maybe I'm making I don't I'm wondering

1694
03:24:52,432 --> 03:24:56,169
presumably those students are amongst different classrooms

1695
03:24:56,169 --> 03:25:01,174
in different schools like is it just random but that it is

1696
03:25:01,174 --> 03:25:03,574
seems very statistic significant.

1697
03:25:04,444 --> 03:25:07,781
so do we know anything about those conditions that would

1698
03:25:07,781 --> 03:25:11,518
allow us to have insight and allow us to replicate

1699
03:25:11,518 --> 03:25:14,988
in other places? I mean it looks like such

1700
03:25:14,988 --> 03:25:16,122
different numbers compared to the rest.

1701
03:25:16,122 --> 03:25:22,122
yeah. Do you I know I think we we had

1702
03:25:23,597 --> 03:25:27,867
a moment of of conversation about like what is this that

1703
03:25:27,867 --> 03:25:31,170
we're seeing and why are we seeing it?

1704
03:25:31,170 --> 03:25:35,417
>> so to be clear it's great. Oh absolu lea absolutely it's

1705
03:25:35,417 --> 03:25:39,200
great and it could be great because because the group of

1706
03:25:39,200 --> 03:25:43,820
students who entered middle school were fantastic right?

1707
03:25:46,294 --> 03:25:50,990
so we need to actually do a good job at seeing how did they

1708
03:25:50,990 --> 03:25:52,968
do in fifth grade? How did they perform in sixth

1709
03:25:52,968 --> 03:25:55,738
grade? In seventh grade so that we can

1710
03:25:55,738 --> 03:25:59,775
understand is it a good being? Is it a cohort of students that

1711
03:25:59,775 --> 03:26:03,245
is kind of where that's the reason why we're seeing this.

1712
03:26:03,245 --> 03:26:07,682
is it because there are there's there's a certain level of

1713
03:26:07,682 --> 03:26:12,421
differentiation that is happening in the school in the

1714
03:26:12,421 --> 03:26:17,821
school environment that's happening now or is it because

1715
03:26:19,328 --> 03:26:23,532
we changed the curriculum and we're providing deeper

1716
03:26:23,532 --> 03:26:24,733
professional development for our educators?

1717
03:26:24,733 --> 03:26:28,770
>> we won't be able to answer unfortunately fully answer that

1718
03:26:28,770 --> 03:26:35,370
particular question until we we do more of our learning walks

1719
03:26:36,211 --> 03:26:40,150
and collect that data this year and it's part of the plan

1720
03:26:40,150 --> 03:26:46,354
moving forward is for us to go into the classrooms and really

1721
03:26:46,354 --> 03:26:50,426
observe and ask those types of particular questions so that we

1722
03:26:50,426 --> 03:26:54,429
can then and you know I know that the team we're redesigned

1723
03:26:54,429 --> 03:26:55,898
the learning walk tool so that we can collect that type of

1724
03:26:55,898 --> 03:26:57,898
information in. >> yeah.

1725
03:27:01,570 --> 03:27:02,705
just wanted to add a couple of things.

1726
03:27:02,705 --> 03:27:05,574
I mean it's a it's a great question and as we were looking

1727
03:27:05,574 --> 03:27:11,413
at those at the data we were also pretty curious about that

1728
03:27:11,413 --> 03:27:12,514
. So I did have staff look more

1729
03:27:12,514 --> 03:27:15,651
deeply into it but I think it kind of gets at the I think

1730
03:27:15,651 --> 03:27:19,588
that some of the response that was in the rfi which really

1731
03:27:19,588 --> 03:27:23,258
kind of gets at the small numbers and how difficult it is

1732
03:27:23,258 --> 03:27:24,393
to pinpoint conditional types of things.

1733
03:27:24,393 --> 03:27:27,529
one of the things we noticed when we looked at the 121

1734
03:27:27,529 --> 03:27:30,866
students that we're talking about is that there were only

1735
03:27:30,866 --> 03:27:34,536
like 5 or 6 sites that had ten or more students and the rest

1736
03:27:34,536 --> 03:27:38,106
of them were very kind of like disparate like 5 or 6 students.

1737
03:27:38,106 --> 03:27:42,211
and given the nature of the of house how schools have their

1738
03:27:42,211 --> 03:27:45,580
classes and the periods that they have them in, it's the

1739
03:27:45,580 --> 03:27:48,984
likelihood that they're very spread even across the periods

1740
03:27:48,984 --> 03:27:49,985
. And so while at the same time

1741
03:27:49,985 --> 03:27:52,821
we want to be able to look at it more deeply to think about

1742
03:27:52,821 --> 03:27:53,956
those conditions, it's also tricky because of the

1743
03:27:53,956 --> 03:27:57,593
volatility of the small numbers to try to get at that.

1744
03:27:57,593 --> 03:28:00,829
so we'll continue to look at that more deeply.

1745
03:28:00,829 --> 03:28:04,299
but just wanted to talk about, you know, how the challenge of

1746
03:28:04,299 --> 03:28:05,601
looking at specific student groups where the where the

1747
03:28:05,601 --> 03:28:08,603
group sizes are really small kind of comes into play.

1748
03:28:08,603 --> 03:28:12,340
we want to obviously make sure that we're continuing to uplift

1749
03:28:12,340 --> 03:28:13,909
where that's happening but it's also kind of thinking through

1750
03:28:13,909 --> 03:28:17,178
is there something that's happening with a particular

1751
03:28:17,178 --> 03:28:20,315
cohort as you mentioned so continued inquiry that will

1752
03:28:20,315 --> 03:28:21,784
have on our end and we'll hopefully try to, you know,

1753
03:28:21,784 --> 03:28:24,269
nail down kind of something that might be a significant

1754
03:28:24,269 --> 03:28:28,274
thread for us moving forward. >> so maybe just a follow up I

1755
03:28:28,274 --> 03:28:34,874
guess this is where I I find myself challenged and maybe

1756
03:28:35,414 --> 03:28:38,618
we're all challenged in terms of like the when is there value

1757
03:28:38,618 --> 03:28:43,222
in having these sort of the numbers pass so carefully?

1758
03:28:43,222 --> 03:28:46,693
I mean I think there's value there but like when are we

1759
03:28:46,693 --> 03:28:49,862
assigning too much value to it because if there's not actual

1760
03:28:49,862 --> 03:28:53,365
conditions here that allowed for this and it is another

1761
03:28:53,365 --> 03:28:54,700
reason I think that's really important because then I

1762
03:28:54,700 --> 03:28:57,837
wouldn't want to. Yes, learning walks are good

1763
03:28:57,837 --> 03:29:00,440
but if the learning walks aren't going to share any

1764
03:29:00,440 --> 03:29:03,442
insight that just seems like a lot of resources that are not

1765
03:29:03,442 --> 03:29:10,642
maybe well as well spent as we might want them to be.

1766
03:29:11,250 --> 03:29:12,951
>> I think one piece I just wanted to parse out a little

1767
03:29:12,951 --> 03:29:17,751
bit was clarifying the difference between two separate

1768
03:29:19,358 --> 03:29:20,460
data sets. So I think on one hand when we

1769
03:29:20,460 --> 03:29:23,429
look at the data that's in the slides and that just just spoke

1770
03:29:23,429 --> 03:29:26,866
to and we're focusing on student outcome data on the

1771
03:29:26,866 --> 03:29:30,737
assessment and if we go back to the theory of action our

1772
03:29:30,737 --> 03:29:33,806
learning walk data is sort of like a step before that piece

1773
03:29:33,806 --> 03:29:35,141
which is the quality of classroom practice that we

1774
03:29:35,141 --> 03:29:38,477
observe for. And so what we want to try to

1775
03:29:38,477 --> 03:29:42,381
parse out in that regard is like where we see strong

1776
03:29:42,381 --> 03:29:46,785
examples of action one around curriculum and content two

1777
03:29:46,785 --> 03:29:49,622
teacher strong teacher instructional practice

1778
03:29:49,622 --> 03:29:50,923
and three strong student ownership where we see evidence

1779
03:29:50,923 --> 03:29:57,663
of that, do we then see growth in terms of strong gains

1780
03:29:57,663 --> 03:29:59,640
in student proficiency? So that is a little bit of the

1781
03:29:59,640 --> 03:30:02,368
tension which is a slightly different way maybe to hold

1782
03:30:02,368 --> 03:30:05,638
those data sets. What I would say is just to

1783
03:30:05,638 --> 03:30:09,775
make a plug for the lrning walk data is that we do see it

1784
03:30:09,775 --> 03:30:14,379
as highly impactful both for you know, understanding how to

1785
03:30:14,379 --> 03:30:17,516
design and proactively respond with shifts in professional

1786
03:30:17,516 --> 03:30:18,917
development. I was literally it was in a

1787
03:30:18,917 --> 03:30:22,121
classroom observing a kindergarten math lesson today

1788
03:30:22,121 --> 03:30:25,257
I was looking at the dashboard .

1789
03:30:25,257 --> 03:30:26,992
one of the things I had noticed in the kindergarten learning

1790
03:30:26,992 --> 03:30:30,329
walk also showed up in the dashboard around an area of

1791
03:30:30,329 --> 03:30:34,330
growth districtwide so immediately there's a follow up

1792
03:30:34,330 --> 03:30:35,600
conversation around like how do we target this in professional

1793
03:30:35,600 --> 03:30:38,670
development or coaching? I think the same is true for

1794
03:30:38,670 --> 03:30:41,573
sites as well. And so our hope in that data

1795
03:30:41,573 --> 03:30:44,877
set is to be able to think about how to improve engage

1796
03:30:44,877 --> 03:30:49,810
in continuous improvement on a quicker and more proactive

1797
03:30:49,810 --> 03:30:53,152
cycle so we're not just waiting until the student outcome data

1798
03:30:53,152 --> 03:30:56,955
hits but we're trying to continuously improve as we're

1799
03:30:56,955 --> 03:30:59,624
watching practice develop. And one additional plug I'll

1800
03:30:59,624 --> 03:31:03,950
just say for the strong work that lead has taken on

1801
03:31:03,950 --> 03:31:06,498
in working with educators and the strong work that site

1802
03:31:06,498 --> 03:31:07,833
administrators and their instructional leadership teams

1803
03:31:07,833 --> 03:31:11,369
and teacher leaders and coaches have all taken on is for

1804
03:31:11,369 --> 03:31:14,539
september. Again, I was just checking the

1805
03:31:14,539 --> 03:31:18,383
numbers we have close to 500 observations logged across just

1806
03:31:18,383 --> 03:31:21,520
for the month of september so it is a pretty robust data set

1807
03:31:21,520 --> 03:31:25,423
for us to work with for engaging and continuous

1808
03:31:25,423 --> 03:31:27,823
improvement around instructional quality.

1809
03:31:29,260 --> 03:31:30,328
>> thank you and I appreciate that.

1810
03:31:30,328 --> 03:31:33,865
the reminder to sort of not conflate data sets

1811
03:31:33,865 --> 03:31:36,100
and understand their different values and their different

1812
03:31:36,100 --> 03:31:37,100
purposes. So I appreciate that.

1813
03:31:37,100 --> 03:31:40,100
thank you. Uh, commissioner fisher

1814
03:31:41,473 --> 03:31:45,760
and commissioner ray I appreciate some of this framing

1815
03:31:45,760 --> 03:31:49,414
and I'm going to ask my colleagues to help me stay

1816
03:31:49,414 --> 03:31:54,814
strategically focused to. But I think like looking at

1817
03:31:57,756 --> 03:32:01,760
slide looking at the theory of action slide I think my

1818
03:32:01,760 --> 03:32:05,163
question is just about soft hours do not come as focused

1819
03:32:05,163 --> 03:32:06,698
progress monitoring in general and what we call inputs versus

1820
03:32:06,698 --> 03:32:12,698
outputs versus outcomes. Like I so that's a question for

1821
03:32:12,971 --> 03:32:14,238
another day to make sure because my real questions

1822
03:32:14,238 --> 03:32:19,638
really are around like what we're naming as strategies

1823
03:32:20,111 --> 03:32:24,316
right because to me and I took the year long training so I'm

1824
03:32:24,316 --> 03:32:28,386
kind of geeked out on some of this but to me some of what

1825
03:32:28,386 --> 03:32:32,790
we're naming is is strategies that actually are more like

1826
03:32:32,790 --> 03:32:35,794
inputs are outputs in the student outcomes focused

1827
03:32:35,794 --> 03:32:39,394
definitions. So I'm really struggling to

1828
03:32:39,498 --> 03:32:44,200
understand the specific outcomes here and what what

1829
03:32:44,200 --> 03:32:47,539
we're actually going to be measuring and monitoring

1830
03:32:47,539 --> 03:32:48,873
and like specifically to use the data point of our

1831
03:32:48,873 --> 03:32:52,611
african-american students and how we actually saw a drop

1832
03:32:52,611 --> 03:32:59,184
yet strategically we've got each and every and we have a

1833
03:32:59,184 --> 03:33:02,620
lot of but I think to me when we say strategically we have

1834
03:33:02,620 --> 03:33:04,220
each and every that seems more like a program and an output

1835
03:33:04,220 --> 03:33:07,859
and I'm so I'm struggling to understand like what is the

1836
03:33:07,859 --> 03:33:11,696
actual strategy? Ag we've named the structural

1837
03:33:11,696 --> 03:33:15,700
racism in the past right in in our q&a document, you know, but

1838
03:33:15,700 --> 03:33:20,271
when we say things here like um, you know that we need more

1839
03:33:20,271 --> 03:33:24,342
supports in each and every and more tier and tier two

1840
03:33:24,342 --> 03:33:27,445
and tier three resources and we name that in the same question

1841
03:33:27,445 --> 03:33:30,982
the same answer like strategically what does that

1842
03:33:30,982 --> 03:33:36,854
look like like what what does a tier two and tier three

1843
03:33:36,854 --> 03:33:39,858
strategy I think and I recognize we're only in year

1844
03:33:39,858 --> 03:33:41,392
one of this adoption but I'm still struggling to understand

1845
03:33:41,392 --> 03:33:44,396
what that's going to look like and how families are going to

1846
03:33:44,396 --> 03:33:47,599
hold us accountable to doing it ,what data we're going to be

1847
03:33:47,599 --> 03:33:50,868
monitoring and where we're going to see that in our report

1848
03:33:50,868 --> 03:33:51,770
. So I don't know if that was a

1849
03:33:51,770 --> 03:33:54,473
strategic question but that's still where I'm I'm still stuck

1850
03:33:54,473 --> 03:33:57,943
noodling through all of this. >> I'm going to attempt to

1851
03:33:57,943 --> 03:34:01,546
answer it as a strategic response and if I don't then

1852
03:34:01,546 --> 03:34:06,184
please help me. I think that if you actually

1853
03:34:06,184 --> 03:34:11,838
look at the slide 15 under the plan you'll start seeing how

1854
03:34:11,838 --> 03:34:16,243
staff is thinking about what we did last year under the

1855
03:34:16,243 --> 03:34:20,113
evidence section and what we learned from last year we

1856
03:34:20,113 --> 03:34:21,314
learned that providing additional professional

1857
03:34:21,314 --> 03:34:26,114
development for our educators was yielded really positive

1858
03:34:27,587 --> 03:34:28,722
improvements. It allowed our educators to

1859
03:34:28,722 --> 03:34:31,991
feel much more confident and in delivering the curriculum

1860
03:34:31,991 --> 03:34:36,863
and what devin was alluding to which is that instructional

1861
03:34:36,863 --> 03:34:39,799
core this this kind of trifecta connection between the

1862
03:34:39,799 --> 03:34:44,204
curriculum which we all did we brought in a new curriculum

1863
03:34:44,204 --> 03:34:47,474
and the educator who's going to be implementing that

1864
03:34:47,474 --> 03:34:48,674
curriculum. So that means we have to

1865
03:34:48,674 --> 03:34:51,611
strengthen the professional development for our four

1866
03:34:51,611 --> 03:34:58,211
educators and then that third leg is as student ownership I'm

1867
03:34:58,251 --> 03:35:02,823
learning all my actions the student ownership piece where

1868
03:35:02,823 --> 03:35:07,294
we're educators when they are comfortable in delivering the

1869
03:35:07,294 --> 03:35:10,497
the the curriculum they're going to be able to push our

1870
03:35:10,497 --> 03:35:17,970
students to really engage in the learning and to own that

1871
03:35:17,303 --> 03:35:18,772
instruction and make it their own because that's when true

1872
03:35:18,772 --> 03:35:21,574
learning happens. So we we're going to try to

1873
03:35:21,574 --> 03:35:26,374
create that condition for learning moving forward through

1874
03:35:28,414 --> 03:35:32,385
more professional development. And what you're hearing from

1875
03:35:32,385 --> 03:35:33,853
the team is is not only professional development for at

1876
03:35:33,853 --> 03:35:39,853
the at the educator level but but bringing insight leaders

1877
03:35:40,259 --> 03:35:43,530
the administrators into this so that our administrators know

1878
03:35:43,530 --> 03:35:48,167
what they're looking for and seeing and ways for them to

1879
03:35:48,167 --> 03:35:52,205
support teachers when when they're walking into the

1880
03:35:52,205 --> 03:35:56,409
classroom to to observe the well the other part is is us

1881
03:35:56,409 --> 03:36:00,112
being very more more intentional in our learning

1882
03:36:00,112 --> 03:36:01,247
walks. I know we keep talking about

1883
03:36:01,247 --> 03:36:04,250
this but more intentional in our learning walks so that

1884
03:36:04,250 --> 03:36:08,421
we can then be able to collect data so that we can then use

1885
03:36:08,421 --> 03:36:11,591
that data to inform ourselves on how to move forward.

