[0:01] 6 p.m. Commissioner ray here commissioner alexander here

[0:17] commissioner wiseman memorial commissioner gupta here

[0:21] commissioner fisher here vice president huling here president

[0:29] kim here as if u.s. Will provide child care excuse me

[0:36] for regular board meetings and monitoring meetings on the

[0:38] first floor in the enrollment center at 555 franklin street

[0:41] from 630 to 9 p.m. Or the close the meeting whichever comes

[0:45] first. Unfortunately we do not have

[0:46] childcare. Do we have childcare today?

[0:48] unfortunately do not have childcare tonight as a few to

[0:50] be working with our providers to ensure that childcare is

[0:53] available in upcoming meetings. Space is limited and will

[0:54] provide on a first come first serve basis for children ages 4

[0:57] to 10. For questions please contact

[1:00] contact the board office at (415) 241-6427 or board office

[1:06] as if you see the issue at this time before the board goes into

[1:11] closed session I call for any speakers in closed session

[1:12] items listed in the agenda. There will be a total of five

[1:14] minutes for speakers. >> are there any speakers for

[1:15] public comment? There are no speakers for

[1:18] public comment. >> seeing none I now recess

[1:20] this meeting at 5:07 p.m.

[2:07] s.f. Gov tv. San francisco government

[2:12] television

[19:35] and s.f. Gov tv. >> san francisco government

[19:42] television system

[35:42] s.f. Gov tv. >> san francisco government

[35:45] television

[52:37] s.f. Gov tv. San francisco government

[52:41] television

[59:02] s.f. Gov tv. San francisco government

[59:06] television

[1:00:02] s.f. Gov tv. San francisco government

[1:00:09] television

[1:17:33] and s.f. Gov tv. San francisco government

[1:17:38] television system

[1:33:39] s.f. Gov tv. >> san francisco government

[1:33:42] television

[1:35:23] . >> so please bear with me here.

[1:35:25] I don't once didn't add first s.f. Us rd in the matter of or

[1:35:31] in the matter of student aid s.f. Us d the board by a vote

[1:35:34] of seven eyes approved the settlement agreement between

[1:35:37] the parties in the amount of $8,500 in the matter of student

[1:35:42] fc per se if you sd the board by a vote of seven ies approved

[1:35:45] the settlement agreement between the parties in the

[1:35:48] amount of $46,273 in the matter of b k versus sf sd the board

[1:35:55] by a vote of seven ies approved the settlement agreement

[1:35:59] between the parties in the amount of $42,964 in the matter

[1:36:06] of student aa versus if you sd the board by a vote of seven

[1:36:09] ies approved the settlement agreement between the parties

[1:36:11] in the amount of $50,000 in the matter of student diaz versus

[1:36:16] sfo usd the board by a vote of six eyes one nay fisher

[1:36:23] approved the district to initiate proceedings in the

[1:36:27] matter of student eh4 se if you sd the board by a vote of seven

[1:36:31] ies approved the settlement agreement between the parties

[1:36:35] in the amount of $250,000 in the matter of student g

[1:36:46] versus sfi usd case number (202) 601-0662 the board by a

[1:36:55] vote of seven ies approved the settlement agreement between

[1:36:56] the parties in the amount of $34,575 in the matter of

[1:37:02] student ocr versus a few sd or h case number (202) 604-0949

[1:37:10] the board by a vote of seven ies approved the settlement

[1:37:15] agreement between the parties in the amount of $3,000 in the

[1:37:22] matter of student d d first se of us d o h case number

[1:37:27] (202) 602-0211. The board by a vote of seven

[1:37:31] ies approved the settlement agreement between the parties

[1:37:36] in the amount of $31,125 in the matter of student cbm first sfi

[1:37:42] usd case number (202) 512-0767 the board by a vote of seven

[1:37:49] ies approved the settlement agreement between the parties

[1:37:53] in the amount of $43,500 in the matter of student alp first sfi

[1:38:00] usd case number (202) 502-0577 the board by a vote of seven

[1:38:08] ies approved the settlement agreement between the parties

[1:38:09] in the amount of $22,306 in the matter of student j k first

[1:38:18] s of usd o h case number (202) 604-0942 the board by a

[1:38:26] vote of seven ies approved the settlement agreement between

[1:38:28] the parties in the amount of $6,460 in the matter of student

[1:38:34] cd versus save usd case number (202) 604-1174 the board by a

[1:38:43] vote of seven ies approved the settlement agreement between

[1:38:47] the parties in the amount of $2,500 in the matter of student

[1:38:53] al first sfi usd ocr complaint number not 09251021 the board

[1:38:59] by a vote of seven ies approved the settlement agreement

[1:39:03] between the parties in the amount of 5100 dollars in the

[1:39:10] matter of student r.s. Versus the usd case number

[1:39:17] (202) 604-0185 the board by a vote of seven eyes approved the

[1:39:20] settlement agreement between the parties in the amount of

[1:39:22] $29,000 in the matter of student ari first sfi usd case

[1:39:33] number (202) 604-0095 the board by a vote of seven ies approved

[1:39:36] the settlement agreement between the parties in the

[1:39:37] amount of $49,825 in the matter of student s first s of usd o h

[1:39:51] case number 20260606 sorry I'm going to repeat that number

[1:40:04] (202) 606-0840 the board by a vote of seven ays approve the

[1:40:09] settlement agreement between the parties in the amount of

[1:40:14] $78,620 in the matter of student h.b. Versus sfi usd oh

[1:40:18] h case number (202) 607-0851 the board by a vote of seven

[1:40:24] ies approved the settlement agreement between the parties

[1:40:27] in the amount of $64,000 in the matter of student sc versus sfo

[1:40:32] usd case number (202) 607-1019 the board by a vote of seven

[1:40:41] ies approved the settlement agreement between the parties

[1:40:44] in the amount of $87,500 in student manner 20262027 gca

[1:41:02] won the board by a vote of seven ies denied the grade

[1:41:07] challenge in t k student matter number 202620271 the board by a

[1:41:16] vote of seven ies approved the kinderrten waiver of an

[1:41:26] employee matter. 20262027 number one the board

[1:41:33] by a vote of six eyes one nay rae approved the settlement

[1:41:37] and release agreement in the amount of approximately three

[1:41:41] weeks of pay and employee matter 20262 027 number two the

[1:41:54] board by a vote of seven ays approve the settlement

[1:41:55] and release agreement in the amount of approximately one

[1:41:58] week of pay and employee matter 20262027 number three the board

[1:42:07] by a vote of six eyes one nay rae approved the settlement

[1:42:11] and release agreement in the amount of approximately $18,000

[1:42:24] . Moving on to our matters

[1:42:29] in front of us the ease of u.s. Board of education is committed

[1:42:33] to effective school board governance that center student

[1:42:36] learning and based on community input the board has adopted our

[1:42:40] vision values, goals and guardrails in order to

[1:42:43] increase the portion of board meeting time we spend on

[1:42:44] student outcomes every other regular meeting is a monitoring

[1:42:48] workshop like today our approach to governance also

[1:42:51] calls on the board to empower the superintendent to take full

[1:42:55] ownership of the strategies used to reach those goals

[1:42:56] within the guardrail set by the board.

[1:42:58] as we implement our governance framework the board will

[1:43:02] continue to adopt new systems, routines and policies aimed at

[1:43:04] improving student outcomes. We encourage the public to

[1:43:07] follow this work on our website at as a few as data edu

[1:43:11] governance as we commit to finding new and improved ways

[1:43:13] to more meaningfully engage with staff students

[1:43:17] and families. Moving to item d.

[1:43:18] hello and welcome to members of the public to our regular

[1:43:22] meeting of the board of education of san francisco

[1:43:25] unified school district. Our public comment period lasts

[1:43:28] for one hour today until 7:50 p.m..

[1:43:31] we look forward to hearing from members of the public before we

[1:43:35] conduct board business. Our goal is to conduct our work

[1:43:42] in an efficient, effective and accessible manner during

[1:43:43] reasonable hours. We aim to respect staff, family

[1:43:46] and community time by ensuring moved we move to board business

[1:43:50] as soon as possible. Each participant may speak for

[1:43:54] up to one minute. Staff will think the

[1:43:57] participant at the one minute mark at one minute and five

[1:43:58] seconds. I have asked interim clerk

[1:44:01] chang to please turn off the mic and transition to the next

[1:44:02] speaker. I ask members of the public to

[1:44:05] please respect the one minute limit so we can hear from

[1:44:08] anybody from as many speakers as possible.

[1:44:11] anchorage speakers who are speaking on the same topic to

[1:44:12] collaborate and combine their comments so the board can hear

[1:44:15] all valuable viewpoints during our limited time.

[1:44:18] please also note that the board accepts written public comments

[1:44:20] via email to board office at sfo usd edu.

[1:44:28] we will hear first from students in person the members

[1:44:29] of the general public in person beginning with agenda items

[1:44:33] then moving to non agenda items regardless of whether in-person

[1:44:36] public comment is complete. We will save 15 minutes for

[1:44:39] remote public comment taking commenters in the same order as

[1:44:43] in-person to members of the public on your right you'll see

[1:44:45] signs that outline expectations for public comment and meeting

[1:44:48] conduct. We ask that all members of the

[1:44:51] public model the kind of tone, language and behaviors that w

[1:44:55] hope to see from our young people respecting different

[1:44:56] viewpoints and allowing for all members of the public to

[1:44:59] participate. As a reminder, board rules

[1:45:02] in california law do not allow us to comment or respond to

[1:45:06] comment. Oh, do not allow us to respond

[1:45:07] to comments or attempt to answer questions during our

[1:45:10] public comment time. If appropriate the

[1:45:13] superintendent will ask that staff follow up with speakers

[1:45:15] wishing we have two student speakers elliot chaco and james

[1:45:27] freeman cross

[1:46:03] the working test. >> I do not think everybody

[1:46:15] in the district is taking this lead seriously.

[1:46:16] we have led in our school and they're pulling it right

[1:46:22] when everybody is in school. >> this is not easy for

[1:46:27] anybody. Some kids have already tested

[1:46:30] positive for lead and I've already had lead exposure.

[1:46:34] so as my sister and add I do not want to have a second one.

[1:46:40] >> I think we should just move it to the summer and stop the

[1:46:45] work right now or move it or move us to a different

[1:46:49] location. >> this is not safe.

[1:46:51] this is not fun for any of us. Me and my friends have to stay

[1:46:56] inside for recess and p and not be able to do fun activities

[1:47:03] like soccer or p.e. Like p.e. Events like for instance let's

[1:47:14] see like oc for instance like frisbee throw or something.

[1:47:32] >> anyhow knock your chair. I'm eight years old and I'm a

[1:47:36] third grader at serious. I'm also a brownie and girl

[1:47:40] scouts. We learned to take care of our

[1:47:43] community and make a place cleaner than we found it.

[1:47:47] it is what it is and construction at my school

[1:47:51] and I always find new places where kids play.

[1:47:55] I think if construction makes a mess the people doing the work

[1:47:58] she clean it up really well. My friends and I miss being

[1:48:02] able to use all of our playgrounds.

[1:48:06] we like doing cartwheels and handstands and playing

[1:48:08] together. Please clean our play.

[1:48:11] I didn't do like construction in the summer when kids aren't

[1:48:14] at school. Thank you for listening to kids

[1:48:17] only and helping keep our schools safe.

