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Commissioner Rae.

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Here. Commissioner Alexander. Here.

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Commissioner Weissman-Word.

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Commissioner Gupta. Here. Commissioner. This year. Here. Vice President Healy. Here. President Kim. Here. As if USC will provide child care, excuse me, for regular board meetings and monitoring meetings on the first floor in the enrollment center at 555 Franklin Street from 6.30 to 9 p.m.

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or the closes and meeting which ever comes first.

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Unfortunately, we do not have child care.

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Do we have child care thing?

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Unfortunately, we do not have child care tonight.

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SFUSD, we're working with our providers

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to ensure that child care is available in our coming meetings.

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Space is limited and we'll provide in our first come

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first serve basis for children ages four to 10.

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For questions, please contact the board office

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at 415-2416-427 or board office at SFUSD.edu.

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At this time, before the board goes into closed session,

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I call for any speakers to the closed session items listed in the agenda.

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They will put total five minutes for speakers.

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Are there any speakers for the comment?

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There are no speakers for public comment.

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Seeing none, I now resist this meeting at 507 PM.

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Infrancisco government television.

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SFGOV TV.

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San Francisco government television.

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Manfred Siscoe, government television.

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in.

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SFGov TV. San Francisco government television.

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Let me hear. Item 1, student AD versus SFUSD, in the matter of student AD versus SFUSD that board by a vote of seven I's, approved the settlement agreement between the parties in the amount of $8,500.

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In the matter of student FC versus SFUSD that board by a vote of seven I's, approved the settlement agreement between the parties in the amount of $46,273.

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In the matter of BK versus SFUSD, the board by a vote of seven eyes approved the settlement agreement between the parties in the amount of $42,964.

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01:36:00,920 --> 01:36:09,300
In the matter of student AA versus SFUSD, the board by a vote of seven eyes approved the settlement agreement between the parties in the amount of $50,000.

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In the matter of student DS, first SFUSD, the board by a vote of six eyes, one nay fissure,

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approved the district to initiate proceedings.

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In the matter of student EH, first SFUSD, the board by a vote of seven eyes,

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approved the settlement agreement between the parties in the amount of $250,000.

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01:36:33,210 --> 01:36:34,370
In

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the matter of student JG versus SFUSD, OAH case number 2026-01-0662, the board by

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vote of seven eyes approved the settlement agreement between the parties in the amount

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of $34,575.

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dollars. In the matter of student OGR versus SFUSD OAH case number 2026-0409-49, the board

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by a vote of seven eyes approved the settlement agreement between the parties in the amount

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of $3,000.

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In the matter of student DD versus SFUSD OAH case number 2026-020211, the board

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Board by a vote of seven I's approved the settlement agreement between the parties in the amount of $31,125.

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In the matter of student EVM, first SFUSD, OAHK's number 202512767, the Board by a vote of seven I's approved the settlement agreement between the parties in the amount of $43,500.

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In the matter of student LP, first SFUSD OAH case number 2025-020577, the board by

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a vote of seven eyes approved the settlement agreement between the parties in

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the amount of $22,306. In the matter of student JK, first SFUSD OAH case

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case number 2026-040942, the Board by a vote of seven I's approved the settlement agreement

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between the parties in the amount of $6,460.

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In the matter of student KD versus SFUSD, OAH case number 2026-041174, the Board by a

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vote of seven I's approved the settlement agreement between the parties in the amount of $7500.

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In the matter of student AL versus SFUSD, OCR complaint number 09251021, the board by a

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vote of 7Is, approves the settlement agreement between the parties and the amount of $5100.

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840, the board by a vote of 7i's, approve the settlement agreement between the parties

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in the amount of $78,620. In the matter of student HB versus SFUSD, OAH case number 2026-070851,

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the board by a vote of 7i's, approve the settlement agreement between the parties in the amount

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of $64,000.

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In the matter of student SC versus SFUSD OAH case number 2026-071019, the board by a vote

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of seven eyes approved the settlement agreement between the parties in the amount of $87,500.

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dollars.

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In student matter 2026-2027-GCA1, the board by a vote of seven eyes denied the

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grade challenge.

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In TK student matter number 2026-20271, the board by a vote

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of seven

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By a vote of six eyes, one nay, Ray, approve the settlement and release agreement in the amount of approximately three weeks of pay.

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An employee matter 20262027

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number two, the board by a vote of seven eyes, approve the settlement and release agreement in the amount of approximately one week of pay.

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An employee matter 2026-2027 number three, the board by a vote of six I's 1-A-Ray,

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approve the settlement and release agreement in the amount of approximately $18,000.

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Moving on to our matters in front of us, the SFUC Board of Education is committed to effective

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school board governance that centers student learning.

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And based on community input, the board has adopted our vision, values, goals, and guardrails.

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In order to increase the portion of board meeting time we spend on student outcomes, every

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other regular meeting is a monitoring workshop like today.

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Our approach to governance also calls on the board to empower the superintendent to take

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full ownership of the strategies used to reach those goals within the guardrail set by the board.

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As we implement our governance framework, the board will continue to adopt new systems,

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routines, and policies aimed at improving student outcomes.

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We encourage the public to follow this work on our website at sfusd.edu slash governance

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as we commit to finding new and improved ways to more meaningful engage with staff students

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and families.

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Moving to item D, hello and welcome to members of the public to our regular meeting of the

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Board of Education of San Francisco Unified School District.

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Our public comment period lasts for one hour, today until 7.50pm.

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We look forward to hearing from members of the public before we conduct board business.

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Our goal is to conduct our work in an efficient effective and accessible manner during reasonable

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hours.

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We aim to respect staff, family, and community time by ensuring we move to board business

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as soon as possible.

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Each participant may speak for up to one minute, staff will think the participant at the one

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minute mark.

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At one minute and five seconds, I have asked interim clerk Chang to please turn off the

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and transition to the next speaker.

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I ask members of the public to please respect

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that one minute limit so we can hear from as many speakers

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as possible.

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I encourage speakers who are speaking on the same topic

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to collaborate and combine their comments

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so the board can hear all viewpoints during our limited time.

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Please also note that the board accepts written public comments

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via email to boardoffice.sfusd.edu.

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We will hear first from students in person

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the members of the general public in person

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beginning with agenda items

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than moving to Nanagenda items, regardless of whether in-person public comment is complete

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to be able to save 15 minutes for remote public comment, taking commenters in the same order

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as in-person. To members of the public on your right, you'll see signs that outline expectations

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for public comment and meeting conduct. We ask that all members of the public model the

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kind of tone, language, and behaviors that we hope to see from our young people respecting

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different viewpoints and allowing for all members of the public to participate. As a reminder,

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border, board rules, and California law did not.

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Allow us to comment or respond to comment. Do not allow us to respond to comments or attempt to answer questions during our public comment time. If appropriate, the superintendent will ask that staff follow up the speakers. Ms. Shane.

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We have two student speakers.

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I

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do not think everybody in the district is taking this lead seriously.

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We have lead in our school and they're peeling it right when everybody is in school.

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This is not safe for anybody.

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Some kids have already tested positive for a lead,

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and I've already had lung exposure.

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So as my sister and I do not want to have a second one.

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I think we should just move it to the summer

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and stop for a right now or move us to a different location.

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This is not safe.

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This is not fun for any of us. Me and my friends have sustained side for recess and PE

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and not be able to do fun activities like soccer or PE, like, PE events, like, for instance,

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let's say like,

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okay, for instance, like Frisbee Throw or something.

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I'm eight years old and I'm a third grader at CIS.

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I'm also a brownie.

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In Girl Scouts, we learned to take care of our community

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and legal place cleaner than we found it.

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There's been construction on my school

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and what it was found in places where kids play.

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I think if construction makes a mess,

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the people doing the work should clean it up really well.

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My friends and I miss being able to use all of our playgrounds.

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We like doing cartwheels and handstands and playing together.

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Please clean our play yards and do the like instruction in the summer when kids aren't at school.

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Thank you for listening to kids only and helping keep our school safe.

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Thank you very much.

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We have one agenda item, Rudy Gonzalez,

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self service.

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Good evening, commissioners and superintendents and the members of the public.

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I'm Rudy Gonzalez and I'm here in my elected capacity with the San Francisco Building and Construction Trades Council.

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I'm here to register our strong support for continuing the project labor agreement covered by San Francisco Unified School District's bond program.

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This month marks the 20th year that we have been partners in construction and to our young ones the message is received and our contractors owe the cleanest work environment.

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regardless of their affiliation under this PLA.

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We have clear rules of the road.

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We have access to a skilled workforce, labor stability, and a structure for resolving problems as they may arise on complex modernization work.

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These are important protections for both parties when we're talking about taxpayer dollars and construction happening in a school environment.

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I want to recognize that we have built into this new agreement together, jobs for today, but also for the future.

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focusing on local hire, apprenticeship, and workforce development that can be accessible to students at the school district.

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This is what public construction should do.

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It should invest in our communities.

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And I wanted to especially thank your bond program director, Lesignia Ibarra, and your head of operations, Katie Poil, without their hard work and dedication.

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Much of what we see in the built environment would not be possible, so a special thanks to them on your team. Appreciate it. Thank you.

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President Kim, that concludes the agenda items. Move on to a non-agent item. Okay, the first group for non-agent items. Nancy Chang, Thomas Sajje, Ranjit Chaco, Nick Hay, Laurie.

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Sorry, Laurie, I can't pronounce your last name.

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Renee.

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Can you please sit on your mic?

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Thank you.

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Okay, great.

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Much better.

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Hi.

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Good evening.

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I'm Nancy Chang, and I'm the parent of a first grader at Chinese Immersion School.

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Over the last two months, parents have been troubled by some gaps in how lead disturbing work is being managed.

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gaps between prioritizing safety versus liability, gaps between promise transparency versus

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without delayed downplay and test results, even gaps in the protective sheeting because

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after all, kids are crazy, workers make mistakes, and high winds have torn gaping holes.

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So we've seen progress for sure, but we are deeply concerned because the highest risk activity

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window replacement will begin October 9th, and we simply cannot afford any more gaps.

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We therefore stand here united tonight in asking for two common sense safety precautions.

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One, reschedule invasive window replacement work till the summer.

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Two, wet clean the play yards where elevated lead levels have already been found.

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Please help us close these gaps and protect our children's health and safety.

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Thank you so much.

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Hi there, I'm Thomas Saigan.

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I'm a father of a third grader at CIS.

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I'm also a chemical engineer, a biomedical engineer, and I have experience in industrial

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safety from the last 15, 20 years of work.

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I'm here today because I'm still concerned about the lead and the safety of the students

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and staff at CIS.

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We now have data that shows the elevated lead levels in the boys and girls' bathroom

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above the regulatory threshold.

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Based on this, it's reasonable to assume that other areas inside the school may have

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also been contaminated. So I have three common sense requests. One, let's do more testing

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inside, like in the hallways in and around the cafeteria and the TK classrooms. We shouldn't

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be afraid of testing with the results. Two, let's do wet cleaning, aka mopping inside

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and outside. Yes, I'm here today asking for mopping. This is quick, cheap insurance against

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It's permanent lead damage for 400 students.

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And it's the contractor's responsibility.

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Three, delay the lead windows replacement.

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The contractor's already does sloppy job.

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There's lead contamination in the yards.

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We can't let them again and again during the school year and just rub the classrooms.

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Thank you, thank you for all your previous work, too.

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Hi, I'm Renjith Chaco, hell he is dead, and I'm here to ask the district to move the planned window removal to the summer break when children are not in the building.

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The district originally told families that old windows would come out over the summer

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when kids aren't around because of the risks associated with lead dust, but now it plans

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to remove them during the school year despite those risks.

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In addition to the known risks of lead dust, removing the windows can potentially expose

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new hazards like asbestos.

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A long weekend or a one week break leaves little time to remediate and clean up before children

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return.

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Even if the team executed perfectly, removing the windows during the school year is a risky

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move.

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But what we've seen so far is a team whose execution is far from perfect.

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For the exterior work done so far, the containment has been improved through a trial and error process with parents identifying obvious flaws.

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And as Thomas was mentioning, when elevated lead levels were detected in the bathrooms, the district did not notify families immediately.

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I could go on, but clearly given the strap record and the inherent risks in this work, the only prudent course of action is to move the window removal to the summer.

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Thank you.

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Good

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evening. My name is Nick K and I'm a parent at CIS. The district has repeatedly reassured

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families by claiming lead test results are well below regulations. But that judgment

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relies entirely on an obsolete 400 microgram per square foot standard created 25 years ago

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for dirty and accessible window troughs not school playgrounds. UCSF experts agree that 400

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is not a health protective level. The CDC and American Academy of Pediatrics confirmed that

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that no safe lead level exists for children.

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the car.

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The current EPA health clearance standard for indoor floors is only five micrograms per square foot, 80 times smaller than the level 400. Using Windertruff standard to declare a kindergarten yard safe without washing it makes no sense. We urge you to practice primary prevention, reschedule classroom window removal to summer 2027, and thoroughly wet clean the play yards. Thank you.

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Good evening. I'm Laurie, a parent at Chinese Immersion School at Diabola. Even though our PTA is holding a meeting right now,

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Tonight, we came here to formally submit a petition signed by over 100 members of our

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CIS community within just the past couple of days, along with a packet of supporting materials.

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CIS parents support campus repairs, but we refuse avoidable lead exposure.

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Scheduling hazardous window removal over short holiday breaks leaves zero margin for error

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within our children's classrooms.

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Tonight we urge superintendent Sue and the board to direct staff to implement our

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communities to straightforward request.

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First and foremost, re-schedule classroom window demolition to summer 2027,

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and second, professionally wet clean our play arts.

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Please protect our kids before October 9th.

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Thank you.

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Thank

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you very much.

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Reverend A. Miss Brown,

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Robert Schneider,

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Ashley A. Herne,

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Geirsten,

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Sarah,

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Philippe Marchon.

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Good evening, Mr. Chairman.

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Madam is superintendent.

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Members of our Board of Education,

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I'm very troubled tonight.

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I'm

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right and righteously

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disturbed that

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on the 4th of September, there was an incident

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at Lincoln High School,

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an incident that should shake all of you.

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Why?

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We have a problem.

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There's a mirror again and again of this incident,

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of black students

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being victims,

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racialized

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biggest, bigoted language which have incited unfortunate reactions on the part of black

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students. Let me make it as Richard Mealhouse, Nixon used to say, yes, he is. Public here,

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I do not as a representative of the Black Faith tradition are as President and

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Maritus of the National Association for the Advancement of Color People, condone,

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support,

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racialize language coming from in and mouth.

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01:59:33,570 --> 01:59:42,880
However, I can share with you that I'm sad to say, in the 49 years that I've been in

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this seat of St. Francis, there have been far too many instances in which there was

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01:59:52,860 --> 01:59:59,080
was expressed a double standard when it came to processing.

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Disciplining and bringing to restorative justice persons who have been found guilty, have been engaged in such activities as there were over at Lincoln High School. What's the point, Brother Brown?

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I will just suggest that the board has a moral ethical obligation. Thank you, Mr. Brown.

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the superintendent and calling out through public

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pronouncements.

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Thank you, everyone Brown.

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If you can.

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I have finished.

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This is serious.

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Calling out the fact that on us television station,

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there was broadcasted a parent who called black children

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animals and that has taken on the life of his own and it is not fair it is not

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just for if in 1869 Frederick Douglass stood up and spoke up against the

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Chinese exclusion act though he had been asleep I feel that all serious

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is, honest, just Asian leaders from the Chinese community,

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should stand up and speak out against the incidents in which

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black children are victimized by evil language.

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Wrap up your comments, please.

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And bad activities.

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Thank you.

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Thank you for hearing me.

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Thank you.

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But I want you to get behind the superintendent

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02:02:02,570 --> 02:02:10,250
it and speak up yourself as members of this board. For you and more to your children,

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your grandchildren, are your nieces and nephews to be victims of the kind of vulgarity that

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I have facts of and not hearsay. Thank you for the time given, but it's time for us to

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act. For this problem is like dishes in a sink. The more you leave those dishes there and

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02:02:30,310 --> 02:02:35,190
don't wash them, they will attract and collect pests.

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And in this district, bigotry and racism

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against anyone around is like those unwashed dishes.

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So let's get to washing.

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Good evening.

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We are Tech and Jack.

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We're back.

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We are San Francisco families, educators,

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02:03:06,890 --> 02:03:12,010
and community members advocating for intentional technology

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and age-appropriate parameters in San Francisco schools.

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Today, we have around 275 members around San Francisco,

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where in 56 public schools and we have a petition

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with well over 1,000 signatures,

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and you'll each receive your own copy very soon.

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Some of what our petition supports, one,

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A moratorium on student-generative A.I. use to grade level limits on one-to-one devices

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and no recreational screen exposure at school, three social media-free schools.

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Please find our petition at tinyurl.com-bakslash-tic-petition.

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We look forward to partnering.

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Thank you.

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Hi, I'm a parent and educator.

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And it's time to stop committing to edtech and the false narrative that AI and screen-based

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learning is inevitable, and the same as introducing calculators into school.

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We need to ask the following questions.

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What is the science that shows screen-based learning improves educational outcomes?

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How are edtech products evaluated, vetted, and tested, independent of corporate interests

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02:04:36,860 --> 02:04:38,900
before students have access to them?

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02:04:38,900 --> 02:04:44,680
What do tech companies do with our children's sensitive data, including their voice recordings,

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and why is there no parental consent to this data collection?

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Why are organizations like UNESCO and the ACLU warning that ed tech is increasing the equity

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02:04:55,200 --> 02:04:59,880
gap and what will be done to accommodate families who aren't comfortable with their

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Children using these apps. Why are we letting our students shortcut their understanding and learning at the expense of billionaire tech interests? I ask you to please pass a tech resolution as soon as possible. Thank you.

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02:05:19,420 --> 02:05:34,880
Good evening. My name is Robert Schneider. This is not the first time that I've spoken to the board. I'm a physical education teacher in the district and I'm growing increasingly concerned about my students' ability to engage academically and

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02:05:34,880 --> 02:05:41,740
and creatively, previously I've spoken to the board about the need for technology to not

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replace the experiences that students have, especially that of elementary school.

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I would push it further tonight, and I would say that we need to create a protected space,

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a guard-readed space in elementary school because to me, there's actually no reason that

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that we should have kids in elementary school on devices, certainly not the amount that we have them on.

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They need to have opportunities to write by hand, to grow, to learn together, to think creatively, to really explore and just be a kid.

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02:06:21,550 --> 02:06:22,050
Thank you.

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I am Philip.

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Actually, I did, I wasn't interested in to the superintendent's parallel with calculators.

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Because I remember all they were actually quite regulated and age-gated when I was in school and ETI-83 was nothing near as good as a distraction and cheating device as what kids have access to now.

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02:06:55,600 --> 02:07:05,160
But I want to say something about Emira and stop. I've seen communications parents saying that it all performs on its own tutoring.

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This is not true.

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Don't copy the manufacturer's claims.

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Like read the studies.

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02:07:10,660 --> 02:07:12,740
The studies don't substantially that partial claim.

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They don't show anything as good as Amira says their product does.

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02:07:18,320 --> 02:07:20,240
And it undermines informed consent.

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02:07:20,240 --> 02:07:22,080
It also undermines your own partners

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or providing actual idols of tutoring.

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A coalition with usage and performance can just me that the students

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02:07:29,400 --> 02:07:31,340
are doing well can do more practice

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02:07:31,340 --> 02:07:33,240
with Amira or with any other tool.

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02:07:33,240 --> 02:07:33,880
Hi,

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my name is Ashley, I'm a parent of my first grade assistant back there.

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02:07:44,000 --> 02:07:49,260
My predecessor Philippe spoke eloquently about some of the concerns related to Amira,

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so I won't belabor the points around privacy and student voices being recorded and

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02:07:55,460 --> 02:07:58,720
students forming parasocial relationships with the chatbot.

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But I just want to say that for me, the most distressing aspect about Amira has been the lack

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of transparency around it, and around its introduction and presence in the classroom

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of our youngest learners.

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I have lost track of how many parents I've talked to who told me I didn't know anything

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about this, and my kid was using it all last year, and I found out about it at the end of

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the year when they asked me where their voice was going.

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02:08:23,700 --> 02:08:27,780
And I know that this board and this district has some really big decisions to make around

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how tech is going to show up in our classrooms, and I just ask that you keep communication

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Citation with parents and transparency as a central aspect of whatever policy you land on.

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Because parents deserve to know what technology their kids are using and we deserve to opt out.

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Thank you.

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Thank you very much.

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02:08:49,200 --> 02:08:55,780
Virginia Marshall, Alex Lugos, Lawrence Lee.

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Good evening, President Campbell or Commissioner of Superintendent Seal, student delegates, ladies and gentlemen.

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I join President Merrill's Reverend Dr. Amesie Brown and urging you to keep all students safe.

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We want them to have a strong academic education.

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02:09:18,310 --> 02:09:23,810
We want them to have an excellent academic education, but we also want to keep our students

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safe.

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It seems that the last couple of weeks it looks to us in the NAACP that the district needs

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to do more parent involvement, more parent workshops, because whether it's a kidney garden

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child or 12 great child in the home. Whatever he or she hears at home they're

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going to bring it to school and some time it's very very negative. All of my

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students need to have a safe environment free of racism, free of academic harm.

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And some of my students have been harmed in the past couple of weeks, particularly

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02:09:56,150 --> 02:09:59,870
after the American students. So we urge you we

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I encourage you to find a way to keep all students safe away from racial harm. Thank you so much.

379
02:10:15,100 --> 02:10:32,700
Hello. My name is Alex Lugash. I'm a grade school parent in District 3. Last year, the new school, which is a charter school in District 3, enrolled to kindergarteners mid year. But because the kindergarten programs at new school were full, the new school chose instead to matriculate the students into their first grade classrooms.

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02:10:35,200 --> 02:10:36,540
Neither a child met the school.

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02:10:36,540 --> 02:10:40,260
the September 1 cut-off date set forth by the state of California for first-day

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02:10:40,260 --> 02:10:41,000
grade enrollment.

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And this amounts to defrauding the state and the city taxpayers who fund this school.

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02:10:46,980 --> 02:10:51,300
And I would like to know how the board is coordinating with the city and the State Department of Education

385
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to ensure that charter schools are following the law.

386
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They are not abusing their charters and ask that the board investigate this as a matter of accountability around public funding.

387
02:10:59,500 --> 02:10:59,840
Thank you.

388
02:11:08,880 --> 02:11:11,020
Good evening, I'm Lawrence Lee.

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I'm a licensed general contractor.

390
02:11:12,660 --> 02:11:18,560
here and a Seabuck Citizens Bond Oversight Committee Vice Chair, speaking for myself tonight.

391
02:11:19,460 --> 02:11:27,080
On October 10th, three members of the Seabuck will have their terms ending, and then we will be outside of state law.

392
02:11:28,300 --> 02:11:30,660
We need seven members by then.

393
02:11:31,220 --> 02:11:32,540
The next meeting will be in November.

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02:11:33,320 --> 02:11:39,560
Our volunteers have spent years reviewing audits, visiting schools, and following construction spending.

395
02:11:39,560 --> 02:11:47,800
Last week at our bond oversight meeting, I flagged a $7.8 million item which was a duplicate entry.

396
02:11:48,340 --> 02:11:51,060
Staff acknowledged it and responded constructively.

397
02:11:51,600 --> 02:11:53,200
That's useful oversight.

398
02:11:54,060 --> 02:11:59,700
Tonight's labor agreement, item G1, and the building automation work in the consent items,

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show how much lies ahead, as well as these other comments from other people tonight.

400
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These decisions affect our schools for decades.

401
02:12:07,140 --> 02:12:10,320
Please act before these terms expire.

402
02:12:11,120 --> 02:12:17,120
This is about $1.5 billion, $1.5 billion of construction spending.

403
02:12:17,300 --> 02:12:17,520
Thank you.

404
02:12:22,610 --> 02:12:24,170
Thank you, members of the public.

405
02:12:24,410 --> 02:12:27,770
President Kim, that concludes our in-person public comment period.

406
02:12:28,650 --> 02:12:29,910
May I move to virtual?

407
02:12:32,360 --> 02:12:34,940
Okay, we will begin our virtual public comment.

408
02:12:36,720 --> 02:12:39,420
Students, go first, raise your hands.

409
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If you're a student, if you're not a student, please wait.

410
02:12:42,140 --> 02:12:47,640
We will move on after the students to agenda items and then non agenda items.

411
02:12:56,170 --> 02:12:58,250
We will begin with autumn.

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02:13:03,520 --> 02:13:04,660
Hi, this is Embrillie.

413
02:13:07,570 --> 02:13:08,510
Hi, Embrillie.

414
02:13:08,670 --> 02:13:09,150
Hi, Embrillie.

415
02:13:12,620 --> 02:13:16,600
Hi, my name is Embrillie Getty-Bite and I was six today at James Lake Middle School.

416
02:13:16,960 --> 02:13:20,540
I just wanted to give a shout out to my school and all of those awesome teachers.

417
02:13:20,940 --> 02:13:25,260
I was definitely nervous about starting middle school because it felt like a really big change.

418
02:13:25,640 --> 02:13:28,720
But honestly, it has been so much better than I expected.

419
02:13:28,720 --> 02:13:33,960
My teachers have made me feel really welcome and supported and I know that they really care about all of us.

420
02:13:34,400 --> 02:13:37,860
I've made new friends, I like switching classes and learning different things throughout the day.

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02:13:38,180 --> 02:13:41,900
I'm also really happy to get to keep learning Spanish and our immersion program.

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02:13:42,200 --> 02:13:45,900
I'm really grateful to get to go to James Lake. I am excited for the rest to escape.

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02:13:46,300 --> 02:13:46,980
Thank you so much.

424
02:13:47,860 --> 02:13:48,880
Thank you, Emily.

425
02:13:52,980 --> 02:13:53,940
Kristen Coleman.

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02:14:00,080 --> 02:14:03,920
Hi, my name is Cody and I'm a third grader at Lafayette Elementary School.

427
02:14:03,920 --> 02:14:04,580
But

428
02:14:06,600 --> 02:14:15,440
I am here to talk about how last year my teacher always did a bunch of like reading

429
02:14:15,440 --> 02:14:23,440
a mirror program that I just really didn't like and it was kind of annoying because when

430
02:14:23,440 --> 02:14:30,280
she doesn't hear us we have to just say it so many times and that is just not very fun.

431
02:14:30,280 --> 02:14:39,600
So I would just really rather learn it through a teacher because I would rather not be just

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02:14:39,600 --> 02:14:45,460
always looking at screens for reading when we could do the actual book.

433
02:14:46,380 --> 02:14:48,920
And my sister also wants to say something about this.

434
02:14:49,980 --> 02:14:58,720
Hi, I'm Hanna and I'm six years old and I got a lot for it, and I'm just eight and

435
02:15:00,050 --> 02:15:22,030
And last year, we had to do this thing, like, go to mirror, and we have to, like, read books on it. But it, like, couldn't hear me, so I had to sit in the closet the whole time, like, on my classroom just, like, like, yelling at it, because it was too loud in the classroom. It was almost like it needed hearing.

436
02:15:25,950 --> 02:15:31,250
Thank you. Thanks. Thank you, Chloe and Hannah.

437
02:15:36,920 --> 02:15:37,360
Okay.

438
02:15:37,360 --> 02:15:41,820
Okay, we can move on to agenda items.

439
02:15:42,220 --> 02:15:47,780
You may raise your hand if you want to speak on an agenda item.

440
02:15:54,390 --> 02:15:57,050
Elliot Kent, your turn.

441
02:16:01,840 --> 02:16:03,020
Good evening commissioners.

442
02:16:03,320 --> 02:16:06,460
My name is Elliot and I'm speaking on behalf of SF Parent Coalition.

443
02:16:07,260 --> 02:16:13,020
We appreciate that SFUSD has adopted a new K-8 math curriculum and is encouraging to see

444
02:16:13,020 --> 02:16:17,100
some improvement in math outcomes, including an increase in eighth grade proficiency.

445
02:16:17,800 --> 02:16:22,960
At the same time, the district remains off track on its math goal, and the persistently

446
02:16:22,960 --> 02:16:28,700
low outcomes for African-American students require particular attention and a clear plan

447
02:16:28,700 --> 02:16:29,320
for improvement.