1886
03:36:11,591 --> 03:36:15,394
let me try asking a different way and I'm going to pull up my

1887
03:36:15,394 --> 03:36:19,499
notes from our board retreat and to quote a.j., there's a

1888
03:36:19,499 --> 03:36:23,636
danger in asking quote unquote is this happening in the

1889
03:36:23,636 --> 03:36:24,704
classroom? That's a question that gives a

1890
03:36:24,704 --> 03:36:27,774
false sense of security. We actually want to know that

1891
03:36:27,774 --> 03:36:31,511
we're making progress on outcomes and strategies

1892
03:36:31,511 --> 03:36:35,480
in place are effective and that we have data that shows us so

1893
03:36:35,480 --> 03:36:38,251
so I'm not seeing that for our african american students.

1894
03:36:38,251 --> 03:36:42,522
>> so that would lead so I won't make any assumptions but

1895
03:36:42,522 --> 03:36:46,525
how do we get to the point of having the data that shows us

1896
03:36:46,525 --> 03:36:50,796
the progress that progress is happening and strategies are

1897
03:36:50,796 --> 03:36:53,666
in place when it's not there right now?

1898
03:36:53,666 --> 03:36:56,802
I think that's really what I want to know.

1899
03:36:56,802 --> 03:37:01,100
can I add to that? I was thinking about something

1900
03:37:01,100 --> 03:37:02,178
that dr. Khanna used to say when she was here.

1901
03:37:02,178 --> 03:37:05,347
she used to say that like every data set has like an

1902
03:37:05,347 --> 03:37:09,352
implementing action data set and then an impact and that

1903
03:37:09,352 --> 03:37:13,156
those implementation impact kind of like shift as you go

1904
03:37:13,156 --> 03:37:14,223
along. >> so if you look at our theory

1905
03:37:14,223 --> 03:37:17,359
of action a lot of these are implementations and then

1906
03:37:17,359 --> 03:37:20,496
impacts implementation and then impacts right?

1907
03:37:20,496 --> 03:37:24,367
so if the ultimate impact is improving outcomes for

1908
03:37:24,367 --> 03:37:25,768
african-american students for all students but specifically

1909
03:37:25,768 --> 03:37:28,938
for african-american students, then we're saying that the

1910
03:37:28,938 --> 03:37:31,674
implementation data there is that teachers are going to do

1911
03:37:31,674 --> 03:37:32,775
something different in the classroom.

1912
03:37:32,775 --> 03:37:33,809
right? And it's not just doing it but

1913
03:37:33,809 --> 03:37:36,779
doing it well. And so I think in year one what

1914
03:37:36,779 --> 03:37:40,183
we were doing is let's get everybody doing it great.

1915
03:37:40,183 --> 03:37:43,685
>> we're all doing it. We're all going to try it

1916
03:37:43,685 --> 03:37:45,121
and then in year two as we go into the classroom like one of

1917
03:37:45,121 --> 03:37:50,592
the things that I think dr. Su is alluding to is when we go

1918
03:37:50,592 --> 03:37:52,600
in and we're seeing if students are not owning their they're

1919
03:37:52,600 --> 03:37:55,831
learning right and in correction three if we're not

1920
03:37:55,831 --> 03:37:59,668
seeing student ownership, why not is there an an action the

1921
03:37:59,668 --> 03:38:03,720
teacher could be taking that's different?

1922
03:38:03,720 --> 03:38:05,341
so for example, as I mentioned, I was in two classrooms this

1923
03:38:05,341 --> 03:38:08,544
this past week during a learning walk and in one of the

1924
03:38:08,544 --> 03:38:11,681
classrooms when the teacher had them all practice.

1925
03:38:11,681 --> 03:38:12,781
right. I saw that the teacher paused

1926
03:38:12,781 --> 03:38:16,285
and every single kid wrote something down on a whiteboard

1927
03:38:16,285 --> 03:38:19,154
and then the teacher counted back and then they all held up

1928
03:38:19,154 --> 03:38:22,525
their whiteboards and then the teacher did something, looked

1929
03:38:22,525 --> 03:38:24,600
around and then made a note and then asked the next

1930
03:38:24,600 --> 03:38:27,363
question where they were now working on their chromebooks to

1931
03:38:27,363 --> 03:38:31,100
per person and then they had to have it between them and enter

1932
03:38:31,100 --> 03:38:34,303
the thing and then he looked and said okay now he made a

1933
03:38:34,303 --> 03:38:35,838


1934
03:38:35,838 --> 03:38:39,750
he looked at the data that was coming up in the chromebooks

1935
03:38:39,750 --> 03:38:42,344
and then what I saw him do was pull a group of students that

1936
03:38:42,344 --> 03:38:43,178
strategic. Now is that happening

1937
03:38:43,178 --> 03:38:46,915
everywhere is the question and how do we use this learning

1938
03:38:46,915 --> 03:38:50,886
walk data to say okay, this is where we're seeing it happen,

1939
03:38:50,886 --> 03:38:52,121
this is where we need to improve and is it happening

1940
03:38:52,121 --> 03:38:54,890
specific for our focal populations and I think that

1941
03:38:54,890 --> 03:38:58,327
like I'm not going to lie to you that oh we have that all

1942
03:38:58,327 --> 03:38:59,395
down. But I think that the fact that

1943
03:38:59,395 --> 03:39:05,601
we have how many total all grades and continues yeah five

1944
03:39:05,601 --> 03:39:09,472
hundred already and it's the middle of september means that

1945
03:39:09,472 --> 03:39:13,420
will gather enough data to be able to pause and say what are

1946
03:39:13,420 --> 03:39:16,212
we noticing in particular schools and can we learn from

1947
03:39:16,212 --> 03:39:17,613
one school to the other? Can we learn from one classroom

1948
03:39:17,613 --> 03:39:19,982
to the other? Because I could see that right

1949
03:39:19,982 --> 03:39:22,751
away. So I do think it's going to be

1950
03:39:22,751 --> 03:39:24,319
a second before we can say like I mean I think that

1951
03:39:24,319 --> 03:39:27,957
commissioner wiseman brings up a good point if we can't figure

1952
03:39:27,957 --> 03:39:31,127
out why did the filipino population go up and the

1953
03:39:31,127 --> 03:39:32,595
african-american population go down, then we're just like

1954
03:39:32,595 --> 03:39:35,698
spaghetti at the wall and hope it all sticks.

1955
03:39:35,698 --> 03:39:39,435
but we're not unaware of that. So we are deep diving into it

1956
03:39:39,435 --> 03:39:42,638
but we don't know the answer to that question yet but we hope

1957
03:39:42,638 --> 03:39:43,505
to have it soon. Right.

1958
03:39:43,505 --> 03:39:46,776
because I think that like the revision of the learning walk

1959
03:39:46,776 --> 03:39:50,980
tool, the the implementation of this curriculum with fidelity,

1960
03:39:50,980 --> 03:39:54,329
the focus on our students that are not meeting our

1961
03:39:54,329 --> 03:39:55,697
expectations because we need to be doing something different

1962
03:39:55,697 --> 03:39:59,634
for them means that we have to be adjusting over time

1963
03:39:59,634 --> 03:40:02,737
and hopefully between what we're doing with administrators

1964
03:40:02,737 --> 03:40:05,674
and what we're doing with teachers we're going to see

1965
03:40:05,674 --> 03:40:07,141
some of those changes. So and I don't know if I

1966
03:40:07,141 --> 03:40:16,218
covered it or if I want to add can I just add I think that was

1967
03:40:16,218 --> 03:40:19,788
I was trying to get at my question is presumably I'm

1968
03:40:19,788 --> 03:40:23,558
assuming there are places in the district where vocal

1969
03:40:23,558 --> 03:40:27,290
students are doing well and that you so that was what I

1970
03:40:27,290 --> 03:40:28,529
was trying to get into my question of like where are they

1971
03:40:28,529 --> 03:40:30,765
doing well and what are you learning not because again it's

1972
03:40:30,765 --> 03:40:34,436
really easy for all of us to project toward the future.

1973
03:40:34,436 --> 03:40:37,239
and I think one of the lessons one of the teachings of this

1974
03:40:37,239 --> 03:40:40,242
june outcomes focus governance is to really try to stay

1975
03:40:40,242 --> 03:40:41,442
focused in the current and past practice.

1976
03:40:41,442 --> 03:40:44,579
so where are we seeing it work and what are we learning about

1977
03:40:44,579 --> 03:40:47,749
that? That's what I was trying to get

1978
03:40:47,749 --> 03:40:53,749
at that then will inform that conversation moving forward I

1979
03:40:54,656 --> 03:40:57,993
want to open up to student oh sorry were you going to share

1980
03:40:57,993 --> 03:41:01,362
something you can write? >> it's just for the student

1981
03:41:01,362 --> 03:41:02,630
delegates. Do you want to share before I

1982
03:41:02,630 --> 03:41:05,667
turn it over to commissioner ray there any things you'd like

1983
03:41:05,667 --> 03:41:07,902
to add? We're just doing great.

1984
03:41:07,902 --> 03:41:12,702
commissioner ray thanks. >> president cam what I would

1985
03:41:15,510 --> 03:41:22,884
like to ask is to what extent are we seeing any of our

1986
03:41:22,884 --> 03:41:26,484
students struggling with academic stamina endurance,

1987
03:41:27,288 --> 03:41:30,959
persistence and if this is a challenge that's impacting our

1988
03:41:30,959 --> 03:41:35,396
progress toward our student goals then what is our strategy

1989
03:41:35,396 --> 03:41:40,196
for supporting the students who need the support?

1990
03:41:41,802 --> 03:41:46,200
>> thank you, commissioner ray for the question.

1991
03:41:46,374 --> 03:41:49,711
>> I think in general the strategy that we're using to

1992
03:41:49,711 --> 03:41:53,782
support our students is one implementing a new curriculum.

1993
03:41:53,782 --> 03:41:57,252
that's a big strategy that was resourced resource rich.

1994
03:41:57,252 --> 03:42:01,723
and then and then what folks here have already alluded to is

1995
03:42:01,723 --> 03:42:06,523
making sure that we hire qualified math teachers.

1996
03:42:08,396 --> 03:42:12,900
those are both things that we did last year.

1997
03:42:12,900 --> 03:42:18,300
and then lastly as focusing in on deep professional

1998
03:42:20,875 --> 03:42:24,745
development for those students, for the teachers to to get them

1999
03:42:24,745 --> 03:42:27,745
ready to deliver the curriculum.

2000
03:42:28,750 --> 03:42:33,870
because this is going to be our second year in in implementing

2001
03:42:33,870 --> 03:42:36,757
this curriculum. It is going to be interesting

2002
03:42:36,757 --> 03:42:44,650
to to dive deeper into the data that we will see for for last

2003
03:42:44,650 --> 03:42:47,602
year where some of our students are doing really well and why

2004
03:42:47,602 --> 03:42:50,772
and where some students are struggling and why.

2005
03:42:50,772 --> 03:42:52,473
so we won't be able to answer that particular question right

2006
03:42:52,473 --> 03:42:56,440
now but it is definitely something that the team is is

2007
03:42:56,440 --> 03:43:03,244
really be curious about and we have had a lot of deep

2008
03:43:04,850 --> 03:43:08,790
conversations around but again it's just those are the big

2009
03:43:08,790 --> 03:43:12,394
strategies that we have taken on and we truly believe that

2010
03:43:12,394 --> 03:43:16,131
we're now a a curriculum in place.

2011
03:43:16,131 --> 03:43:20,100
we need to do more professional development and support our

2012
03:43:20,100 --> 03:43:23,601
educators and support our site leaders.

2013
03:43:26,808 --> 03:43:34,349
I mean I feel like I want to add a little bit to this a I

2014
03:43:34,349 --> 03:43:35,751
feel like I don't hear that very much because I think that

2015
03:43:35,751 --> 03:43:38,553
was your question do we hear that?

2016
03:43:38,553 --> 03:43:42,723
I would also say you're always going to want students to

2017
03:43:42,723 --> 03:43:46,323
persevere through anything that is difficult.

2018
03:43:46,361 --> 03:43:50,966
if you're challenging students and we've talked about that as

2019
03:43:50,966 --> 03:43:55,360
high expectations quite often if you don't have the high

2020
03:43:55,360 --> 03:43:57,673
expectations then they're obviously not going to make it

2021
03:43:57,673 --> 03:43:58,907
. So you've got to have the high

2022
03:43:58,907 --> 03:44:02,110
expectations and you have to work with kids to persevere

2023
03:44:02,110 --> 03:44:05,447
through tough times and through tough problems.

2024
03:44:05,447 --> 03:44:09,184
yes, sometimes math can be really difficult but at the

2025
03:44:09,184 --> 03:44:13,540
same time that is part of the student ownership that I feel

2026
03:44:13,540 --> 03:44:16,525
like we are looking at right. Student ownership isn't just

2027
03:44:16,525 --> 03:44:20,795
time for students to work. It is what the teacher is doing

2028
03:44:20,795 --> 03:44:24,660
when someone is struggling or when someone does feel like

2029
03:44:24,660 --> 03:44:27,969
they want to quit. I feel like I don't hear that

2030
03:44:27,969 --> 03:44:31,673
in mass right from your question but at the same time

2031
03:44:31,673 --> 03:44:34,943
it does happen in classes and the ability of a teacher to

2032
03:44:34,943 --> 03:44:39,347
work with students give them some help and not give them the

2033
03:44:39,347 --> 03:44:43,685
answer and have them persevere even if at times they're wrong.

2034
03:44:43,685 --> 03:44:48,256
but will but give them the you know, the encouragement that

2035
03:44:48,256 --> 03:44:51,692
you actually have to work hard too often in math.

2036
03:44:51,692 --> 03:44:54,729
>> like we get excited when they get the right answer.

2037
03:44:54,729 --> 03:44:57,899
the truth of the matter is is that if students are

2038
03:44:57,899 --> 03:44:59,301
persevering through something that's really hard even if they

2039
03:44:59,301 --> 03:45:02,237
get it wrong right. Those are some of the skills

2040
03:45:02,237 --> 03:45:06,140
that we want to really lift up in our students and make sure

2041
03:45:06,140 --> 03:45:09,244
that they see that in themselves because we know

2042
03:45:09,244 --> 03:45:10,645
life is going to be hard in a lot of different ways.