[1:48:28] thank you very much. We have one agenda item.

[1:48:31] rudy gonzalez self service. >> good evening commissioners

[1:48:52] and superintendent and members of the public.

[1:48:55] I'm rudy gonzales and I'm here in my elected capacity with the

[1:48:57] san francisco building and construction trades

[1:49:00] council. I'm here to register our strong

[1:49:01] support for continue ing the project labor agreement covered

[1:49:04] by san francisco unified school district's bond program.

[1:49:07] this month marks the 20th year that we have been partners

[1:49:10] in construction and to our young ones the messages

[1:49:14] received and our contractors oh the cleanest work environment

[1:49:18] regardless of their affiliation under this play we have clear

[1:49:22] rules of the road. >> we have access to a skilled

[1:49:25] workforce labor stability and a structure for resolving

[1:49:27] problems as they may arise on complex modernization work.

[1:49:30] these are important protections for both parties when we're

[1:49:33] talking about taxpayer dollars and construction happening in a

[1:49:37] school environment. I want to recognize that we

[1:49:40] have built into this new agreement together jobs for

[1:49:44] today but also for the future focusing on local hire

[1:49:45] apprenticeship ship and workforce development that

[1:49:48] can be accessible to students at the school district.

[1:49:52] this is what public construction should do.

[1:49:53] it should invest in our communities.

[1:49:57] and I wanted to especially thank your bond program

[1:49:58] director, the senior ibarra and your head of operations

[1:50:01] katie boyle. Without their hard work

[1:50:02] and dedication. Much of what we see in the

[1:50:05] built environment would not be possible.

[1:50:06] so a special thanks to them on your team.

[1:50:09] >> appreciate it. Thank you.

[1:50:12] president kim. That concludes the agenda

[1:50:16] items. Move on to non agenda items.

[1:50:19] okay. The first group for non agenda

[1:50:20] items nancy chang thomas sanjay ranjeet choco nick laurie sorry

[1:50:33] laurie I can't pronounce your last name right rene.

[1:50:39] okay can you please turn on your mic?

[1:50:48] >> thank you. Okay great.

[1:50:49] much better. Hi, good evening.

[1:50:52] I'm nancy chang and I'm the parent of a first grader at

[1:50:56] chinese immersion school. >> over the last two months

[1:50:59] parents have been troubled by some gaps in how led disturbing

[1:51:02] work is being managed. Gaps between prioritizing

[1:51:06] safety versus liability gaps between promised transparency

[1:51:10] versus withheld delayed downplayed test results, even

[1:51:14] gaps in the protective sheeting.

[1:51:15] because after all, kids are crazy.

[1:51:18] >> workers make mistakes and high winds have torn gaping

[1:51:21] holes. So we've seen progress for sure

[1:51:22] but we are deeply concerned because the highest risk

[1:51:25] activity window replacement will begin october ninth and we

[1:51:29] simply cannot afford any more gaps.

[1:51:32] we therefore stand united tonight in asking for two

[1:51:36] commonsense safety precautions. One.

[1:51:37] reschedule invasive window replacement work till the

[1:51:40] summer to clean the play yard where elevated led levels have

[1:51:45] already been found. >> please help us close these

[1:51:48] gaps and protect our children's health and safety.

[1:51:49] thank you so much. >> hi there.

[1:51:58] I'm thomas sager. I'm a father of a third grader

[1:52:02] at cs. I'm also a chemical engineer, a

[1:52:06] biomedical engineer and I have experience in industrial safety

[1:52:07] from the last 1520 years of work.

[1:52:10] >> I'm here today because I'm still concerned about the lead

[1:52:14] and the safety of the students and staff at this.

[1:52:17] we now have data that shows the elevated lead levels in the

[1:52:21] boys and girls bathroom above the regulatory threshold.

[1:52:25] based on this it's reasonable to assume that other areas

[1:52:29] inside the school may have also been contaminated.

[1:52:33] so I have three common sense requests.

[1:52:34] >> one let's do more testing inside like in the hallways

[1:52:40] in and around the cafeteria and the two classrooms.

[1:52:44] we shouldn't be afraid of testing or the results.

[1:52:46] two let's do what cleaning a.k.a. Mopping inside

[1:52:48] and outside? >> yes.

[1:52:51] I'm here today asking for mopping.

[1:52:52] this is quick cheap insurance against permanent lead damage

[1:52:57] for 400 students and it's the contractors responsibility.

[1:53:01] three delay the lead windows replacement.

[1:53:02] the contractors already did sloppy job.

[1:53:06] there's lead contamination in the yards.

[1:53:07] we can't let them again and again during the school

[1:53:10] year and disrupt the classrooms .

[1:53:13] >> thank you. Thank you for all your previous

[1:53:14] work to hi I'm ranjith choco alia's dad and I'm here to ask

[1:53:24] the district to move the planned window removal to the

[1:53:28] summer break when children are not in the building.

[1:53:31] the district originally told families that all windows would

[1:53:32] come out over the summer when kids aren't around because of

[1:53:36] the risks associated with dust. But now it plans to remove them

[1:53:39] during the school year despite those risks.

[1:53:41] in addition to the known risks of lead dust, removing the

[1:53:43] windows can potentially expose new hazards like asbestos a

[1:53:46] long weekend or a one week break leaves little time to

[1:53:49] remediate and clean up before children return.

[1:53:52] even if the team executed perfectly removing the windows

[1:53:53] during the school year is a risky move.

[1:53:57] but what we've seen so far is a team whose execution is far

[1:54:00] from perfect for the exterior work done so far the

[1:54:01] containment has been improved through a trial and error

[1:54:04] process with parents identifying obvious flaws.

[1:54:07] and as thomas was mentioning when they did lead levels were

[1:54:11] detected in the bathrooms. The district did not notify

[1:54:14] families immediately. I could go on but clearly given

[1:54:16] the track record and the inherent risks in this work,

[1:54:19] the only prudent course of action is to move the winter

[1:54:23] removal to the summer. Thank you.

[1:54:29] >> good evening. >> my name is nick and I'm a

[1:54:34] parent at yes. The district has repeatedly

[1:54:38] reassured families by claiming led test results are well below

[1:54:41] regulations. But that judgment relies

[1:54:44] entirely on an obsolete 400 micrograms per square foot

[1:54:46] standard created 25 years ago for dirty and accessible window

[1:54:51] troughs not school playgrounds. Ucsf experts agree that 400 is

[1:54:55] not a health protective level. The cdc and american academy of

[1:54:59] pediatrics confirmed that no safe lead level exists for

[1:55:00] children. The current epa health

[1:55:03] clearance standard for indoor floors is only five micrograms

[1:55:07] per square foot 80 times smaller than the level of 400

[1:55:10] using a window trough standard to declare a kindergarten yard

[1:55:14] safe without washing it makes no sense.

[1:55:15] we urge you to practice primary prevention.

[1:55:18] reschedule classroom window removal to summer 2027

[1:55:22] and thoroughly clean the play yards.

[1:55:23] >> thank you. Good evening.

[1:55:33] I'm laurie, a parent at chinese immersion school at diablo.

[1:55:37] even though our pta is holding a meeting right now tonight we

[1:55:41] came here to formally submit a petition signed by over 100

[1:55:47] members of our six community within just the past couple of

[1:55:48] days along with a packet of supporting materials.

[1:55:54] >> since parents support campus repairs but we refuse avoidable

[1:55:59] lead exposure scheduling hazardous window removal or

[1:56:03] short holiday breaks leaves zero margin for error within

[1:56:06] our children's classrooms. Tonight we urge superintendent

[1:56:10] sue and the board of the board to direct staff to implement

[1:56:17] our community's two straightforward request.

[1:56:21] first and foremost reschedule classroom window demolition to

[1:56:25] summer 2027. And second professionally wet

[1:56:28] clean our play arts. >> please protect our kids

[1:56:32] before october 9th. Thank you.

[1:56:38] >> thank you very much, reverend amos brown, robert

[1:56:45] schneider, ashley ahearn, kirsten sarah phillipe,

[1:57:00] marshawn. >> good evening, mr. Chairman.

[1:57:29] madam superintendent, members of our board of education.

[1:57:40] I'm very troubled tonight. I'm right, lee and righteously

[1:57:54] disturbed. On the 4th of september there

[1:58:01] was an incident at lincoln high school an incident that should

[1:58:11] shake all of you. Why we have a problem.

[1:58:22] there's a mirror again and again of this incident of

[1:58:30] black students being victims of racialized bigoted language

[1:58:48] which have incited unfortunate reactions on the part of black

[1:58:54] students. >> let me make it as richard

[1:58:59] milhous nixon used to say yester years and we're looking

[1:59:04] here. I do not as a representative of

[1:59:12] the black faith tradition are as president emeritus of the

[1:59:19] national association for the advancement of colored people.

[1:59:24] >> condone support racialized language coming from any mouth

[1:59:37] . However I can share with you

[1:59:41] that I'm sad to say in the 49 years that I've been in this

[1:59:48] city of saint francis there have been far too many

[1:59:52] instances in which there was expressed a double standard

[1:59:59] when it came to processing, disciplining and bringing to

[2:00:07] restorative justice persons who had been found guilty of being

[2:00:11] engaged in such activities as there were over at lincoln high

[2:00:19] school. Support point.

[2:00:24] >> brother brown I will just suggest that the board has the

[2:00:32] moral ethical obligation. >> thank you mr. Brown.

[2:00:36] >> of supporting the superintendent and calling for

[2:00:40] mr. Out through public pronouncements.

[2:00:47] thank you aaron brown if you can.

[2:00:48] I finish. This is serious.

[2:00:51] calling out the fact that on our television station that was

[2:00:58] broadcasted a parent who call black children animals and that

[2:01:10] has taken on a life of his own. >> thank you, aaron brown.

[2:01:14] and it is not fair. It is not just for in 1869.

[2:01:20] >> frederick douglass stood up and spoke up against the

[2:01:28] chinese exclusion act though he had been a slave.

[2:01:34] I feel that all serious honors just asian leaders from the

[2:01:46] chinese community should stand up and speak out against the

[2:01:51] incidents in which black children are victimized.

[2:01:55] reverend brown, I'm going to my evil language.

[2:01:59] wrap up your comments please. And bad activities.

[2:02:02] >> thank you. Thank you for having me.

[2:02:03] thank you. But I want you to get behind

[2:02:06] the superintendent and speak up yourself as a member of this

[2:02:10] board. But you would not your

[2:02:13] children, your grandchildren, your nieces, nephews to be

[2:02:15] victims of the kind of vulgarity that I have.

[2:02:21] facts of and not hearsay. Thank you for the time given.

[2:02:26] but it is time for us to act. For this problem is like dishes

[2:02:30] in the sink. The more you need those dishes

[2:02:32] there and don't wash them they will attract and collect pest.

[2:02:37] and in this district bigotry and racism against anyone is

[2:02:45] like those on wash dishes. >> so let's get the washing go

[2:03:03] . >> good evening.

[2:03:04] we are tech in tech. We're back.

[2:03:07] >> we are san francisco families, educators

[2:03:10] and community members advocating for intentional

[2:03:15] technology and age appropriate parameters in san francisco

[2:03:18] schools. >> today we have around 275

[2:03:22] members around san francisco. We're in 56 public schools

[2:03:30] and we have a petition with well over a thousand signatures

[2:03:34] and you'll each receive your own copy very soon.