448
02:16:30,060 --> 02:16:33,720
We also continue have a major information gap around elementary math.

449
02:16:34,300 --> 02:16:38,560
The district rolled out a new curriculum across K through five last year, but families still

450
02:16:38,560 --> 02:16:41,020
do not have a clear picture of how that implementation went.

451
02:16:41,020 --> 02:16:47,740
As we move into your two families, need to know what work, what didn't, and what SFUSD is changing a result.

452
02:16:48,200 --> 02:16:51,340
We urge the board to keep pressing for that transparency and accountability.

453
02:16:52,160 --> 02:16:52,500
Thank you.

454
02:16:54,440 --> 02:16:55,280
Thank you.

455
02:17:00,420 --> 02:17:01,420
Tina, producer?

456
02:17:12,100 --> 02:17:13,320
Hi, good evening.

457
02:17:13,880 --> 02:17:20,980
My name is Tina Pradesh-Sus, and I am the current membership chair of the Community Advisory Committee on Special Education.

458
02:17:20,980 --> 02:17:28,120
It is my pleasure and privilege to officially welcome and congratulate our newest member, Lisa

459
02:17:28,120 --> 02:17:33,080
Borghez, whose appointment is expected to be formally approved by the board tonight.

460
02:17:33,960 --> 02:17:38,920
I have already learned so much from Lisa, and she has made many contributions to our community.

461
02:17:39,700 --> 02:17:45,180
In fact, she will be presenting at the CAC General Meeting this Thursday evening, from 6

462
02:17:45,180 --> 02:17:47,780
six to eight p.m. on the topic of restorative justice.

463
02:17:48,700 --> 02:17:51,620
Please join us then and get to know Lisa a bit more.

464
02:17:52,160 --> 02:17:52,760
Thank you.

465
02:17:54,100 --> 02:17:54,940
Thank you.

466
02:17:58,860 --> 02:17:59,900
Laura Kennedy.

467
02:18:04,400 --> 02:18:04,660
Okay.

468
02:18:05,320 --> 02:18:06,480
Now I can help.

469
02:18:06,860 --> 02:18:07,920
What happened to Frater?

470
02:18:08,380 --> 02:18:09,280
Hi, can you hear me?

471
02:18:09,740 --> 02:18:09,920
Yes.

472
02:18:10,060 --> 02:18:10,620
We can hear you.

473
02:18:11,020 --> 02:18:11,540
Great.

474
02:18:11,880 --> 02:18:13,080
Hi, my name is Laura Kennedy.

475
02:18:13,160 --> 02:18:16,220
I'm a parent to a student at Geekwell Alternative Elementary

476
02:18:16,220 --> 02:18:19,000
where I also serve on the school site council.

477
02:18:19,000 --> 02:18:24,840
As a member of the school site council, we, like all of you, look at test data while

478
02:18:24,840 --> 02:18:29,920
I'm encouraged to see the improvements in our new roll-out of the math curriculum and

479
02:18:29,920 --> 02:18:31,600
I'm grateful for the new math curriculum.

480
02:18:32,140 --> 02:18:36,840
One thing I would love to introduce and suggest is to be able to look at cohorts of students

481
02:18:36,840 --> 02:18:43,100
over time because what we see is a bunch of eighth graders that have moved forward and I think

482
02:18:43,100 --> 02:18:47,660
it would be really insightful for us to understand what is happening beyond eighth grade through

483
02:18:47,660 --> 02:18:51,740
their high school years, what is happening with third grade literacy beyond that for each

484
02:18:51,740 --> 02:18:56,820
cohort of students so that we can connect the dots across three academic goals for the

485
02:18:56,820 --> 02:18:57,920
district. Thank you so much.

486
02:18:59,440 --> 02:19:00,260
Thank you.

487
02:19:04,940 --> 02:19:05,960
Kristen Coleman?

488
02:19:17,650 --> 02:19:23,590
Hi, sorry about that. Thank you. So I'm with a group tech and check and I have the third

489
02:19:23,590 --> 02:19:29,510
and first grader who spoke earlier. I'm also an educator with over 20 years of teaching

490
02:19:29,510 --> 02:19:33,890
experience that I'm currently teaching at SFD School, which is an independent K-8 school.

491
02:19:34,670 --> 02:19:38,350
And I've always been incredibly proud of the public school education my children have been

492
02:19:38,350 --> 02:19:42,950
getting, but I'm increasingly concerned about how much of their school day is moving on to screens

493
02:19:42,950 --> 02:19:47,910
in early and elementary. And this is beyond just a mirror. This is just for instruction and

494
02:19:47,910 --> 02:19:54,730
gamified educational apps and brain breaks and classroom rewards. And starting in fourth grade,

495
02:19:54,890 --> 02:19:58,510
the students get take home Chromebooks for homework. And when I pick my own kids up at school,

496
02:19:58,510 --> 02:19:59,950
Oh, I see a group of younger...

497
02:20:00,000 --> 02:20:25,740
Students crowding around one of the older ones watching them play video games on their school devices. And where I work, students don't get individual take home devices until seventh grade. As both parents and educators, clearly see the negative impacts the devices have on the student's attention span and on critical thinking. And just when I'm at my own kid's school and I feel like classroom should be full of interaction.

498
02:20:25,740 --> 02:20:31,340
Thank you. Thank you. Thank you. Thank you for listening. Thank you.

499
02:20:35,460 --> 02:20:36,620
Vanessa Moreiro.

500
02:20:41,380 --> 02:20:44,940
Good evening everybody. My name is Dr. Vanessa Moreiro. I'm the president

501
02:20:44,940 --> 02:20:51,240
of Parents of Public Schools of San Francisco. We've been a public school champion for the last

502
02:20:51,240 --> 02:20:57,780
30 years with a launch here in San Francisco for 20 years. There's two things that I want to talk

503
02:20:57,780 --> 02:21:05,280
about one is an agenda item. It is a focus on the monitoring questions. We went ahead

504
02:21:05,280 --> 02:21:12,620
and evaluated the board's monitoring questions on August 25th. And we found that there was

505
02:21:12,620 --> 02:21:18,120
some improvements that were needed. We sent the board our full evaluation and the public

506
02:21:18,120 --> 02:21:23,500
can see that on our website. One thing I'd like the board to consider today as it goes through

507
02:21:23,500 --> 02:21:28,780
it's work is how do we make this purposeful for the community?

508
02:21:29,620 --> 02:21:34,900
Because what I'm hearing from parents is that this is really not that purposeful.

509
02:21:35,220 --> 02:21:36,900
And we know that that is not the case.

510
02:21:37,500 --> 02:21:43,980
So one way you guys can do that is to make sure you're following your own rubric and that

511
02:21:43,980 --> 02:21:47,040
you are assessing yourself and self-assessing.

512
02:21:47,160 --> 02:21:47,980
Thank you for your time.

513
02:21:48,980 --> 02:21:49,540
Thank you.

514
02:21:52,410 --> 02:21:53,150
Ms. Dalu.

515
02:22:02,440 --> 02:22:03,160
There we go.

516
02:22:03,200 --> 02:22:03,580
Can you hear me?

517
02:22:03,580 --> 02:22:05,060
Yes, we can hear you.

518
02:22:05,700 --> 02:22:05,980
Thank you.

519
02:22:06,240 --> 02:22:08,560
I'm a 27 year veteran in SFUSD.

520
02:22:08,820 --> 02:22:11,500
I do not want AI screening my students for reading.

521
02:22:11,660 --> 02:22:13,920
That's my job that I am trained in.

522
02:22:14,520 --> 02:22:16,600
Amira has been particularly perplexing

523
02:22:16,600 --> 02:22:18,600
as it was first introduced as an intervention

524
02:22:18,600 --> 02:22:20,940
for our lowest performing students

525
02:22:20,940 --> 02:22:23,860
who at the time were AAPI and African American students.

526
02:22:24,760 --> 02:22:28,160
And then suddenly that sell away and the district became,

527
02:22:28,420 --> 02:22:30,780
it became a tutor, a reading screener.

528
02:22:30,780 --> 02:22:34,880
and now they called her a she during my training,

529
02:22:34,880 --> 02:22:35,960
which was really insulting.

530
02:22:36,760 --> 02:22:37,960
I'm teaching a K-1 split

531
02:22:37,960 --> 02:22:40,020
because of poorly-managed enrollment practices,

532
02:22:40,260 --> 02:22:44,380
district-wide, and pre-K is under enrolled district-wide.

533
02:22:44,600 --> 02:22:46,500
13 students total at my site,

534
02:22:46,660 --> 02:22:49,420
yet it is fully staffed with two teachers and two aides.

535
02:22:49,560 --> 02:22:52,160
I'm really concerned about fiscal irresponsibility.

536
02:22:52,900 --> 02:22:55,120
Only six months after we went on strike

537
02:22:55,120 --> 02:22:57,140
when we were told we did not have enough money

538
02:22:57,140 --> 02:22:58,200
to pay our workers.

539
02:22:58,900 --> 02:23:18,400
I'm hearing massive amounts of mispending that went out tonight for settlement, I'm concerned that you're laying off real workers and replacing them with computers, and that you're not fully staffing schools with students, and you're just not using your money appropriately, and that really impacts everybody.

540
02:23:18,400 --> 02:23:24,740
So, I really encourage you guys to look at what's needed, where, and that's usually humans

541
02:23:24,740 --> 02:23:27,480
teaching children and books in their hands. Thank you.

542
02:23:30,940 --> 02:23:31,780
Thank you.

543
02:23:32,380 --> 02:23:33,560
Gretchen, Talon,

544
02:23:49,050 --> 02:23:50,730
Gretchen, Talon,

545
02:23:53,440 --> 02:23:55,260
we can come back to you.

546
02:23:55,840 --> 02:23:57,040
Oh no, I can, there you are.

547
02:23:57,380 --> 02:23:59,320
Hello, sorry, thank you so much.

548
02:23:59,820 --> 02:24:02,980
Hi, I'm a parent of a third grader at Francis Scott Key.

549
02:24:03,580 --> 02:24:06,140
And I urge, I'm also a member of the Tech InCheck.

550
02:24:06,140 --> 02:24:11,280
I urge San Francisco Unified School District to put our students first and

551
02:24:11,280 --> 02:24:15,620
actually listen to them as you heard them speak tonight. Science shows

552
02:24:15,620 --> 02:24:21,220
definitively one-to-one tech harms learning and brain development. Let's join

553
02:24:21,220 --> 02:24:25,620
Seattle Public Schools as well as a number of other public schools throughout the

554
02:24:25,620 --> 02:24:32,060
country rather than using our children to be beta testers for AI. Let's put the

555
02:24:32,060 --> 02:24:34,320
the students first, not the companies,

556
02:24:34,660 --> 02:24:37,860
follow the science, not the marketing campaigns,

557
02:24:38,700 --> 02:24:41,920
adopt age appropriate tech in San Francisco Unified.

558
02:24:42,520 --> 02:24:43,320
Thank you so much.

559
02:24:45,020 --> 02:24:45,660
Thank you.

560
02:24:46,120 --> 02:24:49,980
As a reminder, let's, we're talking on agenda items

561
02:24:49,980 --> 02:24:53,360
and then raise your hands for the non-agenda items

562
02:24:53,360 --> 02:24:54,900
when that section is called.

563
02:24:55,240 --> 02:24:56,640
So agenda items, please.

564
02:24:58,320 --> 02:24:58,820
Thank you.

565
02:24:59,260 --> 02:24:59,700
Yeah.

566
02:25:00,000 --> 02:25:01,800
Thank you. Brandy Markman.

567
02:25:13,700 --> 02:25:40,340
Hi, my name is Brandy Markman. I am a parent of a high schooler. One of the problems with a hyperfocus on eighth grade mass scores is that a lot of things do not get discussed. Those are our faulty payroll system. It is absolutely inexcusable that our school district for over four years has a payroll system that it isn't working. Other things don't get heard when there's a hyperfocus on

568
02:25:40,340 --> 02:25:49,320
math scores for one grade. That is the overuse of tech to teach. It is absolutely embarrassing

569
02:25:49,720 --> 02:25:56,880
that other schools like L.A., New York, Seattle, Portland, the list goes on and on, are far

570
02:25:56,880 --> 02:26:04,580
ahead of SFUSD in getting in lowering the amount of minutes students spend on devices when

571
02:26:04,580 --> 02:26:08,640
And we're not even scheduling a meeting about tech until March.

572
02:26:09,320 --> 02:26:12,360
This is the problem with the student outcomes focus governance.

573
02:26:12,360 --> 02:26:18,260
It got rid of monthly program and curriculum meetings that were in place before this

574
02:26:18,260 --> 02:26:22,360
government governance was, program was instituted four years ago.

575
02:26:22,700 --> 02:26:25,880
Please bring back the monthly program and curriculum meetings.

576
02:26:26,200 --> 02:26:30,260
Parents should not have to wait until March to get their concerns heard.

577
02:26:30,540 --> 02:26:30,880
Thank you.

578
02:26:31,320 --> 02:26:31,700
Thank you.

579
02:26:34,480 --> 02:26:37,420
Okay. Moving on to Don agenda items.

580
02:26:44,240 --> 02:26:45,600
Carly, Danielson.

581
02:26:51,040 --> 02:26:56,840
Hi there. My name is Carly. I am the parent of a first and third grader at Clarence

582
02:26:56,840 --> 02:27:00,960
and Elementary. We are new to San Francisco Unified School District. The second we give

583
02:27:00,960 --> 02:27:05,200
school my third grader was sent home with the first contract she's ever been asked to

584
02:27:05,200 --> 02:27:10,560
sign. It was a very cute Chromebook contract. If an eight-year-old is expected to sign a

585
02:27:10,560 --> 02:27:15,060
contract to participate in her own education, it seems obvious and necessary that the district

586
02:27:15,060 --> 02:27:20,200
should have an intentional, highly transparent policy of contract, if you will, outlining

587
02:27:20,200 --> 02:27:26,600
at a minimum what specific proven benefits has a given technology intervention in the

588
02:27:26,600 --> 02:27:30,960
classroom shown and let these be studies not funded by the company whose product they are

589
02:27:30,960 --> 02:27:34,960
evaluating as is the case with the independent study Amira provided in Louisiana.

590
02:27:35,920 --> 02:27:40,440
To how are the children being protected from what these devices give them access to and

591
02:27:40,440 --> 02:27:45,700
three, what is the district requiring of tech vendors to protect students data in privacy?

592
02:27:46,540 --> 02:27:51,400
Technology distracts teachers, presents equity issues in the classroom, and it limits much

593
02:27:51,400 --> 02:27:55,260
needed human to human student teacher interaction.

594
02:27:55,260 --> 02:28:00,060
I am requesting that the district establish clear policy, that restricts screen time and

595
02:28:00,060 --> 02:28:03,880
the use of AI tools, disabling all generative AI tools,

596
02:28:04,060 --> 02:28:06,600
chatbots, and search engines on all student devices.

597
02:28:07,160 --> 02:28:07,640
Thank you.

598
02:28:07,820 --> 02:28:08,680
Thank you, Carly.

599
02:28:20,420 --> 02:28:22,760
That concludes our virtual.

600
02:28:25,560 --> 02:28:26,600
Thank you very much.

601
02:28:28,540 --> 02:28:29,700
I appreciate the members of the public,

602
02:28:29,820 --> 02:28:31,860
especially our students who joined us tonight

603
02:28:31,860 --> 02:28:33,300
to show you experience and perspectives.

604
02:28:33,980 --> 02:28:37,160
As a reminder, board rules in California law do not allow us

605
02:28:37,160 --> 02:28:39,660
to respond to comments or answer questions

606
02:28:39,660 --> 02:28:41,020
during public comment time.

607
02:28:41,020 --> 02:28:46,360
But we appreciate you being here tonight to share with us in person and virtually.

608
02:28:47,630 --> 02:28:49,320
Move to item E, consent calendar.

609
02:29:09,060 --> 02:29:12,120
The next item on the agenda is the consent calendar.

610
02:29:12,740 --> 02:29:24,580
President Kim has a standing recusal from the consent calendar due to his employment with the city and county of San Francisco, which is a frequent contractor with SFUSD to avoid any appearance of impropriety.

611
02:29:24,580 --> 02:29:48,980
Do any board members have a personal, professional or business relationship with any individual who is a subject of or has an ownership interest or financial interest in the subject of any consent items, where as a result of that relationship, the ability of the board member to act for the benefit of the public could reasonably be questioned and thus the relationship should be disclosed in the minutes?

612
02:29:48,980 --> 02:29:50,000
Seeing

613
02:29:52,300 --> 02:29:55,860
none, superintendent Sue, do you have any changes to the consent calendar?

614
02:29:56,220 --> 02:29:58,280
There are no changes to the consent calendar.

615
02:29:59,320 --> 02:29:59,940
Thank you.

616
02:30:00,000 --> 02:30:02,080
Thank you. Is there a motion to approve the consent calendar?

617
02:30:04,240 --> 02:30:22,720
So moved. Second. Thank you. It's been properly moved and seconded that the board approve the consent calendar. Items E1 through E45. Can I have a roll call vote please?

618
02:30:26,130 --> 02:30:28,050
Student delegate, Ms. Nellie, folks, men.

619
02:30:30,250 --> 02:30:34,010
Apologies correction. Items E1.

620
02:30:34,010 --> 02:30:37,490
One through 46, so I didn't mean to interrupt you, student delegates.

621
02:30:39,410 --> 02:30:41,170
Student delegate, Nellie Foxman?

622
02:30:41,730 --> 02:30:42,070
Yes.

623
02:30:43,290 --> 02:30:45,030
Student delegate, Anna Nguyen?

624
02:30:46,070 --> 02:30:46,470
Yes.

625
02:30:47,310 --> 02:30:48,070
Commissioner Ray?

626
02:30:48,930 --> 02:30:49,330
Yes.

627
02:30:50,130 --> 02:30:50,990
Commissioner Alexander?

628
02:30:51,390 --> 02:30:51,610
Yes.

629
02:30:52,570 --> 02:30:53,850
Commissioner Weissman Warren?

630
02:30:54,950 --> 02:30:55,250
Yes.

631
02:30:55,830 --> 02:30:56,710
Commissioner Gupta?

632
02:30:57,190 --> 02:30:57,530
Yes.

633
02:30:58,170 --> 02:30:59,190
Commissioner Fisher?

634
02:30:59,670 --> 02:30:59,810
Yes.

635
02:31:00,690 --> 02:31:01,590
Vice President Healing?

636
02:31:02,130 --> 02:31:02,410
Yes.

637
02:31:02,410 --> 02:31:02,590
Yes,

638
02:31:09,090 --> 02:31:12,290
agenda passes and we can retrieve President Kim.

639
02:31:28,580 --> 02:31:42,000
Okay, so we have several items on the agenda that do require direct action from the board, stand alone action from the board to commissioners, you'll see three items on here.

640
02:31:42,700 --> 02:31:49,840
I'm going to request that we move, if no objection, item three up before the progress monitoring meeting so we can just take all our actions at once.

641
02:31:49,840 --> 02:31:51,040
So

642
02:31:54,330 --> 02:32:02,930
we'll go from item public hearing and adoption to action item 1, 3, and then 2, okay?

643
02:32:05,920 --> 02:32:08,420
G, G, 1, 3, and then 2.

644
02:32:09,760 --> 02:32:10,360
Okay.

645
02:32:10,840 --> 02:32:12,760
We'll start with the public hearing and adoption.

646
02:32:14,080 --> 02:32:20,520
I now call item F1, public hearing and approval of resolution regarding the sufficiency of textbooks and instruction materials

647
02:32:20,520 --> 02:32:24,800
as required by education code section 6-0-1-1-9.

648
02:32:25,100 --> 02:32:28,120
Colin, Dr. Sue, to be the resolution.

649
02:32:29,380 --> 02:32:30,760
Thank you, President Kim.

650
02:32:30,820 --> 02:32:32,740
I'm going to hand this over to our Assistant Superintendent

651
02:32:32,740 --> 02:32:35,000
of Curriculum and Instruction, Devin Cooper.

652
02:32:36,200 --> 02:32:36,840
Good evening.

653
02:32:37,420 --> 02:32:40,140
We are bringing forth this resolution in compliance

654
02:32:40,140 --> 02:32:43,060
with Williams to ensure the sufficiency of textbooks

655
02:32:43,060 --> 02:32:45,560
and instructional materials in alignment

656
02:32:45,560 --> 02:32:49,100
with California ed code section 6-0-1-1-9

657
02:32:49,100 --> 02:32:58,080
Within the resolution you can see the areas of insufficiency of materials that have been

658
02:32:58,080 --> 02:33:02,360
cited by survey completion across elementary, middle, and high schools.

659
02:33:03,100 --> 02:33:10,060
All of those requests have been met with the ordering and delivery or pending delivery

660
02:33:10,060 --> 02:33:13,840
of additional instructional materials to ensure sufficiency.

661
02:33:13,840 --> 02:33:14,680
Thank

662
02:33:16,890 --> 02:33:22,490
you. I will not open the public hearing at 7.39 p.m. We'll take public comment on this item as a reminder.

663
02:33:23,270 --> 02:33:26,350
Speakers have one minute to speak. Ms. Chang, are there any speakers for this item?

664
02:33:29,170 --> 02:33:31,510
There are no speakers on this item.

665
02:33:32,470 --> 02:33:33,610
Thank you at this time.

666
02:33:34,290 --> 02:33:37,250
Commissioners, any questions or staff for any comment?

667
02:33:40,020 --> 02:33:44,860
Seeing none, I will not close this public hearing at 7.39 p.m. Can I have a motion in a second?

668
02:33:48,020 --> 02:33:48,660
So moved.

669
02:33:49,240 --> 02:33:49,680
Second.

670
02:33:49,680 --> 02:33:59,860
It's been properly moved and seconded to the Board to approve item 269-22SP1 public hearing on resolution regarding the sufficiency of textbooks and instruction materials.

671
02:33:59,880 --> 02:34:08,160
President Kim, I just want to clarify were you asking for a motion to close the hearing or were you asking for the motion so that we can vote on the motion to.

672
02:34:08,420 --> 02:34:12,520
I closed the public hearing at 7.39 p.m. so the motion was to vote.

673
02:34:12,520 --> 02:34:17,020
The motion was on 269-22SP1.

674
02:34:17,640 --> 02:34:19,880
Just for clarification for the records, just-

675
02:34:19,880 --> 02:34:20,280
That's correct.

676
02:34:21,060 --> 02:34:21,260
Yeah.

677
02:34:22,640 --> 02:34:24,200
It has been probably moved in second.

678
02:34:24,340 --> 02:34:25,680
It's board approved this item.

679
02:34:26,020 --> 02:34:26,700
Roll call vote please.

680
02:34:28,880 --> 02:34:30,420
Student delegate, Nellie folksman.

681
02:34:31,420 --> 02:34:31,660
Yes.

682
02:34:32,440 --> 02:34:34,080
Student delegate, Anah Nguyen.

683
02:34:34,880 --> 02:34:35,220
Yes.

684
02:34:35,920 --> 02:34:36,660
Commissioner Ray.

685
02:34:37,740 --> 02:34:38,080
Yes.

686
02:34:38,700 --> 02:34:39,640
Commissioner Alexander.

687
02:34:40,120 --> 02:34:40,340
Yes.

688
02:34:40,340 --> 02:34:40,440
Yes.

689
02:34:42,630 --> 02:34:43,800
Commissioner Weissman-Word.

690
02:34:44,540 --> 02:34:44,660
Yes.

691
02:34:45,380 --> 02:34:46,480
Commissioner Goepta.

692
02:34:46,860 --> 02:34:47,020
Yes.

693
02:34:47,620 --> 02:34:48,640
Commissioner Fisher.

694
02:34:49,040 --> 02:34:49,160
Yes.

695
02:34:49,800 --> 02:34:50,880
Vice President Hewling.

696
02:34:51,400 --> 02:34:51,840
Yes.

697
02:34:52,200 --> 02:34:52,880
President Kim.

698
02:34:53,300 --> 02:34:53,440
Yes.

699
02:34:53,960 --> 02:34:54,720
It is so moved.

700
02:34:55,060 --> 02:34:59,760
Moving to item G1, the first action item is 269-

701
02:35:00,000 --> 02:35:29,840
So, thank you, staff. Sorry, no Williams is a lot. So, much appreciation. The first action is item 269-22SP2 approval of the Stamps School Unified School District, 2026 Project Labor Agreement for SSU's Deep Bond funded projects. Can I have a motion and a second? I move item 269-22SP2. Second. I've spent properly moved and seconded that the board approve this item. I ask Dr. Sue to bring this item forward. And I'm going to hand it over.

702
02:35:29,840 --> 02:35:32,620
to the very capable hands of Liciniate Iberi.

703
02:35:33,860 --> 02:35:36,120
Thank you, Superintendent Good evening, commissioners.

704
02:35:37,160 --> 02:35:40,780
SFUSG, some of you may know, we have a longstanding partnership with the San Francisco Building

705
02:35:40,780 --> 02:35:42,060
and Construction Trades Council.

706
02:35:42,560 --> 02:35:47,160
Our Project Labor Agreement is an important tool for delivering high quality school facilities

707
02:35:47,160 --> 02:35:49,640
through the bond program with the skilled local workforce.

708
02:35:50,480 --> 02:35:54,960
Thank you to Rudy Gonzalez, Secretary and Treasurer of the San Francisco Building Trades

709
02:35:54,960 --> 02:35:58,820
Council for his public comment earlier in support of the item.

710
02:36:00,040 --> 02:36:05,420
We have been working together for several months negotiating collaboratively towards

711
02:36:05,420 --> 02:36:07,060
this 2026 PLA.

712
02:36:07,640 --> 02:36:12,940
The purpose of it is to ensure efficient project delivery, to expand apprenticeship and workforce

713
02:36:12,940 --> 02:36:17,140
development opportunities, interest strength and labor stability through the bond program,

714
02:36:17,480 --> 02:36:20,680
which of course is a voter-approved measure.

715
02:36:20,680 --> 02:36:25,280
Together with the new student career pathways and workforce development policy that you've

716
02:36:25,280 --> 02:36:31,760
just approved on the consent calendar, this PLA really allows us to leverage voter dollars

717
02:36:31,760 --> 02:36:37,140
or bond investments to improve school facilities while creating meaningful career opportunities

718
02:36:37,140 --> 02:36:41,500
for our students, for San Francisco residents and for our other partners in the building trades.

719
02:36:42,320 --> 02:36:45,920
So we're pleased to present this tonight and if you have questions, I'm available.

720
02:36:47,040 --> 02:36:48,600
Any comments or questions from the board?

721
02:36:49,540 --> 02:36:50,220
Thank you, Mr. Victor.

722
02:36:51,260 --> 02:36:52,220
Thank you, Mr. Berry.

723
02:36:52,960 --> 02:36:56,720
And I appreciate your answers in the Q&A document for those who haven't seen it, certainly.

724
02:36:57,240 --> 02:37:02,520
I recommend one of the answers you provided was the 2013 policy that was written in such a way to make tracking

725
02:37:02,520 --> 02:37:08,140
and accountability difficult and was not aligned with current CCR or college and career readiness offerings.

726
02:37:08,240 --> 02:37:11,180
There's just one of the many reasons we amended the language.

727
02:37:12,040 --> 02:37:15,600
I appreciate that answer to a question that one of my colleagues may have asked.

728
02:37:15,600 --> 02:37:19,740
I'm curious if you have something just following up on that.

729
02:37:20,260 --> 02:37:25,260
How does the amended language now evaluate effectiveness of the existing policy in providing

730
02:37:25,260 --> 02:37:29,860
our students workforce experience or meeting our college and career readiness goals?