2043
03:45:10,645 --> 03:45:15,584
>> and so persevering is a part of student ownership that I

2044
03:45:15,584 --> 03:45:20,550
feel like we're always going to push and at the same time I

2045
03:45:20,550 --> 03:45:21,560
don't think you hear it writ large.

2046
03:45:21,560 --> 03:45:24,225
you just see it from time to time.

2047
03:45:24,225 --> 03:45:25,594
it has been my experience I don't know if people have

2048
03:45:25,594 --> 03:45:29,230
different thoughts about this. I was just going to build on

2049
03:45:29,230 --> 03:45:31,630
that. If I may.

2050
03:45:31,933 --> 03:45:35,770
I wanted to actually pull a quote from our calibration

2051
03:45:35,770 --> 03:45:39,384
guidance as part of our math learning walk tool which does

2052
03:45:39,384 --> 03:45:42,954
have a specific indicator related somewhat to this

2053
03:45:42,954 --> 03:45:46,240
question but to build on deputy superintendent davis point

2054
03:45:46,240 --> 03:45:50,161
which is the idea that students actively engage in productive

2055
03:45:50,161 --> 03:45:53,564
struggle by using strategies to persevere when faced with

2056
03:45:53,564 --> 03:45:54,698
solving challenging mathematical problems

2057
03:45:54,698 --> 03:45:58,536
strategies to persevere such as but not limited to writing

2058
03:45:58,536 --> 03:46:01,973
and speaking questioning, rereading, revising strategies

2059
03:46:01,973 --> 03:46:06,440
using representations and or discussing their thinking.

2060
03:46:06,440 --> 03:46:09,513
>> all of those moves are supported by teacher practice.

2061
03:46:09,513 --> 03:46:14,152
so where we see perhaps those things not coming in the

2062
03:46:14,152 --> 03:46:17,321
classroom is a question of the quality of teacher practice to

2063
03:46:17,321 --> 03:46:20,792
what degree when a student is struggling is that teacher

2064
03:46:20,792 --> 03:46:22,930
entering into that small group or that pair and asking probing

2065
03:46:22,930 --> 03:46:25,864
questions is suggesting the use of different representations

2066
03:46:25,864 --> 03:46:29,533
and where we see a lack of that particularly in classrooms with

2067
03:46:29,533 --> 03:46:32,837
high percentages of vocal students is due to educator

2068
03:46:32,837 --> 03:46:37,274
mindset and potentially a lack of belief in rigor or high

2069
03:46:37,274 --> 03:46:41,312
expectations for that students. >> so for us the push is

2070
03:46:41,312 --> 03:46:45,490
actually around both the mindset shift for the teacher

2071
03:46:45,490 --> 03:46:48,319
but also the pedagogical strategies of questioning

2072
03:46:48,319 --> 03:46:52,690
and probing as opposed to just answering or focusing on

2073
03:46:52,690 --> 03:46:56,894
solution. If I can add real quickly and I

2074
03:46:56,894 --> 03:47:00,764
think that's why it's been brought up several times about

2075
03:47:00,764 --> 03:47:03,867
the learning walks and how excited we are because part of

2076
03:47:03,867 --> 03:47:05,302
this is really thinking about that instructional core that

2077
03:47:05,302 --> 03:47:08,373
dr. Sue alluded to earlier and the fact that those core

2078
03:47:08,373 --> 03:47:11,975
actions two and three really kind of get at what the

2079
03:47:11,975 --> 03:47:15,946
teachers are doing in relation to fostering those practices

2080
03:47:15,946 --> 03:47:19,317
that we want to see kind of displayed in our students that

2081
03:47:19,317 --> 03:47:20,784
same perseverance the way to grapple with the mathematics

2082
03:47:20,784 --> 03:47:26,991
and the and the you know basically having the you know,

2083
03:47:26,991 --> 03:47:31,229
the the understanding that it's okay to to grapple with the

2084
03:47:31,229 --> 03:47:34,331
mathematics, not necessarily get it right but then learn

2085
03:47:34,331 --> 03:47:35,600
from that process. And I think that's all part of

2086
03:47:35,600 --> 03:47:39,136
that perseverance piece. And so you know to the points

2087
03:47:39,136 --> 03:47:42,406
that that john and devin have made our excitement in this is

2088
03:47:42,406 --> 03:47:46,276
really because we are in that second year of our curriculum.

2089
03:47:46,276 --> 03:47:49,179
we are now really trying to hone in on kind of like the

2090
03:47:49,179 --> 03:47:52,516
pieces that dig deeper under the hood of like teacher

2091
03:47:52,516 --> 03:47:53,818
practice and curriculum how those pieces map together

2092
03:47:53,818 --> 03:47:57,421
and how they manifest themselves in the classroom so

2093
03:47:57,421 --> 03:48:00,825
that students are in the position to do the kind of

2094
03:48:00,825 --> 03:48:02,194
success that we're having hoping that they'll be able to

2095
03:48:02,194 --> 03:48:04,194
do. Thank you.

2096
03:48:08,298 --> 03:48:12,370
I will I'll wait before anyone else anything else.

2097
03:48:12,370 --> 03:48:14,770
>> thank you. Thank you.

2098
03:48:15,239 --> 03:48:19,844
um, and I agree I mean how much more do we learn from our

2099
03:48:19,844 --> 03:48:20,811
failure so we learn from our successes?

2100
03:48:20,811 --> 03:48:23,647
well, I'll speak for myself. >> I was going to say no

2101
03:48:23,647 --> 03:48:29,647
comment, please. On that one but I will say that

2102
03:48:29,673 --> 03:48:33,510
I think we are all really excited to see some of the the

2103
03:48:33,510 --> 03:48:37,480
school our social emotional learning survey results from

2104
03:48:37,480 --> 03:48:41,840
students as well as learning look results this year because

2105
03:48:41,840 --> 03:48:45,989
we are asking and looking for students who talk about I was

2106
03:48:45,989 --> 03:48:49,826
able to to to work through my struggles because we really

2107
03:48:49,826 --> 03:48:55,226
believe how important that is. We really believe that

2108
03:48:56,232 --> 03:48:57,333
struggling through instructional like the

2109
03:48:57,333 --> 03:48:59,733
instructional challenge is important.

2110
03:49:00,503 --> 03:49:03,974
so so it's going to it hopefully will be able to yield

2111
03:49:03,974 --> 03:49:08,211
some more insights for us at the next progress monitoring

2112
03:49:08,211 --> 03:49:11,581
meeting so we can share with you what students are really

2113
03:49:11,581 --> 03:49:15,452
sharing with us and like what john is saying, we're not

2114
03:49:15,452 --> 03:49:18,921
hearing a lot of of this type of feedback but we'll see from

2115
03:49:18,921 --> 03:49:27,921
the survey um if we can go to slide five or I guess we don't

2116
03:49:31,734 --> 03:49:39,534
need to project it but um my question so we know that yeah

2117
03:49:39,976 --> 03:49:43,880
you know I guess it takes anywhere from 1 to 3 years for

2118
03:49:43,880 --> 03:49:47,951
things like curriculum implementation to actually take

2119
03:49:47,951 --> 03:49:49,119
off. I like to call it the steeping

2120
03:49:49,119 --> 03:49:55,119
years like tea and so when we're looking at 45% in 2026

2121
03:49:57,894 --> 03:50:04,301
for grade eight I'm trying to go back to three four years

2122
03:50:04,301 --> 03:50:11,408
and ask ourselves were there things that we did that that we

2123
03:50:11,408 --> 03:50:15,112
believe have contributed to what we are now experiencing

2124
03:50:15,112 --> 03:50:19,115
around gains? Um, and and as I was kind of

2125
03:50:19,115 --> 03:50:22,919
trying to formulate this question in my head I couldn't

2126
03:50:22,919 --> 03:50:27,570
help but wonder. So then 45% is still 5% below

2127
03:50:27,570 --> 03:50:31,494
the 2019 goal that kind of level that we were at 50%

2128
03:50:31,494 --> 03:50:35,432
and there's this gap in the middle of covid.

2129
03:50:35,432 --> 03:50:39,736
so related to that question would be how do we know that

2130
03:50:39,736 --> 03:50:42,339
the gains that we're experiencing now are just not a

2131
03:50:42,339 --> 03:50:43,539
recalibration back to our pre-covid days?

2132
03:50:43,539 --> 03:50:46,743
how do we know that the strategies that we're deploying

2133
03:50:46,743 --> 03:50:50,146
today are actually the ones that are contributing to the

2134
03:50:50,146 --> 03:50:51,547
gains that we're experiencing now I guess would be my

2135
03:50:51,547 --> 03:50:54,547
question. That's a great question.

2136
03:50:56,119 --> 03:51:01,910
I mean it truly is it's a great question and I think again

2137
03:51:01,910 --> 03:51:04,828
something that we were also grappling with because if you

2138
03:51:04,828 --> 03:51:09,232
look at and think of 2020 which would be where all the fifth

2139
03:51:09,232 --> 03:51:13,700
graders were in 2020 and in 2021 they'll be sixth grade

2140
03:51:13,700 --> 03:51:16,506
in 2022 they'll be seventh grade and then 2023 when we

2141
03:51:16,506 --> 03:51:20,430
started doing this at fourth grade eighth grade and you can

2142
03:51:20,430 --> 03:51:23,719
see the struggle and you can see them continuing these these

2143
03:51:23,719 --> 03:51:29,192
groups of students continue to struggle and by 2026 this is

2144
03:51:29,192 --> 03:51:34,731
where our first group of fourth graders force third, third or

2145
03:51:34,731 --> 03:51:38,935
fourth graders. So there there is perhaps it

2146
03:51:38,935 --> 03:51:42,338
could be a rebound. >> it could also be our

2147
03:51:42,338 --> 03:51:46,609
strategic investment in the curriculum and in doubling down

2148
03:51:46,609 --> 03:51:50,947
on professional development. But we have to we'll have to go

2149
03:51:50,947 --> 03:51:53,816
back into the data and comb through and dive through

2150
03:51:53,816 --> 03:51:54,851
and look and and understand that.

2151
03:51:54,851 --> 03:51:58,689
but I think you're raising a very, very important question

2152
03:51:58,689 --> 03:52:02,458
for us is this just the amazingness of our students

2153
03:52:02,458 --> 03:52:06,163
being able to quote unquote rebound and we're rebounding

2154
03:52:06,163 --> 03:52:09,866
from the learning loss of the pandemic or is it a combination

2155
03:52:09,866 --> 03:52:14,104
of that plus a new curriculum plus intentional focused

2156
03:52:14,104 --> 03:52:18,304
professional development that we're putting into educators?

2157
03:52:21,377 --> 03:52:22,645
I'm sure the team has some thoughts on this.

2158
03:52:22,645 --> 03:52:28,852
would you like to share? >> I think the only thing that

2159
03:52:28,852 --> 03:52:34,252
I can say is that time will tell right?

2160
03:52:34,858 --> 03:52:38,194
so assuming that the pre-covid baseline is about 50%, I think

2161
03:52:38,194 --> 03:52:41,798
the question is will we not only reach back to that level

2162
03:52:41,798 --> 03:52:45,134
but sort of pass it right and by how much?

2163
03:52:45,134 --> 03:52:46,803
>> I think the other questions that I'm curious about for the

2164
03:52:46,803 --> 03:52:51,603
next 2 to 3 years as the curriculum implementation as

2165
03:52:52,740 --> 03:52:59,874
fully implemented and we get to see the full impact of that are

2166
03:52:59,883 --> 03:53:01,151
there are there things that we have learned from other

2167
03:53:01,151 --> 03:53:06,551
districts during that same period that we're taking away

2168
03:53:08,357 --> 03:53:14,357
as part of our own learning and understanding for context?

2169
03:53:19,436 --> 03:53:23,305
I mean I just you know, stopping short of saying covid

2170
03:53:23,305 --> 03:53:24,707
kind of impacted everyone and so we saw the declines

2171
03:53:24,707 --> 03:53:27,576
there. But I mean I guess my question

2172
03:53:27,576 --> 03:53:34,776
would be from a from a long range perspective of the data

2173
03:53:34,951 --> 03:53:38,120
that we're seeing in front of us, right.

2174
03:53:38,120 --> 03:53:42,258
if every district is kind of having this experience where

2175
03:53:42,258 --> 03:53:45,361
they're having a significant dip of learning loss during

2176
03:53:45,361 --> 03:53:46,663
covid and then kind of a gradual increase afterwards,

2177
03:53:46,663 --> 03:53:49,665
that's actually quite illuminating in terms of kind

2178
03:53:49,665 --> 03:53:53,669
of our own performance as a district.

2179
03:53:53,669 --> 03:53:55,337
and what then I would again I the thing I'm trying to figure

2180
03:53:55,337 --> 03:54:01,770
out here is what makes the moves that we are doing either

2181
03:54:01,770 --> 03:54:02,411
different or the same that we can draw conclusions

2182
03:54:02,411 --> 03:54:05,982
potentially around around the effectiveness of the strategies

2183
03:54:05,982 --> 03:54:09,119
and how maybe how we're deploying it or what we're

2184
03:54:09,119 --> 03:54:13,322
deploying and and does that tell us anything about our

2185
03:54:13,322 --> 03:54:16,876
outcomes? I mean I think we could all

2186
03:54:16,876 --> 03:54:20,313
agree that across school districts in the nation there

2187
03:54:20,313 --> 03:54:21,748
was some incomplete learning during the covid years.

2188
03:54:21,748 --> 03:54:25,118
so we need that. That's a a statement we can all

2189
03:54:25,118 --> 03:54:27,520
agree on. I think that's something that

2190
03:54:27,520 --> 03:54:29,155
we had a discussion was last week or the week before when we

2191
03:54:29,155 --> 03:54:32,240
were talking about this progress monitoring report

2192
03:54:32,240 --> 03:54:35,261
around where are the the schools that we're really

2193
03:54:35,261 --> 03:54:36,863
seeing improve and can we learn something from those particular

2194
03:54:36,863 --> 03:54:39,131
schools? Are there structures that we

2195
03:54:39,131 --> 03:54:42,735
can compare the things that are happening and you know, while

2196
03:54:42,735 --> 03:54:47,730
this is the second year of this curriculum, there were many,

2197
03:54:47,730 --> 03:54:51,277
many teachers that piloted in you know, the better year or

2198
03:54:51,277 --> 03:54:54,414
whatever you want to call it the pilot year.

2199
03:54:54,414 --> 03:54:55,548
and so there weren't schools that adopted.

2200
03:54:55,548 --> 03:54:56,582
we didn't do whole school adoption.

2201
03:54:56,582 --> 03:54:59,619
we did like if you want to do it you do it.

2202
03:54:59,619 --> 03:55:02,354
but what we noticed is that there were particular schools

2203
03:55:02,354 --> 03:55:03,589
that completely took it up and then those schools where

2204
03:55:03,589 --> 03:55:06,926
there is strong common planning time during an assigned time

2205
03:55:06,926 --> 03:55:10,363
right during their their extra during their non-teaching

2206
03:55:10,363 --> 03:55:13,963
period that is not their practice.

2207
03:55:14,300 --> 03:55:17,570
I'm just explain that to everyone here without making

2208
03:55:17,570 --> 03:55:21,410
sure we all understand what that is so where that was

2209
03:55:21,410 --> 03:55:24,910
really clear where the leader was very involved, where there

2210
03:55:24,910 --> 03:55:29,949
was implementation with integrity then we did see that

2211
03:55:29,949 --> 03:55:31,918
those schools improved more so that was one of the things

2212
03:55:31,918 --> 03:55:33,352
actually one of the ideas that we had for tonight was to bring

2213
03:55:33,352 --> 03:55:37,323
some of those folks here and I failed miserably in getting

2214
03:55:37,323 --> 03:55:40,660
them here because I just fell off the plate.

2215
03:55:40,660 --> 03:55:42,161
but next time I promise we're going to bring them here to

2216
03:55:42,161 --> 03:55:44,931
talk about their own experiences, the teachers

2217
03:55:44,931 --> 03:55:46,399
experiences and the leaders experiences because we do think

2218
03:55:46,399 --> 03:55:49,202
that that will flesh out some of what you're saying.