[2:03:38] >> some of what our petition supports.

[2:03:41] one a moratorium on student generative aiu two grade level

[2:03:46] limits on 1 to 1 devices and no recreational screen exposure at

[2:03:52] school. >> three social media free

[2:03:53] schools please find our petition at tiny you elle.com

[2:04:00] backslash t I c petition. >> we look forward to

[2:04:04] partnering. Thank you.

[2:04:10] hi I'm a parent and educator and it's time to stop

[2:04:16] committing to ed tech and the false narrative that ai

[2:04:20] and screen based learning is inevitable and the same as

[2:04:23] introducing calculators into school.

[2:04:26] we need to ask the following questions.

[2:04:29] what is the science that shows screen based learning improves

[2:04:31] educational outcomes? >> how are edtech products

[2:04:35] evaluated vetted and tested independent of corporate

[2:04:38] interests before students have access to them?

[2:04:42] what do tech companies do with our children sensitive data

[2:04:45] including their voice recordings and why is there no

[2:04:50] parental consent to this data collection?

[2:04:51] why are organizations like you nasco and the aclu warning that

[2:04:57] edtech is increasing the equity gap and what will be done to

[2:05:01] accommodate families who aren't comfortable with their children

[2:05:03] using these apps? >> why are we letting our

[2:05:06] students shortcut their understanding and learning at

[2:05:10] the expense of billionaire tech interests?

[2:05:11] I ask you to please pass a tech resolution as soon as possible.

[2:05:15] >> thank you. Blue.

[2:05:22] good evening. My name is robert schneider

[2:05:26] and this is not the first time that I've spoken to the board.

[2:05:29] I'm a physical education teacher in the district and I'm

[2:05:31] growing increasingly concerned about my students ability to

[2:05:34] engage academically and creatively.

[2:05:38] previously I've spoken to the board about the need for

[2:05:42] technology to not replace the experiences that students have

[2:05:46] especially that of elementary school.

[2:05:52] I would push it further tonight and I would say that we need to

[2:05:57] create a protected space a guard rail space in elementary

[2:06:01] school because to me there's actually no reason that we

[2:06:05] should have kids in elementary school on devices.

[2:06:08] certainly not the amount that we have them on.

[2:06:11] they need to have opportunities to write by hand to grow, to

[2:06:19] learn together, to think creatively, to really explore

[2:06:23] more and just be a kid. >> thank you, lupe.

[2:06:26] thank you. >> I'm felipe.

[2:06:34] actually, I did. I was interested in to the

[2:06:38] superintendents parallel with calculators because I remember

[2:06:42] how they were actually quite regulated and educated when I

[2:06:47] was in school and my 83 was nothing near as good as a

[2:06:54] distraction and cheating device as what kids have access to

[2:06:57] now. But I want to say something

[2:06:58] about a mirror and stop. I've seen communications with

[2:07:05] parents saying that it outperforms on its own

[2:07:08] tutoring. This is not true.

[2:07:09] don't copy the manufacturer as claims like read the studies

[2:07:14] the studies don't substantially got past particular claim.

[2:07:17] they don't show anything as good as a mirror says their

[2:07:18] product does. And it undermines informed

[2:07:21] consent. It also undermines your own

[2:07:25] partners or providing actual idols as tutoring accommodation

[2:07:29] with usage and performance can just mean that the students are

[2:07:33] doing well, can do more practice with a mirror or with

[2:07:35] any other tool. >> hi, my name's ashley.

[2:07:44] I'm a parent of my first grade assistant back there.

[2:07:46] my predecessor felipe spoke eloquently about some of the

[2:07:50] concerns related to a mirror so I won't belabor the points

[2:07:54] around privacy and student voice is being recorded

[2:07:58] and students form forming parasocial relationships with

[2:08:02] the chat bot but I just want to say that for me the most

[2:08:05] distressing aspect about a mirror has been the lack of

[2:08:06] transparency around it and around its introduction

[2:08:10] and presence in the classroom of our youngest learners.

[2:08:13] I have lost track of how many parents I've talked to who have

[2:08:17] told me I didn't know anything about this and my kid was using

[2:08:21] it you know, all last year and I found out about it at the

[2:08:23] end of the year when they asked me where their voice was going

[2:08:26] and I know that this board and this district has some

[2:08:30] really big decisions to make around how tech is going to

[2:08:33] show up in our classrooms. And I just ask that you keep

[2:08:34] communication with parents and transparency as a central

[2:08:37] aspect of whatever policy you land on because parents deserve

[2:08:41] to know what technology their kids are using and we deserve

[2:08:45] to opt out. >> thank you.

[2:08:48] thank you. >> thank you very much.

[2:08:52] virginia marshall. Alex lugosi.

[2:08:56] lawrence lee. >> good evening president kim

[2:09:04] board commissioners superintendent sue.

[2:09:08] student delegates ladies mandelman I join president

[2:09:11] mary's reverend dr. Amos brown and urging you to keep all

[2:09:15] students safe. >> we want them to have a

[2:09:19] strong academic education. We want them to have an

[2:09:23] excellent academic education. But we also want to keep our

[2:09:27] students safe. It seems of the last couple of

[2:09:31] weeks it looks to us and the naacp that the district needs

[2:09:34] to do more parent involvement, more parent workshops because

[2:09:39] whether it's a kindergarten child or 12 break child in the

[2:09:40] home, whatever he or she here is at home, they are going to

[2:09:43] bring it to school and some time it's very, very negative.

[2:09:46] all of our students need to have a safe environment free of

[2:09:50] racism, free of academic harm and some of our students have

[2:09:54] been harmed in the past couple of weeks, particularly

[2:09:58] african-americans students. So we urge you we encourage you

[2:10:05] to find a way to keep all students safe away from racial

[2:10:09] harm. >> thank you so much.

[2:10:16] hello. Uh, my name is alex.

[2:10:21] I'm a grade school parent in district three.

[2:10:23] >> last year the new school which is a charter school

[2:10:26] in district three enrolled two kindergartners mid-year.

[2:10:30] but because the kindle programs at new school were full, the

[2:10:31] new school chose instead to matriculate these students into

[2:10:35] their first grade classrooms. Neither child met the september

[2:10:41] 1st cutoff date set forth by the state of california for

[2:10:43] first grade enrollment and this amounts to defrauding the state

[2:10:47] and the city taxpayers who fund this school.

[2:10:50] and I would like to know how the board is coordinating with

[2:10:52] the city and the state department education to ensure

[2:10:55] that charter schools are following the law.

[2:10:56] they are not abusing their charrs and asked that the

[2:10:59] board investigate this as a matter of accountability around

[2:11:02] public funding. >> thank you.

[2:11:12] good evening. I'm lawrence lee.

[2:11:14] I'm a licensed general contractor and a cyborg

[2:11:17] citizen's bond oversight committee vice chair speaking

[2:11:21] for myself tonight. >> on october 10th three

[2:11:24] members of the sybok will have their terms ending and then we

[2:11:28] will be outside of state law. We need seven members by then.

[2:11:32] the next meeting will be in november.

[2:11:36] our volunteers have spent years reviewing audits, visiting

[2:11:40] schools and following construction spending.

[2:11:43] last week at our bond at our bond oversight meeting I

[2:11:45] flagged a $7.8 million item which was a duplicate entry.

[2:11:51] staff acknowledged it and responded constructively.

[2:11:55] that's useful oversight. Tonight's labor agreement item

[2:11:59] g1 and the building automation work in the consent items show

[2:12:04] how much lies ahead as well as these other comments from other

[2:12:08] people tonight. These decisions affect our

[2:12:09] schools for decades. >> please act before these

[2:12:12] terms expire. This is about $1.5 billion $1.5

[2:12:18] billion of construction spending.

[2:12:19] >> thank you. >> thank you.

[2:12:26] members of the public. President kim that concludes

[2:12:29] our in-person public comment period.

[2:12:32] may I move to virtual? >> we will begin our virtual

[2:12:37] public comments. >> students go first.

[2:12:40] raise your hands if you're a student.

[2:12:44] if you're not a student, please wait.

[2:12:45] we will move on after the students to agenda items

[2:12:48] and the non agenda items. Okay.

[2:12:58] we will begin with adam. Hi, this is amberly.

[2:13:10] hi. Hi.

[2:13:11] I'm really I'm really getting. >> hi.

[2:13:14] my name is amber garibay and I'm a sixth grader at james

[2:13:19] link middle school. I just wanted to give a shout

[2:13:21] out to my school and all of those awesome teachers.

[2:13:23] I was definitely nervous about starting middle school because

[2:13:27] it felt like a really big change.

[2:13:28] but honestly it has been so much better than I expecd.

[2:13:30] my teachers have made me feel really welcome and supported

[2:13:35] and I know that they really care about all of us.

[2:13:38] I've made new friends. I like switching classes

[2:13:39] and learning different things throughout the day.

[2:13:42] I'm also really happy to get to keep learning spanish and I

[2:13:45] imagine I'm really grateful to get to go to james like I'm

[2:13:46] excited for the rest of it's. >> thank you so much.

[2:13:50] thank you. I'm really kristen coleman hi

[2:14:02] my name is cody and I'm a third grader at lafayette elementary

[2:14:06] school. I am here to talk about how

[2:14:12] last year my teacher always did a bunch of the like reading a

[2:14:18] mirror program that I just really didn't like and it was

[2:14:24] kind of annoying because when she doesn't hear us we have to

[2:14:28] just say it so many times and that is just not very fun.

[2:14:32] so I would just really rather learn it through a teacher

[2:14:40] because I would rather not be just always looking at our

[2:14:44] screens for reading when we could do the actual book.

[2:14:48] and my sister also wanted to say something about this.

[2:14:52] >> I hannah and I'm six years old and I got a love for it

[2:15:02] and um and last year we had to do this thing called a mirror

[2:15:07] and we have to like read books on it but it like couldn't hear

[2:15:11] me so I had to sit in the closet the whole time like

[2:15:17] in my classroom just like like yelling at it because it was

[2:15:21] too loud in the classroom. It was almost like it needed

[2:15:24] hearing. Thank you.

[2:15:28] thank you. Thanks.

[2:15:32] thank you. Chloe and hannah.

[2:15:35] thanks. Okay, we can move on to agenda

[2:15:43] items. >> you may raise your hand if

[2:15:46] you want to speak on an agenda .

[2:15:50] agenda item elliot kent, your item.

[2:16:05] >> good evening, commissioners. My name is elliot and I'm

[2:16:06] speaking on behalf of s.f. Parent coalition.

[2:16:09] we appreciate that. As opposed has adopted a new k

[2:16:13] through eight math curriculum and is encouraging to see some

[2:16:17] improvement in math outcomes including an increase in eighth

[2:16:19] grade proficiency. At the same time the district

[2:16:23] remains off track on its math goal and the persistently low

[2:16:27] outcomes for african-american students require particular

[2:16:29] attention and a clear plan for improvement.

[2:16:32] we also continue to have a major information gap around

[2:16:36] elementary math. The district rolled out a new

[2:16:39] curriculum across k through five last year but families

[2:16:40] still do not have a clear picture of how that

[2:16:44] implementation went. As we move into year two

[2:16:47] families need to know what work, what's in it and what

[2:16:48] s.f. City is changing result. We urge the board to keep

[2:16:52] pressing for that transparent city and accountability.