731
02:37:31,260 --> 02:37:37,200
Sure, yeah, and I think that really is reflected in the workforce policy that is on the consent

732
02:37:37,200 --> 02:37:41,760
item, less so in the PLA, although the PLA is enacting agreement with the building trades that

733
02:37:41,760 --> 02:37:48,280
in support of that but the language that was in the prior local higher policy as it was called

734
02:37:48,280 --> 02:37:54,360
really referred to the college and career readiness department from before and didn't have the

735
02:37:54,360 --> 02:37:58,280
language of the current pathways that we have or the opportunities that the college and career

736
02:37:58,280 --> 02:38:05,400
readiness division is able to offer to students through the CTE programs and so really in trying to

737
02:38:05,400 --> 02:38:11,000
implement that in partnership with our bond contractors or you know other people who fell and under the

738
02:38:12,320 --> 02:38:24,780
The purview of the local higher policy was really sort of like square-pegged round-hole situation where CCR was just feeling like, you know, we're getting this sort of infusion of investment, but we can't really use it in this way.

739
02:38:25,240 --> 02:38:29,880
So that's in part because it was written in 2013 and here we are in 2026.

740
02:38:30,480 --> 02:38:40,280
And so just it was kind of a modernization of the policy to make it match so that our contractors have a clear pathway to participating in our student development through CCR.

741
02:38:47,020 --> 02:39:06,800
Thank you. No questions. And I don't want to take a lot of time just to say thanks. And I think this is really important coming from a labor family and labor household. I think the fact that we can be so committed to working with labor locally is key not just for the district for the community and we know they're intertwined. So really appreciate this.

742
02:39:06,800 --> 02:39:07,520
All

743
02:39:15,200 --> 02:39:17,060
right, seeing no other comments from the board.

744
02:39:17,400 --> 02:39:18,860
Thank you to staff for your presentation.

745
02:39:19,380 --> 02:39:27,140
Debate is now closed on the motion to approve item 269-22SP2, approval of the San Francisco Univite School District, 2026.

746
02:39:27,700 --> 02:39:31,320
Project labor agreement for SFUSD-Bahn-funded projects, roll call vote, please.

747
02:39:32,800 --> 02:39:34,680
Student delegate, Nellie, folks, man.

748
02:39:35,780 --> 02:39:36,340
Yes.

749
02:39:37,140 --> 02:39:39,480
Student delegate, Ms. Anandouin.

750
02:39:40,420 --> 02:39:40,980
Yes.

751
02:39:41,660 --> 02:39:42,500
Commissioner Ray.

752
02:39:42,500 --> 02:39:59,880
Yes, Commissioner Alexander. Yes, Commissioner Weissman Norton. Yes, Commissioner Gupta. Yes, Commissioner Fisher. Yes, Vice President Newing. Yes, President Kim. Yes, so

753
02:40:01,890 --> 02:40:09,350
Thank you, commissioners. Thank you very much, staff, and thank you very much, labor partners, for all your work and partnership.

754
02:40:12,170 --> 02:40:29,690
As I mentioned before, I'm going to move to item three to vote on student disposal matters, just so we can get all our actions out of the way, and then we'll spend the rest of our time in discussion. So I'll move to item three, student expulsion matters. I move for the approval of stipulated expulsion agreement for student matter,

755
02:40:29,690 --> 02:40:37,710
Are 2026-2027 number three for the remainder of the spring, 2026 semester, and the fall, 2026 semester.

756
02:40:38,520 --> 02:40:42,650
During this suspended expulsion period, the student will attend a comprehensive high school.

757
02:40:42,750 --> 02:40:43,270
Can I have a second?

758
02:40:45,350 --> 02:40:45,850
Second.

759
02:40:46,170 --> 02:40:46,710
We'll call please.

760
02:40:50,780 --> 02:40:51,540
Commissioner Ray?

761
02:40:51,900 --> 02:40:52,260
Yes.

762
02:40:52,780 --> 02:40:53,840
Commissioner Alexander?

763
02:40:54,180 --> 02:40:54,380
Yes.

764
02:40:55,040 --> 02:40:56,420
Commissioner Weissman Ward?

765
02:40:57,460 --> 02:40:57,640
Yes.

766
02:40:58,220 --> 02:40:59,200
Commissioner Gupta?

767
02:40:59,700 --> 02:40:59,980
Yes.

768
02:41:00,740 --> 02:41:01,840
Commissioner Fisher?

769
02:41:02,960 --> 02:41:03,660
Yes.

770
02:41:03,660 --> 02:41:05,520
Yes, Vice-President Hewley?

771
02:41:05,920 --> 02:41:07,560
Yes, President Kim.

772
02:41:08,440 --> 02:41:09,540
Yes, so moved.

773
02:41:10,220 --> 02:41:21,220
I move approval for the stipulated expulsion agreement for student matter 2026-2027 number four for the spring 2026 semester in fall 2026 expulsion period.

774
02:41:21,860 --> 02:41:25,840
During the suspended expulsion period, the student will attend civic center's secondary.

775
02:41:26,140 --> 02:41:26,560
Can I have a second?

776
02:41:27,600 --> 02:41:28,080
Second.

777
02:41:28,380 --> 02:41:28,840
Roll call please.

778
02:41:30,380 --> 02:41:31,200
Commissioner Ray?

779
02:41:32,020 --> 02:41:32,700
Yes.

780
02:41:32,700 --> 02:41:34,180
Yes, Commissioner Alexander?

781
02:41:34,540 --> 02:41:34,740
Yes.

782
02:41:35,480 --> 02:41:36,720
Commissioner Weissman Ward?

783
02:41:37,480 --> 02:41:38,080
Yes.

784
02:41:38,560 --> 02:41:39,480
Commissioner Gupta?

785
02:41:39,900 --> 02:41:40,100
Yes.

786
02:41:40,560 --> 02:41:41,440
Commissioner Fisher?

787
02:41:41,800 --> 02:41:42,060
Yes.

788
02:41:42,740 --> 02:41:43,700
Vice President Hewling?

789
02:41:44,180 --> 02:41:44,600
Yes.

790
02:41:44,900 --> 02:41:45,440
President Kim?

791
02:41:45,880 --> 02:41:46,040
Yes.

792
02:41:46,460 --> 02:41:46,780
So moved.

793
02:41:47,380 --> 02:41:49,400
I move approval of the stipulated expulsion agreement

794
02:41:49,400 --> 02:41:53,240
for student matters, 2006, 2007 number five,

795
02:41:53,480 --> 02:41:55,680
the remainder of the spring, 2026 semester,

796
02:41:55,960 --> 02:41:57,800
in the fall, 2026 semester.

797
02:41:58,420 --> 02:41:59,940
During this suspended expulsion period,

798
02:42:00,080 --> 02:42:01,640
the student will tend to comprehensive high school

799
02:42:01,640 --> 02:42:02,300
We have a second.

800
02:42:03,460 --> 02:42:04,220
Second.

801
02:42:04,740 --> 02:42:05,440
Roll call please.

802
02:42:06,580 --> 02:42:07,460
Commissioner Rae.

803
02:42:07,460 --> 02:42:07,760
Yes.

804
02:42:08,360 --> 02:42:09,300
Commissioner Alexander.

805
02:42:09,760 --> 02:42:09,980
Yes.

806
02:42:10,660 --> 02:42:11,980
Commissioner Weissman Ward.

807
02:42:12,660 --> 02:42:13,040
Yes.

808
02:42:13,680 --> 02:42:14,420
Commissioner Gupta.

809
02:42:14,860 --> 02:42:15,040
Yes.

810
02:42:15,400 --> 02:42:16,140
Commissioner Fisher.

811
02:42:16,540 --> 02:42:16,700
Yes.

812
02:42:17,140 --> 02:42:17,960
Vice President Healing.

813
02:42:18,440 --> 02:42:19,140
Yes.

814
02:42:19,560 --> 02:42:20,040
President Kim.

815
02:42:21,300 --> 02:42:21,580
Yes.

816
02:42:22,020 --> 02:42:22,680
So moved.

817
02:42:23,640 --> 02:42:25,780
I moved to item four.

818
02:42:26,320 --> 02:42:27,540
Approval of the stipulated

819
02:42:27,540 --> 02:42:37,660
The expulsion agreement for student matter 2026-2027 number 6 for the remainder of the spring 2026 semester and the fall of 2026 semester.

820
02:42:38,300 --> 02:42:42,200
During this expended expulsion period, the student will attend Civic Center High School. Can I have a second?

821
02:42:44,120 --> 02:42:44,520
Second.

822
02:42:44,800 --> 02:42:45,260
Roll call please.

823
02:42:47,680 --> 02:42:48,340
Commissioner Ray?

824
02:42:49,200 --> 02:42:49,660
Yes.

825
02:42:50,180 --> 02:42:50,980
Commissioner Alexander?

826
02:42:51,360 --> 02:42:51,580
Yes.

827
02:42:52,240 --> 02:42:53,500
Commissioner Weissmann Ward?

828
02:42:54,440 --> 02:42:54,660
Yes.

829
02:42:55,020 --> 02:42:55,720
Commissioner Gupta?

830
02:42:56,120 --> 02:42:56,340
Yes.

831
02:42:56,860 --> 02:42:57,700
Commissioner Fisher?

832
02:42:58,140 --> 02:42:58,460
Yes.

833
02:42:58,460 --> 02:42:58,600
Yes.

834
02:42:59,060 --> 02:43:00,380
Vice-president Hewley?

835
02:43:01,380 --> 02:43:01,680
Yes.

836
02:43:02,220 --> 02:43:02,820
President Kim.

837
02:43:03,860 --> 02:43:04,100
Yes.

838
02:43:04,660 --> 02:43:05,420
So moved.

839
02:43:06,420 --> 02:43:08,900
I move approval of the stipulated expulsion agreement

840
02:43:08,900 --> 02:43:12,980
for the student matter 2026-2027 number seven

841
02:43:12,980 --> 02:43:16,060
for one calendar year from the date of approval of the expulsion.

842
02:43:16,700 --> 02:43:18,160
During the suspended expulsion period,

843
02:43:18,280 --> 02:43:19,920
the student will attend Civic Center High School.

844
02:43:20,060 --> 02:43:20,560
Can I have a second?

845
02:43:22,360 --> 02:43:22,880
Yes.

846
02:43:24,200 --> 02:43:24,800
Is it a second?

847
02:43:27,010 --> 02:43:27,730
Roll call please.

848
02:43:29,230 --> 02:43:30,110
Commissioner Ray?

849
02:43:30,110 --> 02:43:30,170
Okay.

850
02:43:30,840 --> 02:43:31,190
Yes.

851
02:43:31,510 --> 02:43:32,630
Commissioner Alexander?

852
02:43:32,850 --> 02:43:33,010
Yes.

853
02:43:33,810 --> 02:43:35,290
Commissioner Rice Wing-Mord?

854
02:43:37,750 --> 02:43:38,050
Yes.

855
02:43:38,510 --> 02:43:39,430
Commissioner Gupta?

856
02:43:39,970 --> 02:43:40,290
Yes.

857
02:43:40,730 --> 02:43:41,570
Commissioner Fisher?

858
02:43:42,130 --> 02:43:42,350
Yes.

859
02:43:43,170 --> 02:43:44,130
Vice President Healy?

860
02:43:44,590 --> 02:43:45,290
Yes.

861
02:43:47,820 --> 02:43:48,440
President Kim?

862
02:43:49,100 --> 02:43:49,540
Yes.

863
02:43:50,120 --> 02:43:50,640
So moved.

864
02:43:56,180 --> 02:44:02,120
For student matter 2006-2002 sorry, I move for the approval of the stipulated expulsion

865
02:44:02,120 --> 02:44:10,420
The motion agreement for student matter 2026-2027 number eight for the remainder of the spring 2026 semester and the fall 2026 semester.

866
02:44:10,940 --> 02:44:14,060
During the suspended expulsion period, the student will attend double a high school.

867
02:44:14,500 --> 02:44:15,020
Can I have a second?

868
02:44:17,120 --> 02:44:17,620
Second.

869
02:44:18,780 --> 02:44:19,620
Roll call please.

870
02:44:20,440 --> 02:44:21,140
Commissioner Ray?

871
02:44:21,520 --> 02:44:21,740
Yes.

872
02:44:22,140 --> 02:44:22,980
Commissioner Alexander?

873
02:44:23,400 --> 02:44:23,560
Yes.

874
02:44:24,000 --> 02:44:25,160
Commissioner Weissman Ward?

875
02:44:26,160 --> 02:44:26,500
Yes.

876
02:44:26,820 --> 02:44:27,520
Commissioner Gupta?

877
02:44:27,920 --> 02:44:28,160
Yes.

878
02:44:28,580 --> 02:44:29,340
Commissioner Fisher?

879
02:44:29,740 --> 02:44:29,940
No.

880
02:44:30,600 --> 02:44:31,880
Vice President Hewling?

881
02:44:34,420 --> 02:44:50,540
I move approval of the stipulate expulsion agreement for student matter 2026 2027 number 9 for the remainder of the spring 2026 semester and the fall 2026 semester during the suspended expulsion period, the student will attend civic center.

882
02:44:50,540 --> 02:44:51,460
Can I have a second please?

883
02:44:52,320 --> 02:44:52,820
Roll call please.

884
02:44:53,700 --> 02:44:54,620
Commissioner Ray.

885
02:44:55,620 --> 02:44:56,220
Yes.

886
02:44:56,680 --> 02:44:57,580
Commissioner Alexander.

887
02:44:57,840 --> 02:44:58,100
Yes.

888
02:44:58,100 --> 02:44:59,960
Commissioner White.

889
02:45:13,120 --> 02:45:24,360
Thank you very much, commissioners. We are going to return to item F public hearing and adoption in part because we have missed a public commenter who did indicate their desire to speak.

890
02:45:24,360 --> 02:45:30,240
Okay. Council, do we need to revote on this item or simply open up the public comment

891
02:45:30,240 --> 02:45:30,580
period?

892
02:45:32,220 --> 02:45:33,280
We will revote.

893
02:45:33,940 --> 02:45:36,780
Commissioners, are there any questions about the procedures that were about undergo?

894
02:45:37,720 --> 02:45:38,960
I will just redo this item.

895
02:45:40,260 --> 02:45:46,120
Okay. This is for item F1, public hearing and approval of resolution regarding the sufficiency

896
02:45:46,120 --> 02:45:52,480
of textbooks and instruction on materials as required by education code section 6-0-1-1-9.

897
02:45:53,360 --> 02:45:56,140
We will take public comment on this item as a reminder.

898
02:45:56,280 --> 02:45:58,120
Speakers have one minute to speak.

899
02:45:58,440 --> 02:46:00,100
Mr. Chang, are there any speakers for this item?

900
02:46:01,000 --> 02:46:02,040
Vanessa Moreiro.

901
02:46:07,190 --> 02:46:08,130
Hi, good evening.

902
02:46:08,310 --> 02:46:14,730
I want to thank Hung May and Alita for giving me the opportunity

903
02:46:14,730 --> 02:46:15,770
to speak today.

904
02:46:16,710 --> 02:46:20,630
This is an item that relates to instructional materials,

905
02:46:20,630 --> 02:46:22,950
which I know you all know is very important.

906
02:46:22,950 --> 02:46:31,910
I wanted to speak to the true sufficiency that it required, rather than just a physical book on a DEX.

907
02:46:32,050 --> 02:46:35,570
It requires full accessibility for every student.

908
02:46:35,970 --> 02:46:42,410
So true access means this, delivery, modify text and assistive technology for special education

909
02:46:42,410 --> 02:46:49,590
students on day one, and we have passed that day, providing robust ELG materials for

910
02:46:49,590 --> 02:46:52,450
English language learners, adopting curricula,

911
02:46:52,710 --> 02:46:55,190
built around the universal design for learning

912
02:46:55,190 --> 02:46:58,110
to support our neurodivergent students.

913
02:46:58,630 --> 02:47:01,290
With the schools that are reporting shortages

914
02:47:01,700 --> 02:47:04,230
and compliance numbers alone aren't enough,

915
02:47:04,510 --> 02:47:07,430
we need to make sure that you all are bored,

916
02:47:08,070 --> 02:47:11,210
is going to make sure that there is a transparent process

917
02:47:11,460 --> 02:47:14,950
and reporting missing and inaccessible tools.

918
02:47:15,390 --> 02:47:17,670
And to keep equity at the heart

919
02:47:17,670 --> 02:47:22,610
of all future curriculum decisions, and I will email this to the board as well.

920
02:47:22,910 --> 02:47:23,350
Thank you.

921
02:47:25,370 --> 02:47:26,150
Thank you.

922
02:47:26,490 --> 02:47:26,970
There

923
02:47:34,780 --> 02:47:36,300
are no other public comment.

924
02:47:36,760 --> 02:47:37,120
Thank you.

925
02:47:37,280 --> 02:47:42,380
I now re-close this public hearing at 7.53 p.m.

926
02:47:44,540 --> 02:47:46,620
Commissioners, can I have a motion in a second?

927
02:47:47,440 --> 02:47:47,900
So moved.

928
02:47:49,360 --> 02:47:49,880
Second.

929
02:47:50,660 --> 02:47:55,660
It has been properly moved in seconded, the board approved item 269-22SV1, roll call vote,

930
02:47:55,780 --> 02:47:55,900
please.

931
02:47:55,900 --> 02:48:00,410
Students delegate Miss Nellie-Foxman.

932
02:48:01,450 --> 02:48:01,910
Yes.

933
02:48:03,190 --> 02:48:05,670
Students delegate Miss Anna Nguyen.

934
02:48:06,450 --> 02:48:06,990
Yes.

935
02:48:08,370 --> 02:48:09,830
Commissioner Rae.

936
02:48:09,830 --> 02:48:10,250
Yes.

937
02:48:11,170 --> 02:48:12,070
Commissioner Alexander.

938
02:48:12,570 --> 02:48:12,890
Yes.

939
02:48:13,510 --> 02:48:14,710
Commissioner Weissman Ward.

940
02:48:15,150 --> 02:48:15,330
Yes.

941
02:48:15,970 --> 02:48:16,950
Commissioner Gupta.

942
02:48:17,370 --> 02:48:17,650
Yes.

943
02:48:18,070 --> 02:48:18,930
Commissioner Fisher.

944
02:48:19,370 --> 02:48:19,550
Yes.

945
02:48:20,350 --> 02:48:21,330
Vice President Hewling.

946
02:48:21,910 --> 02:48:22,210
Yes.

947
02:48:22,610 --> 02:48:23,150
President Kim.

948
02:48:23,870 --> 02:48:24,070
Yes.

949
02:48:24,430 --> 02:48:24,790
So moved.

950
02:48:25,050 --> 02:48:25,410
Thank you.

951
02:48:26,230 --> 02:48:27,830
We're moving to item two.

952
02:48:28,670 --> 02:48:30,090
Oh, thank you very much, staff.

953
02:48:30,390 --> 02:48:31,070
I can't wait for any.

954
02:48:31,530 --> 02:48:32,610
She'll probably ask that.

955
02:48:32,870 --> 02:48:33,150
You never know.

956
02:48:34,070 --> 02:48:35,770
You just get comfortable, yes.

957
02:48:36,410 --> 02:48:38,850
Feel free to grab some water, get comfortable.

958
02:48:39,730 --> 02:48:43,130
We are moving to item two, two, six, nine, dash, two, two,

959
02:48:43,190 --> 02:48:45,110
S.P. three, progress monitor during workshop

960
02:48:45,110 --> 02:48:47,210
on student outcomes, goal two, summative.

961
02:48:49,890 --> 02:48:51,190
Can I have a motion in a second?

962
02:48:51,190 --> 02:48:57,690
I move item 269-222-SP3, Progress Monitoring Workshop on Student Outcomes Goal 2.

963
02:49:00,040 --> 02:49:03,800
I will second the Progress Monitoring Workshop on Student Outcomes Goal 2.

964
02:49:04,360 --> 02:49:07,120
This amendment properly moved in second to the board approve this item.

965
02:49:08,520 --> 02:49:14,560
For some context, commissioners, thank you for your participation in our border treat recently

966
02:49:14,560 --> 02:49:20,280
where we have the opportunity to go through some effective question asking exercises with our

967
02:49:20,280 --> 02:49:24,860
governance coach, AJ Crebo, who I believe is on Zoom with us, AJ, are you there?

968
02:49:27,520 --> 02:49:27,860
I am.

969
02:49:28,660 --> 02:49:29,420
Thank you.

970
02:49:30,360 --> 02:49:36,080
You'll see in front of you a few items that are hopefully going to help you facilitate

971
02:49:36,080 --> 02:49:37,800
in a more effective time.

972
02:49:38,540 --> 02:49:45,080
One is a technical versus tactical versus strategic document handout for tips for effective monitoring

973
02:49:45,080 --> 02:49:46,320
question development.

974
02:49:47,960 --> 02:49:49,240
That is a one-pager.

975
02:49:49,240 --> 02:49:54,240
Here the second is a stapled packet BOE progress monitoring reference sheet.

976
02:49:54,460 --> 02:49:59,960
This reference sheet was developed by staff to help us facilitate a more effective question.

977
02:50:00,000 --> 02:50:11,340
Asking time. You'll see on our procedures to vote on the report before we monitor and vote to accept the report at the end of our monitoring sessions along with tips on the second page.

978
02:50:13,580 --> 02:50:29,540
I want to acknowledge that this is our first time engaging in this particular style. I have reminded staff that moving forward we do want to be sitting at a table so that will happen for our next monitoring session. But for today,

979
02:50:29,540 --> 02:50:35,240
Today, as part of our student outcomes focus governance model, we will be doing our

980
02:50:35,240 --> 02:50:39,360
best to hold each other and ourselves accountable to effective question asking.

981
02:50:40,820 --> 02:50:45,120
We may hit a few bumps on the road and student delegates, I know you weren't there with

982
02:50:45,120 --> 02:50:49,880
us on Sunday, but I encourage you to review the documents with us and please do join us

983
02:50:49,880 --> 02:50:51,620
in participating in this conversation.

984
02:50:52,580 --> 02:51:00,680
We will vote on whether to approve the report at the end, and I'll provide additional

985
02:51:00,680 --> 02:51:02,220
context at the end for that.

986
02:51:04,180 --> 02:51:07,840
And then I have some framing for us to begin with.

987
02:51:09,280 --> 02:51:12,980
As part of our student outcomes focus governance model, the board is committed to monitoring

988
02:51:12,980 --> 02:51:16,460
the district's progress towards achieving our goals and honoring our guardrails.

989
02:51:16,460 --> 02:51:22,320
guardrails. Tonight we'll be monitoring goal two, eighth grade math proficiency. Before we begin,

990
02:51:22,500 --> 02:51:27,240
we need to confirm that the progress monitoring report is complete. Effective progress monitoring

991
02:51:27,240 --> 02:51:33,300
reports have the following four characteristics. One, it states the goal. Does it clearly show which

992
02:51:33,300 --> 02:51:39,380
specific goal or interim goal is being monitored? Two, it shows the data. Does it clearly show data

993
02:51:39,380 --> 02:51:45,360
for the three previous reporting periods, preferably on a line graph? Does it clearly show the direct

994
02:51:45,360 --> 02:51:49,360
the current reporting period, does it clearly show the target reporting periods and

995
02:51:49,360 --> 02:51:50,740
your targets and deadline targets?

996
02:51:51,720 --> 02:51:53,900
Three, it shares the interpretation.

997
02:51:54,120 --> 02:51:58,080
Does it clearly show the superintendent's current view via defined set of indicators

998
02:51:58,080 --> 02:52:00,240
of system performance relative to the goal?

999
02:52:01,180 --> 02:52:04,280
And four, does it present the evidence in plan?

1000
02:52:04,440 --> 02:52:08,280
Does it clearly show the supporting documentation that evidence is the

1001
02:52:08,280 --> 02:52:10,300
superintendent's understanding of system performance?

1002
02:52:10,860 --> 02:52:14,480
If the school system is not at target or the superintendent's understanding of

1003
02:52:14,480 --> 02:52:19,360
the system performance indicates implementation is not on track, does the monitoring report

1004
02:52:19,360 --> 02:52:24,720
clearly describe systemic root causes, strategic responses, including rationale, initiative

1005
02:52:24,720 --> 02:52:27,520
statuses, and any meeting next steps?

1006
02:52:29,740 --> 02:52:32,400
I believe all the criteria for an effective report have been met,

1007
02:52:32,740 --> 02:52:36,500
but I will open up to the floor for other commissioners. Does anyone have any evidence that the

1008
02:52:36,500 --> 02:52:37,620
elements are not present?

1009
02:52:42,870 --> 02:52:46,490
Seeing none, we will turn the floor over to the superintendent for her

1010
02:52:46,490 --> 02:52:46,970
presentation.

1011
02:52:49,110 --> 02:52:53,790
Great thank you president Kim and good evening commissioners student delegates

1012
02:52:53,790 --> 02:53:01,530
community members tonight I will be sharing with you a summative view of our progress

1013
02:53:01,530 --> 02:53:10,630
on goal to eighth grade mathematics for school year 2526 as you know you

1014
02:53:12,960 --> 02:53:17,700
know a lot as you know

1015
02:53:17,700 --> 02:53:23,940
So we have chosen to govern ourselves using the student outcomes focused governance framework.

1016
02:53:24,740 --> 02:53:30,140
And that means that it is all of our jobs to stay laser focused on student learning.

1017
02:53:30,760 --> 02:53:32,460
We do this by tracking data.

1018
02:53:33,120 --> 02:53:38,040
And when the data tells us that things are working, then we should look into it and

1019
02:53:38,040 --> 02:53:40,200
understand why and to perhaps do more.

1020
02:53:40,580 --> 02:53:45,340
And then when data tells us things are not working, we really need to then double down an

1021
02:53:45,340 --> 02:53:50,320
examine why it's not working, because the only way for us to get to the student outcomes

1022
02:53:50,320 --> 02:53:54,860
that we know our students and our families deserve is by making sure that the adults

1023
02:53:54,860 --> 02:53:58,280
in the system change their behaviors to make that happen.

1024
02:53:59,440 --> 02:54:06,560
Tonight, we will review preliminary grade 8 SBAC math results to understand where we are

1025
02:54:06,560 --> 02:54:10,360
making progress and where more supports are needed.

1026
02:54:10,360 --> 02:54:18,400
From there, we will review what we learned from implementation last year and share plans

1027
02:54:18,400 --> 02:54:28,060
for how we are going to strengthen the instructional systems and practices that support mathematics

1028
02:54:28,060 --> 02:54:29,580
across our schools.

1029
02:54:30,220 --> 02:54:36,820
I'm really happy to be joined by John Davis, our Deputy Superintendent of Ed Services, Dr.

1030
02:54:36,820 --> 02:54:47,360
to Moonhawk Kim, just raise Dr. Jen Steiner, Devin Kugman, and then Latisha Irving in

1031
02:54:47,360 --> 02:54:47,760
the back.

1032
02:54:49,300 --> 02:54:54,160
Together we'll show you what we've learned last year about our instructional systems,

1033
02:54:54,480 --> 02:54:59,300
where we are making progress and where more supports are needed, and then we'll show you

1034
02:54:59,300 --> 02:54:59,960
the plans for...

1035
02:55:00,000 --> 02:55:02,900
How we are planning to strengthen that. Next slide please.

1036
02:55:05,680 --> 02:55:32,000
So we'll start with our goal to data, beginning with the overall goal and then progress towards, and our progress towards that. Then we'll look at the data across student groups, across student groups and our within year measures to better understand where, where we are seeing progress and where we need to focus. I also want to remind everyone that you can access our public

1037
02:55:32,000 --> 02:55:37,720
available dashboard on our website at sfusd.edu.

1038
02:55:38,280 --> 02:55:44,440
Just go to the about sfusd tab on the top of our website.

1039
02:55:44,800 --> 02:55:51,060
Click into it, and then you'll see on the left hand side for the menu bar you'll see

1040
02:55:51,060 --> 02:55:56,700
there's a link that's called sfusd public data dashboard.

1041
02:55:56,700 --> 02:56:03,300
You can click on to that to see the data that we are looking at and please note we will

1042
02:56:03,300 --> 02:56:13,240
be updating that data with the 2526 data soon after the state updates their data, which

1043
02:56:13,240 --> 02:56:15,660
we are projecting to be in mid-October.

1044
02:56:17,980 --> 02:56:24,500
So again for goal two, we are focusing on increasing eighth grade math proficiency as measured

1045
02:56:24,500 --> 02:56:35,820
by the SBAC math exam to try to achieve 65% of our eighth graders being proficient in

1046
02:56:35,820 --> 02:56:39,620
the SBAC score SBAC exam by 2028.