2219
03:55:49,202 --> 03:55:52,400
but I think that's like two moonwalks point of time will

2220
03:55:52,400 --> 03:55:53,807
tell. It's a good question right?

2221
03:55:53,807 --> 03:55:57,811
in 2020 the current first graders the first graders

2222
03:55:57,811 --> 03:55:58,712
in 2020 are now seventh graders.

2223
03:55:58,712 --> 03:56:03,512
so like what did they miss in 2020 and 2021?

2224
03:56:04,150 --> 03:56:07,487
>> how are we trying to accelerate that learning in 20

2225
03:56:07,487 --> 03:56:11,824
2223 now that we're coming back, will we see a shift

2226
03:56:11,824 --> 03:56:13,293
because we're implementing this curriculum with fidelity

2227
03:56:13,293 --> 03:56:16,295
and really paying attention to to focal populations and to the

2228
03:56:16,295 --> 03:56:19,999
interplay between curriculum teacher teacher and student

2229
03:56:19,999 --> 03:56:24,370
action which I think that like to be clear I mean I can recall

2230
03:56:24,370 --> 03:56:28,107
a time where we were going into classrooms and paying attention

2231
03:56:28,107 --> 03:56:31,177
to what the students were doing with our core rubric which was

2232
03:56:31,177 --> 03:56:32,578
really important because we had finally adopted something that

2233
03:56:32,578 --> 03:56:35,815
was universally used in our school district to examine

2234
03:56:35,815 --> 03:56:39,452
practice but we weren't always identifying thing and what's

2235
03:56:39,452 --> 03:56:40,586
the teacher doing to make that happen?

2236
03:56:40,586 --> 03:56:43,189
and I do think that we've shifted that.

2237
03:56:43,189 --> 03:56:46,725
I mean the work that devin and the team did on coming up

2238
03:56:46,725 --> 03:56:49,596
with this learning walk tool to say what's the interplay of

2239
03:56:49,596 --> 03:56:50,764
those three things I think will make a difference.

2240
03:56:50,764 --> 03:56:54,600
so your point is it happening in other districts and do we

2241
03:56:54,600 --> 03:56:55,735
have to look, I think we could do that.

2242
03:56:55,735 --> 03:56:58,805
we can we can see if it's going to be similar because I think I

2243
03:56:58,805 --> 03:57:04,805
mean just to you know, acknowledge I mean it's been

2244
03:57:05,110 --> 03:57:06,150
happening for ever in our district.

2245
03:57:06,150 --> 03:57:09,987
I think the question would be to the content of our pd change

2246
03:57:09,987 --> 03:57:14,910
set over those over that tim right because that will that

2247
03:57:14,910 --> 03:57:16,493
can help to illuminate a little bit around the strategies of

2248
03:57:16,493 --> 03:57:20,693
it. I think there actually has been

2249
03:57:20,864 --> 03:57:25,202
some significant changes so I would just say so for example

2250
03:57:25,202 --> 03:57:32,402
last year 2526 was the first year that we had done a full

2251
03:57:34,644 --> 03:57:38,844
really full professional development release days for

2252
03:57:39,315 --> 03:57:42,352
middle school math teachers since I joined the district

2253
03:57:42,352 --> 03:57:45,956
in 2019. So that hadn't happened in many

2254
03:57:45,956 --> 03:57:47,123
years. So we had been pulling teachers

2255
03:57:47,123 --> 03:57:50,359
centrally. We hadn't been doing curriculum

2256
03:57:50,359 --> 03:57:53,530
aligned professional learning since I joined the district

2257
03:57:53,530 --> 03:57:56,766
in 2019. So there actually have been

2258
03:57:56,766 --> 03:58:00,871
significant shifts in just the the the content, the style, the

2259
03:58:00,871 --> 03:58:02,338
structure, the strategy associated with just and that's

2260
03:58:02,338 --> 03:58:05,509
just professional learning aside from any of the other

2261
03:58:05,509 --> 03:58:09,145
components and a lot of that I would say is you know we spoke

2262
03:58:09,145 --> 03:58:12,148
to earlier the shifts in staffing and professional

2263
03:58:12,148 --> 03:58:13,283
learning. So there have been I would say

2264
03:58:13,283 --> 03:58:18,683
pretty big structural shifts and a reintroduction of certain

2265
03:58:19,723 --> 03:58:20,957
professional learning strategies that had been absent

2266
03:58:20,957 --> 03:58:24,327
for many years prior. And I'll just add one more

2267
03:58:24,327 --> 03:58:27,330
thing which is that we were trying to get early release to

2268
03:58:27,330 --> 03:58:30,733
happen for the school districts so that everyone was early

2269
03:58:30,733 --> 03:58:33,403
released on wednesday when covid happened that was like

2270
03:58:33,403 --> 03:58:35,105
the first year we got it into place and then we didn't have

2271
03:58:35,105 --> 03:58:38,175
the opportunity in those years to put into play the align

2272
03:58:38,175 --> 03:58:41,177
release that's curriculum and instruction has have done

2273
03:58:41,177 --> 03:58:45,248
with the minimally with the elementary schools right so now

2274
03:58:45,248 --> 03:58:46,649
all of the elementary schools get early align release

2275
03:58:46,649 --> 03:58:50,454
and they get curriculum that is done that the coaches get

2276
03:58:50,454 --> 03:58:53,457
trained and the coaches do that that those professional

2277
03:58:53,457 --> 03:58:56,592
developments with their staff year one was literacy or two

2278
03:58:56,592 --> 03:58:59,762
was math. Now we're back to literacy with

2279
03:58:59,762 --> 03:59:01,130
an option to do math on another day of the week.

2280
03:59:01,130 --> 03:59:04,201
and so I do think that like that was significant.

2281
03:59:04,201 --> 03:59:08,138
I mean I have this like memory of trying to organize across

2282
03:59:08,138 --> 03:59:11,407
many things to have early, early release happen across the

2283
03:59:11,407 --> 03:59:15,700
district. But then like what happens

2284
03:59:15,212 --> 03:59:16,513
during early release was really vague until recently.

2285
03:59:16,513 --> 03:59:19,382
so I think that that is also different.

2286
03:59:19,382 --> 03:59:23,419
>> thank you super delegates for your time here tonight.

2287
03:59:23,419 --> 03:59:25,154
appreciate you and happy school year.

2288
03:59:25,154 --> 03:59:31,754
um my last question slide eight thesere our we're looking at

2289
03:59:35,632 --> 03:59:42,710
supe star math for all star math winter then spring is back

2290
03:59:42,710 --> 03:59:46,375
for our interim goals where I guess my question would be if

2291
03:59:46,375 --> 03:59:50,780
we know that and I might be stepping in a pilot do do

2292
03:59:50,780 --> 03:59:54,500
because my question maybe just wrong so just correct me if I'm

2293
03:59:54,500 --> 04:00:00,704
wrong here we think you we see the increase from fall to

2294
04:00:00,704 --> 04:00:05,810
spring final aspect scores how much of what evidence do we

2295
04:00:05,810 --> 04:00:11,749
have that our interims and I know this is within a year but

2296
04:00:11,749 --> 04:00:13,284
what evidence do we have that our interims are actually

2297
04:00:13,284 --> 04:00:18,840
predictive of overall aspect performance relative to just

2298
04:00:19,957 --> 04:00:23,494
fall to spring growth that we see typically in a year?

2299
04:00:23,494 --> 04:00:27,765
it's based on the the pearson correlation studies that come

2300
04:00:27,765 --> 04:00:29,330
out of that. So that was part of the reason

2301
04:00:29,330 --> 04:00:35,239
why we ended up switching to an interim assessment measure that

2302
04:00:35,239 --> 04:00:38,843
was predictive of the back was so that we had that high level

2303
04:00:38,843 --> 04:00:42,680
of predictability such that within the year we had a sense

2304
04:00:42,680 --> 04:00:47,480
of where students were relative to that progress.

2305
04:00:49,787 --> 04:00:51,188
but we now have students who've taken them both, right?

2306
04:00:51,188 --> 04:00:55,259
so is it your are you asking about like do we have evidence

2307
04:00:55,259 --> 04:00:57,962
that it's predictive for our correct?

2308
04:00:57,962 --> 04:01:02,100
does that make sense? >> I think that's what he was

2309
04:01:02,100 --> 04:01:02,666
asking. Yes.

2310
04:01:02,666 --> 04:01:04,135
we've actually done the correlation studies ourselves

2311
04:01:04,135 --> 04:01:05,603
internally. Yes.

2312
04:01:05,603 --> 04:01:06,337
oh, okay. I'm sorry.

2313
04:01:06,337 --> 04:01:07,472
I'm sorry. From our internal review.

2314
04:01:07,472 --> 04:01:08,500
yes. Yes.

2315
04:01:08,500 --> 04:01:10,700
so we've we as a as a as a first pass at the selection of

2316
04:01:10,700 --> 04:01:13,811
it, we had we obviously hadn't done that with our own students

2317
04:01:13,811 --> 04:01:16,280
to do correlation studies. But as we've gone along each

2318
04:01:16,280 --> 04:01:19,750
year one of the things that we do in practice is just to

2319
04:01:19,750 --> 04:01:20,985
confirm that our correlations are still mapping up.

2320
04:01:20,985 --> 04:01:24,723
now we look at it more at the more granular continuous scale

2321
04:01:24,723 --> 04:01:31,323
level which is at the scale score versus the more binary

2322
04:01:31,328 --> 04:01:32,596
proficient not proficient because you have more

2323
04:01:32,596 --> 04:01:36,867
predictability in that way. So sometimes because of the

2324
04:01:36,867 --> 04:01:40,304
ways that things map on it's not exact like correlation when

2325
04:01:40,304 --> 04:01:43,373
it comes to looking at the proficient versus not

2326
04:01:43,373 --> 04:01:44,842
proficient but on the scale score level it is highly

2327
04:01:44,842 --> 04:01:47,242
correlated correlated. >> thank you.

2328
04:01:48,112 --> 04:01:54,786
well I'm sorry and due to that high correlation the the plan

2329
04:01:54,786 --> 04:01:59,456
is to look at the winter star results and then make make

2330
04:01:59,456 --> 04:02:03,994
determinations at that time whether you know how our

2331
04:02:03,994 --> 04:02:10,234
students are doing and perhaps we would have to increase our

2332
04:02:10,234 --> 04:02:14,434
instructional coaching in certain schools or for

2333
04:02:14,671 --> 04:02:18,876
certain populations or do additional peds in certain

2334
04:02:18,876 --> 04:02:21,876
classrooms and for certain schools.

2335
04:02:23,470 --> 04:02:26,884
so I think we're going to use that data to inform how we can

2336
04:02:26,884 --> 04:02:30,554
pivot and I know this is something that the board has

2337
04:02:30,554 --> 04:02:34,392
asked all the time of just great you have all this data,

2338
04:02:34,392 --> 04:02:35,526
what are you going to do with it?

2339
04:02:35,526 --> 04:02:39,163
and so hopefully when we come back at the next progress

2340
04:02:39,163 --> 04:02:42,600
monitoring report we'll be able to share what the data is

2341
04:02:42,600 --> 04:02:46,360
showing us and what we have done to pivot to continue to

2342
04:02:46,360 --> 04:02:49,636
push the instructional core. All right.

2343
04:02:52,979 --> 04:02:57,450
so to build on actually what president kim was asking, you

2344
04:02:57,450 --> 04:03:03,450
know, for goal 2.1, the corollary is if say, you know,

2345
04:03:03,522 --> 04:03:07,460
we have a bounce back of four points for general population

2346
04:03:07,460 --> 04:03:11,530
um if say hypothetically if that's due to were post-covid

2347
04:03:11,530 --> 04:03:15,601
the resilience of our students as we discussed we're still

2348
04:03:15,601 --> 04:03:19,638
seeing it has gone down for african-american students so

2349
04:03:19,638 --> 04:03:23,675
similarly I'd be interested in what what does that data

2350
04:03:23,675 --> 04:03:26,675
show in other school districts ?

2351
04:03:27,790 --> 04:03:28,747
has that similarly gone down? If so, what might be some of

2352
04:03:28,747 --> 04:03:32,151
those reasons? So I would ask just as you look

2353
04:03:32,151 --> 04:03:35,888
at other potential district data, if you see the same

2354
04:03:35,888 --> 04:03:37,888
district. Yes.

2355
04:03:38,623 --> 04:03:43,950
thank you. So related to that then you

2356
04:03:43,950 --> 04:03:44,563
know there's there seem to be two strategies in the

2357
04:03:44,563 --> 04:03:46,899
commissioner a request for information for in term goal

2358
04:03:46,899 --> 04:03:50,703
2.1 it says in the sixth grade each and every initiative is

2359
04:03:50,703 --> 04:03:53,772
being planned to mirror the successful kindergarten model

2360
04:03:53,772 --> 04:03:57,175
for interim goal 1.1. And as I just to elucidate that

2361
04:03:57,175 --> 04:04:04,375
seems to refer to start early literacy for ap where we say

2362
04:04:04,516 --> 04:04:05,985
where we saw a 1% point increase from spring to spring.

2363
04:04:05,985 --> 04:04:12,585
is that correct? So so so in in the request for

2364
04:04:12,725 --> 04:04:16,462
information it it says that there is a plan to create

2365
04:04:16,462 --> 04:04:22,335
in each and every initiative for sixth grade that mirrors

2366
04:04:22,335 --> 04:04:26,938
interim goal 1.1 and I'm assuming that refers to the

2367
04:04:26,938 --> 04:04:30,142
increase of one percentage point that we saw for in term

2368
04:04:30,142 --> 04:04:35,480
goal 1.1 related to api early literacy on the start exam,

2369
04:04:35,480 --> 04:04:37,480
correct? >> yes.

2370
04:04:38,550 --> 04:04:39,985
it's because we're seeing that the each and every by name

2371
04:04:39,985 --> 04:04:44,785
strategy is working to support our african-american students

2372
04:04:46,292 --> 04:04:50,696
in achieving the in year growth four for literacy and we

2373
04:04:50,696 --> 04:04:56,680
believe that if we deploy the same strategy for our sixth

2374
04:04:56,680 --> 04:04:59,972
graders we will be able to then build that within year growth

2375
04:04:59,972 --> 04:05:02,372
for math. Got it.

2376
04:05:02,775 --> 04:05:06,450
so so that is the strategy. So there are two strategies

2377
04:05:06,450 --> 04:05:09,781
then that I'm hearing. The first is implementing into

2378
04:05:09,781 --> 04:05:15,788
you each and every four six grade math and then the other

2379
04:05:15,788 --> 04:05:19,758
one that I think I've heard the panel talk about is more around

2380
04:05:19,758 --> 04:05:24,558
the instructional guidance learning walks is across all

2381
04:05:25,797 --> 04:05:26,732
schools. Is that correct or that's

2382
04:05:26,732 --> 04:05:30,932
that's sort of the the strategy set?

2383
04:05:33,172 --> 04:05:37,476
that's correct, I think yes. So for sixth graders we're

2384
04:05:37,476 --> 04:05:40,946
talking about expanding on the each and every by name for our

2385
04:05:40,946 --> 04:05:45,610
sixth grade african-american students for 2.2 we're talking

2386
04:05:45,610 --> 04:05:48,661
about increasing professional development for our

2387
04:05:49,133 --> 04:05:54,533
administrators and having a more refined learning walk tool

2388
04:05:57,174 --> 04:06:00,945
and having more learning walks and devin can speak more about

2389
04:06:00,945 --> 04:06:02,245
the learning walk. >> yes, I was also going to

2390
04:06:02,245 --> 04:06:05,316
build on that and then I couldn't remember which slide

2391
04:06:05,316 --> 04:06:09,219
to go back to but additionally I want to return to the lab

2392
04:06:09,219 --> 04:06:13,257
schools that are receiving intensive support from t and b

2393
04:06:13,257 --> 04:06:17,610
so all of those schools were strategically selected as they

2394
04:06:17,610 --> 04:06:20,965
have high percentages of vocal student population.