[2:16:55] >> thank you. Thank you tina produces.

[2:17:15] hi. Good evening.

[2:17:15] my name is tina pretty sus and I am the current membership

[2:17:20] chair of the community advisory committee on special education.

[2:17:23] it is my pleasure and privilege to officially welcome

[2:17:27] and congratulate our newest member lisa borchers, whose

[2:17:31] appointment is expected to be formally approved by the board

[2:17:35] tonight. I have already learned so much

[2:17:39] from lisa and she has made many contributions to our community.

[2:17:43] in fact she will be presenting at the cac general meeting this

[2:17:47] thursday evening from 6 to 8 p.m. On the topic of

[2:17:50] restorative justice. Please join us then and get to

[2:17:54] know lisa a bit more. >> thank you.

[2:17:57] thank you. Laura kennedy I.

[2:18:08] >> okay now I can well remember further.

[2:18:11] >> hi. Can you hear me?

[2:18:12] yes, we can hear you. Great.

[2:18:16] hi. My name is laura kennedy.

[2:18:17] I'm a parent to a student at jacquot alternative elementary

[2:18:19] where I also serve on the school site council.

[2:18:23] as a member of the school site council.

[2:18:25] we like all of you look at test data while I'm encouraged to

[2:18:28] see the improvements in our new roll out of the math curriculum

[2:18:32] and am grateful for the new math curriculum.

[2:18:36] one thing I would love to introduce and suggest is to be

[2:18:37] able to look at cohorts of students over time because what

[2:18:42] we see is a bunch of eighth graders that have moved forward

[2:18:46] and I think it would be really insightful for us to understand

[2:18:47] what is happening beyond eighth grade through their high school

[2:18:51] years, what is happening with third grade literacy beyond

[2:18:53] that for each cohort of students so that we can connect

[2:18:57] the dots across three academic goals for the district.

[2:19:00] >> thank you so much. Thank you.

[2:19:08] kristen coleman. >> hi.

[2:19:19] sorry about that. Thank you.

[2:19:24] so I'm with the group tech in check and I have the third

[2:19:27] and first grader who spoke earlier.

[2:19:28] I'm also an educator with over 20 years of teaching experience

[2:19:32] and I'm currently teaching at sfd school which is an

[2:19:34] independent k-8 school. And I've always been incredibly

[2:19:39] proud of the public school education my children have been

[2:19:42] getting but I'm increasingly concerned about how much of

[2:19:43] their school day is moving on to screens in early elementary

[2:19:47] and this is beyond just a mirror.

[2:19:50] this is just for instruction and gamified educational apps

[2:19:54] and brain breaks and classroom rewards and starting in fourth

[2:19:57] grade the students get to take home chromebooks for homework

[2:20:00] and when I pick my own kids up at school I see a group of

[2:20:02] younger students crowding around one of the older ones

[2:20:05] watching them play video games on their school devices

[2:20:09] and where I work students don't get individual take home

[2:20:10] devices until seventh grade as both parents and educators

[2:20:17] clearly see the negative impacts the devices have on the

[2:20:20] student's attention span and on critical thinking and just when

[2:20:25] I'm at my own kid's school and I feel like classroom

[2:20:28] should be full of interaction and I'm seeing oh my time.

[2:20:31] okay. Thank you for listening.

[2:20:32] thank you. Vanessa marrero.

[2:20:43] >> good evening everybody. My name is dr. Vanessa maurer.

[2:20:48] I'm the president of parents public schools of san

[2:20:50] francisco. We've been a public school

[2:20:51] champion for the last 30 years with launch here in san

[2:20:56] francisco for 20 years. >> there's two things that I

[2:20:59] want to talk about. One is an agenda item.

[2:21:02] it is a focus on the monitoring question.

[2:21:07] >> we went ahead and evaluated it.

[2:21:10] the board monitoring questions on august 25th.

[2:21:14] and we found that there was some improvements that were

[2:21:18] needed. We sent the board our full

[2:21:19] evaluation and the public can see that on our website.

[2:21:22] one thing I'd like the board to consider today as it goes

[2:21:26] through its work is how do we make this purposeful for the

[2:21:30] community? Because what I'm hearing from

[2:21:34] parents is that this is really not that purposeful.

[2:21:38] and we know that that is not the case.

[2:21:41] so one way you guys can do that is to make sure you are

[2:21:45] following your own rubric and that you are assessing

[2:21:48] yourselves and self assessing. Thank you for your time.

[2:21:51] thank you. Mr. Lu.

[2:22:06] there we go. Can you hear me?

[2:22:07] yes, we can hear you. Thank you.

[2:22:10] >> I'm a 27 year veteran in s.f. Usd.

[2:22:11] I do not want a I screening my students for reading.

[2:22:14] that's my job that I am trained in.

[2:22:18] amirah has been particularly perplexing as it was first

[2:22:21] introduced as an intervention for our lowest performing

[2:22:22] students who at the time are aapi and african-american

[2:22:26] students. And then suddenly that fell

[2:22:29] away and the district became it became a tutor, a reading

[2:22:33] screener and now they called her a she during my training

[2:22:37] which was really insulting. I'm teaching ak1 split because

[2:22:41] of poorly managed enrollment practices district wide and pre

[2:22:44] k is under enrolled district wide 13 students total at my

[2:22:49] site yet it is fully staffed with two teachers and two

[2:22:52] aides. I'm really concerned about

[2:22:53] fiscal irresponsibility only six months after we went on

[2:22:57] strike when we were told we did not have enough money to pay

[2:23:00] our workers. I'm hearing massive amounts of

[2:23:03] misspending that went out tonight for settling for

[2:23:07] settlements. I'm concerned that you're

[2:23:08] laying off real workers and replacing them with

[2:23:12] computers and that you're not fully staffing schools with

[2:23:16] students and you're just not using your money appropriately

[2:23:19] and that really impacts everybody.

[2:23:22] so I really encourage you guys to look at what's needed where

[2:23:26] . And that's usually humans

[2:23:27] teaching children and books in their hands.

[2:23:30] >> thank you. >> thank you.

[2:23:34] gretchen talan I gretchen talan we can come back to you.

[2:23:58] oh no I can. There you are.

[2:24:01] there you go. Hello.

[2:24:02] sorry. Thank you so much.

[2:24:03] hi. >> I'm a parent of a third

[2:24:05] grader at francis scott key and I urge also a member of the

[2:24:09] tech in check. >> I urge san francisco unified

[2:24:12] school district to put our students first and actually

[2:24:13] listen to them as you heard them speak tonight.

[2:24:17] >> science shows definitively 1 to 1 tech harms learning

[2:24:20] and brain development. >> let's join seattle public

[2:24:24] schools as well as a number of other public schools throughout

[2:24:28] the country rather than using our children to be beta testers

[2:24:32] for a.I.. Let's put the students first

[2:24:35] not the companies. Follow the science, not the

[2:24:39] marketing campaigns. Adopt age appropriate tech

[2:24:42] in san francisco unified. >> thank you so much.

[2:24:47] thank you. As a reminder let's we're

[2:24:51] talking on agenda items and then raise your hands for

[2:24:55] the non agenda items when that section is called.

[2:24:58] so agenda items please. >> thank you.

[2:25:02] yeah. Thank you.

[2:25:03] branding markman. >> hi my name is brandi

[2:25:18] markman. I am a parent of a high

[2:25:20] schooler. I am one of the problems with a

[2:25:23] hyper focus on eighth grade math scores is that a lot of

[2:25:26] things do not get discussed. Those are our faulty payroll

[2:25:33] system. It is absolutely inexcusable

[2:25:36] that our school district for over four years has a payroll

[2:25:38] system that isn't working. Other things don't get heard

[2:25:41] when there's a hyper focus on math scores for one grade that

[2:25:45] is the overuse of tech to teach.

[2:25:50] it is absolutely embarrassing that other schools like l.a.,

[2:25:55] new york, seattle, portland, the list goes on and on are far

[2:25:59] ahead of us with usd in getting in lowering the amount of

[2:26:03] minutes students spend on devices when we're not even

[2:26:07] scheduling a meeting about tech until march.

[2:26:11] >> this is the problem with the student outcomes focus

[2:26:15] governance it got rid of monthly programing curriculum

[2:26:18] meetings that were in place before this government

[2:26:22] governance was program was instituted four years ago.

[2:26:25] please bring back the monthly programing curriculum meetings.

[2:26:29] parents should not thank you waiting until march to get

[2:26:33] their concerns heard. >> thank you.

[2:26:34] thank you. >> okay moving on to non agenda

[2:26:39] items carly danielson. >> hi there.

[2:26:54] my name is carly. I'm the parent of a first

[2:26:59] and third grader at clarendon elementary.

[2:27:00] we are new to san francisco unified school district.

[2:27:03] the second week of school my third grader was sent home with

[2:27:06] the first contract she's ever been asked to sign.

[2:27:09] it was a very cute chromebook contract if an eight year old

[2:27:12] is expected to sign a contract to participate in her own

[2:27:16] education, it seems obvious and necessary that the district

[2:27:17] should have an intentional, highly transparent policy a

[2:27:20] contract if you will, outlining at a minimum what specific

[2:27:27] proven benefits has a given technology intervention in a

[2:27:28] classroom shown and let these be studies not funded by the

[2:27:32] company whose product they are evaluating as is the case with

[2:27:35] the independent study and mirror provided

[2:27:38] in louisiana too. >> how are the children being

[2:27:40] protected from what these devices give them access to?

[2:27:43] and three what is the district requiring of tech vendors to

[2:27:47] protect students data, data and privacy technology

[2:27:50] distracts teachers, presents equity issues in the classroom

[2:27:54] and it limits much needed human to human student teacher

[2:27:58] interaction. >> I am requesting that the

[2:27:59] district establish clear policy that restricts screen time

[2:28:02] and the use of ai tools disabling all generative a.I.

[2:28:06] tools, chat bots and search engines on all student devices.

[2:28:10] >> thank you. Thank you carly.

[2:28:21] I'm. That concludes our virtual

[2:28:28] thank you very much. I appreciate the members of the

[2:28:32] public especially our students who joined us tonight to share

[2:28:35] your experience and perspectives as a reminder

[2:28:39] ,board rules in california law do not allow us to respond to

[2:28:41] comments or enter or answer questions during public comment

[2:28:44] time. But we appreciate you being

[2:28:45] here tonight to share with us in person and virtually I'll

[2:28:50] move to item e consent calendar .

[2:29:12] the next item on the agenda is the consent calendar.

[2:29:17] president kim has a standing recusal from the consent

[2:29:18] calendar due to his employment with the city and county of san

[2:29:22] francisco which is a frequent contractor with s.f. Usd to

[2:29:25] avoid any appearance of impropriety to any board

[2:29:29] members have a personal professional or business

[2:29:33] relationship with any individual who is the subject

[2:29:36] of or has an ownership interest or financial interest in the

[2:29:40] subject of any consent items where as a result of that

[2:29:44] relationship the ability of the board member to act for the

[2:29:45] benefit of the public could reasonably be questioned

[2:29:49] and thus the relationship should be disclosed in the

[2:29:51] minutes. See none.

[2:29:55] superintendent sue do you have any changes to the consent

[2:29:59] calendar? There are no changes to the

[2:30:00] consent calendar. Thank you.