1047
02:56:42,980 --> 02:56:52,540
Here when we review our preliminary 2526 results for eighth graders we saw a 4% increase compared

1048
02:56:52,540 --> 02:56:55,120
to last year, sorry, one slide back.

1049
02:56:55,120 --> 02:57:01,340
There you go, we saw a 4% increase compared to last year.

1050
02:57:01,980 --> 02:57:07,660
This is an encouraging sign that we are beginning to turn the curve for eighth grade math.

1051
02:57:08,560 --> 02:57:15,400
From pandemic, learning recovery to reestablishing conditions for success, including implementing

1052
02:57:15,400 --> 02:57:20,440
our new math curriculum, increasing professional learning opportunities for our educators,

1053
02:57:20,440 --> 02:57:25,140
and of course our work on developing and implementing the secondary

1054
02:57:25,140 --> 02:57:31,140
math policy. We are looking to continuing to build on that momentum that we saw

1055
02:57:31,140 --> 02:57:35,680
or that we saw last year and to this year.

1056
02:57:36,420 --> 02:57:36,900
When

1057
02:57:41,670 --> 02:57:47,050
we look across our student groups, we see encouraging gains among

1058
02:57:47,050 --> 02:57:52,590
several groups including our Latinx and Filipino students. At the same time,

1059
02:57:52,590 --> 02:57:58,070
The results for our African-American and Pacific Islander students have remained relatively

1060
02:57:58,070 --> 02:57:58,590
flat.

1061
02:57:59,150 --> 02:58:05,950
Highlighting an opportunity for us to strengthen our support and accelerate progress and

1062
02:58:05,950 --> 02:58:10,390
more importantly to focus our energy and our attention on these two populations.

1063
02:58:12,890 --> 02:58:21,330
When looking at our program groups, we see small but consistent gains among our English learners

1064
02:58:21,330 --> 02:58:25,650
students and students receiving special education services.

1065
02:58:26,010 --> 02:58:33,150
That said, we will continue to focus our efforts on targeted supports that can help accelerate

1066
02:58:33,150 --> 02:58:36,070
their math outcomes for these students.

1067
02:58:39,910 --> 02:58:46,610
And then just a reminder, we shared the fall and winter star results for interim goals

1068
02:58:46,610 --> 02:58:52,450
2.1, 2.2, and 2.3 in last year's progress monitoring reports.

1069
02:58:52,450 --> 02:59:00,850
efforts. And we are resharing them here to show how our within year measures help us monitor

1070
02:59:01,150 --> 02:59:07,690
our progress throughout the year. When we layer in the preliminary as-back results,

1071
02:59:08,070 --> 02:59:16,990
we see continued gains across the three interim goals. And with a particular noticeable increase

1072
02:59:16,990 --> 02:59:23,650
for the interim goal 2.2, which is the group for our seventh grade students, both within

1073
02:59:23,650 --> 02:59:25,370
year and across years.

1074
02:59:30,960 --> 02:59:36,800
Even though I just talked about the significant increase that we are seeing for this year,

1075
02:59:37,860 --> 02:59:46,500
we remain optimistically encouraged by this progress and this reflects meaningful work

1076
02:59:46,500 --> 02:59:50,720
that our entire school community is moving towards.

1077
02:59:52,180 --> 02:59:53,980
Under any other scenario,

1078
02:59:54,180 --> 02:59:56,620
this would be significant improvement

1079
02:59:56,620 --> 02:59:59,500
and definitely a reason to celebrate.

1080
03:00:00,000 --> 03:00:29,880
However, we continue to not meet and be on target for the very bold and audacious goals that we have set for ourselves. And as a result, we as a school community have decided to rate this particular progress monitoring status as off track. Because we believe that it is going to take much more than 4% to get us

1081
03:00:29,880 --> 03:00:41,280
to goal to target of 65% by 2028. However, our focus is going to continue to work really hard

1082
03:00:41,280 --> 03:00:47,820
with our school community to build the conditions for high quality math instruction and sustain

1083
03:00:47,820 --> 03:00:56,400
a consistent pace of improvements that hopefully will extend beyond 2028, but we'll definitely be

1084
03:00:56,400 --> 03:01:02,920
focusing very intentionally on our focal population and our program groups for this year.

1085
03:01:03,940 --> 03:01:09,020
So now I'm going to hand it over to John and the team to provide a little bit more context

1086
03:01:09,640 --> 03:01:18,140
for the evidence that we are concluding and our plans for how we are going to move forward.

1087
03:01:18,740 --> 03:01:25,680
And then we will engage in a strategic conversation about how we, as a governing team, will work

1088
03:01:25,680 --> 03:01:28,820
together to continue to move the need for our students.

1089
03:01:29,600 --> 03:01:35,680
So with that, John, I'm going to hint over for the technical and technical aspect of this report.

1090
03:01:36,440 --> 03:01:37,140
Thank you, Dr. Sue.

1091
03:01:37,460 --> 03:01:38,080
Good evening, everyone.

1092
03:01:39,060 --> 03:01:44,600
Before we get into the evidence, probably some high-level things I want to point out, right?

1093
03:01:44,700 --> 03:01:48,780
When we're talking about eighth grade math and when we think back to last year,

1094
03:01:48,920 --> 03:01:52,300
there were a number of pilots with algebra and eighth grade math.

1095
03:01:52,300 --> 03:01:56,960
and doing all of that, we needed more math teachers.

1096
03:01:57,620 --> 03:02:01,160
Usually that is a huge, herculean task,

1097
03:02:01,500 --> 03:02:04,080
and I think we have to call out our human resources team

1098
03:02:04,080 --> 03:02:07,800
for making sure that we had not just all the math teachers

1099
03:02:07,800 --> 03:02:10,600
in middle school, but extra math teachers

1100
03:02:10,600 --> 03:02:13,600
for the different classes that our scholars took.

1101
03:02:14,880 --> 03:02:18,620
And even though I know this progress monitoring report

1102
03:02:18,620 --> 03:02:21,420
or it is not about this year, right?

1103
03:02:21,640 --> 03:02:24,180
As we've implemented the math placement policy,

1104
03:02:24,400 --> 03:02:25,440
the same thing has happened.

1105
03:02:26,500 --> 03:02:30,800
That, you know, just being staffed may scenes,

1106
03:02:30,800 --> 03:02:33,000
kind of small, but when it's math teachers

1107
03:02:33,000 --> 03:02:35,260
and it's all throughout middle school,

1108
03:02:35,980 --> 03:02:38,760
a lot of teachers would say they would never teach middle school,

1109
03:02:38,880 --> 03:02:40,700
but as a former middle school math teacher.

1110
03:02:44,020 --> 03:02:47,100
Yes, the idea that our human resources team

1111
03:02:47,100 --> 03:02:52,440
was able to staff all of our schools with mostly double the amount of map

1112
03:02:52,440 --> 03:02:56,900
teachers in eighth grade is a huge testament to their work and should not be

1113
03:02:56,900 --> 03:03:01,540
overlooked in any of this. We always need HR to be top-notch and they

1114
03:03:01,540 --> 03:03:07,860
completely were in this endeavor. I think the second thing to point out is right

1115
03:03:07,860 --> 03:03:12,380
when you think of the pilots from last year or again has were moving into this

1116
03:03:12,380 --> 03:03:18,860
year. A lot of students will be receiving two math classes. Since we've been looking

1117
03:03:18,860 --> 03:03:24,100
at student performance, I don't know, the last 20, 30 years in education and going deep,

1118
03:03:24,100 --> 03:03:29,940
you can think of no child left behind. There's always been an idea and a ton of different

1119
03:03:29,940 --> 03:03:36,220
times when school districts and schools have double blocked things. Devin Krugman and

1120
03:03:36,220 --> 03:03:37,500
and I were talking about this today,

1121
03:03:38,260 --> 03:03:40,740
but it doesn't always work, right?

1122
03:03:41,160 --> 03:03:44,360
A lot of times, schools, high schools,

1123
03:03:44,560 --> 03:03:45,740
middle schools, elementary's,

1124
03:03:46,120 --> 03:03:47,960
the natural thing is more, more, more.

1125
03:03:48,340 --> 03:03:50,060
But there's a lot of data that will show

1126
03:03:50,060 --> 03:03:51,900
more doesn't always work.

1127
03:03:52,800 --> 03:03:56,560
So I think we have to, in this year, in the coming years,

1128
03:03:56,700 --> 03:03:58,340
kind of get a little bit more under the hood

1129
03:03:58,740 --> 03:04:00,440
and see what that difference is.

1130
03:04:00,860 --> 03:04:03,680
One possible explanation is,

1131
03:04:03,680 --> 03:04:09,620
A lot of times double blocking periods is the same teacher for twice the amount of time.

1132
03:04:10,260 --> 03:04:11,800
And this is just different, right?

1133
03:04:11,960 --> 03:04:15,440
A student goes to two different classes, has two different teachers.

1134
03:04:15,900 --> 03:04:18,880
And in the end, it is two different math subjects.

1135
03:04:19,540 --> 03:04:23,280
And when you think about algebra, you're going to use a lot of your eighth grade math.

1136
03:04:23,460 --> 03:04:25,160
So you're kind of doing application.

1137
03:04:26,080 --> 03:04:28,280
Those are just conjectures on my part.

1138
03:04:28,660 --> 03:04:31,120
But to some degree, it seemed to be working.

1139
03:04:31,120 --> 03:04:36,680
I think when you combine that with the new curriculum there's some mix there that has been

1140
03:04:36,680 --> 03:04:41,200
positive and we're just going to need to look at that more and more as we look at how

1141
03:04:41,200 --> 03:04:46,080
schools implement this work moving forward. Again I just want to point out those big picture

1142
03:04:46,080 --> 03:04:50,900
topics because I think we're going to dive in a little bit deeper now and Devon will start us off.

1143
03:04:52,180 --> 03:04:59,660
Thank you so much next slide. So for this first section related to evidence we are going to present

1144
03:04:59,660 --> 03:04:59,960
and on to

1145
03:05:00,000 --> 03:05:18,060
Two different items. So one is a series of summary points associated with what we did as strategic actions in the 25, 26 square, as well as some high-level takeaways in terms of what we learned from those strategic actions. From that point, we are going to lead into the plan section,

1146
03:05:22,290 --> 03:05:31,710
which are how we are applying these learnings into the updated plan section.

1147
03:05:31,710 --> 03:05:37,810
strategic plan for the 2627 school year. So in this first section, it may seem somewhat

1148
03:05:37,810 --> 03:05:45,330
simple in bullet point, but we adopted new K8 math curriculum. And we did so across

1149
03:05:45,330 --> 03:05:51,410
grades K through eight, while they are different vendors in terms of imagine learning an illustrative

1150
03:05:51,410 --> 03:05:57,590
math and amplify Desmos math. They do show the same pedagogical spine of illustrative math,

1151
03:05:57,590 --> 03:06:00,930
so we do feel excited about that K-A alignment.

1152
03:06:01,550 --> 03:06:05,590
In terms of year one implementation, we actually had

1153
03:06:06,310 --> 03:06:09,730
really strong, extensive use which was related

1154
03:06:09,730 --> 03:06:12,250
to an overall positive perception of the materials.

1155
03:06:12,850 --> 03:06:17,490
What is not surprising is that within year one

1156
03:06:17,490 --> 03:06:20,730
we do have a lot of room for growth in terms of quality of use.

1157
03:06:21,290 --> 03:06:24,170
So again, what is unsurprising is that in initial years

1158
03:06:24,170 --> 03:06:26,680
of implementation, we do see teachers learning

1159
03:06:26,680 --> 03:06:32,920
learning the materials and often struggling to hold up that student ownership and potentially

1160
03:06:32,920 --> 03:06:37,040
defaulting towards more direct instruction which are all pedagogical strategies that we are

1161
03:06:37,040 --> 03:06:41,500
working with staff on in terms of professional development. Next slide please.

1162
03:06:42,840 --> 03:06:49,480
In terms of that teacher professional development, again another very strong shout out to our HR team,

1163
03:06:49,480 --> 03:06:56,820
whose exemplary work related to sub-coverage rates allowed us in 2526 to do professional

1164
03:06:56,820 --> 03:07:02,380
development release days for both our general and special education middle school math teachers.

1165
03:07:03,020 --> 03:07:08,200
That work supported cross-site collaboration with a series of release days focused on

1166
03:07:08,200 --> 03:07:14,040
different strategies such as differentiation to support students with IEPs or integrated

1167
03:07:14,040 --> 03:07:17,900
English language development in the math classroom to support multilingual learners.

1168
03:07:18,720 --> 03:07:24,460
While those were incredibly successful, we did see two pieces emerge, which was one

1169
03:07:24,460 --> 03:07:28,380
a need for increased site support in between those release days, which we'll see as part

1170
03:07:28,380 --> 03:07:30,240
of our instructional coaching work this year.

1171
03:07:31,000 --> 03:07:36,280
In addition, we did see the need for more explicit professional development around math intervention,

1172
03:07:36,560 --> 03:07:42,300
particularly tier two and tier three math intervention, which again, you'll see as part of our plan

1173
03:07:42,300 --> 03:07:42,900
for this year.

1174
03:07:43,880 --> 03:07:44,320
Next slide.

1175
03:07:46,680 --> 03:07:51,420
running concurrently to teacher professional development. We also engaged in

1176
03:07:51,420 --> 03:07:54,860
robust administrator professional learning and so as part of a really strong

1177
03:07:54,860 --> 03:07:59,120
partnership between lead and curriculum and instruction we provided monthly

1178
03:07:59,120 --> 03:08:05,000
training for assistant principals on calibrating around high quality instructional

1179
03:08:05,000 --> 03:08:10,660
practices in the math classroom. We worked with them on lesson and unit

1180
03:08:10,660 --> 03:08:14,740
internalization, understanding the pedagogical backing of certain instructional

1181
03:08:14,740 --> 03:08:25,760
like students explaining and justifying their thinking and looking for evidence and guidance of those practices in the math curriculum as well as looking for evidence of it in instructional videos.

1182
03:08:26,400 --> 03:08:37,280
That was followed up on with principles as part of lead supervisors working with those principles on classroom observations and learning walks and one-to-one checking and supervision.

1183
03:08:38,100 --> 03:08:45,160
We saw a lot of growth come out of that strand, particularly related to instructional

1184
03:08:45,160 --> 03:08:50,020
leadership, so we are building on it this year and continuing to deepen that partnership

1185
03:08:50,020 --> 03:08:53,880
between lead and CNI, which we are very excited about next slide, please.

1186
03:08:55,380 --> 03:09:01,340
Related to those professional learning and curriculum strategies, we also, as John spoke

1187
03:09:01,340 --> 03:09:06,380
to implemented a new secondary math policy in the 2526

1188
03:09:06,380 --> 03:09:10,360
school year, which came out of a partnership around a

1189
03:09:10,360 --> 03:09:12,720
multi-year research project with Stanford around student

1190
03:09:12,720 --> 03:09:16,420
outcomes in a series of different models, and then that

1191
03:09:16,420 --> 03:09:20,980
policy was formally adopted in the spring. In terms of what

1192
03:09:20,980 --> 03:09:25,400
we learned, as it was the first spring of the implementation

1193
03:09:25,400 --> 03:09:36,890
or operational was, thank you, I'm not going to be able to say yeah thanks, putting the

1194
03:09:36,890 --> 03:09:37,590
plan to work.

1195
03:09:40,950 --> 03:09:45,190
What we did see was some complexity come out of that policy. There are a number

1196
03:09:45,190 --> 03:09:50,710
of choice points for students and families that led to somewhat unpredictable enrollment

1197
03:09:50,710 --> 03:09:56,310
patterns impacting master scheduling budgets as well as staffing. Again, as John spoke to

1198
03:09:56,310 --> 03:09:59,950
with just an incredibly strong partnership across the H.O.

1199
03:10:02,120 --> 03:10:29,900
We did do sort of heroic work associated with staffing for math teachers. However, that complexity led to a number of operational quandaries that needed to be dealt with across the spring that does provide some learning for how we might move forward, given that was year one of the policy. So across all of those different endeavors, as I spoke to, there were a number of learnings that came out that informed the

1200
03:10:29,900 --> 03:10:34,180
plan that we had for this coming school year and I will pass it to Dr. Steiner.

1201
03:10:38,030 --> 03:10:42,150
Hi everyone, nice to see you again. I'm going to talk a little bit about the plan and of

1202
03:10:42,150 --> 03:10:45,290
course I'm going to start with our very tiny little theory of actions to get out

1203
03:10:45,290 --> 03:10:50,270
your reading glasses. But what we know about our theory of action, just for those of us that

1204
03:10:50,270 --> 03:10:55,210
don't quite remember, if we really want student outcomes to change then we need what's

1205
03:10:55,210 --> 03:10:59,490
happening in classrooms to change. We need the interaction between content, teacher and

1206
03:10:59,490 --> 03:11:02,090
and student to shift, and we've really done a lot of work

1207
03:11:02,090 --> 03:11:04,150
in partnership with curriculum and instruction at RPA

1208
03:11:04,150 --> 03:11:05,790
and really thinking about what that means,

1209
03:11:05,790 --> 03:11:08,610
and then if we want teachers to change what they're doing

1210
03:11:08,610 --> 03:11:10,530
in classrooms so that student outcomes change,

1211
03:11:10,530 --> 03:11:14,310
then in turn we need to support our school leaders

1212
03:11:14,310 --> 03:11:16,250
and to support our structures in schools,

1213
03:11:16,770 --> 03:11:18,390
and then going backwards even further,

1214
03:11:18,570 --> 03:11:21,170
we need to support professional learning at that level.

1215
03:11:21,310 --> 03:11:23,950
So across our departments, we need to really work together.

1216
03:11:24,090 --> 03:11:25,390
And so that's what we're gonna talk about.

1217
03:11:25,590 --> 03:11:27,130
No, you can go to the next slide.

1218
03:11:29,970 --> 03:11:33,130
I was just saying to Devon right before the started, I always really want to start with

1219
03:11:33,130 --> 03:11:35,230
2.2, so you'll see why in a second.

1220
03:11:35,410 --> 03:11:39,310
But in 2.1 we're really looking at a focal population of African-American students in

1221
03:11:39,310 --> 03:11:41,710
our AAPI students.

1222
03:11:42,010 --> 03:11:47,810
And what I would say is that something that we learned last year and when we were really

1223
03:11:47,810 --> 03:11:51,430
debriefing what happened with 2.1 last year and you can see this in our African-American

1224
03:11:51,430 --> 03:11:55,750
data is that I don't think we called out as clearly what we wanted to do with African-American

1225
03:11:55,750 --> 03:11:56,190
students.

1226
03:11:56,190 --> 03:12:01,270
We had a strong plan for tier one in that first roll out of the curriculum, but we didn't

1227
03:12:01,270 --> 03:12:04,530
do as good of a job at saying who are our focal students, and how do we support them.

1228
03:12:04,710 --> 03:12:11,570
And so this year, we're working closely with our OLE partnership, RPA, CNI, and LEAN to

1229
03:12:11,570 --> 03:12:16,710
really say, what specifically are we going to do in addition to really teaching very high

1230
03:12:16,710 --> 03:12:19,370
quality tier one, which I'll talk about in 2.2?

1231
03:12:20,730 --> 03:12:22,830
We really want to say what else are we going to do?

1232
03:12:22,830 --> 03:12:31,390
And so identifying focal students, making sure that every single leader and educator teacher in the classrooms know who their focal students are,

1233
03:12:31,490 --> 03:12:37,850
and that that becomes part of what happens in common planning time and department meetings when they're really looking in grade level,

1234
03:12:37,850 --> 03:12:40,430
in grade level collaboration when we're looking at what students need.

1235
03:12:40,910 --> 03:12:45,450
And then additionally, for part of 2.1, we're going to do some identification of lab schools.

1236
03:12:45,650 --> 03:12:48,270
And you heard us talk about this for 1.1 as well.

1237
03:12:48,270 --> 03:13:00,790
that TNTP and SFUSD are partnering to examine how we can improve our map instructions specifically for our focal students and we've identified six schools where we're going to do that in partnership with them and really learn.

1238
03:13:01,070 --> 03:13:12,570
Hey, what are we doing with leaders, teachers, coaches, and how are we aligning what happens in the leadership team with what happens in professional learning and how can we continue to learn?

1239
03:13:12,570 --> 03:13:16,130
And so we'll be looking at that in 2.2 on the next slide.

1240
03:13:17,770 --> 03:13:22,530
This is really about, are we ensuring that there's high quality instruction happening

1241
03:13:22,530 --> 03:13:23,730
in every single classroom?

1242
03:13:24,090 --> 03:13:27,110
Number one is the curriculum and use to be see it in use.

1243
03:13:27,310 --> 03:13:31,410
And I will say that having just gone on a learning walk last week in my first middle school

1244
03:13:31,410 --> 03:13:36,450
learning walk of the year, I was really excited to go into multiple math classrooms and really

1245
03:13:36,450 --> 03:13:41,810
see both a veteran math teacher implementing and the kinds of amazing things veteran teachers

1246
03:13:41,810 --> 03:13:46,490
can do and a brand new teacher doing it, but because the curriculum is clear, they could

1247
03:13:46,490 --> 03:13:49,430
do it well as well, developing.

1248
03:13:50,230 --> 03:13:53,870
And so I think that that's really important, that both our brand new teachers and our

1249
03:13:53,870 --> 03:13:55,790
veteran teachers can really support our students.

1250
03:13:56,170 --> 03:14:00,330
Then during the teacher collaboration time, we really want the coaches and the assistant

1251
03:14:00,330 --> 03:14:01,990
principals to work with those teachers.

1252
03:14:02,210 --> 03:14:06,030
So going back to what Devon said earlier, during our principal meetings and during our

1253
03:14:06,030 --> 03:14:11,790
assistant principal meetings, we're going to be getting better this year at what we did

1254
03:14:11,790 --> 03:14:13,430
leaders to know what they're looking for.

1255
03:14:13,570 --> 03:14:15,490
Our new learning walk tool is really clear.

1256
03:14:15,690 --> 03:14:17,210
It's the interplay between curriculum,

1257
03:14:17,810 --> 03:14:20,090
what the teacher is doing, and what the student is doing,

1258
03:14:20,250 --> 03:14:21,790
and we're using that in our learning walks

1259
03:14:21,790 --> 03:14:23,470
to lift up what do we need to do better

1260
03:14:23,470 --> 03:14:24,530
during that teaching collaboration,

1261
03:14:25,770 --> 03:14:27,690
what needs to happen during coaching cycles,

1262
03:14:28,030 --> 03:14:30,510
what do we need to do to address professional learning

1263
03:14:30,510 --> 03:14:32,830
in every aspect of the school,

1264
03:14:33,170 --> 03:14:35,270
and then how can we continue to adjust?

1265
03:14:36,210 --> 03:14:38,590
And then finally, in 2.3, we're gonna go back

1266
03:14:38,590 --> 03:14:39,630
to a focal population.

1267
03:14:39,630 --> 03:14:41,970
So, this is really about our English learners.

1268
03:14:42,470 --> 03:14:46,490
I think I mentioned this in the last meeting that I like to think about ELD for our English

1269
03:14:46,490 --> 03:14:49,550
learners as being like the on ramp to a highway, right?

1270
03:14:49,710 --> 03:14:55,090
So, if we want every student to be on the highway, go on along at 65 or 75 miles an hour,

1271
03:14:55,430 --> 03:14:59,650
the ELD course gets them to get into the car that speeds up and goes faster.

1272
03:15:00,000 --> 03:15:05,040
So what we're looking there is we're looking specifically at both integrated language development

1273
03:15:05,040 --> 03:15:09,680
and math professional development. So how are we giving students the language scaffolds that

1274
03:15:09,680 --> 03:15:15,340
they can access the math? Do we see sentence frames? Do we see word banks? Do we see ways

1275
03:15:15,340 --> 03:15:19,460
that English learners can engage in the math? And then also in their designated ELD, are we

1276
03:15:19,460 --> 03:15:24,180
seeing some of those things? And so we're going to be looking at that with our learning walk

1277
03:15:24,180 --> 03:15:24,840
tools as well.

1278
03:15:27,020 --> 03:15:27,620
That might be it.

1279
03:15:28,460 --> 03:15:29,480
Hang on the next slide.

1280
03:15:29,860 --> 03:15:30,260
That's it.

1281
03:15:30,780 --> 03:15:31,640
And now we'll take your questions.

1282
03:15:32,480 --> 03:15:33,140
Thank you.

1283
03:15:34,420 --> 03:15:35,680
Appreciate the presentation.

1284
03:15:36,220 --> 03:15:38,560
At this time, we will move to Commissioner Questions.

1285
03:15:40,640 --> 03:15:44,560
As a reminder, there are various types of questions board members can ask about the monitoring

1286
03:15:44,560 --> 03:15:48,740
report, including questions that are technical, tactical, and strategic in nature.

1287
03:15:48,980 --> 03:15:53,200
To clarify the difference, technical questions are questions about how something is measured.

1288
03:15:53,800 --> 03:15:58,260
Tactical questions are about how or by whom something is done, and

1289
03:15:59,040 --> 03:16:02,580
strategic questions are questions about how something aligns to our goals and

1290
03:16:02,580 --> 03:16:06,900
guardwails. It's part of our governance model and effective monitoring practices.

1291
03:16:07,720 --> 03:16:10,580
Commissioners have asked technical and tactical questions in advance of the

1292
03:16:10,580 --> 03:16:14,020
meeting. These questions and staff responses are available in the Q&A doc,

1293
03:16:14,280 --> 03:16:18,640
published on the agenda. Because our tactical and technical questions have been

1294
03:16:18,640 --> 03:16:22,360
asked in advance, we will focus the conversation on strategic issues. In

1295
03:16:22,360 --> 03:16:24,300
In practice, this means that commissioners will ask

1296
03:16:24,300 --> 03:16:25,780
your questions of the superintendent,

1297
03:16:26,400 --> 03:16:27,760
who is a strategic leader of the district,

1298
03:16:28,320 --> 03:16:30,380
as a guiding framework commissioner question should

1299
03:16:30,380 --> 03:16:32,160
align to our smart acronym, which states

1300
03:16:32,160 --> 03:16:34,020
that effective questions are strategy-focused,

1301
03:16:34,580 --> 03:16:38,560
measure-focused, ask-oriented, result-focused, and time-bound.

1302
03:16:40,100 --> 03:16:43,520
I'd also like to share a couple of other reminders for commissioners.

1303
03:16:43,660 --> 03:16:45,640
Please ensure that your questions are related to the data

1304
03:16:45,640 --> 03:16:46,900
that's in the monitoring report.

1305
03:16:47,560 --> 03:16:48,780
Please don't give opinions.

1306
03:16:49,580 --> 03:16:50,320
I will cut you off.

1307
03:16:51,640 --> 03:16:52,460
with this file.

1308
03:16:53,760 --> 03:17:00,760
As the facilitator, I will try to ensure that our conversation stays strategic and I encourage commissioners to reformulate the questions if it is not.

1309
03:17:01,660 --> 03:17:10,760
These practices will help ensure that we are conducting our progress monitoring most effectively and help us understand how the reality of our students aligns with our vision for them.

1310
03:17:12,260 --> 03:17:15,360
At this time, I will open the floor to commissioner questions.

1311
03:17:19,370 --> 03:17:19,970
Commissioner Alexander.

1312
03:17:22,330 --> 03:17:23,530
Thanks, President Kim.

1313
03:17:23,830 --> 03:17:29,510
I'd like to start with a follow-up to one of the questions that my colleagues asked

1314
03:17:29,510 --> 03:17:30,550
on the Q&A document.

1315
03:17:32,330 --> 03:17:40,270
It was a question that referred to slide six and the differences between the performance

1316
03:17:40,270 --> 03:17:48,770
of all students in our focal groups or end or particular, there were increases in some

1317
03:17:48,770 --> 03:17:51,290
some groups of students, but then not in our focal groups.

1318
03:17:51,390 --> 03:17:53,470
And I think that's reflected in the data on slide six.

1319
03:17:53,970 --> 03:17:59,630
And so one of my colleagues asked in the Q&A document, does this suggest the strategies aren't working for some of our focal groups?