2395
04:06:20,965 --> 04:06:24,468
so those schools are receiving intensified support

2396
04:06:24,468 --> 04:06:25,603
in strategies such as instructional leadership

2397
04:06:25,603 --> 04:06:29,730
support for common planning time, the design of their math

2398
04:06:29,730 --> 04:06:33,873
lab courses or coaching for individual math teachers.

2399
04:06:35,679 --> 04:06:40,350
so essentially you know what we want to build on is how we can

2400
04:06:40,350 --> 04:06:43,821
improve the quality of instruction and the high

2401
04:06:43,821 --> 04:06:45,155
expectations that educators have for vocal students at

2402
04:06:45,155 --> 04:06:50,494
those lab sites in order to shift student proficiency rates

2403
04:06:50,494 --> 04:06:51,562
. So we will not only just be

2404
04:06:51,562 --> 04:06:55,632
tracking student outcome growth very closely at those school

2405
04:06:55,632 --> 04:06:59,370
sites, but our hope is truly by the nature of, you know, lab

2406
04:06:59,370 --> 04:07:02,840
schools is to best understand like which practices are really

2407
04:07:02,840 --> 04:07:06,610
working that we might want to codify and scale across the

2408
04:07:06,610 --> 04:07:09,610
system that that's really helpful.

2409
04:07:10,647 --> 04:07:12,820
I was actually I was wondering if the learning walks were

2410
04:07:12,820 --> 04:07:15,753
specifically designed for that. I think in the past we've been

2411
04:07:15,753 --> 04:07:19,353
presented information where 30% of our african-american

2412
04:07:19,457 --> 04:07:22,927
population is within six schools and so forth.

2413
04:07:22,927 --> 04:07:25,963
>> so I wasn't sure if those were across our entire

2414
04:07:25,963 --> 04:07:30,134
portfolio or specifically geared and what I'm hearing you

2415
04:07:30,134 --> 04:07:34,400
say is that it correct me if I'm wrong it's across all

2416
04:07:34,400 --> 04:07:37,475
schools but we also then have labs that are specifically

2417
04:07:37,475 --> 04:07:40,744
focused on focal pipe where where we have focal

2418
04:07:40,744 --> 04:07:42,179
populations. Okay.

2419
04:07:42,179 --> 04:07:46,979
thanks. To follow up on the lab school

2420
04:07:51,155 --> 04:07:55,355
strategy, are there any additional financial or

2421
04:07:57,561 --> 04:08:01,332
staffing resources that are going to be deployed at those

2422
04:08:01,332 --> 04:08:05,903
school sites as opposed to supports coming from central

2423
04:08:05,903 --> 04:08:10,103
office? >> I can talk about one piece

2424
04:08:15,379 --> 04:08:19,983
just to name the central office component and then I will defer

2425
04:08:19,983 --> 04:08:23,120
for the additional resources portion of the question.

2426
04:08:23,120 --> 04:08:26,623
but one of the things that I want to just sort of zero in on

2427
04:08:26,623 --> 04:08:30,461
in the labs in the lab structures and intensified

2428
04:08:30,461 --> 04:08:35,219
support is part of our goal is to increase the capacity of

2429
04:08:35,219 --> 04:08:39,423
educators at the school site. So ultimately we know that when

2430
04:08:39,423 --> 04:08:42,426
we can grow the quality of teaching practice

2431
04:08:42,426 --> 04:08:45,426
and professionally develop administrators, instructional

2432
04:08:45,830 --> 04:08:49,567
coaches and then support them to develop strong systems that

2433
04:08:49,567 --> 04:08:50,834
not just support their professional growth but

2434
04:08:50,834 --> 04:08:54,105
actually support their retention at the school site so

2435
04:08:54,105 --> 04:09:00,705
that we can build a really stable teaching staff over time

2436
04:09:01,780 --> 04:09:02,413
we hope that will lead to the growth of instructional

2437
04:09:02,413 --> 04:09:04,715
quality. So I just want to name that

2438
04:09:04,715 --> 04:09:06,183
like part of our goal here is not just sort of like the

2439
04:09:06,183 --> 04:09:09,620
deployment of resources that then come and go but actually

2440
04:09:09,620 --> 04:09:12,856
building the systems and structures that will grow

2441
04:09:12,856 --> 04:09:17,194
and retain staff at the school site and vice president feeling

2442
04:09:17,194 --> 04:09:20,764
that is a tactical question. So I would encourage you or

2443
04:09:20,764 --> 04:09:24,334
invite you to turn this into a more strategic question.

2444
04:09:24,334 --> 04:09:25,603
>> thank you for that opportunity present don't

2445
04:09:25,603 --> 04:09:29,730
mention it. >> let me try and reframe that

2446
04:09:29,730 --> 04:09:34,473
as a more strategic dream. >> last spring during budgeting

2447
04:09:36,146 --> 04:09:39,817
season I know that there were last minute funds from the

2448
04:09:39,817 --> 04:09:47,170
state that were allocated to the district that we I think as

2449
04:09:47,491 --> 04:09:51,328
a board we're not fully understanding how those funds I

2450
04:09:51,328 --> 04:09:56,128
think approximately $30 million were going to be deployed

2451
04:09:58,502 --> 04:09:59,703
toward student outcomes in the district.

2452
04:09:59,703 --> 04:10:05,103
do the strategies that are described here allocate those

2453
04:10:06,410 --> 04:10:12,410
funds or represent any kind of changes in funding allocations

2454
04:10:13,717 --> 04:10:18,155
toward meeting goal two? >> thank you for that very

2455
04:10:18,155 --> 04:10:20,555
strategic question and healing .

2456
04:10:23,661 --> 04:10:25,328
so the the funds the additional funding that we receive from

2457
04:10:25,328 --> 04:10:30,128
the state we're already purposed restricted to certain

2458
04:10:31,802 --> 04:10:36,390
things but the amount that we allocated towards added

2459
04:10:36,390 --> 04:10:41,439
services components was around $12.5 million and part of the

2460
04:10:45,149 --> 04:10:48,619
$12.5 million is actually in development right now

2461
04:10:48,619 --> 04:10:52,823
in planning process right now as we think through what would

2462
04:10:52,823 --> 04:10:54,910
the additional professional development for our educators

2463
04:10:54,910 --> 04:10:57,227
look like? What would it look like if we

2464
04:10:57,227 --> 04:11:00,965
were to be really strategic in allocating additional

2465
04:11:00,965 --> 04:11:06,965
supports to focal population students and and how would we

2466
04:11:08,505 --> 04:11:11,975
how would we provide the additional support to

2467
04:11:11,975 --> 04:11:17,375
educators, to administrators so and principal supervisors so as

2468
04:11:20,184 --> 04:11:26,184
part of this strategy we have not dipped into the $12.5

2469
04:11:26,799 --> 04:11:31,471
million because we were quite fortunate that as we were

2470
04:11:31,471 --> 04:11:38,671
hiring up for math teachers we do have some wiggle room within

2471
04:11:38,745 --> 04:11:43,490
that the the just the allocation to be able to

2472
04:11:43,490 --> 04:11:49,490
support the lab schools. John, do you want to add

2473
04:11:49,455 --> 04:11:51,240
anything to that? >> no, but I think it's a good

2474
04:11:51,240 --> 04:11:57,363
push that if we think that a school would benefit from

2475
04:11:57,363 --> 04:12:01,500
something extra in aligned with that that we should do that so

2476
04:12:01,500 --> 04:12:05,505
you know there's nothing right now that I can say but at the

2477
04:12:05,505 --> 04:12:11,505
same time we should consider thank you also on slide 13

2478
04:12:16,716 --> 04:12:23,916
there is an indication that there's been more of a focus on

2479
04:12:24,923 --> 04:12:30,323
preparing assistant principals to support goal two on sites.

2480
04:12:30,529 --> 04:12:34,900
are there any middle schools that do not have assistant

2481
04:12:34,900 --> 04:12:38,871
principals and what is our strategy for reaching them with

2482
04:12:38,871 --> 04:12:43,710
the same professional development and supports that

2483
04:12:43,442 --> 04:12:44,643
schools with assistant principals are receiving?

2484
04:12:44,643 --> 04:12:47,880
>> I could take that. >> so last year we started the

2485
04:12:47,880 --> 04:12:51,617
year so we have what's called cohort meetings.

2486
04:12:51,617 --> 04:12:54,354
cohort meetings are where principals and assistant

2487
04:12:54,354 --> 04:12:55,688
principals get together and at the early education

2488
04:12:55,688 --> 04:13:00,488
and elementary level they come together once collectively

2489
04:13:01,594 --> 04:13:02,762
principals, assistant principals and then once a

2490
04:13:02,762 --> 04:13:05,365
month and what's called citywide where they come

2491
04:13:05,365 --> 04:13:06,832
together across and we include their instructional coaches

2492
04:13:06,832 --> 04:13:10,436
and that was in partnership with curriculum and instruction

2493
04:13:10,436 --> 04:13:13,138
the last couple of years at the middle school level we separate

2494
04:13:13,138 --> 04:13:14,373
principals and assistant principals into two different

2495
04:13:14,373 --> 04:13:17,910
groups because of the size of the groups and also because of

2496
04:13:17,910 --> 04:13:21,780
the apis need to stay back on. >> principals are off and vice

2497
04:13:21,780 --> 04:13:25,451
versa in every single key and middle school has at least

2498
04:13:25,451 --> 04:13:28,654
one assistant principal last year and this this current year

2499
04:13:28,654 --> 04:13:33,459
when we started the additional support for math given that we

2500
04:13:33,459 --> 04:13:40,466
had goal two as as the focus for for middle school leave

2501
04:13:40,466 --> 04:13:41,800
and c and I got together and said all right well we'll

2502
04:13:41,800 --> 04:13:45,137
we won't do another meeting off campus.

2503
04:13:45,137 --> 04:13:48,540
we'll do our virtual meeting and we'll separate the group

2504
04:13:48,540 --> 04:13:49,975
into kids and middle school. And so we started out the year

2505
04:13:49,975 --> 04:13:52,879
pulling principals and assistant principals for a

2506
04:13:52,879 --> 04:13:56,149
second time a month but virtually by their grade band.

2507
04:13:56,149 --> 04:13:59,752
so kade principals and assistant principals came

2508
04:13:59,752 --> 04:14:01,153
once and then middle school principals came another time

2509
04:14:01,153 --> 04:14:04,290
and the virtual meetings were just terrible for so many

2510
04:14:04,290 --> 04:14:07,600
reasons and so after two months of trying that we were like

2511
04:14:07,600 --> 04:14:09,929
nope we can't do this. This is like no first of all

2512
04:14:09,929 --> 04:14:12,698
everyone's getting pulled in an emergency fire drill somewhere

2513
04:14:12,698 --> 04:14:13,900
and so then we put our heads together.

2514
04:14:13,900 --> 04:14:16,502
we said well what can we do? And we said well what if we

2515
04:14:16,502 --> 04:14:17,970
what if we give assistant principals this focus and then

2516
04:14:17,970 --> 04:14:21,325
we have assistant principals bring it back to principals?

2517
04:14:21,325 --> 04:14:24,862
and so we tried that last year and we saw some success.

2518
04:14:24,862 --> 04:14:28,198
we saw deepened understanding for assistant principals.

2519
04:14:28,198 --> 04:14:29,633
we saw an increase in learning walks last year by them.

2520
04:14:29,633 --> 04:14:32,369
we saw them engage in conversations that we hadn't

2521
04:14:32,369 --> 04:14:36,730
seen previously across schools and we didn't always see it

2522
04:14:36,730 --> 04:14:37,407
translate into them having conversations that were

2523
04:14:37,407 --> 04:14:39,807
strategic with their principal .

2524
04:14:40,430 --> 04:14:41,712
so at the end of the year m and I were like all right, what

2525
04:14:41,712 --> 04:14:44,615
do we do? And so we started building it

2526
04:14:44,615 --> 04:14:45,749
into our one on ones. We'd go to the principal be

2527
04:14:45,749 --> 04:14:47,617
like what you learn from your assistant principal this month

2528
04:14:47,617 --> 04:14:49,352
you can see how that probably went over that felt like it was

2529
04:14:49,352 --> 04:14:51,855
a gotcha. So then this year we said let's

2530
04:14:51,855 --> 04:14:55,159
not do that. So when we built out our scope

2531
04:14:55,159 --> 04:14:56,392
and sequence for professional learning this year for

2532
04:14:56,392 --> 04:14:59,663
administrators in conjunction with rpa and cni, what we said

2533
04:14:59,663 --> 04:15:03,300
is how do we do something with principals and with us

2534
04:15:03,300 --> 04:15:06,570
assistant principals every single month and then where

2535
04:15:06,570 --> 04:15:10,107
there are coaches how do we then also build that in because

2536
04:15:10,107 --> 04:15:12,142
as as you know all the kids have coaches.

2537
04:15:12,142 --> 04:15:14,111
one is still in the process of being hired but at the middle

2538
04:15:14,111 --> 04:15:17,113
school level about half of them have coaches and so we wanted

2539
04:15:17,113 --> 04:15:21,510
to like be strategic about doing what we're doing with

2540
04:15:21,510 --> 04:15:22,585
elementary school and applying it to the middle school level

2541
04:15:22,585 --> 04:15:25,550
even though the role the coach at the middle school level is

2542
04:15:25,550 --> 04:15:28,580
slightly different. So we learned from last year

2543
04:15:28,580 --> 04:15:32,129
and we've had our first partnership with curriculum

2544
04:15:32,129 --> 04:15:33,396
this this last month september for both principals

2545
04:15:33,396 --> 04:15:37,340
and assistant principals around learning walk specifically

2546
04:15:37,340 --> 04:15:41,472
and like how to get started and to make sure we remove the

2547
04:15:41,472 --> 04:15:44,700
barriers and how we did that and this coming month we'll do

2548
04:15:44,700 --> 04:15:45,675
a calibration of like how do we know what we're seeing is high

2549
04:15:45,675 --> 04:15:48,611
quality and we'll do it in both places principal and assistant

2550
04:15:48,611 --> 04:15:53,411
principal thank you. I really appreciated the linked

2551
04:15:54,685 --> 04:15:59,155
spreadsheet in the responses regarding the uptake of algebra

2552
04:15:59,155 --> 04:16:03,930
across different middle schools in k eight and was wondering

2553
04:16:03,930 --> 04:16:08,999
what our strategy is to make algebra available at the two

2554
04:16:08,999 --> 04:16:13,370
schools that that spreadsheet indicates have no eighth

2555
04:16:13,370 --> 04:16:16,940
graders taking algebra and whether that is an

2556
04:16:16,940 --> 04:16:21,111
availability resource issue of our provision or whether there

2557
04:16:21,111 --> 04:16:24,782
are strategies to improve readiness of students to access

2558
04:16:24,782 --> 04:16:29,530
the curriculum as well. I was waiting for that question

2559
04:16:29,530 --> 04:16:32,556
and I'm also going to say that if you can just try to turn

2560
04:16:32,556 --> 04:16:36,920
that into a more strategic question that would be helpful.

2561
04:16:36,920 --> 04:16:37,560
>> it's my question where are our strategies to make sure all

2562
04:16:37,560 --> 04:16:40,731
of our students including at two entire middle schools are

2563
04:16:40,731 --> 04:16:44,670
able to access algebra? >> oh, I don't think by putting

2564
04:16:44,670 --> 04:16:47,700
the word strategy in the question it turns it into

2565
04:16:47,700 --> 04:16:48,710
necessarily a strategic question.

2566
04:16:48,710 --> 04:16:54,671
>> just saying is there can you maybe I can help here?

2567
04:17:00,950 --> 04:17:04,870
I'd love for you to model strategic question asking

2568
04:17:04,870 --> 04:17:09,920
because I think your question is is is aimed at an

2569
04:17:09,920 --> 04:17:10,828
accessibility question and how it improves eighth great

2570
04:17:10,828 --> 04:17:14,428
outcomes. I think it's about barriers.