[2:30:02] is there a motion to approve the consent calendar so moved

[2:30:09] and the second thank you. >> it's been properly moved

[2:30:12] and seconded that the board approve the consent calendar

[2:30:16] items e one through e 45. Can I have a roll call vote

[2:30:25] please? Student delegate miss nellie

[2:30:29] foxman yes. Apologies.

[2:30:32] correction items e one through 46 sorry I didn't mean to

[2:30:39] interrupt you didn't delegate student delegate nellie foxman

[2:30:43] yes. Student delegate and en nguyen

[2:30:49] yes. Commissioner ray yes.

[2:30:53] mr. Alexander yes. Commissioner wiseman ward yes.

[2:30:58] commissioner gupta yes. Commissioner fisher yes.

[2:31:02] vice president huling yes. Written consent agenda passes

[2:31:13] and we can retrieve president kim okay.

[2:31:33] >> so we have several items on the agenda that do require

[2:31:40] direct action from the board, standalone action from the

[2:31:42] board to commissioners. You'll see three items on here.

[2:31:45] I'm going to request that we move if no objection item three

[2:31:49] up before the progress monitoring meeting so we can

[2:31:52] just take all our actions at once for the public hearing.

[2:31:56] yeah. So we'll go from item uh public

[2:32:00] hearing and adoption to action item one three and then two.

[2:32:05] okay gg13 and then two. >> yeah.

[2:32:12] okay. We'll start with the public

[2:32:15] hearg and adoption. I now call item f one public

[2:32:19] hearing and approval of resolution regarding the

[2:32:23] sufficiency of textbooks and instructional materials as

[2:32:24] required by education code section 60119 calling dr. Su to

[2:32:30] read this uh to read the resolution.

[2:32:34] thank you, president kim I'm going to have this over to our

[2:32:35] assistant superintendent of curriculum and instruction

[2:32:38] devin cooper. Good evening.

[2:32:41] we are bringing forth this resolution in compliance with

[2:32:42] williams to ensure the sufficiency of textbooks

[2:32:46] and instructional materials in alignment with california ed

[2:32:49] code section 60119 within the resolution you can see the

[2:32:56] areas of insufficiency of materials that have been cited

[2:33:03] by survey completion across elementary, middle and high

[2:33:04] schools. All of those requests have been

[2:33:08] met with the ordering and delivery or pending

[2:33:11] delivery of additional instructional materials to

[2:33:15] ensure sufficiency. Thank you.

[2:33:18] I will now open the public hearing at 7:39 p.m..

[2:33:23] we will take public comment on this item as a reminder

[2:33:26] speakers have one minute to speak.

[2:33:27] ms. Chang are there any speakers for this item?

[2:33:32] there are no speakers on this item.

[2:33:36] thank you at this time commissioners any questions or

[2:33:39] staff for any comment? >> seeing none I will not close

[2:33:46] this public hearing at 7:39 p.m. Camera motion and a second

[2:33:51] so moved second it's been properly moved and seconded to

[2:33:56] the board to approve item 269-2 to esp one public hearing on

[2:33:59] resolution regarding the sufficiency of textbooks

[2:34:02] and instruction with president kim I just want to clarify were

[2:34:04] you asking for a motion to close the hearing or were you

[2:34:07] asking for the motion so that we can vote on the motion to

[2:34:11] close the public hearing at 7:39 p.m. So the motion was to

[2:34:14] vote. >> the motion was on to 69-2 to

[2:34:20] sb one just for clarification for the records that's correct.

[2:34:24] yeah it has been probably moved and seconded.

[2:34:28] >> the board approved this item roll call vote please.

[2:34:31] student delegate nellie foxman yes.

[2:34:35] student and delegate anna nguyen yes.

[2:34:38] commissioner ray yes. >> commissioner alexander yes.

[2:34:46] commissioner wiseman ward yes. Commissioner gupta yes.

[2:34:50] commissioner fisher yes. Vice president healing yes.

[2:34:54] president kim yes. >> it is so moved.

[2:34:58] moving to item g one the first action item is 269 dash of

[2:35:03] thank you staff sorry I know it's a lot so much appreciation

[2:35:07] the first action is item 269-2 to speak to approval of the

[2:35:11] same school unified school district 2026 project labor

[2:35:16] agreement for essex city bond funded projects can I have a

[2:35:19] motion and a second? >> I move item 269-2 to esp two

[2:35:23] second spent properly moved and seconded that the board

[2:35:27] approve this item I ask dr. Sue to bring on board and I'm going

[2:35:31] to hand it over to the very capable hands of the senior

[2:35:35] advisory. >> thank you superintendent.

[2:35:38] good evening commissioners as a few as some of you may know, we

[2:35:42] have a longstanding partnership with the san francisco building

[2:35:43] and construction trades council.

[2:35:46] our project labor agreement is an important tool for

[2:35:49] delivering high quality school facilities through the bond

[2:35:50] program with the skilled local workforce.

[2:35:53] thank you to rudy gonzalez, secretary and treasurer of the

[2:35:58] san francisco building trades council for his public comment

[2:35:59] earlier in support of the item. We have been working together

[2:36:05] for several months negotiating collaboratively towards this

[2:36:10] 2026 play. The purpose of it is to ensure

[2:36:13] efficient project delivery, to expand apprenticeship

[2:36:15] and workforce development opportunities and to strengthen

[2:36:18] labor stability through the bond program which of course is

[2:36:21] a voter approved measure together with the new student

[2:36:25] career pathways and workforce development policy that you've

[2:36:29] just approved on the consent calendar of this play I'm

[2:36:32] really allows us to leverage voter dollars our bond

[2:36:36] investments to improve school facilities while creating

[2:36:40] meaningful career opportunities for our students.

[2:36:41] for san francisco residents and for our other partners

[2:36:45] in the building trades. So we're pleased to present

[2:36:46] this tonight and if you have questions I'm available any

[2:36:51] comments or questions from the board?

[2:36:52] mr. Director thank you miss a very and I appreciate your

[2:36:56] answers in the q&a document for those who haven't seen, I'd

[2:36:59] certainly recommend one of the answers you provided was the

[2:37:02] 2013 policy was written in such a way to make tracking

[2:37:06] and accountability difficult. It was not aligned with current

[2:37:09] ccar college and career readiness offerings.

[2:37:10] this is one of the many reasons we amended the language.

[2:37:13] I appreciate I appreciated that answer to question that one of

[2:37:17] my colleagues may have asked. I'm curious if you have

[2:37:20] something just following up on that.

[2:37:23] how does the amended language now evaluate effectiveness of

[2:37:28] the existing policy in providing our students

[2:37:29] workforce experience or meeting or college and career readiness

[2:37:33] goals? >> sure.

[2:37:36] yeah and I think that really is reflected in the workforce

[2:37:39] policy that is on the consent item less so in the play

[2:37:40] although the play is enacting agreement with the building

[2:37:44] trades that in support of that but the language that was

[2:37:47] in the prior local hire policy as it was called really

[2:37:52] referred to the college and career readiness department

[2:37:55] from before and didn't have the language of the current

[2:37:58] pathways that we have or the opportunities that the college

[2:38:02] and career readiness division is able to offer to students

[2:38:05] through the city programs. And so really in trying to

[2:38:09] implement that in partnership with our bond contractors or

[2:38:11] you know, other people who fell under the the purview of the

[2:38:17] local hire policy, it was really sort of like square peg

[2:38:19] round hole situation where ccar was just feeling like, you

[2:38:22] know, we're getting this sort of infusion of investment but

[2:38:25] like but we can't really use it in this way.

[2:38:29] so that's in part because it was written in 2013 and here we

[2:38:33] are in 2026 and so just it was kind of a modernization of the

[2:38:37] policy to make it match so that our contractors have a clear

[2:38:40] pathway to participating in our student development through

[2:38:42] ccar. >> thank you.

[2:38:50] no questions and I don't want to take a lot of time just to

[2:38:53] say thanks and I think this is really important coming from a

[2:38:57] labor family and labor household.

[2:38:58] I think the fact that we can be so committed to working with

[2:39:02] labor locally is key not just for the district but for the

[2:39:06] community and we know they're intertwined.

[2:39:09] so I really appreciate this. >> all right.

[2:39:17] seeing no other comments from the board.

[2:39:21] thank you to staff for your presentation today.

[2:39:24] it is now closed on the motion to approve item 269-2 to speak

[2:39:27] to approval of the same to school unified school district

[2:39:31] 2026 project labor agreement for sfe usd bond funded

[2:39:32] projects roll call vote please. >> student delegate nellie

[2:39:36] foxman yes. >> student delegate miss ana

[2:39:42] nguyen yes. Commissioner.

[2:39:46] yes. Commissioner alexander yes.

[2:39:50] commissioner weissman ward yes .

[2:39:54] commissioner gupta yes. Commissioner fisher yes.

[2:39:57] vice president huling yes. President kim yes.

[2:40:02] so moved. Thank you commissioners.

[2:40:05] thank you very much. Staff and thank you very much

[2:40:09] labor partners for all your work in partnership.

[2:40:15] >> as I mentioned before, I'm going to move to item three to

[2:40:20] vote on some expulsion matters just so we can get all our

[2:40:21] actions out of the way and then we'll spend the rest of our

[2:40:24] time in discussion. So I'll move to item three

[2:40:27] student expulsion matters I move for the approval of

[2:40:30] stipulated expulsion agreement for student matter 20262027

[2:40:36] number three for the remainder of the spring 2026 semester

[2:40:39] and the fall 2026 semester during the suspended expulsion

[2:40:42] period this student will attend a comprehensive high school.

[2:40:46] >> can I have a second second go copies commissioner ray yes

[2:40:56] . Commissioner alexander yes.

[2:40:56] commissioner wiseman ward yes. Commissioner gupta yes.

[2:41:04] commissioner fisher yes. Vice president huling yes.

[2:41:11] >> president kim yes. So moved I move approval for

[2:41:15] the stipulated expulsion agreement for student matter

[2:41:18] 20262027 number four for the spring 2026 semester in fall

[2:41:23] 2026 expulsion period during the suspended expulsion period

[2:41:27] the student will attend civic centers secondary can I have a

[2:41:30] second second real copies commissioner ray yes.

[2:41:37] commissioner alexander yes. Commissioner wiseman ward yes.

[2:41:41] commissioner gupta yes. Commissioner fisher yes.

[2:41:45] vice president huling yes. >> president kim yes.

[2:41:49] so moved I move approval of the stipulated expulsion agreement

[2:41:53] for student matters 20262027 number five the remainder of

[2:41:58] the spring 2026 semester in the fall 2026 semester during the

[2:42:02] suspended expulsion period the student will attend a

[2:42:05] comprehensive high school and have a second second roll

[2:42:07] call. >> police commissioner ray yes.

[2:42:11] commissioner alexander yes. Commissioner wiseman ward yes.

[2:42:15] commissioner gupta yes. Commissioner fisher yes.

[2:42:19] vice president huling yes. President kim yes.

[2:42:26] >> so moved I move to item four approval of the stipulated

[2:42:30] sponsored expulsion agreement for student matter 20262027

[2:42:36] number six for the remainder of the spring 2020 sixth semester

[2:42:40] and the fall 2026 semester during the suspended expulsion

[2:42:43] period the student will attend civic center high school can

[2:42:46] have a second second row copies.