1320
03:17:59,730 --> 03:18:07,350
And then there was a staff response that said that the overall strategies were working or

1321
03:18:07,350 --> 03:18:13,970
seemed to be starting to take root, but that we would need additional supports like the each and every initiative and

1322
03:18:13,970 --> 03:18:17,810
here's two and three as necessary for focal students

1323
03:18:17,810 --> 03:18:19,930
to fully receive the benefits of the overall strategies.

1324
03:18:20,670 --> 03:18:23,710
And so I guess I wanted to understand that a bit more

1325
03:18:23,710 --> 03:18:27,270
about not about what we're planning in the future,

1326
03:18:27,350 --> 03:18:29,230
but what we're seeing now based on the data

1327
03:18:29,230 --> 03:18:31,310
or in the past year, based on the data,

1328
03:18:32,370 --> 03:18:35,990
where are we seeing success for our focal students,

1329
03:18:37,190 --> 03:18:38,770
understanding that we're not overall,

1330
03:18:38,870 --> 03:18:40,630
but where are the places where we are seeing success

1331
03:18:41,130 --> 03:18:42,550
and what are we learning from that

1332
03:18:42,550 --> 03:18:44,610
about which strategies are working for focal students.

1333
03:18:44,790 --> 03:18:45,910
I mean, whether those are getting to your one

1334
03:18:45,910 --> 03:18:49,670
or two or two or three, what are we seeing

1335
03:18:49,670 --> 03:18:52,630
in terms of success and what are we learning from that?

1336
03:18:58,490 --> 03:19:01,410
Well, just, so a couple of things.

1337
03:19:01,550 --> 03:19:05,870
One is just that I think when we shifted

1338
03:19:05,870 --> 03:19:10,650
to a state-aligned state-standard curriculum,

1339
03:19:11,270 --> 03:19:14,670
we were able to train our teachers

1340
03:19:14,670 --> 03:19:22,610
around using the curriculum and also the curriculum from what we have experienced is actually

1341
03:19:23,170 --> 03:19:29,810
very teacher friendly and so there are some clear cadences on lesson planning and sequencing

1342
03:19:30,270 --> 03:19:38,170
of lessons. Because of that we were able to see that the curriculum is being implemented

1343
03:19:38,170 --> 03:19:45,650
more to its fidelity. It doesn't fully speak to the difference that we're seeing by our

1344
03:19:45,650 --> 03:19:51,290
focal population but I think in general we are seeing that more teachers are feeling

1345
03:19:51,290 --> 03:19:58,490
more comfortable using our curriculum and therefore correct students are actually being

1346
03:19:58,490 --> 03:19:59,950
and push to...

1347
03:20:00,000 --> 03:20:29,760
To learn and to engage in the curriculum more. In terms of very specific strategies that we are using for our focal population, I will have to admit that we don't have specific strategies at this moment in time. This is why the staff is proposing to use some of our best practices that we're seeing and learning from our each and every student by name strategy.

1348
03:20:29,760 --> 03:20:36,160
which is to have very focused and targeted interventions for students who need additional

1349
03:20:36,160 --> 03:20:44,920
supports. So we're going to try that and we're going to see how that works and if it works

1350
03:20:44,920 --> 03:20:50,940
we'll do more of it. If it doesn't, we'll figure out how to pivot. I think the other strategic

1351
03:20:50,940 --> 03:20:59,740
move that we did last year was allocate additional coaching staffing, additional coaching support

1352
03:20:59,740 --> 03:21:05,940
supports, instructional supports to schools, and we're hoping that that is also going

1353
03:21:05,940 --> 03:21:11,120
to yield the result that we're projecting for it to have.

1354
03:21:11,880 --> 03:21:15,840
So having additional supports for our educators, having additional professional development

1355
03:21:15,840 --> 03:21:23,000
for our educators, we'll be able to target some of the supports to move the need of our

1356
03:21:23,000 --> 03:21:23,940
of our local population.

1357
03:21:28,480 --> 03:21:31,680
And we know staff can add more, yes.

1358
03:21:32,140 --> 03:21:34,280
I was just gonna say that I wanted to reference something

1359
03:21:34,280 --> 03:21:35,320
that John brought up earlier,

1360
03:21:35,320 --> 03:21:38,060
which was this idea of additional math teachers.

1361
03:21:38,320 --> 03:21:40,420
So when we were first thinking about how to implement

1362
03:21:40,420 --> 03:21:43,280
the secondary math policy to ensure that students who

1363
03:21:44,020 --> 03:21:46,440
were wanting to take algebra, could take algebra,

1364
03:21:46,660 --> 03:21:47,720
what we ended up noticing,

1365
03:21:47,720 --> 03:21:50,700
and we'll talk about this later when we review our data

1366
03:21:50,700 --> 03:21:51,400
around algebra.

1367
03:21:51,560 --> 03:21:53,280
We noticed that lots of students opted

1368
03:21:53,280 --> 03:21:57,520
it's to take both algebra and math eight even though there were options to either just

1369
03:21:57,520 --> 03:22:03,860
take math eight or in some cases just take algebra. And so in some cases we didn't have

1370
03:22:03,860 --> 03:22:09,440
a lot of extra FTE in schools like in some places we really used the entirety of the FTE

1371
03:22:09,440 --> 03:22:14,320
assigned to the school to cover the algebra need. But I would say that in many schools and

1372
03:22:14,320 --> 03:22:18,680
many of the schools where a large percentage of our focal populations live we actually

1373
03:22:18,680 --> 03:22:23,540
to have some FTE kind of wiggle room per se, we needed to hire whole FTEs because otherwise

1374
03:22:23,540 --> 03:22:27,420
we were going to have not just hiring a math teacher, but hiring a point four math teacher

1375
03:22:27,420 --> 03:22:31,780
was going to be impossible. And so what we're excited about this year that has not been true

1376
03:22:31,780 --> 03:22:37,280
in years past, failure like this, is that we have a number of math labs which is our tier two strategy

1377
03:22:37,280 --> 03:22:42,900
and two or three strategy of math lab A and B. Still getting the terminology right. And we

1378
03:22:42,900 --> 03:22:47,860
really are excited about the number of students both that have double math and eighth grade,

1379
03:22:47,860 --> 03:22:52,140
but also the number of 6th and 7th graders in a number of our schools that serve large

1380
03:22:52,140 --> 03:22:56,800
percentage of our focal populations that are able to take a math A or a math B lab class.

1381
03:22:56,980 --> 03:22:58,820
And we're excited to see where this goes.

1382
03:22:58,920 --> 03:23:01,100
Is that going to make more students eligible for algebra?

1383
03:23:01,400 --> 03:23:05,460
Is that going to improve the math proficiency for our students?

1384
03:23:05,640 --> 03:23:07,720
In addition to what we're going to do with each and every,

1385
03:23:07,860 --> 03:23:12,480
because I think the point is, is that the tier one instruction does need to improve

1386
03:23:12,480 --> 03:23:16,580
and the presence of a strong curriculum will help it improve.

1387
03:23:16,580 --> 03:23:22,700
But then we also, as we've talked about in the past, need to actually address implicit bias and expectations for teachers, right?

1388
03:23:22,780 --> 03:23:28,220
We have to have everyone in every classroom expecting students to be able to engage and

1389
03:23:28,220 --> 03:23:35,320
not to shift the math for particular student groups because otherwise they're never going to be able to achieve at the levels we expect them to.

1390
03:23:35,440 --> 03:23:45,800
So those are just a couple of the other things that we're examining and I know that this week in my conversations with my lead colleagues as we start our evaluations for principles as we roll out the lap process.

1391
03:23:45,800 --> 03:23:54,140
We specifically said, all right, so how are we incorporating focal student conversations in the conversations with principles about their in their roles, right?

1392
03:23:54,240 --> 03:23:57,880
How do we make sure that we're not just waiting till the end to be like this is working or not working?

1393
03:23:57,960 --> 03:24:01,060
So those are just a couple of additional thoughts on Commissioner

1394
03:24:08,320 --> 03:24:08,780
Weissmord.

1395
03:24:11,160 --> 03:24:11,860
Thank you.

1396
03:24:12,420 --> 03:24:17,120
It's a similar issue, but different take on the question.

1397
03:24:17,120 --> 03:24:25,340
And so we saw that eighth grade Filipino students demonstrated a significantly statistically

1398
03:24:25,340 --> 03:24:29,380
significant 10 percentage point, growth rate.

1399
03:24:30,060 --> 03:24:34,620
And so I won't want to know what do we know, maybe the question is do we know, hopefully

1400
03:24:34,620 --> 03:24:40,540
we do, but what do we know about the specific conditions or effective practices in those

1401
03:24:40,540 --> 03:24:44,980
classrooms that accounted for that, I mean that was massive progress.

1402
03:24:44,980 --> 03:24:54,980
And I don't, maybe I'm making, I don't, I'm wondering, presumably those students are amongst different classrooms in different schools.

1403
03:24:55,560 --> 03:24:59,620
Like, is it just random, but that it seems very statistically.

1404
03:25:00,000 --> 03:25:12,360
Any significant, so do we know anything about those conditions that would allow us to have insight and allow us to replicate in other places? I mean, it looks like such different numbers compared to the rest.

1405
03:25:16,690 --> 03:25:31,810
I know, I think we had a moment of conversation about, like, what is this that we're seeing and why are we seeing it? So- To be clear, it's great. Oh, absolutely, absolutely. It's great.

1406
03:25:31,810 --> 03:25:41,670
And it could be great because the group of students who entered middle school were fantastic, right?

1407
03:25:42,230 --> 03:25:48,170
So we need to actually do a good job at seeing how did they do in fifth grade?

1408
03:25:48,750 --> 03:25:52,550
How did they perform in sixth grade and seventh grade so that we can understand?

1409
03:25:53,110 --> 03:26:00,030
Is it a grouping? Is it a cohort of students that is kind of, that's the reason why we're seeing this?

1410
03:26:00,030 --> 03:26:06,430
is it because there's a certain level of differentiation

1411
03:26:06,430 --> 03:26:08,770
that is happening in the school,

1412
03:26:08,950 --> 03:26:10,910
in the school environment that's happening now,

1413
03:26:12,220 --> 03:26:16,810
or is it because we change the curriculum

1414
03:26:17,360 --> 03:26:20,150
and we're providing deeper professional development

1415
03:26:20,150 --> 03:26:21,690
for our educators.

1416
03:26:22,490 --> 03:26:25,050
We won't be able to answer, unfortunately,

1417
03:26:25,510 --> 03:26:27,270
fully answer that particular question

1418
03:26:27,270 --> 03:26:34,310
until we do more of our learning walks and collect that data.

1419
03:26:35,110 --> 03:26:38,490
This year, it's part of the plan moving forward,

1420
03:26:39,010 --> 03:26:45,510
is for us to go into the classrooms and really observe and ask those types of particular questions

1421
03:26:45,510 --> 03:26:51,390
so that we can then, you know, I know the team were redesigned the learning walk tool

1422
03:26:51,390 --> 03:26:54,290
so that we can collect that type of information.

1423
03:26:57,000 --> 03:26:58,580
Yeah, I just wanted to add a couple of things.

1424
03:26:58,780 --> 03:27:01,020
I mean, it's a great question.

1425
03:27:01,360 --> 03:27:04,500
And as we were looking at those at the data,

1426
03:27:04,700 --> 03:27:07,160
we were also pretty curious about that.

1427
03:27:07,860 --> 03:27:10,220
So I did have staff look more deeply into it,

1428
03:27:10,260 --> 03:27:11,800
but I think it kind of gets at the,

1429
03:27:12,300 --> 03:27:15,880
I think at some of the response that was in the RFI,

1430
03:27:15,980 --> 03:27:17,840
which really kind of gets at the small numbers

1431
03:27:17,840 --> 03:27:20,900
and how difficult it is to pinpoint conditional types of things.

1432
03:27:21,400 --> 03:27:22,980
One of the things we noticed when we looked

1433
03:27:22,980 --> 03:27:25,640
at the 121 students that we're talking about

1434
03:27:25,640 --> 03:27:34,440
is that there were only like five or six sites that had 10 or more students and the rest of them were very kind of like disparate, like five or six students.

1435
03:27:34,940 --> 03:27:44,700
And given the nature of how schools have their classes and the periods that they have them in, it's the likelihood that they're very spread even across the periods.

1436
03:27:44,940 --> 03:27:54,360
And so while at the same time we want to be able to look at it more deeply to think about those conditions, it's also tricky because of the volatility of the small numbers to get at that.

1437
03:27:54,360 --> 03:27:59,500
So we'll continue to look at that more deeply, but I just wanted to talk about how the

1438
03:27:59,500 --> 03:28:03,700
challenge of looking at specific student groups where the group sizes are really small

1439
03:28:03,700 --> 03:28:04,780
kind of comes into play.

1440
03:28:05,200 --> 03:28:08,940
We want to obviously make sure that we're continuing to uplift where that's happening,

1441
03:28:09,240 --> 03:28:13,120
but it's also kind of thinking through, is there something that's happening with a particular

1442
03:28:13,120 --> 03:28:14,180
cohort as you mentioned?

1443
03:28:14,440 --> 03:28:19,040
So continued inquiry that we'll have on our end and we'll hopefully try to nail down kind

1444
03:28:19,040 --> 03:28:22,820
of something that might be a significant threat for us moving forward.

1445
03:28:24,700 --> 03:28:31,300
So maybe just a follow up. I guess this is where I find myself challenged and maybe we're all

1446
03:28:31,300 --> 03:28:38,720
challenged in terms of like the when is there value in having these sort of the numbers

1447
03:28:38,720 --> 03:28:43,840
parts so carefully. I mean I think there's value there but like when are we assigning too much

1448
03:28:43,840 --> 03:28:49,800
value to it because if there's not actual conditions here that are allowed for this and it is another

1449
03:28:49,800 --> 03:28:54,620
And I think that's really important because then I wouldn't want to, yes, learning walks

1450
03:28:54,620 --> 03:28:57,760
are good, but if the learning walks aren't going to share any insight, that just seems

1451
03:28:57,760 --> 03:29:02,760
like a lot of resources that are not, maybe well, as well spent as we might want them to

1452
03:29:02,760 --> 03:29:02,920
be.

1453
03:29:07,710 --> 03:29:13,990
I think one piece I just wanted to parse out a little bit was clarifying the difference

1454
03:29:13,990 --> 03:29:15,430
between two separate data sets.

1455
03:29:15,770 --> 03:29:20,210
So I think on one hand, when we look at the data that's in the slides and that just spoke

1456
03:29:20,210 --> 03:29:23,690
to, and we're focusing on student outcome data on the assessment.

1457
03:29:24,350 --> 03:29:29,210
If we go back to the theory of action, our learning walk data is sort of like a step

1458
03:29:29,770 --> 03:29:33,250
before that piece, which is the quality of classroom practice that we observe for.

1459
03:29:34,390 --> 03:29:40,870
And so, what we want to try to parse out in that regard is like where we see strong examples

1460
03:29:40,870 --> 03:29:45,670
of correction one around curriculum and content to teacher, strong teacher instructional practice

1461
03:29:45,670 --> 03:29:50,750
and three strong student ownership, where we see evidence of that, do we then see growth

1462
03:29:51,310 --> 03:29:56,530
in terms of strong gains in student proficiency. So that is a little bit of the tension,

1463
03:29:56,610 --> 03:29:59,310
which is a slightly different way maybe to hold those data sets.

1464
03:30:00,000 --> 03:30:06,820
What I would say is just to make a plug for the learning walk data, is that we do see it as highly

1465
03:30:06,820 --> 03:30:12,540
impactful both for, you know, understanding how to design and proactively respond with shifts

1466
03:30:12,540 --> 03:30:18,060
in professional development. I was literally, I was in a classroom observing a kindergarten

1467
03:30:18,060 --> 03:30:22,980
math lesson today. I was looking at the dashboard. One of the things I had noticed in the kindergarten

1468
03:30:22,980 --> 03:30:29,000
learning walk also showed up in the dashboard around an area of growth, district wide. So immediately,

1469
03:30:29,000 --> 03:30:33,120
There's a follow-up conversation around like how do we target this in professional development or coaching?

1470
03:30:33,720 --> 03:30:40,400
I think the same is true for sites as well, and so our hope in that data set is to be able to think about how to

1471
03:30:41,800 --> 03:30:47,980
improve engaging continuous improvement on a quicker and more proactive cycle. So we're not just waiting until the

1472
03:30:47,980 --> 03:30:53,660
student outcome data hits, but we're trying to continuously improve as we're watching practice develop.

1473
03:30:53,660 --> 03:31:00,860
And one additional plug, I'll just say, for the strong work that lead has taken on in working with educators in the strong work that

1474
03:31:01,960 --> 03:31:08,580
site administrators and their instructional leadership teams and teacher leaders and coaches have all taken on is four September.

1475
03:31:09,080 --> 03:31:10,560
Again, I was just checking the numbers.

1476
03:31:10,740 --> 03:31:15,880
We have close to 500 observations logged across K-8 just for the month of September.

1477
03:31:16,060 --> 03:31:20,640
So it is a pretty robust data set for us to work with for

1478
03:31:20,640 --> 03:31:24,680
or engaging in continuous improvement around instructional quality.

1479
03:31:26,060 --> 03:31:33,680
Thank you, and I appreciate the reminder to sort of not complete data sets and understand their different values and their different purposes, so I appreciate that.

1480
03:31:33,860 --> 03:31:34,100
Thank you.

1481
03:31:36,780 --> 03:31:38,500
Commissioner Fisher, the Commissioner Ray.

1482
03:31:40,680 --> 03:31:47,000
I appreciate some of this framing, and I'm going to ask my colleagues to help me stay strategically focused.

1483
03:31:47,160 --> 03:31:47,580
Happy to.

1484
03:31:50,460 --> 03:31:57,500
But I think, like, looking at slide, looking at the theory of action slide, I think my question

1485
03:31:57,500 --> 03:32:03,880
is just about, do not come focused progress monitoring in general and what we call inputs

1486
03:32:03,880 --> 03:32:05,640
versus outputs versus outcomes.

1487
03:32:06,640 --> 03:32:12,540
Like, so that's a question for another day to make sure, because my real questions really

1488
03:32:12,540 --> 03:32:21,180
are around like what we're naming as strategies, right, because to me and I took the year-long

1489
03:32:21,180 --> 03:32:25,960
training, so I'm kind of geeked out on some of this, but to me some of what we're naming

1490
03:32:25,960 --> 03:32:32,660
as strategies actually are more like inputs or outputs in the student outcomes focus definitions.

1491
03:32:33,080 --> 03:32:41,020
So I'm really struggling to understand the specific outcomes here and what we're actually going

1492
03:32:41,020 --> 03:32:46,920
to be measuring and monitoring, and like specifically to use the data point of our African-American

1493
03:32:46,920 --> 03:32:53,900
students and how we actually saw a drop, yet strategically we've got each and every

1494
03:32:53,900 --> 03:32:59,140
and we have a lot of, but I think to me when we say strategically we have each and every,

1495
03:32:59,600 --> 03:33:04,840
that seems more like a program and an output and so I'm struggling to understand like what

1496
03:33:04,840 --> 03:33:11,240
What is the actual strategy we've named the structural racism in the past, right, in

1497
03:33:11,240 --> 03:33:12,580
our Q&A document?

1498
03:33:13,300 --> 03:33:19,380
But when we say things here, like, you know, that we need more supports in each and every

1499
03:33:19,380 --> 03:33:23,940
and more tier and tier two and tier three resources, and we name that in the same question, the

1500
03:33:23,940 --> 03:33:32,000
same answer, like strategically, what does that look like, like, what does a tier two and

1501
03:33:32,000 --> 03:33:36,680
tier three strategy, I think, and I recognize we're only in year one of this adoption, but

1502
03:33:36,680 --> 03:33:41,520
I'm still struggling to understand what that's going to look like, and how families are

1503
03:33:41,520 --> 03:33:45,380
going to hold us accountable to doing it, what data we're going to be monitoring, and where

1504
03:33:45,380 --> 03:33:46,600
we're going to see that in our reports.

1505
03:33:47,060 --> 03:33:51,300
So I don't know if that was a strategic question, but that's still where I'm still stuck noodling

1506
03:33:51,300 --> 03:33:52,020
through all of this.

1507
03:33:53,060 --> 03:33:58,820
I'm going to attempt to answer it as a strategic response, and if I don't then please help me.

1508
03:33:58,820 --> 03:34:07,180
I think that if you actually look at the slide 15 under the plan, you'll start seeing

1509
03:34:07,180 --> 03:34:14,260
how staff is thinking about what we did last year under the evidence section and what

1510
03:34:14,260 --> 03:34:15,620
we learned from last year.

1511
03:34:15,860 --> 03:34:22,200
We learned that providing additional professional development for our educators was yielded really

1512
03:34:22,200 --> 03:34:23,940
positive improvements.

1513
03:34:23,940 --> 03:34:29,500
It allowed our educators to feel much more confident in delivering the curriculum.

1514
03:34:30,280 --> 03:34:35,600
And what Devon was alluding to, which is that instructional core, this kind of trifecta

1515
03:34:35,600 --> 03:34:41,260
connection between the curriculum, which we all did, we fired in a new curriculum, and

1516
03:34:41,260 --> 03:34:44,620
the educator who's going to be implementing that curriculum.

1517
03:34:44,920 --> 03:34:48,960
So that means we have the strength and the professional development for our educators.

1518
03:34:48,960 --> 03:34:53,860
and then that third leg is as student ownership.

1519
03:34:54,380 --> 03:34:55,600
I'm learning all my actions.

1520
03:34:57,300 --> 03:34:59,740
The student ownership piece where

1521
03:35:00,000 --> 03:35:29,980
We're educators when they are comfortable in delivering the curriculum, they're going to be able to push our students to really engage in the learning and to own that instruction and make it their own because that's when true learning happens. So, we're going to try to create that condition for learning moving forward through more professional development. And what you're hearing from the team is not only

1522
03:35:29,980 --> 03:35:37,420
only professional development at the educator level but bringing in site leaders, the administrators

1523
03:35:37,420 --> 03:35:43,080
into this so that our administrators know what they're looking for and seeing and ways

1524
03:35:43,080 --> 03:35:48,920
for them to support teachers when they're walking into the classroom to observe.

1525
03:35:51,380 --> 03:35:57,840
Well the other part is us being more intentional in our learning walks, I know we keep talking

1526
03:35:57,840 --> 03:36:03,640
about this but more intentional in our learning walks so that we can then be able to collect

1527
03:36:03,640 --> 03:36:08,400
data so that we can then use that data to inform ourselves on how to move forward.

1528
03:36:09,200 --> 03:36:14,460
Let me try asking a different way and I'm going to put up my notes from our board retreat

1529
03:36:15,080 --> 03:36:20,580
and to quote AJ, there's a danger in asking quote unquote, is this happening in the classroom?

1530
03:36:21,120 --> 03:36:23,120
That's a question that gives a false sense of security.

1531
03:36:23,120 --> 03:36:27,980
We actually want to know that we are making progress on outcomes and strategies in place

1532
03:36:27,980 --> 03:36:30,780
are effective and that we have data that shows us so.

1533
03:36:31,340 --> 03:36:33,880
So I'm not seeing that for our African-American students.

1534
03:36:35,020 --> 03:36:42,300
So that would lead, so I won't make any assumptions, but how do we get to the point of having the

1535
03:36:42,300 --> 03:36:49,040
data that shows us that the progress is happening and strategies are in place when it's not there

1536
03:36:49,040 --> 03:36:49,660
right now?

1537
03:36:49,660 --> 03:36:52,580
I think that's really what I want to know.

1538
03:36:54,800 --> 03:37:00,020
I was thinking about something that Dr. Conn, I used to say when she was here, she used

1539
03:37:00,020 --> 03:37:06,320
to say that every data set has an implementation, data set, and then an impact.

1540
03:37:06,680 --> 03:37:10,800
And that those implementation impact kind of like shift as you go along, so if you look

1541
03:37:10,800 --> 03:37:15,200
at our theory of action, a lot of these are implementations and then impacts, implementation

1542
03:37:15,200 --> 03:37:20,380
and then impacts, right? So if the ultimate impact is improving outcomes for African American

1543
03:37:20,380 --> 03:37:24,520
students, for all students, but specifically for African American students, then we're saying

1544
03:37:24,520 --> 03:37:28,220
that the implementation data there is that teachers are going to do something different in

1545
03:37:28,220 --> 03:37:33,200
the classroom, right? And it's not just doing it, but doing it well. And so I think in year one,

1546
03:37:33,240 --> 03:37:38,100
what we were doing is let's get everybody doing it. Great. We're all doing it. We're all going to

1547
03:37:38,100 --> 03:37:42,640
try it. And then in year two, as we go into the classroom, like one of the things that I think

1548
03:37:43,540 --> 03:37:48,900
Dr. Sue is alluding to is when we go in and we're seeing if students are not owning

1549
03:37:48,900 --> 03:37:53,500
their learning, right, in its co-action three, if we're not seeing student ownership,

1550
03:37:53,640 --> 03:37:54,100
why not?

1551
03:37:54,560 --> 03:37:59,020
Is there an action the teacher could be taking that's different?

1552
03:37:59,200 --> 03:38:03,120
So for example, as I mentioned, I was in two classrooms this past week during a learning

1553
03:38:03,120 --> 03:38:08,420
walk and in one of the classrooms, when the teacher had them all practice, right, I saw

1554
03:38:08,420 --> 03:38:12,480
that the teacher paused, and every single kid wrote something down on a whiteboard.

1555
03:38:13,040 --> 03:38:16,420
And then the teacher counted back, and then they all held up their whiteboards.

1556
03:38:16,980 --> 03:38:21,180
And then the teacher did something, looked around, and then made a note, and then asked

1557
03:38:21,180 --> 03:38:25,420
the next question where they were now working on their Chromebooks to per person, and then

1558
03:38:25,420 --> 03:38:28,060
they had to have it between them and enter the thing.

1559
03:38:28,160 --> 03:38:32,160
And then he looked and said, okay, now he made a note when he looked at the whiteboards.

1560
03:38:32,320 --> 03:38:34,980
He made a note when he looked at the data that was coming up in the Chromebooks.

1561
03:38:34,980 --> 03:38:38,120
And then what I saw him do was pull a group of students.

1562
03:38:38,960 --> 03:38:39,680
That's strategic.

1563
03:38:40,100 --> 03:38:41,360
Now, is that happening everywhere?

1564
03:38:41,560 --> 03:38:44,100
Is the question, and how do we use this learning walk data

1565
03:38:44,100 --> 03:38:46,580
to say, okay, this is where we're seeing it happen?

1566
03:38:46,720 --> 03:38:47,880
This is where we need to improve,

1567
03:38:47,880 --> 03:38:50,920
and is it happening specifically for our focal populations?

1568
03:38:51,320 --> 03:38:53,160
And I think that, like, I'm not going to lie to you,

1569
03:38:53,280 --> 03:38:54,200
that, oh, we have that all down.

1570
03:38:54,520 --> 03:38:56,940
But I think that the fact that we have, how many?

1571
03:39:01,310 --> 03:39:01,410
Yeah.

1572
03:39:02,990 --> 03:39:04,990
500 already, and it's the middle of September,

1573
03:39:05,310 --> 03:39:06,830
means that we'll gather enough data

1574
03:39:06,830 --> 03:39:11,910
to be able to pause and say, what are we noticing in particular schools and can we learn

1575
03:39:11,910 --> 03:39:15,610
from one school to the other? Can we learn from one classroom to the other? Because I could

1576
03:39:15,610 --> 03:39:21,190
see that right away. So I do think it's going to be a second before we can say, I mean,

1577
03:39:21,370 --> 03:39:25,550
I think that Commissioner Weissman-Oward brings a good point. If we can't figure out why did

1578
03:39:25,550 --> 03:39:29,490
the Filipino population go up and the African-American population go down, then we're just like,

1579
03:39:29,730 --> 03:39:35,330
they're on spaghetti at the wall and hope it all sticks. We're not unaware of that. So we are deep

1580
03:39:35,330 --> 03:39:39,610
diving into it, but we don't know the answer to that question yet, but we hope to have it soon,

1581
03:39:39,770 --> 03:39:45,530
right? Because I think that like the revision of the learning walk tool, the implementation of this

1582
03:39:45,530 --> 03:39:51,570
curriculum with fidelity, the focus on our students that are not meeting our expectations,

1583
03:39:51,590 --> 03:39:55,910
because we need to be doing something different for them means that we have to be adjusting over time.