2571
04:17:15,538 --> 04:17:19,420
yeah, that's what I'm hearing that you know that is also what

2572
04:17:19,420 --> 04:17:23,646
I'm hearing maybe when one question would be what are the

2573
04:17:23,646 --> 04:17:27,117
barriers that we know exist among our eighth grade students

2574
04:17:27,117 --> 04:17:30,587
currently at our schools that we may want to consider as we

2575
04:17:30,587 --> 04:17:35,387
think about improving our eighth grade math outcomes

2576
04:17:37,590 --> 04:17:41,931
and I am worried that on a site specific level for equity

2577
04:17:41,931 --> 04:17:42,732
purposes. >> all right.

2578
04:17:42,732 --> 04:17:45,680
I'm going to pick up the question because we know which

2579
04:17:45,680 --> 04:17:46,503
two schools it is and there are two different reasons that

2580
04:17:46,503 --> 04:17:51,407
those two schools so I think we have one case and one middle

2581
04:17:51,407 --> 04:17:55,445
school that didn't have any up takers for algebra.

2582
04:17:55,445 --> 04:17:58,480
as you know, we the algebra was offered across our school sites

2583
04:17:58,480 --> 04:17:59,949
and where anyone wanted to take algebra they were encouraged

2584
04:17:59,949 --> 04:18:05,521
and supported to do so. In fact two schools three

2585
04:18:05,521 --> 04:18:09,826
schools added a zero period this year might I add almost

2586
04:18:09,826 --> 04:18:10,960
seamlessly like it was kind of impressive.

2587
04:18:10,960 --> 04:18:14,430
I want to like pick I want to like lift up those

2588
04:18:14,430 --> 04:18:17,667
administrators that did gargantuan work to make

2589
04:18:17,667 --> 04:18:19,100
teachers or sharing classrooms kids who take the bus get it.

2590
04:18:19,100 --> 04:18:22,505
I mean it really was a lot of work on the part of the

2591
04:18:22,505 --> 04:18:25,975
principals and the unions that participated with those

2592
04:18:25,975 --> 04:18:27,110
principals and the assistant principal.

2593
04:18:27,110 --> 04:18:29,913
so anyway, that's what you asked me but I'm just gonna

2594
04:18:29,913 --> 04:18:32,782
give a plug for them at the two schools where we saw that

2595
04:18:32,782 --> 04:18:35,985
students didn't enroll in algebra, there was at the k

2596
04:18:35,985 --> 04:18:37,453
eight level there were kind of like three ways that kids

2597
04:18:37,453 --> 04:18:40,790
picked this up. One was we're just going to

2598
04:18:40,790 --> 04:18:44,126
roll everyone in algebra because we don't know what else

2599
04:18:44,126 --> 04:18:47,463
to do because our school site is so tiny that if we don't

2600
04:18:47,463 --> 04:18:48,965
give everyone this elective then we can't make our schedule

2601
04:18:48,965 --> 04:18:51,868
work. So in some cases regardless of

2602
04:18:51,868 --> 04:18:56,380
how many students were automatically enrolled, every

2603
04:18:56,380 --> 04:18:57,440
single student got their math eight and then they got the

2604
04:18:57,440 --> 04:19:01,111
algebra and then where they opted out they tried to figure

2605
04:19:01,111 --> 04:19:04,140
out what to do and there were some creative ways of doing

2606
04:19:04,140 --> 04:19:05,481
that in other schools they opted and only the kids who

2607
04:19:05,481 --> 04:19:09,318
opted in and then they really tried to work out their

2608
04:19:09,318 --> 04:19:12,254
schedule and there were some funky electives happening

2609
04:19:12,254 --> 04:19:16,192
and then at a third school they offered the opportunity but no

2610
04:19:16,192 --> 04:19:18,761
one was actually eligible at that particular school and so

2611
04:19:18,761 --> 04:19:20,960
no one picked it up. And so for the first year what

2612
04:19:20,960 --> 04:19:22,899
they said is let's do some math labs.

2613
04:19:22,899 --> 04:19:24,233
and similarly at the middle school where this happened

2614
04:19:24,233 --> 04:19:27,369
there was no automatic enrollment at that particular

2615
04:19:27,369 --> 04:19:30,272
site and they're using their algebra for sixth and seventh

2616
04:19:30,272 --> 04:19:33,109
grade math labs to increase one eligible eligibility for

2617
04:19:33,109 --> 04:19:36,779
automatic enrollment but also excitement around algebra.

2618
04:19:36,779 --> 04:19:39,882
>> so I do think that there will be some shifts in both of

2619
04:19:39,882 --> 04:19:41,251
those places for next year and there was some questions

2620
04:19:41,251 --> 04:19:44,687
that we had around like where do we allow or where do we

2621
04:19:44,687 --> 04:19:48,792
support leaders to make decisions that are really good

2622
04:19:48,792 --> 04:19:50,590
for their community but also where do we push the

2623
04:19:50,590 --> 04:19:53,296
conversation so that if it's challenging because of a

2624
04:19:53,296 --> 04:19:56,198
structural issue we can interrupt that structural issue

2625
04:19:56,198 --> 04:19:57,667
to make sure that access is happening especially for our or

2626
04:19:57,667 --> 04:20:00,403
at least reach students. So thanks for that question

2627
04:20:00,403 --> 04:20:07,559
because it's when we have to I wanted to pick up and follow up

2628
04:20:07,559 --> 04:20:10,628
and vice versa hearings it's actually was her earlier

2629
04:20:10,628 --> 04:20:11,897
question and I think it relates to this one too.

2630
04:20:11,897 --> 04:20:16,697
>> so we have this 12 the 12,000,012.5 million that was

2631
04:20:17,369 --> 04:20:18,637
put in the budget as a commitment which I actually

2632
04:20:18,637 --> 04:20:23,975
think we're required to spend because otherwise we're not

2633
04:20:23,975 --> 04:20:27,575
honoring the state reserve cap requirement.

2634
04:20:27,646 --> 04:20:32,184
so that's a different topic. But so strategic question so my

2635
04:20:32,184 --> 04:20:36,721
question is given that given the fact that we have to spend

2636
04:20:36,721 --> 04:20:40,258
it, what do we know about interventions that do work for

2637
04:20:40,258 --> 04:20:44,262
based on targeted increase investments at schools like

2638
04:20:44,262 --> 04:20:47,665
what have where is that been happening and what have we

2639
04:20:47,665 --> 04:20:48,867
learned from it? I guess I was thinking about

2640
04:20:48,867 --> 04:20:51,302
this your question too about like oh if a school hasn't been

2641
04:20:51,302 --> 04:20:54,873
able to implement this what are examples of targeted

2642
04:20:54,873 --> 04:20:56,740
investments? We've already done that that we

2643
04:20:56,740 --> 04:20:59,111
have data showing we think they work that might inform our

2644
04:20:59,111 --> 04:21:02,111
thinking about investments moving forward.

2645
04:21:05,283 --> 04:21:10,683
I can see I can see john being frustrated.

2646
04:21:12,290 --> 04:21:19,231
you know, I think again because this is going to be the first

2647
04:21:19,231 --> 04:21:23,634
that's the we just completed one full year of of the math

2648
04:21:23,634 --> 04:21:27,172
curriculum. I think there's still a lot of

2649
04:21:27,172 --> 04:21:30,242
learnings that has to that has to happen.

2650
04:21:30,242 --> 04:21:37,716
we still need to evaluate the the data and see how we are how

2651
04:21:37,716 --> 04:21:38,783
we are doing in implementing the curriculum.

2652
04:21:38,783 --> 04:21:45,857
I will say from from just again talking to the team that we do

2653
04:21:45,857 --> 04:21:50,529
need to provide additional supports from for for our

2654
04:21:50,529 --> 04:21:53,931
students and it's something that john and the team and I

2655
04:21:53,931 --> 04:21:57,736
have had lots of conversations about and supports could look

2656
04:21:57,736 --> 04:22:01,336
anywhere from additional instructional coaches for

2657
04:22:01,873 --> 04:22:07,273
educators to additional family supports for students and for

2658
04:22:08,880 --> 04:22:11,880
families to differential supporting differential

2659
04:22:13,418 --> 04:22:15,818
instruction inside the classroom.

2660
04:22:17,322 --> 04:22:21,626
and and I think this is all going to require a lot of a lot

2661
04:22:21,626 --> 04:22:27,965
of planning from from the team and for the team and something

2662
04:22:27,965 --> 04:22:32,137
that we are actively engaging in right now so we don't have

2663
04:22:32,137 --> 04:22:35,507
an answer for you. But I will say that we are

2664
04:22:35,507 --> 04:22:39,677
actively thinking through that and again to be clear I wasn't

2665
04:22:39,677 --> 04:22:41,120
asking for the plan. I was asking what we know about

2666
04:22:41,120 --> 04:22:44,616
what we're already doing which I assume we have knowled of.

2667
04:22:44,616 --> 04:22:48,186
so I but I, I understand if we don't want to answer that

2668
04:22:48,186 --> 04:22:49,588
question right now but I guess the question really was about

2669
04:22:49,588 --> 04:22:51,723
what are we already doing in terms of targeted

2670
04:22:51,723 --> 04:22:55,193
investments because we are I know we're doing some I mean

2671
04:22:55,193 --> 04:22:56,597
it's not that we're not doing anything and so I guess my

2672
04:22:56,597 --> 04:22:59,601
question was more about what are we learning from what was

2673
04:22:59,601 --> 04:23:02,937
happening that's already been happening in the past not not

2674
04:23:02,937 --> 04:23:04,138
so much a push to already have the plan.

2675
04:23:04,138 --> 04:23:07,475
so I apologize if that wasn't clear.

2676
04:23:07,475 --> 04:23:10,412
>> well, I think one of the things that the team has just

2677
04:23:10,412 --> 04:23:12,120
I'm sorry just my eyes one of the things that the team has

2678
04:23:12,120 --> 04:23:14,749
just shared is just that in learning that just just

2679
04:23:14,749 --> 04:23:18,949
pulling our apps out for additional professional

2680
04:23:19,530 --> 04:23:23,224
learning opportunities was not enough and that we're now going

2681
04:23:23,224 --> 04:23:26,494
to do professional opportunities for the apps as

2682
04:23:26,494 --> 04:23:29,631
well as the site leader. So that's an additional thing

2683
04:23:29,631 --> 04:23:33,501
that we've learned and now we're pivoting to do expect to

2684
04:23:33,501 --> 04:23:37,372
do more and expand. We're also realizing that we

2685
04:23:37,372 --> 04:23:41,509
need to do more professional development opportunities

2686
04:23:41,509 --> 04:23:45,380
across grade cohorts and grade bands to support our educators

2687
04:23:45,380 --> 04:23:52,580
and I know that there's a focus on expanding on our each

2688
04:23:53,554 --> 04:23:57,191
and every student by name where we're learning how we do that.

2689
04:23:57,191 --> 04:24:02,196
and for conductors for african american students and now we

2690
04:24:02,196 --> 04:24:08,302
want to replicate it for our sixth graders and doing more

2691
04:24:08,302 --> 04:24:11,302
intentional english learner focused trainings.

2692
04:24:11,806 --> 04:24:16,277
so so there are there are things that we've learned this

2693
04:24:16,277 --> 04:24:20,810
past year and we're going to try a couple of those things

2694
04:24:20,810 --> 04:24:25,920
moving forward and and then in terms of tapping into the

2695
04:24:25,920 --> 04:24:32,520
12.5, we're going to continue to figure out how to use that.

2696
04:24:32,761 --> 04:24:34,261
I think my next question is a follow up question to

2697
04:24:34,261 --> 04:24:39,661
alexandra's question which is gold it interim goal 2.1 looks

2698
04:24:40,101 --> 04:24:44,371
at sixth grade african american students and the first

2699
04:24:44,371 --> 04:24:47,976
evaluation for that is in the fall which is pretty soon after

2700
04:24:47,976 --> 04:24:51,112
they've finished their elementary school education.

2701
04:24:51,112 --> 04:24:55,516
given our ability to track where students went to

2702
04:24:55,516 --> 04:24:58,919
elementary school in our middle school feeder patterns do we

2703
04:24:58,919 --> 04:25:02,724
know of any strategies that we're employing in elementary

2704
04:25:02,724 --> 04:25:06,394
schools such as lesson study or anything else that are

2705
04:25:06,394 --> 04:25:10,565
predictive of higher uh, sixth grade performance for our focus

2706
04:25:10,565 --> 04:25:13,668
students coming in at the beginning of middle school to

2707
04:25:13,668 --> 04:25:19,680
help with that readiness for eighth grade achievement there

2708
04:25:21,275 --> 04:25:27,275
tends to there's actually a question that I've been very

2709
04:25:29,283 --> 04:25:32,821
curious and interested in I just haven't had the time to

2710
04:25:32,821 --> 04:25:37,491
dig in not just lesson study but just just based on where

2711
04:25:37,491 --> 04:25:40,761
students come from which which schools and going back to many

2712
04:25:40,761 --> 04:25:43,765
of your questions about identifying bright spots about

2713
04:25:43,765 --> 04:25:47,681
things that were done well I was actually just browsing some

2714
04:25:47,681 --> 04:25:51,452
of the historical data many focal students achievement

2715
04:25:51,452 --> 04:25:58,652
issues go way back, right? So I've always held to the line

2716
04:25:59,526 --> 04:26:03,531
that trying to support students in middle school is a little

2717
04:26:03,531 --> 04:26:07,168
bit too late. So yeah, in order to kind of

2718
04:26:07,168 --> 04:26:10,738
dig into that um we'd be very interested in going further

2719
04:26:10,738 --> 04:26:13,674
back in time to see where the optimal point of intervention

2720
04:26:13,674 --> 04:26:19,674
might be and fortunately we don't have that information at

2721
04:26:24,551 --> 04:26:28,880
our fingertips right now but definitely something that we

2722
04:26:28,880 --> 04:26:33,260
should look into. >> I mean what I heard was when

2723
04:26:33,260 --> 04:26:36,263
elementary schools are doing well or maybe not that are

2724
04:26:36,263 --> 04:26:39,633
contributing to that sixth grade dip and I just don't

2725
04:26:39,633 --> 04:26:44,337
think we've sussed out that beta pattern and where kids go

2726
04:26:44,337 --> 04:26:47,775
to be able to answer that really well.

2727
04:26:47,775 --> 04:26:51,912
but again figuring that out might lead to some type of like

2728
04:26:51,912 --> 04:26:55,182
something that's happening in the third, fourth, fifth

2729
04:26:55,182 --> 04:26:58,853
grade at particular schools that you know would help us

2730
04:26:58,853 --> 04:27:00,120
in the future. >> yeah, I think my question is

2731
04:27:00,120 --> 04:27:06,127
more are there will we see data we see is district wide but

2732
04:27:06,127 --> 04:27:10,497
when we break it down to like elementary school level perhaps

2733
04:27:10,497 --> 04:27:14,100
are there elementary schools where focal students are

2734
04:27:14,100 --> 04:27:17,671
outperforming and to what strategies do we attribute that

2735
04:27:17,671 --> 04:27:21,871
? Can we expand on those that I

2736
04:27:24,712 --> 04:27:29,182
am hesitating because mine is an inference based

2737
04:27:29,182 --> 04:27:35,782
extrapolation and not one that I can say with deep research

2738
04:27:36,157 --> 04:27:39,693
base. >> maybe I'll give that anyways

2739
04:27:39,693 --> 04:27:44,498
and so I think there are some consistent and predictable

2740
04:27:44,498 --> 04:27:47,568
patterns when we look at schools across it.