[2:42:49] commissioner ray. Yes.

[2:42:53] commissioner alexander. Yes.

[2:42:54] welcome. >> missioner wiseman ward yes.

[2:42:58] commissioner gupta. Yes.

[2:43:01] commissioner fisher yes. Vice president huling yes.

[2:43:04] president kim yes. >> so moved I move approval of

[2:43:09] the stipulated expulsion agreement for the student

[2:43:13] matter 20262027 number seven for one calendar year from the

[2:43:16] date of approval of the expulsion during the suspended

[2:43:20] expulsion period the student will attend civic center high

[2:43:23] school. >> can I have a second?

[2:43:27] yes. Second.

[2:43:29] okay. Real copies.

[2:43:33] commissioner ray? Yes.

[2:43:34] commissioner alexander. Yes.

[2:43:37] commissioner rice when ward yes.

[2:43:41] commissioner gupta. Yes.

[2:43:44] commissioner fisher yes. Vice president healey yes.

[2:43:51] president kim yes. So moved for student matter

[2:44:01] 2026202 sorry I move for the approval of a stipulated

[2:44:05] expulsion agreement for student matter 20262027 number eight

[2:44:09] for the remainder of the spring 2026 semester and the fall 2026

[2:44:12] semester during the suspended expulsion period the student

[2:44:16] will attend double high school. Can I have a second second real

[2:44:21] copies. >> commissioner ray yes.

[2:44:25] commissioner alexander yes. Commissioner wiseman ward yes.

[2:44:29] commissioner gupta yes. Commissioner fischer no.

[2:44:33] vice president huling yes. >> president kim yes.

[2:44:37] so moved I move approval of the stipulated expulsion agreement

[2:44:41] for student matter 20262027 number nine for the remainder

[2:44:47] of the spring 2026 semester and the fall 2026 semester

[2:44:50] during the suspended expulsion period the student will attend

[2:44:53] civic center. Can I have a second please?

[2:44:55] second real copies. Commissioner ray?

[2:45:00] yes. Commissioner alexander.

[2:45:00] yes. Commissioner wiseman ward yes.

[2:45:04] commissioner gupta yes. Commissioner fischer.

[2:45:08] yes. Vice president jung yes.

[2:45:11] >> president kim yes. So moved.

[2:45:15] thank you very much commissioners we are going to

[2:45:19] return to item item f public hearing and adoption in part

[2:45:22] because we have missed a public comment or who did indicate

[2:45:26] their desire to speak council do we need to revote on this

[2:45:30] item or simply open up the public comment period vote we

[2:45:36] will revote. Commissioners are there any

[2:45:38] questions about the procedures that we're about to undergo?

[2:45:40] I will just redo this item. >> okay.

[2:45:44] this is for item f one for public hearing and approval of

[2:45:48] resolution regarding the sufficiency of textbooks

[2:45:51] and instructional materials as required by education code

[2:45:52] section 60119 we will take public comment on this item as

[2:45:58] a reminder speakers have one minute to speak.

[2:46:01] ms. Chang are there any speakers for this item?

[2:46:04] vanessa marrero hi, good evening.

[2:46:12] >> I want to thank hong may and alida for giving me the

[2:46:16] opportunity to speak today. This is an item that relates to

[2:46:23] instructional materials which I know you all know is very

[2:46:25] important. >> I wanted to speak to the

[2:46:28] true sufficiency that that is required rather than just a

[2:46:31] physical book on index. It requires full accessibility

[2:46:38] for every student. So to access means this

[2:46:42] delivery modify text and assistive technology for

[2:46:46] special education student students on day one and we have

[2:46:49] passed that day providing robust lgm materials for

[2:46:52] english language learners adopting curricula built around

[2:46:57] a universal design for learning to support our neurodivergent

[2:47:01] students with the schools that are reporting shortages

[2:47:04] and compliance numbers alone aren't enough.

[2:47:08] >> we need to make sure that you are board it's going to

[2:47:12] make sure that there is a transparent process

[2:47:14] and reporting missing and inaccessible tools and to

[2:47:17] keep equity at the heart of all future curriculum decisions.

[2:47:24] >> and I will email this to the board as well.

[2:47:26] thank you. Thank you.

[2:47:36] >> there are no other public comment.

[2:47:40] >> thank you. I now close this public hearing

[2:47:46] at 7:53 p.m.. Um commissioners uh can I have

[2:47:50] a motion in a second? >> so moved second it has been

[2:47:54] properly moved and seconded. >> the board approved item

[2:47:57] 269-22 sd one roll call vote please.

[2:48:00] student delegate miss nellie foxman yes.

[2:48:04] student delegate miss ana nguyen yes.

[2:48:12] commissioner ray yes. Commissioner alexander yes.

[2:48:16] commissioner wiseman ward yes. Commissioner gupta yes.

[2:48:20] commissioner fisher yes. Vice president huling yes.

[2:48:24] president kim yes. >> so moved.

[2:48:28] thank you. We are moving to item two.

[2:48:31] >> oh thank you very much staff I keep forgetting that I think

[2:48:37] you just get comfortable. >> yes.

[2:48:40] feel free to grab some water. Get comfortable.

[2:48:41] we are moving to item 2 to 6 9-2 to speak three progress

[2:48:48] monitoring workshop on student outcomes goal to summative can

[2:48:54] I have a motion in a second I move item 269-2 to esp three

[2:48:58] progress monitoring workshop on student outcomes goal two I

[2:49:03] will second the progress monitoring workshop on student

[2:49:07] outcomes goal to this primary properly moved and seconded

[2:49:08] that the board approve this item.

[2:49:11] um for some context commissioners thank you for

[2:49:14] your participation in our board or treat recently where we have

[2:49:19] the opportunity to go through some effective question asking

[2:49:23] exercises with our governance coach ag who I believe is on

[2:49:26] zoom with us are you there? I am.

[2:49:30] thank you. You'll see in front of you a

[2:49:34] few items that are hopefully going to help you facilitate

[2:49:39] in a more effective time. One is a technical versus test

[2:49:42] tactical for strategic document handout for tips that is for

[2:49:46] effective monitoring question development that is a one

[2:49:52] pager. The second is a stapled packet

[2:49:56] boe progress monitoring reference sheet this reference

[2:49:58] sheet was developed by staff to help us facilitate a more

[2:50:01] effective question asking time you'll see on our procedures to

[2:50:05] vote on the report before we monitor and vote to accept the

[2:50:12] report at the end of our monitoring sessions along with

[2:50:13] tips on the second page I want to acknowledge that this is our

[2:50:19] first time engaging in this particular style.

[2:50:23] I have reminded staff that moving forward we do want to be

[2:50:27] sitting at a table so that will happen for our next monitoring

[2:50:30] session. But for today as part of our

[2:50:34] student outcomes focused governance model we will be

[2:50:38] doing our best to hold each other and ourselves accountable

[2:50:41] to effective question asking we may hit a few bumps in the road

[2:50:45] and student delegates. >> I know you weren't there

[2:50:49] with us on sunday but I encourage you to review the

[2:50:50] documents with us and please do join us in participating

[2:50:53] in this conversation. We will vote on whether to

[2:50:59] approve the report at the end and I'll provide additional

[2:51:04] context at the end for that and then I have some framing

[2:51:10] for us to begin with as part of our student outcomes focused

[2:51:14] governance model, the board is committed to monitoring the

[2:51:16] district's progress towards achieving our goals

[2:51:18] and honoring our cardinal guardrails tonight will be

[2:51:22] monitoring goal to eighth grade math proficiency.

[2:51:25] before we begin we need to confirm that the progress

[2:51:26] monitoring report is complete effective progress monitoring

[2:51:29] reports have the following four characteristic one it states

[2:51:33] the goal does it clearly show which specific goal or interim

[2:51:37] goal is being monitored? Two it shows the data does it

[2:51:41] clearly show data for the three previous reporting periods

[2:51:44] preferably on a line graph? Does it clearly show that the

[2:51:49] current reporting period does it clearly show the target

[2:51:52] reporting periods annual targets and deadline targets?

[2:51:55] three it shares the interpretation.

[2:51:56] does it clearly show the superintendent's current view

[2:51:59] via defined set of indicators of system performance relative

[2:52:04] to the goal and four does it represents the evidence

[2:52:07] in plan? Does it clearly show the

[2:52:09] supporting documentation that evidences the superintendents

[2:52:11] understanding of system performance if the school

[2:52:14] system is not at target or the superintendent's understanding

[2:52:18] of the system performance indicates implementation is not

[2:52:20] on track. Does the monitoring report

[2:52:23] clearly describe systemic root causes strategic responses

[2:52:26] including rationale initiative statuses and any meeting next

[2:52:30] steps I believe all the criteria for an effective

[2:52:35] report have been met but I will open up to the floor for other

[2:52:38] commissioners. Does anyone have any evidence

[2:52:39] that the elements are not present seeing none.

[2:52:48] we will turn the floor over to the superintendent for her

[2:52:49] presentation. >> great.

[2:52:52] thank you, president kim and good evening commissioners.

[2:52:55] student delegates, community members.

[2:52:59] tonight I will be sharing with you a summative view of our

[2:53:03] progress on goal to eighth grade mathematics for school

[2:53:10] year 2526. >> as you know you know a lot

[2:53:18] as you know we are we are we have chosen to govern ourselves

[2:53:23] using the student outcomes focused governance framework

[2:53:27] and that means that it is all of our jobs to stay laser

[2:53:31] focused on student learning. We do this by tracking data

[2:53:35] and when the data tells us that things are working then we

[2:53:39] should look into it and understand why and to

[2:53:42] perhaps do more. And then when data tells us

[2:53:45] things are not working we really need to then double down

[2:53:49] and examine why it's not working because the only way

[2:53:52] for us to get to the student outcomes that we know our

[2:53:53] students and our families deserve is by making sure that

[2:53:57] the adults in the system change their behaviors to make that

[2:54:00] happen. Tonight we will review

[2:54:04] preliminary grade eight spec math results to understand

[2:54:10] where we are making progress and where more supports are

[2:54:14] needed. From there we will review what

[2:54:15] we learned from implementation last year and share plans for

[2:54:22] how we how we are going to strengthen the instructional

[2:54:27] systems and practices that support mathematics across our

[2:54:33] schools. >> I'm really happy to be

[2:54:34] joined by jon davis, our deputy superintendent of ed services.

[2:54:40] dr. Moon hi kim just raised by dr. Jen steiner, devin cookman

[2:54:49] and then leticia irving in the back together we'll show you

[2:54:53] what we've learned last year about our instructional systems

[2:54:57] where we are making progress and where more supports are

[2:55:01] needed. And then we'll show you the

[2:55:02] plans for how we are planning to strengthen that.

[2:55:05] >> next slide please. >> so we'll start with our goal

[2:55:09] to data beginning with the overall goal and then progress

[2:55:13] towards and our progress towards that.