1584
03:39:56,410 --> 03:39:59,810
And hopefully, between what we're doing with administrators and what

1585
03:40:00,000 --> 03:40:05,440
We're doing with teachers, we're going to see some of those changes, so I don't know, Devon, if I covered it or if you want to add.

1586
03:40:12,900 --> 03:40:36,560
Can I just add that I think that was what I was trying to get at my question is presumably I'm assuming there are places in the district where focal students are doing well. And that you so that was what I was trying to get at my question of like where are they doing well and what are you learning. Not because again, it's it's really easy for all of us to project toward the future. And I think one of the less one of the teachings of this to now comes focus governance is to really try to stay focused in the

1587
03:40:36,560 --> 03:40:41,380
current and past practice, so where are we seeing it work and what are we learning about

1588
03:40:41,380 --> 03:40:47,020
that, that's what I was trying to get at, that then we'll inform that conversation moving

1589
03:40:47,020 --> 03:40:47,800
forward.

1590
03:40:49,860 --> 03:40:53,620
I want to open up to student, oh sorry, would you let me share something.

1591
03:40:54,880 --> 03:40:55,060
No.

1592
03:40:56,680 --> 03:41:01,040
Student delegates, do you want to share before I turn it over to Commissioner Ray, or anything

1593
03:41:01,040 --> 03:41:03,860
Would you like to add, or just do, and great.

1594
03:41:05,000 --> 03:41:06,160
Commissioner Rae?

1595
03:41:10,180 --> 03:41:10,940
Thanks, President Kim.

1596
03:41:12,880 --> 03:41:24,020
What I would like to ask is, to what extent are we seeing any of our students struggling with academic stamina, endurance, persistence?

1597
03:41:24,760 --> 03:41:30,120
And if this is a challenge that's impacting our progress toward our student goals,

1598
03:41:31,260 --> 03:41:35,100
then what is our strategy for supporting the students who need the support?

1599
03:41:39,870 --> 03:41:41,630
Thank you, Commissioner Rae, for the question.

1600
03:41:42,170 --> 03:41:47,150
I think in general, the strategy that we're using to support our students is one,

1601
03:41:48,070 --> 03:41:49,930
implementing a new curriculum.

1602
03:41:50,290 --> 03:41:54,570
That's a big strategy that was resource-rich.

1603
03:41:55,630 --> 03:42:01,090
And then what folks here have already alluded to is making sure that we hire

1604
03:42:01,090 --> 03:42:11,830
qualified math teachers. Those are both things that we did last year and then, lastly,

1605
03:42:12,010 --> 03:42:23,910
is focusing in on deep professional development for the teachers to get them ready to deliver

1606
03:42:23,910 --> 03:42:32,010
the curriculum. Because this is going to be our second year in implementing this curriculum,

1607
03:42:32,630 --> 03:42:38,170
it is going to be interesting to dive deeper into the data that we will see

1608
03:42:38,810 --> 03:42:43,950
for last year, where some of our students are doing really well and why,

1609
03:42:44,530 --> 03:42:50,410
and where some students are struggling and why. So we won't be able to answer that particular question

1610
03:42:50,410 --> 03:42:59,450
right now but it is definitely something that the team is really curious about and we've had a lot

1611
03:42:59,450 --> 03:43:07,310
of deep conversations around. But again it's just those are the big strategies that we have taken

1612
03:43:07,310 --> 03:43:15,010
on and we truly believe that with now a curriculum in place we need to do more professional development

1613
03:43:15,010 --> 03:43:17,990
and support our educators and support our site leaders.

1614
03:43:25,100 --> 03:43:28,640
I mean, I feel like I want to add a little bit to this.

1615
03:43:29,380 --> 03:43:34,440
A, I feel like I don't hear that very much because I think that was your question, do we hear that?

1616
03:43:35,320 --> 03:43:42,560
I would also say, you're always going to want students to persevere through anything that is difficult.

1617
03:43:43,420 --> 03:43:49,760
If you're challenging students and we've talked about that as high expectations quite often,

1618
03:43:49,760 --> 03:43:52,860
if you don't have the high expectations, then they're obviously not going to make it.

1619
03:43:54,260 --> 03:43:58,700
So you've got to have the high expectations and you have to work with kids to persevere

1620
03:43:58,700 --> 03:44:01,280
through tough times and through tough problems.

1621
03:44:01,280 --> 03:44:07,660
Yes, sometimes math can be really difficult, but at the same time that is part of the student

1622
03:44:07,660 --> 03:44:10,780
ownership that I feel like we are looking at, right?

1623
03:44:11,220 --> 03:44:17,580
Student ownership isn't just time for students to work, it is what the teacher is doing when

1624
03:44:17,580 --> 03:44:21,580
someone is struggling, or when someone does feel like they want to quit.

1625
03:44:22,320 --> 03:44:26,700
I feel like I don't hear that in mass, right, from your question.

1626
03:44:27,320 --> 03:44:29,380
But at the same time, it does happen in classes.

1627
03:44:29,640 --> 03:44:33,440
And the ability of a teacher to work with students,

1628
03:44:33,880 --> 03:44:37,580
give them some help and not give them the answer, and have them persevere.

1629
03:44:37,800 --> 03:44:41,340
Even if at times they're wrong, but

1630
03:44:41,980 --> 03:44:47,200
give them the encouragement that you actually have to work hard

1631
03:44:47,200 --> 03:44:50,780
too often in math, like we get excited when they get the right answer.

1632
03:44:51,280 --> 03:44:55,280
The truth of the matter is that if students are persevering through something that's really hard,

1633
03:44:55,300 --> 03:44:59,980
even if they get it wrong, right, those are some of the skills that we want to...

1634
03:45:31,280 --> 03:46:01,060
From our calibration guidance as part of our math learning walk tool, which does have a specific indicator related somewhat to this question but to build on deputy superintendent Davis's point, which is the idea that students actively engage in productive struggle by using strategies to persevere when faced with solving challenging mathematical problems. Strategies to persevere such as but not limited to writing, speaking, questioning, rereading, revising strategies using representations and or

1635
03:46:01,060 --> 03:46:07,340
discussing their thinking. All of those moves are supported by teacher practice. So where

1636
03:46:07,340 --> 03:46:12,220
we see perhaps those things not coming in the classroom is a question of the quality

1637
03:46:12,220 --> 03:46:16,460
of teacher practice. To what degree when a student is struggling is that teacher entering

1638
03:46:16,460 --> 03:46:22,300
into that small group or that pair and asking probing questions suggesting the use of different

1639
03:46:22,300 --> 03:46:28,320
representations and where we see a lack of that particularly in classrooms with high percentages

1640
03:46:28,320 --> 03:46:34,160
as a focal students is due to educator mindset and potentially a lack of belief in rigor

1641
03:46:34,160 --> 03:46:40,240
or high expectations for that students. So for us, the push is actually around both the

1642
03:46:40,240 --> 03:46:46,000
mindset shift for the teacher but also the pedagogical strategies of questioning and

1643
03:46:46,000 --> 03:46:50,820
probing as opposed to just answering or focusing on solution.

1644
03:46:51,900 --> 03:46:56,600
If I can add real quickly and I think that's why it's been brought up several times about

1645
03:46:56,600 --> 03:47:01,160
the learning walks now excited we are because part of this is really thinking about that instructional

1646
03:47:01,160 --> 03:47:06,500
core that Dr. Sue alluded to earlier and the fact that those core actions 2 and 3 really kind

1647
03:47:06,500 --> 03:47:13,580
of get at what the teachers are doing in relation to fostering those practices that we want to see

1648
03:47:13,580 --> 03:47:18,640
kind of displayed in our students that same perseverance the way to grapple with the mathematics and the

1649
03:47:18,640 --> 03:47:31,200
And the, you know, basically having the, you know, the understanding that it's okay to grapple with the mathematics, not necessarily get it right, but then learn from that process.

1650
03:47:31,840 --> 03:47:42,340
And I think that's all part of that perseverance piece. And so, you know, to the points that John and Devon have made, our excitement in this is really because we are in that second year of our curriculum.

1651
03:47:42,340 --> 03:47:59,520
We are now really trying to hone in on kind of like the pieces that dig deeper under the hood of like teacher practice and curriculum how those pieces map together and how they manifest themselves in the classroom so that students are in the position to do the kind of success that we're hoping, hoping that they'll be able to do.

1652
03:48:04,570 --> 03:48:11,170
Thank you. Thank you. I will I'll wait before I see if anyone else anything else. Thank you.

1653
03:48:11,170 --> 03:48:16,950
Thank you. And I agree. I mean, how much more do we learn from our failure? So we learn from our successes.

1654
03:48:17,510 --> 03:48:22,190
Well, I'll speak for myself. No comment, please. On that one.

1655
03:48:22,730 --> 03:48:30,410
But I will say that I think we are all really excited to see some of the the SEL

1656
03:48:30,410 --> 03:48:35,890
our social-emotional learning survey results from students as well as learning walk results

1657
03:48:35,890 --> 03:48:44,510
this year because we are asking and looking for students who talk about I was able to work

1658
03:48:44,510 --> 03:48:49,590
through my struggles because we really believe how important that is. We really believe

1659
03:48:49,590 --> 03:48:55,770
that struggling through instructional, like the instructional challenge is important.

1660
03:48:55,770 --> 03:49:02,970
And so it's going to hopefully we'll be able to yield some more insights for us at the

1661
03:49:02,970 --> 03:49:07,350
next progress monitoring meeting so we can share with you what students are really sharing

1662
03:49:07,350 --> 03:49:14,790
with us and like what John is saying, we're not hearing a lot of this type of feedback

1663
03:49:14,790 --> 03:49:17,690
but we'll see from the survey.

1664
03:49:22,780 --> 03:49:31,160
If we can go to slide five, or I guess we don't need to project it, but my

1665
03:49:32,700 --> 03:49:39,440
question, so we know that yeah you know, I guess it takes anywhere from one to

1666
03:49:39,440 --> 03:49:45,400
three years for things like curriculum implementation to actually take off. I

1667
03:49:45,400 --> 03:49:52,760
like to call it the steeping years like T. And so when we're looking at 45% in

1668
03:49:52,760 --> 03:49:59,800
in 2026 for grade eight. I'm trying to go back to three

1669
03:50:00,000 --> 03:50:08,880
4 years, and ask ourselves, were there things that we did that we believe have contributed

1670
03:50:08,880 --> 03:50:12,440
to what we are now experiencing around games?

1671
03:50:15,220 --> 03:50:18,660
And as I was trying to formulate this question

1672
03:50:18,660 --> 03:50:25,340
in my head, I couldn't help but wonder, so then 45% is still 5% below the 2019 level that

1673
03:50:25,340 --> 03:50:27,660
or kind of level that we were at, at 50 percent.

1674
03:50:28,800 --> 03:50:30,860
And there's this gap in the middle of COVID.

1675
03:50:33,220 --> 03:50:34,940
So related to that question would be,

1676
03:50:35,280 --> 03:50:37,540
how do we know that the gains that we're experiencing now

1677
03:50:37,540 --> 03:50:40,120
are just not a recalibration back to our pre-COVID days?

1678
03:50:40,280 --> 03:50:42,620
How do we know that the strategies that we're deploying today

1679
03:50:43,380 --> 03:50:45,360
are actually the ones that are contributing

1680
03:50:45,360 --> 03:50:47,360
to the gains that we're experiencing now?

1681
03:50:48,100 --> 03:50:48,960
I guess with my question.

1682
03:50:52,630 --> 03:50:53,350
That's a great question.

1683
03:50:54,810 --> 03:50:57,730
I mean, it's a great question.

1684
03:50:57,730 --> 03:51:01,350
And I think again, something that we were also grappling with, because if you look at

1685
03:51:01,350 --> 03:51:08,790
and think of 2020, which would be where all the fifth graders were in 2020, and in 2021,

1686
03:51:08,910 --> 03:51:13,630
they'll be sixth grade in 2022, they'll be seventh grade, and then 2023, when we started

1687
03:51:13,630 --> 03:51:17,970
doing this, they're at fourth grade, at eighth grade, and you can see the struggle.

1688
03:51:18,250 --> 03:51:22,530
And you can see them continuing, these groups of students continue to struggle.

1689
03:51:22,530 --> 03:51:31,050
and by 2026, this is where our first group of fourth graders, third of fourth graders.

1690
03:51:32,560 --> 03:51:39,930
So there is, perhaps, it could be a rebound, it could also be our strategic investment

1691
03:51:39,930 --> 03:51:44,610
in the curriculum and in doubling down on professional development.

1692
03:51:45,090 --> 03:51:52,510
But we have to go back into the data and comb through and dive through and look and understand

1693
03:51:52,510 --> 03:51:56,210
and that, but I think you're raising a very, very important question for us.

1694
03:51:56,690 --> 03:52:02,490
Is this just the amazingness of our students being able to quote unquote rebound, and we're

1695
03:52:02,490 --> 03:52:04,410
rebounding from the learning loss of the pandemic?

1696
03:52:04,910 --> 03:52:12,490
Or is it a combination of that plus a new curriculum, plus intentional focused professional

1697
03:52:12,490 --> 03:52:15,150
development that we're putting into educators?

1698
03:52:16,790 --> 03:52:19,130
I'm sure the team has some thoughts on this.

1699
03:52:19,570 --> 03:52:20,450
Would you like to share?

1700
03:52:23,800 --> 03:52:28,520
I think the only thing that I can say is that time will come, right?

1701
03:52:30,660 --> 03:52:35,920
So assuming that the pre-COVID baseline is about 50%, I think the question is, will

1702
03:52:35,920 --> 03:52:41,780
we not only reach back to that level, but surpass it, right, and by how much?

1703
03:52:41,860 --> 03:52:47,560
I think the other questions that I'm curious about for the next two, three years as the curriculum

1704
03:52:47,560 --> 03:52:54,180
implementation as fully implemented and we get to see the full impact of that.

1705
03:52:55,000 --> 03:53:02,340
Are there other things that we have learned from other districts during that same period

1706
03:53:02,340 --> 03:53:07,000
that we are taking away as part of our own learning and understanding for context?

1707
03:53:16,380 --> 03:53:20,620
I mean, I just, you know, stopping sort of saying COVID kind of impacted everyone and

1708
03:53:20,620 --> 03:53:32,540
we saw the declines there, but I mean, I guess my question would be, from a long-range perspective

1709
03:53:32,540 --> 03:53:37,780
of the data that we're seeing in front of us, right? If every district is kind of having this

1710
03:53:37,780 --> 03:53:42,500
experience where they're having a significant dip of learning loss during COVID and then kind of

1711
03:53:42,500 --> 03:53:47,580
a gradual increase afterwards, that's actually quite illuminating in terms of kind of our own

1712
03:53:47,580 --> 03:53:52,600
performance as a district, and what then I would, again, I, the thing I'm trying to figure

1713
03:53:52,600 --> 03:53:58,420
out here is what makes the moves that we are doing, either different or the same, that

1714
03:53:58,420 --> 03:54:03,240
we can draw conclusions potentially around, around the effectiveness of the strategies and

1715
03:54:03,240 --> 03:54:09,040
how, maybe, how we're deploying it, or what we're deploying, and does that tell us anything

1716
03:54:09,040 --> 03:54:11,140
about our outcomes?

1717
03:54:12,040 --> 03:54:22,060
I mean, I think we could all agree that across school districts in the nation, there was some incomplete learning during the COVID years, so I made that that's a statement we can all agree on.

1718
03:54:22,200 --> 03:54:36,820
I think that's something that we had a discussion last week or the week before when we were talking about this progress monitoring report around where are the schools that we're really seeing improve and can we learn something from those particular schools or their structures that we can compare, there's things that are happening.

1719
03:54:36,820 --> 03:54:44,640
And, you know, while this is the second year of this curriculum, there were many, many

1720
03:54:44,640 --> 03:54:49,180
teachers that piloted in, you know, the beta year or whatever you want to call it, the

1721
03:54:49,180 --> 03:54:49,680
pilot year.

1722
03:54:49,820 --> 03:54:53,660
And so there weren't schools that adopted, we didn't do school, school adoption, we did

1723
03:54:53,660 --> 03:54:55,200
like, if you want to do it, you do it.

1724
03:54:55,420 --> 03:54:59,000
But what we noticed is that there were particular schools that completely took it up.

1725
03:54:59,000 --> 03:54:59,800
and then those

1726
03:55:00,000 --> 03:55:29,880
And schools where there is strong common planning time during on a sign time during their extra, during their non-teaching period, that is not their prep. Just to explain that to everyone here without making sure we all understand what that is. So where that was really clear, where the leader was very involved, where there was implementation with integrity, then we did see that those schools improved more. So that was one of the things, actually one of the ideas that we had for tonight.

1727
03:55:29,880 --> 03:55:34,420
was to bring some of those folks here, and I failed miserably in getting them here because

1728
03:55:34,420 --> 03:55:38,240
I don't know, I just fell off the plate. But next time I promise, we're going to bring them here

1729
03:55:38,240 --> 03:55:42,740
to talk about their own experiences, the teachers' experiences, and the leaders' experiences,

1730
03:55:42,840 --> 03:55:46,460
because we do think that that will flesh out some of what you're saying. But I think that's like

1731
03:55:46,460 --> 03:55:51,960
to Moonhock's point of time, we'll tell. It's a good question, right? In 2020, the current first graders,

1732
03:55:52,640 --> 03:55:59,580
the first graders in 2020 are now seventh graders. So like, what did they miss in 2020?

1733
03:55:59,580 --> 03:56:05,100
in 2021, how are we trying to accelerate that learning in 2022-23?

1734
03:56:05,580 --> 03:56:09,580
Now that we're coming back, will we see a shift because we're implementing this curriculum

1735
03:56:09,580 --> 03:56:14,360
with fidelity and really paying attention to focal populations and to the interplay between

1736
03:56:14,360 --> 03:56:16,960
curriculum teacher and student action?

1737
03:56:17,400 --> 03:56:23,180
Which I think that like, to be clear, I mean, I can recall a time where we were going as a

1738
03:56:23,180 --> 03:56:26,900
classroom and paying attention to what the students were doing with our core rubric, which was

1739
03:56:26,900 --> 03:56:32,680
It's really important because we had finally adopted something that was universally used in our school district to examine practice.

1740
03:56:33,060 --> 03:56:37,520
But we weren't always identifying and what's the teacher doing to make that happen.

1741
03:56:37,740 --> 03:56:39,220
And I do think that we've shifted that.

1742
03:56:39,360 --> 03:56:45,800
I mean, the work that Devon and the team did on coming up with this learning walk tool to say what's the end-to-play of those three things.

1743
03:56:45,900 --> 03:56:47,080
I think we'll make a difference.

1744
03:56:48,120 --> 03:56:52,040
So your point is that happening in other districts and do we have to look, I think we could do that.

1745
03:56:52,280 --> 03:56:53,840
We can see if it's going to be similar.

1746
03:56:54,460 --> 03:57:01,120
because I think, I mean, just to, you know, acknowledge, I mean, PD has been

1747
03:57:01,120 --> 03:57:05,160
happening for ever in our district. I think the question would be the

1748
03:57:05,160 --> 03:57:10,220
content of our PD change set over those over that time. Right, because that

1749
03:57:10,220 --> 03:57:15,160
will help to illuminate a little bit around the strategies of it. I think there

1750
03:57:15,160 --> 03:57:22,260
actually has been some significant changes, so I would just say, so for example

1751
03:57:22,260 --> 03:57:34,880
last year, 25, 26, was the first year that we had done full professional development

1752
03:57:34,880 --> 03:57:38,880
release days for middle school math teachers since I joined the district in 2019.

1753
03:57:39,340 --> 03:57:44,700
So that hadn't happened in many years, so we had been pulling teachers centrally.

1754
03:57:45,340 --> 03:57:50,620
We hadn't been doing curriculum aligned professional learning since I joined the district in 2019.

1755
03:57:51,360 --> 03:57:57,600
So there actually have been significant shifts in just the content, the style, the structure,

1756
03:57:57,880 --> 03:58:02,160
the strategy associated with just, and that's just professional learning aside from any

1757
03:58:02,160 --> 03:58:03,060
of the other components.

1758
03:58:03,820 --> 03:58:08,480
And a lot of that, I would say is, you know, we spoke to earlier the shifts in staffing and

1759
03:58:08,480 --> 03:58:09,320
professional learning.

1760
03:58:09,980 --> 03:58:15,760
So there have been, I would say, pretty big structural shifts and a reintroduction of certain

1761
03:58:15,760 --> 03:58:18,740
professional learning strategies that had been absent for many years prior.

1762
03:58:19,740 --> 03:58:23,820
And I'll just add one more thing, which is that we were trying to get early release to

1763
03:58:23,820 --> 03:58:27,380
happen for the school district so that everyone was early released on Wednesday.

1764
03:58:27,600 --> 03:58:31,220
When COVID happened, that was like the first year we got it into play, so then we didn't

1765
03:58:31,220 --> 03:58:35,020
have the opportunity in those years to put into play the align released.

1766
03:58:35,420 --> 03:58:40,480
That's curriculum and instruction have done with the, minimally with the elementary schools,

1767
03:58:40,480 --> 03:58:40,820
right?

1768
03:58:40,920 --> 03:58:45,040
So now all of the elementary schools get early align release and they get curriculum that

1769
03:58:45,040 --> 03:58:49,700
that is done, that the coaches get trained, and the coaches do that, that those professional

1770
03:58:49,700 --> 03:58:51,020
developments with their staff.

1771
03:58:51,420 --> 03:58:56,800
Year one was literacy, year two was math, now we're back to literacy with an option

1772
03:58:56,800 --> 03:59:00,980
to do math on another day of the week, and so I do think that like that was significant.

1773
03:59:01,280 --> 03:59:06,980
I mean, I have this like memory of trying to organize across many things to have early, early

1774
03:59:06,980 --> 03:59:12,000
release happen across the district, but then like what happens during early release was

1775
03:59:12,000 --> 03:59:13,320
really vague until recently.

1776
03:59:13,320 --> 03:59:15,220
So I think that that is also different.

1777
03:59:16,200 --> 03:59:19,180
Thank you to delegates for your time here tonight.

1778
03:59:19,680 --> 03:59:20,380
I appreciate you.

1779
03:59:21,700 --> 03:59:22,340
And happy school year.

1780
03:59:24,520 --> 03:59:26,240
My last question.

1781
03:59:27,200 --> 03:59:28,060
Slide eight.

1782
03:59:29,380 --> 03:59:33,280
These are our, we're looking at star,

1783
03:59:33,280 --> 03:59:36,900
math, fall, star, math, winter, then spring, S back.

1784
03:59:38,420 --> 03:59:39,980
For interim goals.

1785
03:59:41,260 --> 03:59:47,160
I guess my question would be, if we know that, and I might be stepping in a pilot

1786
03:59:47,160 --> 03:59:52,240
due to, because my question may be just wrong, so just correct me if I'm wrong here.

1787
03:59:53,360 --> 03:59:54,120
Thank you.

1788
03:59:54,940 --> 03:59:59,600
We see the increase from fall to spring final SBAC scores.

1789
04:00:00,370 --> 04:00:30,350
How much of what evidence do we have that are inarims? And I know this is within a year, but what evidence do we have that are inarims are actually predictive of overall aspect performance relative to just fall to spring growth that we see typically in a year? It's based on the Pearson correlation studies that come out of that. So that was part of the reason why we ended up switching to an interim.

1790
04:00:30,350 --> 04:00:33,450
from assessment measure that was predictive of the SBAC

1791
04:00:33,450 --> 04:00:36,470
was so that we had that high level of predictability such

1792
04:00:36,470 --> 04:00:38,850
that within the year we had a sense

1793
04:00:38,850 --> 04:00:41,750
of where students were relative to that progress.

1794
04:00:45,810 --> 04:00:48,370
But we now have students who've taken them both, right?

1795
04:00:48,550 --> 04:00:50,870
So is it, are you asking about like,

1796
04:00:51,250 --> 04:00:53,670
do we have evidence that it's predictive for our students?

1797
04:00:55,890 --> 04:00:56,370
Does that make sense?

1798
04:00:56,910 --> 04:00:57,650
I think that's what he was asking.

1799
04:00:57,810 --> 04:00:59,590
Yes, we've actually done the correlation studies

1800
04:00:59,590 --> 04:01:00,850
ourselves internally, yes.

1801
04:01:01,030 --> 04:01:02,270
Oh, okay, I'm sorry, I'm sorry.

1802
04:01:02,270 --> 04:01:02,490
I'm sorry, I'm sorry.

1803
04:01:02,490 --> 04:01:31,150
Yes, yes, so we've, as a, as a first pass at the selection of it, we had, we obviously hadn't done that with our own students into correlation studies, but as we've gone along each year, one of the things that we do in practice is just to confirm that our correlations are still mapping up, now we look at it more at the more granular continuous scale level, which is at the scale score versus the more binary, proficient, not proficient because you have more predictability in that way.

1804
04:01:31,150 --> 04:01:37,450
So, sometimes because of the ways that things map on, it's not exact like correlation when it comes to looking at the

1805
04:01:38,010 --> 04:01:43,110
proficient versus not proficient, but on the scale score level it is highly correlated.

1806
04:01:43,750 --> 04:01:44,450
Thank you.

1807
04:01:45,690 --> 04:01:50,510
Well, I'm sorry, and due to the high correlation, the

1808
04:01:51,770 --> 04:01:59,830
plan is to look at the winter star results and then make determinations at that time,

1809
04:01:59,830 --> 04:02:08,930
whether how our students are doing and perhaps we would have to increase our instructional

1810
04:02:08,930 --> 04:02:16,870
coaching in certain schools or for certain populations or do additional PDs in certain

1811
04:02:16,870 --> 04:02:18,710
classrooms and for certain schools.

1812
04:02:19,070 --> 04:02:26,030
So I think we're going to use that data to inform how we can pivot and I know this is something

1813
04:02:26,030 --> 04:02:30,990
that the board has asked all the time of just, great, you have all this data, what are

1814
04:02:30,990 --> 04:02:31,830
you going to do with it?

1815
04:02:32,250 --> 04:02:37,770
And so, hopefully, when we come back at the next progress monitoring report, we'll

1816
04:02:37,770 --> 04:02:42,770
be able to share what the data is showing us and what we have done to pivot to continue

1817
04:02:42,770 --> 04:02:44,710
to push the instructional core.

1818
04:02:49,420 --> 04:02:49,680
All right.

1819
04:02:51,020 --> 04:02:56,920
So, to build on actually what President Kim was asking, you know, for goal 2.1, the

1820
04:02:56,920 --> 04:03:02,600
The coral areas, if say, you know, we have a bounce back of four points for general population.

1821
04:03:04,300 --> 04:03:10,460
If say, hypothetically, if that's due to, we're post-COVID, the resilience of our students

1822
04:03:10,460 --> 04:03:15,180
as we discussed, we're still seeing it has gone down for African American students.

1823
04:03:15,400 --> 04:03:21,860
So similarly, I'd be interested in what does that data show in other school districts?

1824
04:03:21,860 --> 04:03:27,840
has it similarly gone down if so what might be some of those reasons so I would

1825
04:03:27,840 --> 04:03:33,620
ask just as you look at other potential district data if you see the same

1826
04:03:33,620 --> 04:03:40,140
thing. Yes thank you so related to that then you know there seem to be two

1827
04:03:40,140 --> 04:03:45,000
strategies in the commissioner request for information for interim goal 2.1 it says

1828
04:03:45,000 --> 04:03:48,620
in the sixth grade each and every initiatives being planned to mirror the

1829
04:03:48,620 --> 04:03:52,340
successful kindergarten model for interim goal 1.1.

1830
04:03:52,920 --> 04:03:56,560
And as I just to lose state, that seems to refer to

1831
04:03:57,020 --> 04:04:01,040
start early literacy for AAPI where we saw 1%

1832
04:04:01,420 --> 04:04:03,000
point increase from spring to spring.