2741
04:27:47,568 --> 04:27:54,541
um middle school and elementary school that we see and so you

2742
04:27:54,541 --> 04:27:58,879
know we have some high growth schools particularly for focal

2743
04:27:58,879 --> 04:28:00,381
populations of students, particularly for black students

2744
04:28:00,381 --> 04:28:03,717
at the middle school level. And there's one specific school

2745
04:28:03,717 --> 04:28:06,887
I'm thinking where there their math growth actually outpaced

2746
04:28:06,887 --> 04:28:13,487
their ela growth which is unusual and what I would say

2747
04:28:14,728 --> 04:28:18,532
and there are some similar elementary schools in that

2748
04:28:18,532 --> 04:28:22,602
pattern I think what I would say predictably and and again

2749
04:28:22,602 --> 04:28:26,273
this is not a research based but from my own like inferences

2750
04:28:26,273 --> 04:28:30,411
being in those classrooms you are looking at classrooms where

2751
04:28:30,411 --> 04:28:35,211
that trifecta of high quality curriculum and instruction,

2752
04:28:37,417 --> 04:28:38,819
high quality teacher practice and strong student ownership

2753
04:28:38,819 --> 04:28:45,826
are occurring every single day. And I just would say I think we

2754
04:28:45,826 --> 04:28:49,831
dramatically often underplay what is required in terms of

2755
04:28:49,831 --> 04:28:53,568
like the consistency and the precision of instruction to

2756
04:28:53,568 --> 04:28:56,571
move outcomes. And I will also say I think we

2757
04:28:56,571 --> 04:29:00,341
dramatically underplay the deep belief that adults have to have

2758
04:29:00,341 --> 04:29:04,579
in the brilliance of students in order to not over scaffold

2759
04:29:04,579 --> 04:29:08,315
in order to not under anticipate their perseverance

2760
04:29:08,315 --> 04:29:12,720
in order to not believe that they might need something

2761
04:29:12,720 --> 04:29:16,900
different that maybe isn't quite grade level.

2762
04:29:16,900 --> 04:29:17,910
right? So I think what in these

2763
04:29:17,910 --> 04:29:20,295
schools that both are demonstrating high growth for

2764
04:29:20,295 --> 04:29:24,265
vocal students and that I have been in those classrooms I

2765
04:29:24,265 --> 04:29:27,535
think there is somewhat a beauty and a magic in that

2766
04:29:27,535 --> 04:29:31,720
simplicity in terms of the quality and the consistency of

2767
04:29:31,720 --> 04:29:34,876
the instructional practice and the school systems that

2768
04:29:34,876 --> 04:29:36,277
support it whether it be teacher collaboration or

2769
04:29:36,277 --> 04:29:39,877
coaching or very strong instructional leaders.

2770
04:29:42,283 --> 04:29:45,619
thank you. I have one quick final question

2771
04:29:45,619 --> 04:29:49,219
. Um, what evidence do we have

2772
04:29:49,757 --> 04:29:54,228
in our data if any that our math and tech strategies are

2773
04:29:54,228 --> 04:30:00,828
causing any growth in our eighth grade or other our math

2774
04:30:02,360 --> 04:30:08,510
outcomes, our goal two outcomes I, I think we've asked for

2775
04:30:08,510 --> 04:30:11,912
example around like a mirror whether a mirror implementation

2776
04:30:11,912 --> 04:30:16,384
is causing is helping is causing student outcomes to

2777
04:30:16,384 --> 04:30:20,188
improve and answer they've gotten in the past or around

2778
04:30:20,188 --> 04:30:25,588
kind of the theoretical application of a mirror that

2779
04:30:29,531 --> 04:30:34,269
we're not tied to actual outcomes in our student data

2780
04:30:34,269 --> 04:30:35,669
and I'm wondering if we have any evidence in our student

2781
04:30:35,669 --> 04:30:39,400
data about the impact that those tools are having or not

2782
04:30:39,400 --> 04:30:45,400
when you say edtech are you talking about um technology

2783
04:30:46,810 --> 04:30:47,548
tools that are providing tutoring services and math to

2784
04:30:47,548 --> 04:30:48,830
students? Yes.

2785
04:30:48,830 --> 04:30:50,652
okay. Because we don't because we're

2786
04:30:50,652 --> 04:30:53,554
not current using one in math the like we are a mirror we

2787
04:30:53,554 --> 04:30:57,759
have decimal shows so which is imagine math.

2788
04:30:57,759 --> 04:31:01,295
it's part of the curriculum. >> it is it's a computer tool.

2789
04:31:01,295 --> 04:31:07,295
I thought we'd previously discussed a mirror is using a

2790
04:31:07,668 --> 04:31:12,206
math tutor and that it was deployed across know so that

2791
04:31:12,206 --> 04:31:16,760
one point of clarification so amir is specifically literacy

2792
04:31:16,760 --> 04:31:20,247
based there is a tool at the high school level idea that is

2793
04:31:20,247 --> 04:31:26,386
an a.I. Based math tutor that we did pilot last year and do

2794
04:31:26,386 --> 04:31:33,338
some study around but it is not at the middle school level.

2795
04:31:33,338 --> 04:31:38,420
>> okay so I am going to move us to oh okay.

2796
04:31:38,420 --> 04:31:40,844
>> yes. Commissioner fisher sorry if

2797
04:31:40,844 --> 04:31:42,346
one follow up question and I promise is strategic and I hope

2798
04:31:42,346 --> 04:31:46,184
it's quick um I just have to get back to it and find it now.

2799
04:31:46,184 --> 04:31:50,154
um, because I have too many spreadsheets open to actually

2800
04:31:50,154 --> 04:31:52,923
okay. Mine is about strategic

2801
04:31:52,923 --> 04:31:58,923
resource allocation. I do have converted me to the I

2802
04:32:00,798 --> 04:32:03,968
shouldn't say converted but you've convinced me like the

2803
04:32:03,968 --> 04:32:05,570
hearing how important learning was based on what you've shared

2804
04:32:05,570 --> 04:32:08,973
today and I love the strategy of and focusing on the student

2805
04:32:08,973 --> 04:32:13,773
ownership but I'm wondering we're already hearing from

2806
04:32:15,112 --> 04:32:18,482
school site leaders just how much work it is to run a school

2807
04:32:18,482 --> 04:32:19,884
,right? So do we have the appropriate

2808
04:32:19,884 --> 04:32:23,870
level of resources in place to make sure that we can implement

2809
04:32:23,870 --> 04:32:26,524
these strategies with fidelity and click the amount of data we

2810
04:32:26,524 --> 04:32:30,128
need to make the decisions we want to make especially like we

2811
04:32:30,128 --> 04:32:34,465
heard complaints you know when we cut apps at many schools.

2812
04:32:34,465 --> 04:32:37,935
so I'm just I'm like wondering do are the resources sufficient

2813
04:32:37,935 --> 04:32:42,735
to meet the strategy? It's great, commissioner fisher

2814
04:32:45,743 --> 04:32:48,813
that we're ending on this particular question because

2815
04:32:48,813 --> 04:32:52,883
this is what john davis started this whole conversation with

2816
04:32:52,883 --> 04:32:54,218
which is the amazing dr. Harrell who's sitting back

2817
04:32:54,218 --> 04:33:00,818
there because we are engaging with a few of our principals

2818
04:33:01,559 --> 04:33:08,532
right now to really do a mapping of all of their roles

2819
04:33:08,532 --> 04:33:09,700
and responsibilities in school sites.

2820
04:33:09,700 --> 04:33:12,570
so we're talking to principals in different cohorts so

2821
04:33:12,570 --> 04:33:15,973
elementary, middle and high school I think we're doing a

2822
04:33:15,973 --> 04:33:20,144
key one to just really understand all the load that is

2823
04:33:20,144 --> 04:33:23,147
on their plate, everything that's on their plates and then

2824
04:33:23,147 --> 04:33:27,185
really work with them to figure out what we can do to take what

2825
04:33:27,185 --> 04:33:28,719
are some of the things that we can take off their plates

2826
04:33:28,719 --> 04:33:34,258
and move over to central office leads so we're in that process

2827
04:33:34,258 --> 04:33:38,796
now and I will be more than happy to bring back to the

2828
04:33:38,796 --> 04:33:44,796
board what we've learned in in that from those conversations

2829
04:33:46,103 --> 04:33:49,941
and what types of resourcing we would need to take additional

2830
04:33:49,941 --> 04:33:54,145
things off principals plates and then and then continue to

2831
04:33:54,145 --> 04:33:58,150
support principals to be in the classrooms to of course

2832
04:33:58,150 --> 04:34:01,218
complete that instructional core trifecta that we talked

2833
04:34:01,218 --> 04:34:04,818
about. >> I would I'm very curious

2834
04:34:05,289 --> 04:34:06,691
about the resourcing piece so I look forward to hearing more

2835
04:34:06,691 --> 04:34:09,270
about that. >> thank you.

2836
04:34:09,270 --> 04:34:13,970
um, commissioner ray it's a strategic question.

2837
04:34:13,970 --> 04:34:14,965
>> yes, I only asked one before so I can do it quickly or

2838
04:34:14,965 --> 04:34:17,367
relatively quickly. Commissioner fisher's question

2839
04:34:17,367 --> 04:34:24,108
reminded me of a question that I had had and last year there

2840
04:34:24,108 --> 04:34:25,395
was a lot of discussion about implementing things with

2841
04:34:25,395 --> 04:34:28,798
fidelity and comparisons to a pipeline and so forth.

2842
04:34:28,798 --> 04:34:32,769
this year I've heard more about implementing things with

2843
04:34:32,769 --> 04:34:36,406
integrity and there's a comment and one of the staff answers

2844
04:34:36,406 --> 04:34:40,420
that an emphasis on fidelity can become overly compliance

2845
04:34:40,420 --> 04:34:44,842
oriented etc. Etc.. So I'm actually I'm wondering

2846
04:34:46,830 --> 04:34:50,486
what is the difference if any between implementing something

2847
04:34:50,486 --> 04:34:51,755
with fidelity and implementing it with integrity?

2848
04:34:51,755 --> 04:34:55,158
why does that matter or are we actually shifting is that a

2849
04:34:55,158 --> 04:34:58,628
strategy in a way? Are we shifting strategies

2850
04:34:58,628 --> 04:34:59,962
in some fashion? >> commissioner fisher is there

2851
04:34:59,962 --> 04:35:03,500
a way that you can switch that to align it to goals

2852
04:35:03,500 --> 04:35:05,968
and guardrails? Sure I can.

2853
04:35:05,968 --> 04:35:10,768
>> oh sorry commissioner ray just got you commissioner.

2854
04:35:10,774 --> 04:35:16,174
>> I'm just so used to just getting I'm heading

2855
04:35:17,514 --> 04:35:21,584
commissioner ray is there so is there a way you can modify that

2856
04:35:21,584 --> 04:35:22,585
question to align it more than twice?

2857
04:35:22,585 --> 04:35:25,722
I'm trying to understand if we are actually if there is a

2858
04:35:25,722 --> 04:35:31,722
difference between these two things if we are shifting if

2859
04:35:32,395 --> 04:35:33,930
someone wants to help me with this they're welcome to do it.

2860
04:35:33,930 --> 04:35:39,803
>> if they are if we are shifting is there a strategic

2861
04:35:39,803 --> 04:35:40,937
strategic move? That's what I'm trying to

2862
04:35:40,937 --> 04:35:44,740
decide is it a strategic move to go from implementing with

2863
04:35:44,740 --> 04:35:47,744
fidelity to implement with integrity is that intended to

2864
04:35:47,744 --> 04:35:48,779
help us improve our student outcome goals?

2865
04:35:48,779 --> 04:35:53,579
because I'm not really understanding fully what the

2866
04:35:54,885 --> 04:35:59,550
way in which this this language is being used.

2867
04:35:59,550 --> 04:36:03,626
I don't believe that there is a there's a shift.

2868
04:36:03,626 --> 04:36:09,626
>> I think we always want to implement our curriculum with

2869
04:36:10,300 --> 04:36:16,300
fidelity and integrity because we do want our our educators,

2870
04:36:18,375 --> 04:36:23,146
our teachers to to fully embrace the the curriculum

2871
04:36:23,146 --> 04:36:27,946
because we as a board adopted the curriculum.

2872
04:36:28,518 --> 04:36:30,253
and so one, they need to be able to implement the

2873
04:36:30,253 --> 04:36:34,230
curriculum to fidelity but they can't implement the curriculum

2874
04:36:34,230 --> 04:36:37,727
for students to really own the curriculum and own the learning

2875
04:36:37,727 --> 04:36:40,931
if they don't implement it with integrity.

2876
04:36:40,931 --> 04:36:44,400
>> it goes back to the instructional core that we are

2877
04:36:44,400 --> 04:36:48,571
striving to create where we have strong curriculum and then

2878
04:36:48,571 --> 04:36:52,809
we have teachers who are able to implement that curriculum so

2879
04:36:52,809 --> 04:36:59,215
that our students are able to own that instruction to really

2880
04:36:59,215 --> 04:37:03,352
work through the the the the instructional learning

2881
04:37:03,352 --> 04:37:07,156
challenge and you can only do that if we can if our teachers

2882
04:37:07,156 --> 04:37:10,760
are able to to really embrace the curriculum.

2883
04:37:10,760 --> 04:37:18,275
so so I don't believe that there is a I don't believe that

2884
04:37:18,275 --> 04:37:24,948
there is a a a a a difference or a shift in how we want

2885
04:37:24,948 --> 04:37:28,819
educators to to own and embrace the curriculum or deliver the

2886
04:37:28,819 --> 04:37:32,923
curriculum we always want our educators to to deliver the

2887
04:37:32,923 --> 04:37:37,728
curriculum with highest integrity so so I don't believe

2888
04:37:37,728 --> 04:37:41,999
that that is the case. I don't know team if you want

2889
04:37:41,999 --> 04:37:46,203
to add to that or john yeah, I mean I think this gives a good

2890
04:37:46,203 --> 04:37:50,600
opportunity to kind of talk this out and get this out

2891
04:37:50,600 --> 04:37:52,876
in the air as much as humanly possible.

2892
04:37:52,876 --> 04:37:54,377
I mean when you're starting with the curriculum and it's

2893
04:37:54,377 --> 04:37:58,115
brand new you're going to be you want some fidelity, right?

2894
04:37:58,115 --> 04:38:01,418
because you don't like it's new.

2895
04:38:01,418 --> 04:38:04,488
you got to follow it. You got to get into it right.

2896
04:38:04,488 --> 04:38:08,559
but over time once you understand the moves, once you

2897
04:38:08,559 --> 04:38:12,629
understand different aspects of it, you can go more towards

2898
04:38:12,629 --> 04:38:13,831
integrity. >> and if a if a teacher makes

2899
04:38:13,831 --> 04:38:17,835
a move that's different but it's still very rigorous in the

2900
04:38:17,835 --> 04:38:23,835
say that final question that's asked then you're doing that

2901
04:38:24,241 --> 04:38:25,542
with integrity, right? So if you still have high

2902
04:38:25,542 --> 04:38:28,779
standards but you're changing something in the lesson as it's

2903
04:38:28,779 --> 04:38:31,849
given then that's with integrity and that's fine.

2904
04:38:31,849 --> 04:38:36,187
but again when you first get a curriculum you kind of got to

2905
04:38:36,187 --> 04:38:39,323
do it right and so you got to have fidelity to it and so

2906
04:38:39,323 --> 04:38:40,724
you'll hear that every now and then but it's really with

2907
04:38:40,724 --> 04:38:44,995
integrity and again you don't want teachers making so many

2908
04:38:44,995 --> 04:38:51,568
moves that it lowers the standard and makes it too easy

2909
04:38:51,568 --> 04:38:52,769
because sometimes that happens, right?

2910
04:38:52,769 --> 04:38:55,672
you still want to make sure as you're reading the lesson, as

2911
04:38:55,672 --> 04:38:59,410
you're reviewing the lesson as you're going through whatever

2912
04:38:59,410 --> 04:39:02,947
the students are going to have to read, you're asking the most

2913
04:39:02,947 --> 04:39:04,810
rigorous questions. You're giving them time to

2914
04:39:04,810 --> 04:39:07,717
grapple with the problem, whatever it may be.

2915
04:39:07,717 --> 04:39:11,421
>> so we end up leaning more towards integrity over time

2916
04:39:11,421 --> 04:39:14,959
even if we start with a little bit of fidelity so that

2917
04:39:14,959 --> 04:39:19,496
teachers kind of get it. Anybody want to add anything to

2918
04:39:19,496 --> 04:39:22,496
that? >> so these terms are

2919
04:39:22,632 --> 04:39:26,570
relatively new to me as well. But the way that I think about

2920
04:39:26,570 --> 04:39:29,373
them is uh kind of the the letter of something as opposed

2921
04:39:29,373 --> 04:39:30,374
to the spirit of something, right?