[2:55:16] then we'll look at the data across student groups, across

[2:55:19] student groups and our within year measures to better

[2:55:27] understand where we're at, where we are seeing progress

[2:55:28] and where we need to focus. I also want to remind everyone

[2:55:32] that you can access our publicly available dashboard on

[2:55:38] our website at f usd.edu. Just go to the about asf usd

[2:55:46] tab on the top of our website click into it and then you'll

[2:55:50] see on the left hand side of. On the left hand side for the

[2:55:53] menu bar you'll see is there's a link that's called asf usd

[2:55:57] public dash data dashboard. >> you can click on to that to

[2:56:02] see the data that we are looking at and please note we

[2:56:05] will be updating that data with the 2526 data soon after the

[2:56:12] state updates their data which we are projecting to be

[2:56:17] in mid-october. >> so again for a goal to we

[2:56:24] are focusing on increasing eighth grade math proficiency

[2:56:28] as measured by the as bac math exam for the two to try to

[2:56:32] achieve 65% of our eighth graders being proficient in the

[2:56:40] s back score s back exam by 2028.

[2:56:45] >> here when we review our preliminary 2526 results for

[2:56:50] for eighth graders we saw a 4% increase compared to last year.

[2:56:55] sorry one slide back. There you go.

[2:56:59] we saw a 4% increase compared to last year.

[2:57:03] this is an encouraging sign that we are beginning to turn

[2:57:07] the curve for eighth grade math from pandemic learning recovery

[2:57:13] to reestablishing conditions for success including

[2:57:17] implementing our new math curriculum, increasing

[2:57:21] professional learning opportunities for our educators

[2:57:25] and of course our work on developing and implementing the

[2:57:28] secondary math policy. We are looking to continue to

[2:57:33] build on that momentum that we saw or that we that we saw last

[2:57:36] year into this year. Next slide please.

[2:57:41] I'm sorry. When we look across our student

[2:57:46] groups we see encouraging gains among several groups including

[2:57:49] our next and filipino students. At the same time, the results

[2:57:57] for our african-american and pacific islander students

[2:57:59] have remained relatively flat, highlighting an opportunity for

[2:58:03] us to strengthen our support and accelerate progress

[2:58:09] and more importantly to focus our energy and our attention on

[2:58:13] these two populations. >> next slide.

[2:58:17] >> when looking at our program groups we see small but

[2:58:21] consistent gains among our english learners students

[2:58:25] and students receiving special education services.

[2:58:28] >> that said, we will continue to focus our efforts on

[2:58:32] targeted supports that can help accelerate their math outcomes

[2:58:36] for these students. >> and then just a reminder we

[2:58:45] shared the fall and and winter star results for interim goals

[2:58:50] 2.12.2 and 2.3 in last year's progress monitoring reports

[2:58:57] and we are resharing them here to show how our within year

[2:59:01] measures help us monitor our progress throughout the year

[2:59:05] when we layer in the preliminary a-spec results we

[2:59:10] see continued gains across the three interim goals and with a

[2:59:17] particular noticeable increase for the interim goal 2.2 which

[2:59:22] is the group for our seventh grade students both within year

[2:59:26] and across the years. Even though I just talked about

[2:59:35] the significant increase that we are seeing for this year, we

[2:59:42] remain optimistically encouraged by this progress

[2:59:47] and this reflects meaningful work that our entire school

[2:59:51] community is as moving towards .

[2:59:55] under any other scenario this would be signify frequent

[2:59:59] improvement and definitely a reason to celebrate.

[3:00:03] however, we continue to not meet and be on target for the

[3:00:11] very bold and audacious goals that we have set for ourselves

[3:00:14] . And as a result we as a school

[3:00:19] community have decided to rate our this particular progress

[3:00:23] monitoring studies as off track because we believe that it is

[3:00:27] going to take much more than 4% to get us to gold to target of

[3:00:37] 65% by 2028. >> however our focus is going

[3:00:41] to continue to to work really hard with our school community

[3:00:45] to build the conditions for high quality math instruction

[3:00:51] and sustain a consistent pace of improvements that hopefully

[3:00:55] will extend beyond 2028. But will definitely be focusing

[3:01:00] very intentionally on our focus population and our program

[3:01:04] groups for this year. So now I'm going to hand it

[3:01:08] over to john and the team to provide a little bit more

[3:01:11] context for the evidence that we are we are concluding

[3:01:18] and our plans for how we are going to move forward and then

[3:01:22] we will engage in a strategic conversation about how we as a

[3:01:27] governing team will work together to move to continue to

[3:01:31] move the needle for our students.

[3:01:32] so with that, john, I'm going to hand it over for the

[3:01:35] technical and technical technical and technical aspect

[3:01:38] of this report. >> thank you.

[3:01:39] dr. Two. Good evening everyone.

[3:01:42] >> before we get into the evidence, probably some high

[3:01:46] level things I want to point out right when we're talking

[3:01:49] about eighth grade math and when we think back to last

[3:01:50] year there were a number of pilots with algebra in eighth

[3:01:54] grade math and and doing all of that.

[3:01:57] we needed more math teachers. >> usually that is a huge

[3:02:02] herculean task and I think we have to call out our human

[3:02:06] resources team for making sure that we had not just all the

[3:02:09] math teachers and middle school but extra math teachers for the

[3:02:13] different classes that our scholars took.

[3:02:17] >> and even though I know this progress monitoring report is

[3:02:21] not about this year right as we've implemented the math

[3:02:24] placement policy, the same thing has happened that you

[3:02:28] know, just being staffed may seems kind of small but when

[3:02:35] it's math teachers and it's all throughout middle school a lot

[3:02:39] of teachers would say they would never teach middle

[3:02:42] school. >> but as a former middle

[3:02:43] school math teacher, yes, the idea that our human resources

[3:02:49] team was able to step all of our schools with mostly double

[3:02:53] the amount of math teachers in eighth grade is a huge

[3:02:57] testament to their work and should not be overlooked

[3:03:01] in any of this. We always need to be top notch

[3:03:04] and they completely were in this endeavor.

[3:03:07] I think the second thing to point out is right when you

[3:03:11] think of the pilots from last year or again has we're moving

[3:03:15] into this year a lot of students will be receiving two

[3:03:19] math classes since we've been looking at student performance

[3:03:23] I don't know the last 2030 years and education and going

[3:03:28] deep you can think of no child left behind.

[3:03:29] >> there's always been an idea and a ton of different times

[3:03:32] when school districts and schools have double blocked

[3:03:36] things. Devin kriegman and I were

[3:03:39] talking about this today but it doesn't always work right?

[3:03:43] a lot of times schools, high schools, middle schools

[3:03:47] elementaries the natural thing is more and more and more but

[3:03:51] there's a lot of data that will show more doesn't always work.

[3:03:55] so I think we have to in this year in the coming years kind

[3:03:59] of get a little bit more under the hood and see what that

[3:04:02] difference is. One possible explanation is a

[3:04:06] lot of times double blocking periods is the same teacher for

[3:04:10] twice the amount of time and this is just different

[3:04:13] right? A student goes to two different

[3:04:17] classes, has two different teachers and in the end it is

[3:04:20] two different math subjects. And when you think about

[3:04:24] algebra you're going to use a lot of your eighth grade math

[3:04:27] so you're kind of doing application the other just

[3:04:31] conjecture on my part but to some degree it seem to be

[3:04:34] working. I think when you combine that

[3:04:36] with the new curriculum there are some mixed there that has

[3:04:40] been positive and we're just going to need to look at that

[3:04:43] more and more as we look at how schools implement this work

[3:04:47] moving forward. >> again, I just want to point

[3:04:48] out those big picture topics because I think we're going to

[3:04:51] dive in a little bit deeper now and devin will start us off.

[3:04:54] >> thank you so much. Next slide.

[3:04:57] so for this first section related to evidence we are

[3:05:01] going to present on two different items.

[3:05:04] so one is a series of summary points associated with what we

[3:05:08] did as strategic actions in the 2526 school year as well as

[3:05:11] some high level takeaways in terms of what we learned

[3:05:15] from those strategic actions from that point we are going to

[3:05:19] lead into the plans. It's okay.

[3:05:22] it's nice. >> and from that we're going to

[3:05:30] lead into the plan section which are how we are applying

[3:05:33] these learnings into the updated strategic plan for the

[3:05:37] 2627 school year. >> so in this first section it

[3:05:40] may seem somewhat simple in bullet point but we adopted

[3:05:44] new k-8 math curriculum and we did so across grades k through

[3:05:51] eight while they are different vendors in terms of imagine

[3:05:52] learning and illustrate illustrative math and amplify

[3:05:55] does most math they do share the same pedagogical spine of

[3:06:00] illustrative math. So we do feel excited about

[3:06:03] that key alignment in terms of year one implementation we

[3:06:07] actually had a really strong extent of use which was related

[3:06:11] to an overall positive perception of the materials.

[3:06:15] >> what is not surprising is that within year one we do have

[3:06:21] a lot of room for growth in terms of quality of use.

[3:06:25] >> so again what is unsurprising is that in initial

[3:06:26] years of implementation we do see teachers learning the

[3:06:29] materials and often struggling to hold up that student

[3:06:35] ownership and potentially defaulting towards more direct

[3:06:37] instruction which are all pedagogical strategies that we

[3:06:40] are working with stuff on in terms of professional

[3:06:42] development. >> next slide please.

[3:06:45] in terms of that teacher professional development again

[3:06:48] another very strong shout out to our h.r.

[3:06:52] team whose exemplary work related to sub coverage rates

[3:06:56] allowed us in 2526 to do professional development

[3:07:00] release days for both our general and special education

[3:07:03] middle school math teachers that work supported cross-site

[3:07:07] collaboration with a series of release days focused on

[3:07:11] different strategies such as differentiation and to support

[3:07:15] students with ieps or integrated english language

[3:07:18] development in the math classroom to support

[3:07:20] multilingual learners. While those were incredibly

[3:07:23] successful we did see two two pieces emerge which was one a

[3:07:28] need for increased site support in between those release days

[3:07:31] which we'll see as part of our instructional coaching work

[3:07:32] this year and in addition we did see the need for more

[3:07:36] explicit professional development around math

[3:07:40] intervention particularly tier two and tier three math

[3:07:43] intervention which again you'll see as part of our plan for

[3:07:46] this year. >> next slide I'm running

[3:07:50] concurrently to teacher professional development.

[3:07:53] we also engaged in robust administrator professional

[3:07:55] learning. So as part of a really strong

[3:07:59] partnership between lead and curriculum and instruction

[3:08:01] ,we provided monthly training for assistant principals on

[3:08:05] calibrating around high quality instructional practices in the

[3:08:09] math classroom and we worked with them on lesson and unit

[3:08:13] internalization understanding the pedagogical backing of

[3:08:18] certain instructional practices like students explaining

[3:08:19] and justifying their thinking and looking for evidence

[3:08:22] and guidance of those practices in the math curriculum as well

[3:08:25] as looking for evidence of it in instructional videos.

[3:08:28] >> that was followed up on with principals as part of lead

[3:08:33] supervisors working with those principals on classroom

[3:08:38] observations and learning walks and 1 to 1 check

[3:08:40] and supervision. >> we saw a lot of growth come

[3:08:44] out of that strand particularly related to instructional

[3:08:48] leadership. So we are building on it this

[3:08:49] year and continuing to deepen that partnership between lead

[3:08:53] and cni which we are very excited about.