1833
04:04:03,120 --> 04:04:03,640
Is that correct?

1834
04:04:07,390 --> 04:04:10,250
So in the request for information,

1835
04:04:10,650 --> 04:04:14,010
it says that there's a plan to create in each and every

1836
04:04:14,010 --> 04:04:19,290
initiative for sixth grade that mirrors interim goal 1.1.

1837
04:04:19,290 --> 04:04:25,770
And I'm assuming that refers to the increase in one percentage point that we saw for

1838
04:04:25,770 --> 04:04:32,590
in-term goal 1.1 related to AAPI earlier the literacy on the start exam, correct?

1839
04:04:33,270 --> 04:04:39,850
Yes, it's because we're seeing that each and every by name strategy is working to support

1840
04:04:39,850 --> 04:04:47,210
our African American students in achieving the in-year growth for literacy.

1841
04:04:47,210 --> 04:04:57,950
And we believe that if we deploy the same strategy for our six graders, we will be able to then build that within your growth for math.

1842
04:05:00,000 --> 04:05:05,980
So then is the strategy. So there are two strategies, then, that I'm hearing. The first is implementing

1843
04:05:05,980 --> 04:05:12,760
a new each and every for sixth grade math. And then the other one that I think I've heard

1844
04:05:12,760 --> 04:05:22,600
the panel talk about is more around the instructional guidance, learning walks, is across all schools.

1845
04:05:22,600 --> 04:05:26,340
Is that correct or that's sort of the strategy?

1846
04:05:28,980 --> 04:05:30,460
That's correct, I think.

1847
04:05:31,820 --> 04:05:40,160
Yes, so for six graders we're talking about expanding on the each and every by name for our six grade African American students.

1848
04:05:40,760 --> 04:05:52,460
For 2.2 we're talking about increasing professional development for our administrators and having a more refined learning walk tool.

1849
04:05:52,460 --> 04:05:57,220
and having more learning walks, and Kevin can speak more about the learning walks.

1850
04:05:58,040 --> 04:06:02,980
Yes, I was also going to build on that, and then I couldn't remember which slide to go back to,

1851
04:06:03,100 --> 04:06:08,700
but additionally, I want to return to the lab schools that are receiving intensified support

1852
04:06:08,700 --> 04:06:14,880
from TNTP. So all of those schools were strategically selected as they have high percentages of

1853
04:06:14,880 --> 04:06:20,980
focal student populations. So those schools are receiving intensified support in strategies such

1854
04:06:20,980 --> 04:06:27,420
as instructional leadership, support for common planning time, the design of their math lab courses,

1855
04:06:28,560 --> 04:06:36,660
coaching for individual math teachers. So essentially, what we want to build on is how we can

1856
04:06:36,660 --> 04:06:41,920
improve the quality of instruction and the high expectations that educators have for

1857
04:06:41,920 --> 04:06:48,180
focal students at those lab sites in order to shift student proficiency rates. So we will not only

1858
04:06:48,180 --> 04:06:51,540
I'm going to just be tracking student outcome growth very closely at those school sites,

1859
04:06:51,980 --> 04:06:58,060
but our hope is truly by the nature of, you know, lab schools is to best understand

1860
04:06:58,060 --> 04:07:02,960
like which practices are really working that we might want to codify and scale across

1861
04:07:02,960 --> 04:07:03,460
the system.

1862
04:07:05,000 --> 04:07:06,520
Yeah, that's really helpful.

1863
04:07:06,620 --> 04:07:12,460
I was actually, I was wondering if the learning walks were specifically designed for, I think

1864
04:07:12,460 --> 04:07:17,100
in the past we've been presented information where 30% of African-American population

1865
04:07:17,100 --> 04:07:20,360
is within six schools and so forth.

1866
04:07:20,440 --> 04:07:25,480
So I was unsure if those were across our entire portfolio or specifically geared.

1867
04:07:26,120 --> 04:07:31,120
And what I'm hearing you say is, correct me if I'm wrong, it's across all schools.

1868
04:07:31,540 --> 04:07:38,580
But we also then have labs that are specifically focused on where we have focal populations.

1869
04:07:39,220 --> 04:07:39,440
Okay.

1870
04:07:39,440 --> 04:07:40,280
But to

1871
04:07:46,650 --> 04:07:54,250
follow up on the lab school strategy, are there any additional financial or staffing

1872
04:07:54,250 --> 04:08:01,450
resources that are going to be deployed at those school sites as opposed to supports

1873
04:08:01,450 --> 04:08:03,010
coming from central office?

1874
04:08:09,830 --> 04:08:17,050
I can talk about one piece just to name the central office component and then I will defer

1875
04:08:17,050 --> 04:08:19,370
for the additional resources portion of the question.

1876
04:08:19,370 --> 04:08:25,950
But one of the things that I want to just sort of zero in on in the labs structures

1877
04:08:25,950 --> 04:08:33,550
and intensified support is part of our goal is to increase the capacity of educators

1878
04:08:33,550 --> 04:08:34,390
at the school site.

1879
04:08:35,090 --> 04:08:40,030
So ultimately, we know that when we can grow the quality of teaching practice and professionally

1880
04:08:40,030 --> 04:08:45,750
develop administrators and instructional coaches and then support them to develop strong systems

1881
04:08:45,750 --> 04:08:54,670
that not just support their professional growth, but actually support their retention at the school site so that we can build a really stable teaching staff.

1882
04:08:55,350 --> 04:08:59,890
Over time, we hope that will lead to the growth of instructional quality.

1883
04:09:00,090 --> 04:09:10,750
So I just want to name that like part of our goal here is not just sort of like the deployment of resources that then come and go, but actually building the systems and structures that will grow and retain staff at the school site.

1884
04:09:12,410 --> 04:09:19,550
Vice President Healing, that is a tactical question, so I would encourage you or invite you to turn this into a more strategic question.

1885
04:09:20,350 --> 04:09:22,430
Thank you for that opportunity, President.

1886
04:09:22,630 --> 04:09:25,210
Don't mention it.

1887
04:09:25,210 --> 04:09:27,750
I'll be trying to reframe that as a more strategic question.

1888
04:09:30,170 --> 04:09:38,930
Last spring, during budgeting season, I know that there were last minute funds from the state that were allocated

1889
04:09:38,930 --> 04:09:49,410
to the district, that we, I think as a board, we're not fully understanding how those funds,

1890
04:09:49,410 --> 04:09:55,390
I think approximately $30 million, we're going to be deployed towards student outcomes

1891
04:09:55,390 --> 04:09:59,250
in the district. Do the strategies that are described

1892
04:10:00,620 --> 04:10:30,180
Here, allocate those funds or represent any kind of changes in funding allocations toward meeting goal two. Thank you for the very strategic question, vice president healing. So the funds, the additional funding that we received from the state were already purpose restricted to certain things, but the amount that

1893
04:10:30,180 --> 04:10:37,300
that we allocated towards at services components was around $12.5 million.

1894
04:10:38,670 --> 04:10:44,500
And part of the $12.5 million is actually in development right now,

1895
04:10:44,720 --> 04:10:51,060
planning process right now as we think through what would the additional professional development for

1896
04:10:51,060 --> 04:10:52,240
our educators look like?

1897
04:10:52,680 --> 04:10:59,440
What would it look like if we were to be really strategic in allocating additional supports to

1898
04:10:59,440 --> 04:11:09,400
to focal population students, and how would we provide the additional support to educators,

1899
04:11:09,740 --> 04:11:13,540
to administrators, so principal supervisors.

1900
04:11:14,880 --> 04:11:29,220
So as part of this strategy, we have not dipped into the $12.5 million, because we were

1901
04:11:29,220 --> 04:11:39,360
hiring up for math teachers, we do have some wiggle room within that the the allocation

1902
04:11:39,360 --> 04:11:41,940
to be able to support the lab schools.

1903
04:11:44,000 --> 04:11:45,840
John, do you want to add anything to that?

1904
04:11:47,260 --> 04:11:53,640
No, but I think it's a good push that if we think that a school would benefit from something

1905
04:11:53,640 --> 04:11:59,200
extra in aligned with that, that we should do that. So, you know, there's nothing right

1906
04:11:59,200 --> 04:12:03,500
right now that I can say but at the same time we should consider it.

1907
04:12:07,660 --> 04:12:08,340
Thank you.

1908
04:12:10,540 --> 04:12:22,660
Also on slide 13 there is an indication that there's been more of a focus on preparing

1909
04:12:22,660 --> 04:12:27,420
assistant principals to support goal two on sites.

1910
04:12:27,420 --> 04:12:32,280
Are there any middle schools that do not have assistant principals?

1911
04:12:32,500 --> 04:12:38,740
And what is our strategy for reaching them with the same professional development and

1912
04:12:38,740 --> 04:12:41,680
supports that schools with assistant principals are receiving?

1913
04:12:42,320 --> 04:12:42,840
Yeah, I can take that.

1914
04:12:43,280 --> 04:12:47,940
So last year we started the year, so we have what's called cohort meetings.

1915
04:12:48,280 --> 04:12:50,960
The cohort meetings are where principals and assistant principals get together.

1916
04:12:51,120 --> 04:12:57,200
And at the early education and elementary level, they come together once collectively

1917
04:12:57,200 --> 04:13:00,860
principles, the system principles, and then once a month in what's called citywide where

1918
04:13:00,860 --> 04:13:03,520
they come together across, and we include their instructional coaches.

1919
04:13:04,000 --> 04:13:06,800
That was in partnership with curriculum and instruction in the last couple of years.

1920
04:13:07,260 --> 04:13:12,100
At the middle school level, we separate principles in the system principles into two different groups

1921
04:13:12,100 --> 04:13:17,060
because of the size of the groups and also because of the APs need to stay back when principles

1922
04:13:17,060 --> 04:13:18,020
are off and vice versa.

1923
04:13:18,540 --> 04:13:23,820
And every single K-8 and middle school has at least one assistant principle last year and this

1924
04:13:23,820 --> 04:13:24,620
current year.

1925
04:13:25,740 --> 04:13:34,820
When we started the additional support for math, given that we had goal two as the focus for middle school,

1926
04:13:36,320 --> 04:13:41,400
Lee and CNI got together and said, all right, well, we won't do another meeting off campus.

1927
04:13:41,600 --> 04:13:45,440
We'll do a virtual meeting, and we'll separate the group into K8s in middle school.

1928
04:13:45,620 --> 04:13:50,300
And so we've started out the year pulling principles and assistant principles for a second time a month,

1929
04:13:50,300 --> 04:13:52,880
but virtually by their grade ban.

1930
04:13:53,160 --> 04:13:55,600
So K8 principles and the system principles came once

1931
04:13:55,600 --> 04:13:57,680
and then middle school principles came another time

1932
04:13:57,680 --> 04:13:59,320
and the virtual meetings were just terrible

1933
04:13:59,320 --> 04:14:00,340
for so many reasons.

1934
04:14:01,180 --> 04:14:03,120
And so after two months of trying that we were like,

1935
04:14:03,180 --> 04:14:04,480
nope, we can't do this.

1936
04:14:04,760 --> 04:14:06,640
This like, no, first of all, everyone's getting pulled

1937
04:14:06,640 --> 04:14:08,360
and an emergency fire drill somewhere.

1938
04:14:08,860 --> 04:14:09,960
And so then we put our heads together

1939
04:14:09,960 --> 04:14:10,940
and we said, well, what can we do?

1940
04:14:11,080 --> 04:14:14,020
And we said, well, what if we give assistant principles,

1941
04:14:14,200 --> 04:14:17,020
this focus, and then we have assistant principles

1942
04:14:17,020 --> 04:14:18,160
bring it back to principles?

1943
04:14:18,420 --> 04:14:19,740
And so we tried that last year

1944
04:14:19,740 --> 04:14:21,060
and we saw some success.

1945
04:14:21,340 --> 04:14:23,560
We saw a deep and understanding for our system principles.

1946
04:14:24,020 --> 04:14:26,220
We saw an increase in learning walks last year by them.

1947
04:14:26,580 --> 04:14:28,080
We saw them engage in conversations

1948
04:14:28,080 --> 04:14:30,260
that we hadn't seen previously across schools.

1949
04:14:30,760 --> 04:14:32,380
And we didn't always see it translate

1950
04:14:32,380 --> 04:14:33,520
into them having conversations

1951
04:14:33,520 --> 04:14:35,100
that were strategic with their principle.

1952
04:14:35,360 --> 04:14:37,100
So at the end of the year, M and I were like,

1953
04:14:37,240 --> 04:14:37,920
all right, what do we do?

1954
04:14:38,080 --> 04:14:40,240
And so we started building it into our one-on-ones.

1955
04:14:40,360 --> 04:14:41,360
We'd go to the principal and be like,

1956
04:14:41,440 --> 04:14:43,280
what'd you learn from your system principle this month?

1957
04:14:43,700 --> 04:14:45,200
You can see how well that probably went over.

1958
04:14:45,320 --> 04:14:46,400
That felt like it was a gotcha.

1959
04:14:46,580 --> 04:14:48,460
So then this year, we said, let's not do that.

1960
04:14:48,460 --> 04:14:53,260
So when we built out our scope and sequence for professional learning this year for administrators

1961
04:14:54,100 --> 04:14:59,880
in conjunction with RPA and CNI, what we said is how do we do something with principles and with the

1962
04:15:05,980 --> 04:15:29,600
All the K-8s have coaches, one is still on the process of being hired, but at the middle school level about half of them have coaches. And so we wanted to be strategic about doing what we're doing with elementary school and applying it to the middle school level, even though the role of the coach of the middle school level is slightly different. So we learned from last year, and we've had our first partnership with curriculum this last month, September.

1963
04:15:29,600 --> 04:15:31,720
for both principles and assistant principles

1964
04:15:32,390 --> 04:15:33,880
around learning walks specifically

1965
04:15:33,880 --> 04:15:35,240
and like how to get started

1966
04:15:35,240 --> 04:15:36,940
and to make sure we remove the barriers.

1967
04:15:37,160 --> 04:15:38,260
Lauren, we hope you did that.

1968
04:15:38,760 --> 04:15:40,300
And this coming month we'll do a calibration

1969
04:15:40,300 --> 04:15:42,640
of like how do we know what we're seeing as high quality

1970
04:15:42,640 --> 04:15:43,960
and we'll do it in both places,

1971
04:15:44,120 --> 04:15:45,080
principle and assistant principle.

1972
04:15:47,040 --> 04:15:47,860
Thank you.

1973
04:15:48,240 --> 04:15:53,140
I really appreciated the linked spreadsheet

1974
04:15:53,140 --> 04:15:56,740
in the responses regarding the uptake of algebra

1975
04:15:56,740 --> 04:15:59,420
across different middle schools and K-8s

1976
04:15:59,420 --> 04:16:23,120
And was wondering what our strategy is to make algebra available at the two schools that that spreadsheet indicates have no eighth graders taking algebra and whether that is an availability resource issue of our provision or whether there are strategies to improve readiness of students to access the curriculum as well.

1977
04:16:23,640 --> 04:16:24,820
I was waiting for that question.

1978
04:16:25,100 --> 04:16:30,680
I'm also going to say that if you can just try to turn that into a more strategic question,

1979
04:16:30,840 --> 04:16:31,680
that would be helpful.

1980
04:16:31,860 --> 04:16:32,440
That's my question.

1981
04:16:32,540 --> 04:16:37,360
What are strategies to make sure all of our students, including two entire middle schools,

1982
04:16:37,360 --> 04:16:38,300
are able to access that?

1983
04:16:38,720 --> 04:16:43,720
I don't think by putting the word strategy in the question, it turns it into necessarily

1984
04:16:43,720 --> 04:16:44,620
a strategic question.

1985
04:16:44,720 --> 04:16:45,100
Just saying.

1986
04:16:49,520 --> 04:16:51,160
Is there, can you,

1987
04:16:54,400 --> 04:16:55,880
may I maybe be able to help here?

1988
04:16:57,320 --> 04:16:59,840
I'd love for you to models to issue a question ask these.

1989
04:17:00,500 --> 04:17:08,700
I think your question is aimed at an accessibility question and how it improves your three outcomes.

1990
04:17:11,080 --> 04:17:12,080
I think it's about barriers.

1991
04:17:13,400 --> 04:17:14,260
That's what I'm hearing.

1992
04:17:14,460 --> 04:17:16,420
That is also what I'm hearing.

1993
04:17:17,600 --> 04:17:22,980
Maybe one question would be what are the barriers that we know exist among our eighth grade students

1994
04:17:22,980 --> 04:17:29,880
currently at our schools, that we may want to consider as we think about improving our

1995
04:17:29,880 --> 04:17:30,800
eighth grade math outcomes.

1996
04:17:32,200 --> 04:17:38,060
And I am asking that on a slight specific level for equity purposes.

1997
04:17:38,700 --> 04:17:42,020
All right, I'm going to pick up the question because we know which two schools it is and

1998
04:17:42,020 --> 04:17:44,480
there are two different reasons that those two schools.

1999
04:17:44,760 --> 04:17:51,260
So I think we have one K-A and one middle school that didn't have any uptakers for algebra.

2000
04:17:51,260 --> 04:17:55,780
as you know, the algebra was offered across all school sites and where anyone wanted to take

2001
04:17:55,780 --> 04:18:02,040
algebra they were encouraged and supported to do so. In fact, two schools, three schools added

2002
04:18:02,040 --> 04:18:08,460
a zero period this year. Might I add, almost seamlessly, like it was kind of impressive, I want to

2003
04:18:08,460 --> 04:18:14,340
like pick, I want to like lift up those administrators that did gargantuan work to make teachers or sharing

2004
04:18:14,340 --> 04:18:18,940
classrooms, kids who take the bus get it. I mean, it really was a lot of work on the part of the

2005
04:18:18,940 --> 04:18:21,500
of principals and the unions that participated

2006
04:18:21,500 --> 04:18:23,140
with those principals and the assistant principals,

2007
04:18:23,260 --> 04:18:24,780
so anyway, that's not what you asked me,

2008
04:18:24,880 --> 04:18:25,940
but I'm just gonna give a plug for them.

2009
04:18:26,600 --> 04:18:29,080
At the two schools where we saw that students

2010
04:18:29,080 --> 04:18:30,340
didn't enroll in algebra,

2011
04:18:30,600 --> 04:18:32,080
there was at the K-8 level,

2012
04:18:32,280 --> 04:18:35,560
there were kind of like three ways that K-8s picked this up.

2013
04:18:35,900 --> 04:18:37,780
One was, we're just gonna enroll everyone in algebra

2014
04:18:38,780 --> 04:18:40,340
because we don't know what else to do

2015
04:18:40,340 --> 04:18:42,260
because our school site is so tiny

2016
04:18:42,680 --> 04:18:45,000
that if we don't give everyone this elective,

2017
04:18:45,140 --> 04:18:46,620
then we can't make our schedule work.

2018
04:18:46,620 --> 04:18:52,700
So in some cases, regardless of how many students were automatically enrolled, every single

2019
04:18:52,700 --> 04:18:56,440
student got their math eight and then they got the algebra and then where they opted out,

2020
04:18:56,560 --> 04:18:59,740
they tried to figure out what to do and there were some creative ways of doing that.

2021
04:19:00,180 --> 04:19:05,260
In other schools, they opted in only the kids who opted in and then they really tried to work out

2022
04:19:05,260 --> 04:19:10,160
their schedule and there were some funky electives happening and then at the third school, they offered

2023
04:19:10,160 --> 04:19:15,560
the opportunity but no one was actually eligible at that particular school and so no one picked it

2024
04:19:15,560 --> 04:19:18,300
And so for the first year, what they said is let's do some math labs.

2025
04:19:18,820 --> 04:19:23,900
And similarly, at the middle school where this happened, there was no automatic enrollment at that particular site.

2026
04:19:24,060 --> 04:19:31,360
And they're using their algebra FTE for sixth and seventh grade math labs to increase one eligibility for automatic enrollment.

2027
04:19:31,360 --> 04:19:33,300
But also excitement around algebra.

2028
04:19:33,680 --> 04:19:37,720
So I do think that there will be some shifts in both of those places for next year.

2029
04:19:37,860 --> 04:19:40,980
And there was some questions that we had around like, where do we allow?

2030
04:19:40,980 --> 04:19:45,540
or where do we support leaders to make decisions that are really good for their community,

2031
04:19:45,540 --> 04:19:50,340
but also where do we push the conversations so that if it's challenging because of a structural

2032
04:19:50,340 --> 04:19:53,900
issue, we can interrupt that structural issue to make sure that access is happening,

2033
04:19:53,900 --> 04:19:55,740
especially for our early-street students.

2034
04:19:55,920 --> 04:19:57,840
So thanks for that question, because it's one we have to.

2035
04:20:00,850 --> 04:20:30,830
I wanted to pick up and follow up on Vice President Eulings. It's actually was her earlier question. I think it relates to this one, too. So we have this 12, the 12 million, 12.5 million that was put in the budget as a commitment, which I actually think were required to spend because otherwise we're not honoring the state reserve cap requirement. So that's a different topic. So my question is, given that,

2036
04:20:30,830 --> 04:20:35,130
And given the fact that we have to spend it, what do we know about interventions that

2037
04:20:35,130 --> 04:20:40,610
do work for based on targeted increased investments at schools?

2038
04:20:40,810 --> 04:20:43,350
Like, where has that been happening and what have we learned from it?

2039
04:20:43,390 --> 04:20:48,390
I guess I was thinking about this, your question too, about like, oh, if a school hasn't been

2040
04:20:48,390 --> 04:20:51,990
able to implement this, what are examples of targeted investments we've already done that

2041
04:20:51,990 --> 04:20:58,390
we have data showing we think they work that might inform our thinking about investments

2042
04:20:58,390 --> 04:20:59,030
moving forward?

2043
04:20:59,030 --> 04:20:59,890
I

2044
04:21:03,950 --> 04:21:13,750
can see, I can see John being frustrated, you know, I think again because this is going

2045
04:21:13,750 --> 04:21:22,230
to be the first that we just completed one full year of the math curriculum, I think

2046
04:21:22,230 --> 04:21:25,690
there's still a lot of learnings that has to happen.

2047
04:21:25,690 --> 04:21:28,490
and we still need to evaluate the data

2048
04:21:28,490 --> 04:21:35,290
and see how we are doing in implementing the curriculum.

2049
04:21:35,910 --> 04:21:40,310
I will say, from just, again, talking to the team,

2050
04:21:40,950 --> 04:21:45,190
that we do need to provide additional supports

2051
04:21:45,800 --> 04:21:49,250
from for our focal students and something

2052
04:21:49,250 --> 04:21:52,650
that John and the team and I have had lots of conversations

2053
04:21:53,240 --> 04:21:55,170
about, and supports could look

2054
04:21:55,170 --> 04:22:02,250
anywhere from additional instructional coaches for educators to additional

2055
04:22:02,250 --> 04:22:10,750
family supports for students and for families to differential supporting

2056
04:22:10,750 --> 04:22:16,270
differential instruction inside the classroom. And I think this is all going to

2057
04:22:16,270 --> 04:22:24,890
require a lot of planning from the team for the team and something that we are

2058
04:22:24,890 --> 04:22:30,830
actively engaging in right now so we don't have an answer for you but I will say

2059
04:22:30,830 --> 04:22:35,710
that we are actively thinking through that. And again to be clear I wasn't asking

2060
04:22:35,710 --> 04:22:40,130
for the plan I was asking what we know about what we're already doing which I

2061
04:22:40,130 --> 04:22:44,230
assume we have knowledge of so I but I I understand if we don't want to answer

2062
04:22:44,230 --> 04:22:46,430
that question right now but I guess the question really was about what are we

2063
04:22:46,430 --> 04:22:51,290
already doing in terms of targeted investments because we are I know we're doing

2064
04:22:51,290 --> 04:22:54,110
some I mean it's not that we're not doing anything so I guess my question was

2065
04:22:54,110 --> 04:22:56,090
more about what are we learning from what was happening,

2066
04:22:56,570 --> 04:22:58,210
that's what's already been happening in the past,

2067
04:22:59,030 --> 04:23:01,150
not so much a push to already have the plan.

2068
04:23:01,650 --> 04:23:03,010
So I apologize if that wasn't clear.

2069
04:23:03,830 --> 04:23:06,030
Well, I think one of the things that the team has just,

2070
04:23:06,110 --> 04:23:07,050
I'm sorry, just in my eyes.

2071
04:23:07,470 --> 04:23:09,290
One of the things that the team has just shared

2072
04:23:09,290 --> 04:23:14,970
is just that in learning that just pulling our APs out

2073
04:23:14,970 --> 04:23:18,490
for additional professional learning opportunities

2074
04:23:18,490 --> 04:23:20,670
was not enough and that we're now going to do

2075
04:23:20,670 --> 04:23:23,070
professional opportunities for the APs

2076
04:23:23,070 --> 04:23:28,870
as well as the site leader. So that's an additional thing that we've learned and now we're pivoting

2077
04:23:28,870 --> 04:23:36,130
to do more and expand. We're also realizing that we need to do more professional development

2078
04:23:36,130 --> 04:23:41,410
opportunities across grade cohorts and grade bands to support our educators.

2079
04:23:43,110 --> 04:23:51,210
And I know that there's a focus on expanding on our each and every student by name,

2080
04:23:51,210 --> 04:23:58,450
where we're learning how we do that for our African-American students and now we want

2081
04:23:58,450 --> 04:24:08,190
to replicate it for our six graders and doing more intentional English learner-focused

2082
04:24:08,190 --> 04:24:08,650
trainings.

2083
04:24:10,150 --> 04:24:16,510
So there are things that we've learned this past year and we're going to try a couple

2084
04:24:16,510 --> 04:24:24,470
of those things moving forward and then in terms of tapping into the 12.5 we're going

2085
04:24:24,470 --> 04:24:27,030
to continue to figure out how to use that.

2086
04:24:28,550 --> 04:24:35,490
My next question is a follow-up question to Cousin Alexander's question, which is Interim

2087
04:24:35,490 --> 04:24:41,950
Goul 2.1 looks at 6th grade African-American students and the first evaluation for that

2088
04:24:41,950 --> 04:24:45,730
that is in the fall, which is pretty soon after they've finished their elementary school

2089
04:24:45,730 --> 04:24:52,010
education. Given our ability to track or students went to elementary school and our middle

2090
04:24:52,010 --> 04:24:58,350
school theater patterns, do we know of any strategies that we're employing in elementary

2091
04:24:58,350 --> 04:24:59,190
entry schools.

2092
04:25:00,000 --> 04:25:07,040
Such as lesson study or anything else, that are predictive of higher sixth grade performance for our

2093
04:25:07,040 --> 04:25:11,660
focal students coming in at the beginning of middle school to help with that readiness for

2094
04:25:11,660 --> 04:25:13,020
eighth grade achievement.

2095
04:25:18,400 --> 04:25:19,280
Third time this term.

2096
04:25:24,160 --> 04:25:29,980
There's actually a question that I've been very curious and interested in. I just haven't had a time to dig in.

2097
04:25:31,040 --> 04:25:35,640
Not just lesson study, but just based on where students come from, which schools,

2098
04:25:35,640 --> 04:25:41,760
and going back to many of your questions about identifying bright spots about things that were done well.

2099
04:25:42,620 --> 04:25:45,440
I was actually just browsing some of the historical data.

2100
04:25:47,300 --> 04:25:53,140
Many focus students achievement issues go way back, right?

2101
04:25:53,920 --> 04:26:00,440
So I've always held the line that trying to support students in middle school is a little bit too late.

2102
04:26:01,400 --> 04:26:10,940
So, yeah, in order to kind of dig into that, we'd be very interested in going farther back in time to see where the optimal point of intervention might be.

2103
04:26:18,340 --> 04:26:25,780
Unfortunately, we don't have that information at our fingertips right now, but definitely something that we should look into.

2104
04:26:25,780 --> 04:26:26,780
I

2105
04:26:29,280 --> 04:26:36,500
mean, what I heard was what elementary schools are doing well, or maybe not, that are contributing to that sixth grade dip.

2106
04:26:37,000 --> 04:26:44,340
And I just don't think we've sussed out that feeder pattern and where kids go to be able to answer that really well.