2922
04:39:30,374 --> 04:39:33,777
>> so like you know, you do something because it's exactly

2923
04:39:33,777 --> 04:39:37,381
specified that the abiding by the the letter of something but

2924
04:39:37,381 --> 04:39:42,781
implementing that integrity is honoring the spirit of the

2925
04:39:44,455 --> 04:39:48,655
curriculum and making whatever appropriate modification signs

2926
04:39:48,826 --> 04:39:52,596
that that honor that right so I think it's exactly in the way

2927
04:39:52,596 --> 04:39:54,310
that john just described about some overtime changes that

2928
04:39:54,310 --> 04:39:56,701
happen about how changes happen in general.

2929
04:39:56,701 --> 04:39:59,203
right. About implementing a large

2930
04:39:59,203 --> 04:40:04,141
scale curriculum change like this takes time and takes

2931
04:40:04,141 --> 04:40:10,741
phases of of trying to move folks along the spectrum of

2932
04:40:15,350 --> 04:40:19,390
okay thank you commissioners staff superintendent to have

2933
04:40:19,390 --> 04:40:22,976
this productive conversation now we will vote on whether or

2934
04:40:22,976 --> 04:40:24,770
not to accept the monitoring reports.

2935
04:40:24,770 --> 04:40:27,147
to clarify we are voting to accept the report as a formal

2936
04:40:27,147 --> 04:40:30,917
acknowledgment that we have had a satisfactory conversation

2937
04:40:30,917 --> 04:40:34,355
with the superintendent and her team and that now we have a

2938
04:40:34,355 --> 04:40:35,856
deeper understanding of how the reality of our students lines

2939
04:40:35,856 --> 04:40:38,625
up through with our vision for them to do this we will go

2940
04:40:38,625 --> 04:40:42,262
through a series of questions and vote to accept the reports

2941
04:40:42,262 --> 04:40:45,999
if the reality matches the vision of the goal if there is

2942
04:40:45,999 --> 04:40:50,204
sufficient growth towards the goal or if there is a strategy

2943
04:40:50,204 --> 04:40:53,507
or plan in place to cause that sufficient growth towards the

2944
04:40:53,507 --> 04:40:56,976
vision. If we're not able to answer yes

2945
04:40:56,976 --> 04:40:58,545
to any of these questions, the board will consider voting to

2946
04:40:58,545 --> 04:41:02,416
not accept the report. Before we do this I do want to

2947
04:41:02,416 --> 04:41:08,221
acknowledge that we have asked the superintendent to provide a

2948
04:41:08,221 --> 04:41:12,592
one year goal for us in the cut within a multi your goal of our

2949
04:41:12,592 --> 04:41:19,499
goals and to a certain extent we are not able to answer some

2950
04:41:19,499 --> 04:41:23,504
of these questions without that one year target in mind as

2951
04:41:23,504 --> 04:41:27,574
we've acknowledged previously in another board meeting that

2952
04:41:27,574 --> 04:41:31,111
we already know that we are we are not able to reach the goals

2953
04:41:31,111 --> 04:41:35,115
that we have in place practically and so first this

2954
04:41:35,115 --> 04:41:39,252
message is to staff by no means is this an indication of of our

2955
04:41:39,252 --> 04:41:42,589
belief or confidence in at least the work that we are

2956
04:41:42,589 --> 04:41:43,724
seeing at all? This is a question of whether

2957
04:41:43,724 --> 04:41:47,194
or not we are actually seeing the progress that we want to

2958
04:41:47,194 --> 04:41:49,863
see or not or plans that do that.

2959
04:41:49,863 --> 04:41:53,934
and for the board I would say that this is an opportunity for

2960
04:41:53,934 --> 04:41:55,335
us to continue to hold high expectations for ourselves

2961
04:41:55,335 --> 04:42:01,335
and for the superintendent and I think thiss a great

2962
04:42:01,541 --> 04:42:05,612
reminder for us that this entire meeting as a progress

2963
04:42:05,612 --> 04:42:09,749
monitoring meeting is meant to help us build culture around

2964
04:42:09,749 --> 04:42:14,200
student outcomes in this district and to allow us to to

2965
04:42:14,200 --> 04:42:17,824
to consider the ways in which our resources more closely

2966
04:42:17,824 --> 04:42:23,329
aligned with our goals. That said, I'm going to first

2967
04:42:23,329 --> 04:42:24,865
ask the question and at least for this meeting I'm going to

2968
04:42:24,865 --> 04:42:28,101
provide some clarification about that question before then

2969
04:42:28,101 --> 04:42:31,171
I ask the question to our commissioners.

2970
04:42:31,171 --> 04:42:34,974
so that's kind of the cadence that will go we won't do this

2971
04:42:34,974 --> 04:42:36,442
every single time but for the sake of just kind of building

2972
04:42:36,442 --> 04:42:39,110
our muscle for this. So the first question is does

2973
04:42:39,110 --> 04:42:45,786
yes just to just to clarify so the your position is that until

2974
04:42:45,786 --> 04:42:53,694
we get a new number a new a new sub goal would you call it just

2975
04:42:53,694 --> 04:42:57,663
a one year target, a one year target from superintendent sue?

2976
04:42:57,663 --> 04:43:00,805
>> it is impossible to vote yes.

2977
04:43:00,805 --> 04:43:04,876
>> correct report yeah because we already know and we've

2978
04:43:04,876 --> 04:43:06,278
acknowledged in a previous meeting that we we do not

2979
04:43:06,278 --> 04:43:08,980
intend to reach the goal that is currently in place and we we

2980
04:43:08,980 --> 04:43:12,784
knew that and we made a decision to extend our runway

2981
04:43:12,784 --> 04:43:16,721
by a year knowing that we would need to revisit our vgs and re

2982
04:43:16,721 --> 04:43:21,159
establish new goals as part of the super metrics which she

2983
04:43:21,159 --> 04:43:24,228
will come back and present on asks her to name a one year

2984
04:43:24,228 --> 04:43:28,232
target and that is what we would do our reports on to be

2985
04:43:28,232 --> 04:43:31,936
able to articulate whether or not we feel for example is

2986
04:43:31,936 --> 04:43:35,307
there sufficient is there a strategy and plan to cause that

2987
04:43:35,307 --> 04:43:38,643
sufficient growth towards that one year target?

2988
04:43:38,643 --> 04:43:42,981
>> so can I just just to clarify, it sounds like there's

2989
04:43:42,981 --> 04:43:47,180
a slight confusion so there is a time issue here that I will

2990
04:43:47,180 --> 04:43:54,526
not be able to so I won't be sharing my the response to the

2991
04:43:54,526 --> 04:43:58,730
short term metrics that the board has given me until

2992
04:43:58,730 --> 04:44:02,334
october. However, we wanted to start the

2993
04:44:02,334 --> 04:44:05,670
progress monitoring recommendations now so that's

2994
04:44:05,670 --> 04:44:11,670
why there's this mismatch in timing but I certainly hope

2995
04:44:13,812 --> 04:44:18,349
that once I share the the new targets will be able to move

2996
04:44:18,349 --> 04:44:21,949
towards that. Just for clarification, I'm

2997
04:44:24,289 --> 04:44:25,824
and maybe this is something better answered by the progress

2998
04:44:25,824 --> 04:44:31,824
monitoring committee but based on the our training I'm not

2999
04:44:32,764 --> 04:44:36,768
sure that it has to be as prescriptive as basing the

3000
04:44:36,768 --> 04:44:40,238
response to the questions on the short term metrics like I'm

3001
04:44:40,238 --> 04:44:44,209
reading the manual now and there's nothing that

3002
04:44:44,209 --> 04:44:48,413
specifically ties our yes or no to that short term metric that

3003
04:44:48,413 --> 04:44:52,183
I can see. Am I am I misunderstood ending

3004
04:44:52,183 --> 04:44:56,383
no. >> so again it is perhaps my

3005
04:44:56,421 --> 04:45:00,570
introduction of short term metrics is conflating here

3006
04:45:00,570 --> 04:45:03,728
in the short term metrics we have asked the superintendent

3007
04:45:03,728 --> 04:45:05,396
to identify a one year target so that we can reasonably hold

3008
04:45:05,396 --> 04:45:08,667
her accountable to the progress towards that target because we

3009
04:45:08,667 --> 04:45:12,471
know that the ultimate goal for goal one, two and three will

3010
04:45:12,471 --> 04:45:15,740
not be met right? So we're not replacing the

3011
04:45:15,740 --> 04:45:19,611
goals. We're saying hey, tell us a

3012
04:45:19,611 --> 04:45:22,480
reasonable target that you believe is something that can

3013
04:45:22,480 --> 04:45:23,815
be accomplished within a year so we know what to hold you

3014
04:45:23,815 --> 04:45:27,385
accountable to. >> can I say that holding the

3015
04:45:27,385 --> 04:45:30,355
superintendent accountable is not the same as as necessarily

3016
04:45:30,355 --> 04:45:34,859
voting yes on this progress monitoring report, correct?

3017
04:45:34,859 --> 04:45:37,762
>> well, but so I think can I say that sort of for me so like

3018
04:45:37,762 --> 04:45:41,599
the question number one is does the reality match the vision

3019
04:45:41,599 --> 04:45:45,970
obviously no because we're not I mean the target the vision is

3020
04:45:45,970 --> 04:45:50,170
65%. Let's be clear this is goal to

3021
04:45:50,175 --> 04:45:53,592
so the vision is 65% proficient on the back in math eighth

3022
04:45:53,592 --> 04:45:57,792
grade math. So there's the reality match

3023
04:45:58,630 --> 04:45:59,197
the vision no because we're at 45% right.

3024
04:45:59,197 --> 04:46:02,667
is there sufficient growth or division do that?

3025
04:46:02,667 --> 04:46:03,736
>> yeah yeah. So he's going to ask but I'm

3026
04:46:03,736 --> 04:46:05,871
saying like when you get to question three I guess my point

3027
04:46:05,871 --> 04:46:09,408
is like it's going to work if you think we can get 20 points

3028
04:46:09,408 --> 04:46:13,780
in a year based on this strategy you could vote yes.

3029
04:46:13,780 --> 04:46:14,646
but I think what president him is saying is like that's sort

3030
04:46:14,646 --> 04:46:17,549
of absurd and I don't think anyone's going to argue that.

3031
04:46:17,549 --> 04:46:20,619
so so if we don't have another metric like we were kind of

3032
04:46:20,619 --> 04:46:23,689
saying once we have the interim metric then we could judge with

3033
04:46:23,689 --> 04:46:24,656
that. But in the absence of any other

3034
04:46:24,656 --> 04:46:27,892
metric it's sort of absurd to say that we could and the

3035
04:46:27,892 --> 04:46:29,360
clarifications that I'm going to give for each of these

3036
04:46:29,360 --> 04:46:32,864
questions will articulate that pretty clearly.

3037
04:46:32,864 --> 04:46:34,864
>> okay. Thank you.

3038
04:46:35,567 --> 04:46:36,769
>> and it's not that correct? Yeah.

3039
04:46:36,769 --> 04:46:40,438
and I think the purpose is that we don't want to set up a

3040
04:46:40,438 --> 04:46:44,430
situation where there is great staff work and there is great

3041
04:46:44,430 --> 04:46:47,980
progress being made and we're just voting no, no, no because

3042
04:46:47,980 --> 04:46:51,160
we're not going to get 20 points in a year.

3043
04:46:51,160 --> 04:46:53,160
>> correct. Okay.

3044
04:46:54,186 --> 04:46:56,555
so it's 953 and I want to end before ten.

3045
04:46:56,555 --> 04:47:00,425
so first does the reality of this report meet the vision of

3046
04:47:00,425 --> 04:47:01,794
the goal to clarify this is an objective question.

3047
04:47:01,794 --> 04:47:05,197
the reality can match the vision if the results are on

3048
04:47:05,197 --> 04:47:10,769
track to where they should be in this case 65% right

3049
04:47:10,769 --> 04:47:14,206
so for example, if a five year proficiency goal is 70% but the

3050
04:47:14,206 --> 04:47:19,110
three year goal is 62% and the current proficiency rate is

3051
04:47:19,110 --> 04:47:22,414
62%, then yes, the reality matches the vision.

3052
04:47:22,414 --> 04:47:26,614
okay. So does the reality of this

3053
04:47:27,318 --> 04:47:30,689
report meet the vision of the goal and we're not going to

3054
04:47:30,689 --> 04:47:32,230
formally go around but just generally I think the answer is

3055
04:47:32,230 --> 04:47:34,759
no. Second, is there sufficient

3056
04:47:34,759 --> 04:47:38,597
growth towards the vision? So this is both a subjective

3057
04:47:38,597 --> 04:47:42,233
and objective question. Essentially this question is

3058
04:47:42,233 --> 04:47:46,380
asking if we are off track is there enough growth to get back

3059
04:47:46,380 --> 04:47:49,641
on track towards what this would be of 65% which we know

3060
04:47:49,641 --> 04:47:53,378
the answer is no. The third question is is there

3061
04:47:53,378 --> 04:47:57,348
a strategy and plan to cause sufficient growth towards that

3062
04:47:57,348 --> 04:47:59,748
vision? This is subjective.

3063
04:48:00,585 --> 04:48:02,120
commissioners need to decide if the strategy and plan in place

3064
04:48:02,120 --> 04:48:06,991
will cause enough growth to get back on track towards the 65%

3065
04:48:06,991 --> 04:48:10,528
again, we know the answer here will be no right?

3066
04:48:10,528 --> 04:48:14,799
so in this instance we would do a roll call vote and we would

3067
04:48:14,799 --> 04:48:17,869
vote. Now does that make sense?

3068
04:48:17,869 --> 04:48:23,141
that makes perfect sense and I think a corollary question that

3069
04:48:23,141 --> 04:48:26,978
we can ask after the fact is whether or not the goal is

3070
04:48:26,978 --> 04:48:28,790
still an appropriate representation of the

3071
04:48:28,790 --> 04:48:30,948
community's vision for what students should know and be

3072
04:48:30,948 --> 04:48:33,952
able to do so even though it's no it's still very, very

3073
04:48:33,952 --> 04:48:34,820
important. >> that's why that's why we're

3074
04:48:34,820 --> 04:48:40,220
asking for an interim period. Is that exactly right?

3075
04:48:40,992 --> 04:48:42,693
what I just said were 65% we would just replace with

3076
04:48:42,693 --> 04:48:45,693
whatever percentage the superintendent provides.

3077
04:48:45,733 --> 04:48:48,568
>> thank you. And that's why we're also

3078
04:48:48,568 --> 04:48:52,473
beginning our big listening sessions kind of got to set our

3079
04:48:52,473 --> 04:48:56,710
new okay so that said because we answered no for the first

3080
04:48:56,710 --> 04:49:00,800
question this roll call vote will be just for the third well

3081
04:49:00,800 --> 04:49:01,248
just we're going to do a roll call vote for it.

3082
04:49:01,248 --> 04:49:03,116
all right. So if you can do a roll call

3083
04:49:03,116 --> 04:49:06,116
vote please. >> I'll be great.

3084
04:49:06,453 --> 04:49:09,453
commissioner ray no commissioner alexander.

3085
04:49:10,457 --> 04:49:15,257
>> no commissioner wiseman ward no commissioner gupta no.

3086
04:49:17,731 --> 04:49:21,535
commissioner fisher no. But thank you to staff for the

3087
04:49:21,535 --> 04:49:25,135
herculean efforts. >> vice president healey now

3088
04:49:25,472 --> 04:49:32,720
president kim no thank you. >> thank you to staff and thank

3089
04:49:33,180 --> 04:49:34,215
you dr. Sue for this presentation.

3090
04:49:34,215 --> 04:49:40,621
we look forward to many more. >> and with that um I do not

3091
04:49:40,621 --> 04:49:48,421
believe we have any other items and I will adjourn at 9:55 p.m.