2107
04:26:44,560 --> 04:26:55,480
But again, figuring that out might lead to some type of like something that's happening in the third, fourth, fifth grade at particular schools that would help us in the future.

2108
04:26:55,480 --> 04:27:02,660
Yeah, I think my question is more, are there, when we see data, we see it's district wide, but

2109
04:27:02,660 --> 04:27:08,360
when we break it down to like elementary school level perhaps, are there elementary schools

2110
04:27:08,360 --> 04:27:13,620
where focal students are outperforming and to what strategies do we attribute that?

2111
04:27:14,000 --> 04:27:15,400
And can we expand on that?

2112
04:27:22,900 --> 04:27:30,440
I am hesitating because mine is an inference-based extrapolation and not one that I can say with

2113
04:27:30,440 --> 04:27:35,540
deep research base, maybe I'll give that anyways.

2114
04:27:37,940 --> 04:27:41,320
So I think there are some consistent and

2115
04:27:41,320 --> 04:27:48,140
predictable patterns when we look at schools across middle school and elementary school

2116
04:27:48,140 --> 04:27:55,420
that we see. And so you know we have some high growth schools particularly for focal populations

2117
04:27:55,420 --> 04:28:00,140
of students, particularly for black students at the middle school level, and there's one specific

2118
04:28:00,140 --> 04:28:05,540
specific school I'm thinking where their math growth actually outpaced their ELA growth,

2119
04:28:05,780 --> 04:28:14,280
which is unusual, and what I would say, and there are some similar elementary schools

2120
04:28:14,280 --> 04:28:15,160
in that pattern.

2121
04:28:16,040 --> 04:28:21,280
I think what I would say predictably, and again, this is not a research based, but from my

2122
04:28:21,280 --> 04:28:29,260
own, like, inferences being in those classrooms, you are looking at classrooms where that

2123
04:28:29,260 --> 04:28:34,760
that trifecta of high quality curriculum and instruction, high quality teacher practice

2124
04:28:34,760 --> 04:28:40,860
and strong student ownership are occurring every single day.

2125
04:28:41,200 --> 04:28:46,100
And I just would say I think we dramatically often underplay what is required in terms

2126
04:28:46,100 --> 04:28:50,400
of like the consistency and the precision of instruction to move outcomes.

2127
04:28:51,060 --> 04:28:56,000
And I will also say I think we dramatically underplay the deep belief that adults have

2128
04:28:56,000 --> 04:29:02,060
have to have in the brilliance of students in order to not over scaffold in order to

2129
04:29:02,060 --> 04:29:10,280
not under-anticipate their perseverance in order to not believe that they might need something

2130
04:29:10,280 --> 04:29:12,280
different that maybe isn't quite grade level, right?

2131
04:29:12,380 --> 04:29:18,300
So I think what in these schools that both are demonstrating high growth for focal students

2132
04:29:18,980 --> 04:29:24,120
that I have been in those classrooms, I think there is somewhat a beauty and a magic

2133
04:29:24,120 --> 04:29:28,720
in that simplicity in terms of the quality and the consistency of the instructional practice

2134
04:29:28,720 --> 04:29:33,580
and the school systems that support it, whether it be teacher collaboration or coaching

2135
04:29:33,580 --> 04:29:35,920
are very strong instructional leaders.

2136
04:29:38,350 --> 04:29:38,850
Thank you.

2137
04:29:39,030 --> 04:29:40,990
One quick final question.

2138
04:29:42,550 --> 04:29:53,190
What evidence do we have in our data, if any, that our math ed tech strategies are causing

2139
04:29:54,510 --> 04:29:59,730
any growth in our eighth grade or other math outcomes.

2140
04:30:00,000 --> 04:30:24,700
I think we've asked, for example, around, like, Amira, whether Amira implementation is causing, is helping, is causing student outcomes to improve. And the answer they've gotten in the past were around, kind of the theoretical application of Amira that were

2141
04:30:27,450 --> 04:30:34,530
not tied to actual outcomes in our student data. And I'm wondering if we have any evidence in our student data about the impact

2142
04:30:34,530 --> 04:30:36,150
happy that those tools are having or not?

2143
04:30:36,990 --> 04:30:41,870
When you say, are you talking about technology tools

2144
04:30:41,870 --> 04:30:44,750
that are providing tutoring services in math to students?

2145
04:30:44,870 --> 04:30:45,070
Yes.

2146
04:30:45,450 --> 04:30:49,010
OK, because we're not currently using one in math,

2147
04:30:49,210 --> 04:30:51,170
the like we are in MIRRA.

2148
04:30:51,250 --> 04:30:54,230
So we have Desmos, which is a magic math.

2149
04:30:54,790 --> 04:30:55,990
It's part of the curriculum.

2150
04:30:56,390 --> 04:30:58,570
It is a computer tool.

2151
04:30:59,850 --> 04:31:01,270
I thought we'd previously discussed

2152
04:31:01,270 --> 04:31:07,570
just Amira is using a math tutor and that it was deployed across her.

2153
04:31:07,570 --> 04:31:14,050
No, so one point of clarification, Amira is specifically literacy-based.

2154
04:31:14,310 --> 04:31:19,930
There is a tool at the high school level, EDIA, that is an AI-based math tutor that we

2155
04:31:19,930 --> 04:31:24,890
did pilot last year and do some study around, but it is not at the middle school level.

2156
04:31:30,350 --> 04:31:36,250
Okay, so I am going to move us to, oh, okay, yes, Commissioner Fisher.

2157
04:31:36,450 --> 04:31:40,390
Sorry, I have one follow-up question and I promise it's strategic and I hope it's quick.

2158
04:31:41,130 --> 04:31:46,530
I just have to get back to it and find it now because I have too many spreadsheets open

2159
04:31:46,530 --> 04:31:51,850
to actually, okay, mine is about strategic resource allocation.

2160
04:31:53,010 --> 04:31:59,750
I do have converted me to the, I shouldn't say converted, but you've convinced me, like

2161
04:31:59,750 --> 04:32:03,010
the hearing how important learning walks based on what you've shared today.

2162
04:32:03,250 --> 04:32:06,870
And I love the strategy of, and focusing on the student ownership.

2163
04:32:09,050 --> 04:32:13,570
But I'm wondering, we're already hearing from school site leaders just how much work it

2164
04:32:13,570 --> 04:32:14,730
is to run a school, right?

2165
04:32:14,970 --> 04:32:20,090
So do we have the appropriate level of resources in place to make sure that we can implement

2166
04:32:20,090 --> 04:32:24,610
these strategies with fidelity and collect the amount of data we need to make the decisions

2167
04:32:24,610 --> 04:32:31,710
we want to make. Especially like we heard complaints, you know, when we cut APs at many schools,

2168
04:32:31,850 --> 04:32:37,810
so I'm just I'm like wondering, do are the resources sufficient to meet the strategy?

2169
04:32:39,630 --> 04:32:44,850
It's great commission official that we're ending on this particular question because this is

2170
04:32:44,850 --> 04:32:51,310
what John Davis started this whole conversation with, which is the amazing Dr. Harrell who's

2171
04:32:51,310 --> 04:33:00,950
sitting back there because we are engaging with a few of our principals right now to really

2172
04:33:00,950 --> 04:33:05,970
do a mapping of all of their roles and responsibilities in school sites.

2173
04:33:06,490 --> 04:33:11,170
So we're talking to principals in different cohorts, so elementary, middle and high school,

2174
04:33:11,170 --> 04:33:17,150
I think we're doing a K-8 one to just really understand all the load that is on their

2175
04:33:17,150 --> 04:33:21,190
place, everything that's on their place, and then really work with them to figure

2176
04:33:21,190 --> 04:33:25,210
out what we can do to take what are some of the things that we can take off their

2177
04:33:25,210 --> 04:33:34,130
place and move over to Central Office leads. So we're in that process now and I will be more than

2178
04:33:34,130 --> 04:33:42,330
happy to bring back to the board what we've learned from those conversations and what

2179
04:33:42,330 --> 04:33:48,730
types of resourcing we would need to take additional things off principals plays and

2180
04:33:48,730 --> 04:33:54,330
then continue to support principals to be in the classrooms to, of course, complete

2181
04:33:54,330 --> 04:33:57,330
that instructional core trifecta that we talked about.

2182
04:33:59,540 --> 04:34:03,620
I would very curious about the resourcing piece, so I look forward to hearing more about

2183
04:34:03,620 --> 04:34:03,780
that.

2184
04:34:03,780 --> 04:34:04,240
Thank you.

2185
04:34:06,140 --> 04:34:08,100
Commissioner Rae, is this the true to your question?

2186
04:34:09,000 --> 04:34:12,580
Yes, I've given the last one before, so I can do it quickly or relatively quickly.

2187
04:34:14,340 --> 04:34:20,020
Commissioner Fisher's question reminded me of a question that I had had, and last year

2188
04:34:20,020 --> 04:34:24,780
there was a lot of discussion about implementing things with fidelity and comparisons to a pipeline

2189
04:34:24,780 --> 04:34:25,560
and so forth.

2190
04:34:26,120 --> 04:34:31,620
This year I've heard more about implementing things with integrity, and there's a comment

2191
04:34:31,620 --> 04:34:37,900
One of the staff answers that an emphasis on fidelity can become overly compliance oriented, et cetera, et cetera.

2192
04:34:38,680 --> 04:34:47,040
So I'm actually, I'm wondering, what is the difference if any between implementing something with fidelity and

2193
04:34:47,040 --> 04:34:50,020
implementing it with integrity, why does that matter?

2194
04:34:50,200 --> 04:34:55,060
Are we actually shifting, is that a strategy in a way, are we shifting strategies in some fashion?

2195
04:34:56,520 --> 04:34:59,940
Commissioner Fisher, is there a way that you can switch that to align it to a goals

2196
04:35:11,440 --> 04:35:29,980
Is there a way you can modify that question to align more? I'm trying to understand if we are actually, if there is a difference between these two things, if we are shifting, if someone wants to help me with this, there will be.

2197
04:35:29,980 --> 04:35:35,160
welcome to do it. If they are, if we are shifting, is there a strategic

2198
04:35:35,160 --> 04:35:41,760
focus shift? Is it a strategic move to go from implementing with fidelity to

2199
04:35:41,760 --> 04:35:45,980
implementing with integrity? Is that intended to help us improve our student outcome goals?

2200
04:35:46,760 --> 04:35:53,340
Because I'm not really understanding fully the way in which this language is being used.

2201
04:35:55,480 --> 04:36:01,980
I don't believe that there's a shift.

2202
04:36:02,160 --> 04:36:11,840
I think we always want to implement our curriculum with fidelity and integrity, because

2203
04:36:11,840 --> 04:36:21,040
we do want our educators, our teachers, to fully embrace the curriculum because we

2204
04:36:21,040 --> 04:36:23,740
as a board adopted the curriculum.

2205
04:36:23,740 --> 04:36:37,100
and so, one, they need to be able to implement the curriculum to fidelity, but they can't implement the curriculum for students to really own the curriculum and own the learning if they don't implement it with integrity.

2206
04:36:37,900 --> 04:36:53,380
It goes back to the instructional core that we are striving to create, where we have strong curriculum, and then we have teachers who are able to implement that curriculum so that our students are able to own that instruction.

2207
04:36:53,380 --> 04:36:59,820
to really work through the instructional learning challenge.

2208
04:37:00,420 --> 04:37:07,040
And you can only do that if our teachers are able to really embrace the curriculum.

2209
04:37:08,320 --> 04:37:21,680
So I don't believe that there is a difference or a shift in how we want our educators

2210
04:37:21,680 --> 04:37:25,020
to own and embrace the curriculum, or deliver the curriculum.

2211
04:37:25,800 --> 04:37:30,680
We always want our educators to deliver the curriculum with highest integrity.

2212
04:37:32,620 --> 04:37:35,140
So I don't believe that that is the case.

2213
04:37:36,540 --> 04:37:39,860
I don't know, team, if you want to add to that, or John?

2214
04:37:42,310 --> 04:37:45,550
Yeah, I mean, I think this gives a good opportunity to kind of talk this out and

2215
04:37:45,550 --> 04:37:48,150
get this out in the air as much as humanly possible.

2216
04:37:48,370 --> 04:37:52,310
I mean, when you're starting with the curriculum and it's brand new,

2217
04:37:52,310 --> 04:37:58,770
You're going to be you want some fidelity right because you don't like it's new. You got to follow it

2218
04:37:58,770 --> 04:38:06,710
You got to get into it right but over time once you understand the moves once you understand different aspects of it

2219
04:38:06,710 --> 04:38:12,950
You can go more towards integrity and if a if a teacher makes a move that's different

2220
04:38:12,950 --> 04:38:17,070
But it's still very rigorous and let's say the final question that's asked

2221
04:38:18,370 --> 04:38:20,910
Then you're doing that with integrity, right?

2222
04:38:21,070 --> 04:38:25,710
So if you still have high standards, but you're changing something in the lesson as it's given,

2223
04:38:25,970 --> 04:38:28,350
then that's with integrity and that's fine.

2224
04:38:28,910 --> 04:38:32,830
But again, when you first get a curriculum, you kind of got to do it, right?

2225
04:38:33,070 --> 04:38:35,050
And so you got to have fidelity to it.

2226
04:38:35,090 --> 04:38:39,030
And so you'll hear that every now and then, but it's really with integrity.

2227
04:38:39,570 --> 04:38:45,570
And again, you don't want teachers making so many moves that it lowers the standard

2228
04:38:45,570 --> 04:38:49,230
it and makes it too easy because sometimes that happens, right?

2229
04:38:49,370 --> 04:38:53,210
You still want to make sure as you're reading the lesson, as you're reviewing the lesson,

2230
04:38:53,770 --> 04:38:58,450
as you're going through whatever the students are going to have to read, you're asking

2231
04:38:58,450 --> 04:39:03,930
the most rigorous questions, you're giving them time to grapple with the problem, whatever

2232
04:39:03,930 --> 04:39:04,630
it may be.

2233
04:39:04,810 --> 04:39:10,370
So we end up leaning more towards integrity over time, even if we start with a little bit

2234
04:39:10,370 --> 04:39:12,470
of fidelity so that teachers kind of get it.

2235
04:39:15,100 --> 04:39:16,260
Anybody want to add anything to that?

2236
04:39:16,260 --> 04:39:16,300
Yeah.

2237
04:39:18,960 --> 04:39:22,680
So these terms are relatively new to me as well, but the way that I think about

2238
04:39:22,680 --> 04:39:28,840
them is the letter of something, as opposed to the spirit of something. You do something

2239
04:39:28,840 --> 04:39:35,920
because it's exactly specified by the letter of something, but implementing the integrity

2240
04:39:35,920 --> 04:39:44,260
is honoring the spirit of the curriculum and making whatever appropriate modifications

2241
04:39:44,260 --> 04:39:46,280
that honor that, right?

2242
04:39:46,540 --> 04:39:49,200
So it gives, it's exactly the way that John just described

2243
04:39:49,200 --> 04:39:51,400
about some over time changes that happen,

2244
04:39:51,820 --> 04:39:54,220
about how changes happen in general, right?

2245
04:39:54,280 --> 04:39:58,080
About implementing a large scale curriculum change

2246
04:39:58,080 --> 04:39:59,520
like this takes time.

2247
04:39:59,520 --> 04:39:59,800
and

2248
04:40:00,000 --> 04:40:05,420
We take phases of trying to move folks along the spectrum.

2249
04:40:10,440 --> 04:40:34,220
Okay. Thank you, commissioners, staff, superintendents. So this predictive conversation, now we will vote on whether or not to accept the monitoring reports to clarify we are voting to accept the report as a formal acknowledgement that we have had a satisfactory conversation with the superintendent and her team. And that now we would deeper understanding of how the reality of our students lines up with our vision

2250
04:40:34,220 --> 04:40:38,580
for them to do this. We will go through a series of questions and vote to accept the

2251
04:40:38,580 --> 04:40:44,160
report if the reality matches the vision of the goal, if there is sufficient growth towards

2252
04:40:44,160 --> 04:40:49,460
the goal, or if there is a strategy or plan in place to cause that sufficient growth towards

2253
04:40:49,460 --> 04:40:55,780
the vision. If we're not able to answer yes to any of these questions, the board will consider

2254
04:40:55,780 --> 04:41:02,060
voting to not accept the report. Before we do this, I do want to acknowledge that we have

2255
04:41:02,060 --> 04:41:10,500
ask the superintendent to provide a one-year goal for us within able to your goal of our goals.

2256
04:41:11,900 --> 04:41:16,980
And to a certain extent, we are not able to answer some of these questions without that

2257
04:41:16,980 --> 04:41:23,500
one-year target in mind, as we've acknowledged previously in another board meeting that

2258
04:41:23,500 --> 04:41:28,060
we already know that we are not able to reach the goals that we have in place practically.

2259
04:41:29,040 --> 04:41:37,040
And so first, this message is staff by no means is an indication of our belief or confidence

2260
04:41:37,040 --> 04:41:39,140
and at least the work that we are seeing at all.

2261
04:41:39,800 --> 04:41:43,280
This is a question of whether or not we are actually seeing the progress that we want

2262
04:41:43,280 --> 04:41:45,540
to see or not or plans that do that.

2263
04:41:46,940 --> 04:41:51,280
And for the board, I would say that this is an opportunity for us to continue to hold high

2264
04:41:51,280 --> 04:41:53,740
expectations for ourselves and for the superintendent.

2265
04:41:54,980 --> 04:42:02,000
And I think this is a great reminder for us that this entire meeting, as a progress

2266
04:42:02,000 --> 04:42:07,800
managering meeting, has meant to help us build culture around student outcomes in this

2267
04:42:07,800 --> 04:42:14,940
district and to allow us to consider the ways in which our resources more closely align

2268
04:42:14,940 --> 04:42:15,560
with our goals.

2269
04:42:16,300 --> 04:42:22,080
That said, I'm going to first ask the question, and at least for this meeting, I'm going

2270
04:42:22,080 --> 04:42:29,200
I'm going to provide some clarification about that question before then I ask the question to our commissioners, so that's kind of the cadence that we'll go.

2271
04:42:30,380 --> 04:42:34,000
We won't do this every single time, but for the sake of just kind of building our muscle for this.

2272
04:42:34,140 --> 04:42:36,340
So the first question is does, yes.

2273
04:42:37,660 --> 04:42:38,540
Just to clarify.

2274
04:42:38,960 --> 04:42:50,640
So your position is that until we get a new number, a new sub-goal, would you call it?

2275
04:42:50,640 --> 04:42:52,160
Just a one-year target?

2276
04:42:52,260 --> 04:42:53,140
A one-year target.

2277
04:42:53,660 --> 04:42:56,860
From Superintendent Sue, it is impossible to vote yes.

2278
04:42:57,680 --> 04:42:57,960
Correct.

2279
04:42:58,680 --> 04:42:58,860
Yeah.

2280
04:42:59,300 --> 04:43:01,380
Because we already know and we've acknowledged in a previous

2281
04:43:01,380 --> 04:43:04,440
meeting that we do not intend to reach the goal that

2282
04:43:04,440 --> 04:43:05,420
is currently in place.

2283
04:43:05,600 --> 04:43:10,460
And we knew that and we made a decision to extend our runway by

2284
04:43:10,460 --> 04:43:13,500
a year knowing that we would need to revisit our VVGGs and

2285
04:43:13,500 --> 04:43:14,620
reestablish new goals.

2286
04:43:15,620 --> 04:43:17,980
Part of the superintendent's metrics, which she will come

2287
04:43:17,980 --> 04:43:23,340
back in present on, asks her to name a one-year target, and that is what we would do our

2288
04:43:23,340 --> 04:43:28,700
reports on to be able to articulate whether or not we feel, for example, is there sufficient

2289
04:43:29,220 --> 04:43:33,760
is there a strategy in plan to cause that sufficient growth towards that one-year target?

2290
04:43:36,100 --> 04:43:39,520
So, again, can I just, just to clarify, it sounds like there's a, it's like confusion.

2291
04:43:40,220 --> 04:43:49,300
So, there is a timing issue here that I will not be able to, so I won't be sharing

2292
04:43:49,300 --> 04:43:56,240
my the response to the short-term metrics that the board has given me until October.

2293
04:43:56,940 --> 04:44:03,380
However, we wanted to start progress monitoring recommendations now.

2294
04:44:03,760 --> 04:44:07,280
So that's why there's this mismatch in timing.

2295
04:44:07,920 --> 04:44:16,400
But I certainly hope that once I share the new targets, we'll be able to move towards that.

2296
04:44:18,080 --> 04:44:24,360
Just for clarification, and maybe this is something that are answered by the progress monitoring committee.

2297
04:44:24,660 --> 04:44:33,200
But based on our training, I'm not sure that it has to be as prescriptive as basing the response

2298
04:44:33,200 --> 04:44:37,940
to the questions on the short-term metrics. Like I'm reading the manual now.

2299
04:44:39,840 --> 04:44:46,240
And there's nothing that specifically ties our yes or no to that short-term metric that I can see.

2300
04:44:46,240 --> 04:44:54,160
am I am I misunderstanding? No, so again perhaps my introduction of short

2301
04:44:54,160 --> 04:44:57,280
geometrics is conflating here. In the short

2302
04:44:57,280 --> 04:44:59,680
orthometrics we have asked the superintendent to identify

2303
04:45:00,000 --> 04:45:29,840
Okay, one year target so that we can reasonably hold her accountable to the progress towards that target. Because we know that the ultimate goal for goal one, two, and three will not be met. Right? So we're not replacing the goals. We're saying, hey, tell us a reasonable target that you believe is something that can be accomplished within a year. So we know what to hold you accountable to. Can I say that? Holding the superintendent accountable is not the same as necessarily voting yes on this progress monitor.

2304
04:45:33,040 --> 04:45:55,600
So the question number one is does the reality match division obviously know because we're not, I mean, the target, the vision is 65% let's be clear, this is goal two, so the vision is 65% proficient on the SBAC in math, 8th grade math, so there's the reality match division now because we're at 45% right?

2305
04:45:55,600 --> 04:45:57,620
Right? Is there sufficient growth toward division?

2306
04:45:58,700 --> 04:46:00,940
Yeah, yeah, so he's going to ask you, but I'm saying, like, when you get to question

2307
04:46:00,940 --> 04:46:06,420
three, I guess my point is like it's going to, we, if you think we can get 20 points in

2308
04:46:06,420 --> 04:46:10,540
a year based on this strategy, you could vote yes, but I think what President Kim is

2309
04:46:10,540 --> 04:46:13,320
saying is like, that's sort of absurd, and I don't think anyone's going to argue

2310
04:46:13,320 --> 04:46:17,480
that. So, so if we don't have another metric, like we were kind of saying, once we have

2311
04:46:17,480 --> 04:46:21,420
the intro metric, then we could judge with that, but in the absence of any other metric,

2312
04:46:22,120 --> 04:46:29,040
It's sort of absurd to say correct and the clarifications that I'm going to give for each of these questions will articulate that pretty clearly.

2313
04:46:29,900 --> 04:46:31,440
Okay, thank you.

2314
04:46:31,580 --> 04:46:32,940
I think that was a point not that correct.

2315
04:46:33,340 --> 04:46:47,520
Yeah, and I think the purpose is that we don't want to set up a situation where there is great staff work and there is great progress being made and we're just voting no no no because we're not going to get 20 points in a year.

2316
04:46:47,520 --> 04:46:54,560
Correct. Okay. So, it's 9.53 and I want to end before 10. So, first, does the reality

2317
04:46:54,560 --> 04:46:59,380
of the support meet the vision of the goal to clarify this is an objective question

2318
04:46:59,380 --> 04:47:05,380
the reality can match the vision if the results are on track to where they should be in this

2319
04:47:05,380 --> 04:47:11,220
case, 65 percent. Right? So, for example, if a five-year proficiency goal is 70 percent but

2320
04:47:11,220 --> 04:47:15,980
the three-year goal is 62 percent and the current proficiency rate is 62 percent, then yes,

2321
04:47:15,980 --> 04:47:23,700
the reality matches the vision, okay? So does the reality of the support meet the vision

2322
04:47:23,700 --> 04:47:28,540
of the goal? And we're not going to formally go around but just generally I think the

2323
04:47:28,540 --> 04:47:35,320
answer is no. Second, is there sufficient growth towards the vision? So this is both a

2324
04:47:35,320 --> 04:47:39,480
subjective and objective question. Essentially this question is asking if we are off track,

2325
04:47:40,020 --> 04:47:46,440
Is there enough growth to get back on track towards what this would be of 65% which we

2326
04:47:46,440 --> 04:47:47,380
know the answer is no?

2327
04:47:48,380 --> 04:47:53,720
The third question is, is there a strategy in plan to cause sufficient growth towards

2328
04:47:53,720 --> 04:47:54,220
that vision?

2329
04:47:55,020 --> 04:47:55,820
This is subjective.

2330
04:47:56,220 --> 04:48:00,340
Commissioners need to decide if the strategy in plan in place will cause enough growth

2331
04:48:00,340 --> 04:48:06,520
to get back on track towards the 65% again, we know the answer here will be no, right?

2332
04:48:06,940 --> 04:48:11,760
So, in this instance, we would do a roll call vote and we would vote no.

2333
04:48:12,920 --> 04:48:13,580
Does that make sense?

2334
04:48:16,870 --> 04:48:18,170
That makes perfect sense.

2335
04:48:18,890 --> 04:48:22,830
And I think a corollary question that we can ask after the fact is whether or not the

2336
04:48:22,830 --> 04:48:26,090
goal is still an appropriate representation of the community's vision for what students

2337
04:48:26,090 --> 04:48:27,130
should know and be able to do.

2338
04:48:27,410 --> 04:48:31,190
So, even though it's no, it's still very, very important.

2339
04:48:31,910 --> 04:48:34,970
That's why we're asking for an interim target, which is that set.

2340
04:48:35,250 --> 04:48:35,510
Exactly.

2341
04:48:36,290 --> 04:48:36,390
Right?

2342
04:48:36,550 --> 04:48:36,610
Okay.

2343
04:48:36,610 --> 04:48:36,770
Okay.

2344
04:48:36,890 --> 04:48:42,550
What I just said were 65%, we would just replace with whatever percentage the superintendent provides.

2345
04:48:42,930 --> 04:48:46,710
Thank you, and that's why we're also beginning our PVG listening session.

2346
04:48:47,070 --> 04:48:49,170
Let's come up to set our new page.

2347
04:48:49,170 --> 04:48:56,190
Okay, so that said, because we answered no for the first question, this roll call vote will be just for the third.

2348
04:48:56,510 --> 04:48:58,870
Well, just we're going to do a roll call vote for or not, right?

2349
04:48:59,010 --> 04:49:00,510
So if we can do a roll call vote please, that would be great.

2350
04:49:02,980 --> 04:49:03,700
Commissioner Ray?

2351
04:49:05,160 --> 04:49:05,520
No.

2352
04:49:06,420 --> 04:49:07,140
Commissioner Alexander?

2353
04:49:07,140 --> 04:49:07,360
Commander?

2354
04:49:07,540 --> 04:49:07,740
No.

2355
04:49:08,540 --> 04:49:09,900
Commissioner Weissner and Ward?

2356
04:49:11,420 --> 04:49:11,500
No.

2357
04:49:12,020 --> 04:49:13,040
Commissioner Gupta?

2358
04:49:13,720 --> 04:49:13,940
No.

2359
04:49:14,340 --> 04:49:15,360
Commissioner Fisher?

2360
04:49:16,140 --> 04:49:18,260
No, but thank you to staff for the Herkulean efforts.

2361
04:49:19,260 --> 04:49:20,680
Vice President Hewley?

2362
04:49:21,780 --> 04:49:22,380
No.

2363
04:49:23,040 --> 04:49:23,720
President Kim?

2364
04:49:24,180 --> 04:49:24,320
No.

2365
04:49:25,580 --> 04:49:26,520
Thank you.

2366
04:49:26,860 --> 04:49:29,580
Thank you to staff and thank you Dr. Sioux

2367
04:49:29,580 --> 04:49:32,380
for this presentation we look forward to many more.

2368
04:49:33,520 --> 04:49:34,600
And with that,

2369
04:49:34,600 --> 04:49:40,680
I do not believe we have any other items and I will adjourn at 9.55 p.m.