[3:08:56] next slide please related to those professional learning

[3:09:00] and curriculum strategies, we also as john spoke to

[3:09:06] implemented a new secondary math policy in the 2526 school

[3:09:09] year which came out of a partnership around a multiyear

[3:09:14] research project with stanford around student outcomes in a

[3:09:18] series of different models. And then that policy was

[3:09:19] formally adopted in the spring in terms of what we learned as

[3:09:25] it was the first spring of the implementation or operate opera

[3:09:30] was thank you april. >> I'm not going to be able to

[3:09:38] say yeah things I put in the plan to work.

[3:09:43] what we did see was some complexity come out of that

[3:09:47] policy. There are a number of choice

[3:09:49] points for students and families and that led to

[3:09:51] somewhat unpredictable enrollment patterns impacting

[3:09:54] master scheduling budgets as well as staffing.

[3:09:59] again, as john spoke to with just an incredibly strong

[3:10:02] partnership across h.r. And lead and site

[3:10:04] administrators we did do sort of heroic work associated with

[3:10:11] staffing for math teachers. >> however, that complexity led

[3:10:14] to a number of operational quandaries that needed to be

[3:10:19] dealt with across the spring that does provide some learning

[3:10:22] for how we might move forward given that was year one of the

[3:10:25] policy. >> so across all of those

[3:10:26] different endeavors as I spoke to you, there were a number of

[3:10:30] learnings that came out that inform the plan that we had for

[3:10:34] this coming school year and I will pass that to dr. Steiner.

[3:10:40] hi everyone. Nice to see you again.

[3:10:44] >> I'm going to talk a little bit about the plan and of

[3:10:46] course I'm going to start with our very tiny little theory of

[3:10:48] action to get out your reading glasses.

[3:10:50] but what we know about our theory of action just for those

[3:10:53] of us that don't quite remember what if we really want student

[3:10:56] outcomes to change then we need what's happening in classrooms

[3:10:59] to change. We need the interaction between

[3:11:00] content teacher and student to shift.

[3:11:04] and we've really done a lot of work in partnership with

[3:11:05] curriculum in instruction and rpa and really thinking

[3:11:08] about what that means and then if we want teachers to change

[3:11:11] what they're doing in classrooms so that student

[3:11:12] outcomes change, then in turn we need to support our our

[3:11:16] school leaders and to support our structures in schools.

[3:11:20] and then going backwards even further we need to support

[3:11:23] professional learning at at that level.

[3:11:24] so across our departments we need to really work together

[3:11:28] and so that's what we're going to talk about now.

[3:11:30] you can go to the next slide and I was just saying to devin

[3:11:34] right before this started I always really want to start

[3:11:36] with 2.2 so you'll see why in a second.

[3:11:38] but in 2.1 we're really looking at a focal population our

[3:11:41] african-american students and our aapi students and we

[3:11:44] really what I would say is that something that we learned last

[3:11:49] year and when we were really debriefing what happened with

[3:11:52] 2.1 last year and you can see this in our african american

[3:11:55] data is that I don't think we called out as clearly what we

[3:11:58] wanted to do with african-american students.

[3:11:59] >> we we had a strong plan for our tier one in that first

[3:12:02] rollout of the curriculum but we didn't do as good of a job

[3:12:06] at saying who are our focal students and how do we support

[3:12:07] them. And so this year we're working

[3:12:09] closely with our our ally partnership, our cni and lead

[3:12:14] to really say what what what specifically are we going to do

[3:12:18] in addition to really teaching very high quality tier one

[3:12:21] which I'll talk about in 2.2 we really want to say what else

[3:12:24] are we going to do? And so identifying vocal

[3:12:28] students, making sure that every single leader

[3:12:30] and educator teacher in the classrooms know who their focal

[3:12:35] students are and that that becomes part of what happens

[3:12:38] in common planning time and department meetings when

[3:12:39] they're really looking in grade level in grade level

[3:12:42] collaboration when we're looking at what students need.

[3:12:43] and then additionally for part of 2.1 we're going to do some

[3:12:46] identification of lab schools and you heard us talk about

[3:12:50] this for 1.1 as well that t.a. P and s of usd are partnering

[3:12:54] to examine how we can improve our math instruction

[3:12:57] specifically for our focal students.

[3:12:58] and we've identified six schools where we're going to do

[3:13:02] that in partnership with them and really learn hey, what are

[3:13:05] we doing with leaders, teachers ,coaches and how are we

[3:13:09] aligning what happens in the the leadership team with what

[3:13:13] happens in professional learning and how can we

[3:13:14] continue to learn? And so we'll be looking at that

[3:13:19] in 2.2 on the next slide. This is really about are we

[3:13:23] ensuring that there's high quality instruction happening

[3:13:25] in every single classroom? What number one is the

[3:13:28] curriculum and use to be see it and use and I will say that

[3:13:31] having just gone on a learning walk last week in my first

[3:13:35] middle school learning walk of the year I was really excited

[3:13:36] to go into multiple math classrooms and really see both

[3:13:39] a veteran math teacher implementing and the kinds of

[3:13:43] amazing things veteran teachers can do and a brand new teacher

[3:13:46] doing it. But because the curriculum is

[3:13:47] clear they could do it well as well developing.

[3:13:54] >> and so I think that that's really important that both our

[3:13:55] brand new teachers and our veteran teachers can really

[3:13:58] support our students. Then during the teacher

[3:14:01] collaboration time we really want the coaches and the

[3:14:02] assistant principals to work with those teachers.

[3:14:06] >> so going back to it, devon said earlier during our

[3:14:08] principal meetings and during our assistant principal

[3:14:10] meetings we're going to be getting better this year at

[3:14:12] what we did last year and helping our school leaders

[3:14:16] to know what they're looking for.

[3:14:17] our new learning walk tool is really clear it's the interplay

[3:14:19] between curriculum, what the teacher is doing and what the

[3:14:21] student is doing and we're using that in our learning

[3:14:25] walks to lift up what do we need to do better during that

[3:14:27] teaching? Collaborate teacher

[3:14:28] collaboration what needs to happen during coaching cycles

[3:14:31] or what do we need to do to address professional learning

[3:14:33] in every aspect of the of the school and then how can we

[3:14:37] continue to adjust? And then finally in 2.3 we're

[3:14:40] going to go back to a focal population.

[3:14:44] so this is really about our english learners.

[3:14:45] I think I mentioned this in the last meeting that I like to

[3:14:48] think about l.d. For english learners as being like the

[3:14:51] onramp to a highway, right? So if we want every student to

[3:14:55] be on the highway going along at 65 or 75 miles an hour, the

[3:14:59] old course gets them to get into the car that speeds up

[3:15:02] and goes faster and so what we're looking for there is

[3:15:05] we're looking specifically at both integrated language

[3:15:07] development and math professional development.

[3:15:10] so how are we giving students the language scaffolds that

[3:15:13] they can access the math do we see sentence frames?

[3:15:16] do we see word banks? Do we see ways that english

[3:15:18] learners can engage in the math and then also in their

[3:15:21] designated field? Are we seeing some of those

[3:15:24] things? >> and so we're going to be

[3:15:25] looking at that with our our learning walk tools as well

[3:15:28] that might be at next slide. So that's it.

[3:15:32] and now we'll take your questions.

[3:15:36] >> thank you. Appreciate the presentation.

[3:15:39] at this time we will move to commissioner questions.

[3:15:43] as a reminder there are various types of questions board

[3:15:47] members can ask about the monitoring report including

[3:15:48] questions that are technical, tactical and strategic

[3:15:51] in nature to clarify the difference technical questions

[3:15:54] or questions about how something is measured.

[3:15:58] tactical questions are about how or by whom something is

[3:15:59] done and strategic questions or questions about how something

[3:16:03] aligns to our goals and guardrails as part of our

[3:16:07] governance model and effective monitoring practices.

[3:16:10] commissioners have asked technical and technical

[3:16:11] questions in advance of the meeting.

[3:16:14] these questions and staff responses are available in the

[3:16:16] q&a doc published on the with the agenda because our

[3:16:19] technical and technical questions hav been asked

[3:16:22] in advance, we will focus the conversation on strategic

[3:16:23] issues in practice this means that commissioners will ask

[3:16:26] questions of the superintendent who is a strategic leader of

[3:16:31] the district as a guiding framework commissioner

[3:16:34] questions should align to our smart acronym which states that

[3:16:36] effective questions are strategy focused measure

[3:16:38] focused ask oriented result focused and time bound.

[3:16:42] I'd also like to share a couple of other reminders for

[3:16:46] commissioners please ensure that your questions are related

[3:16:49] to the data that's in the monitoring report.

[3:16:50] please don't give opinions. I will cut you off with a smile

[3:16:56] . As the facilitator I will try

[3:16:57] to ensure that a conversation stays strategic and I encourage

[3:17:02] commissioners to reformulate their questions if it is not.

[3:17:05] these practices will help ensure that we are conducting

[3:17:06] our progress monitoring most effectively and help us

[3:17:09] understand how the reality of our students aligns with our

[3:17:13] vision for them. At this time I will open the

[3:17:17] floor to commissioner questions .

[3:17:20] commissioner alexander thanks president kim.

[3:17:27] I'd like to start with a follow up to one of the questions that

[3:17:31] my colleagues asked in the q&a document.

[3:17:34] it was a question that referred to slide six and the

[3:17:38] differences between the performance of all students

[3:17:45] and our focus groups or and or particular there were increases

[3:17:50] in some groups of students but then not in our focus groups

[3:17:54] and I think that's reflected in the data on this on slide

[3:17:57] six. And so one of my colleagues

[3:17:58] asked in the q&a document does this suggest the strategies

[3:18:02] aren't working for some of our focus groups?

[3:18:03] and then there was a staff response that said that the

[3:18:09] overall strategies were working or seemed to be starting to

[3:18:11] take root but that we would need additional supports like

[3:18:16] each and every initiative in tiers two and three as

[3:18:18] necessary for for focus students to fully receive the

[3:18:21] benefits of the overall strategies.

[3:18:24] and so I guess I wanted to understand that a bit more

[3:18:26] about not about what we're planning in the future but what

[3:18:29] we're seeing now based on the data in the past year, based on

[3:18:33] the data. Where are we seeing success for

[3:18:36] our focus students? I understanding that we're not

[3:18:40] overall but where are the places where we are seeing

[3:18:44] success and what are we learning from that about which

[3:18:45] strategies are working for focal students?

[3:18:48] I mean whether those are again tier one or tier two tie

[3:18:51] three. What are we seeing in terms of

[3:18:54] success and and what are we learning from that?

[3:19:02] well, just so a couple of things.

[3:19:05] one is just that I think when we shifted to a state aligned

[3:19:12] state standard curriculum we were able to train our teachers

[3:19:16] around using the curriculum and also the curriculum from

[3:19:21] from what we have experienced is is actually very teacher

[3:19:26] friendly. And so there are some clear

[3:19:29] cadences on lesson planning and sequencing of lessons.

[3:19:36] because of that we were able to see that the curriculum is

[3:19:41] being implemented more to its fidelity.

[3:19:44] it doesn't fully speak to the difference that we're seeing by

[3:19:48] our our focal population but I think in general we are seeing

[3:19:52] that more teachers are feeling more comfortable using our

[3:19:56] curriculum and therefore more correct students are actually

[3:20:00] being pushed to to learn and to to engage in the curriculum

[3:20:07] more in terms of very specific strategies that that we are

[3:20:14] using for our our focal population.

[3:20:15] I will have to admit that we don't have specific strategies

[3:20:22] at this moment in time. This is why the staff is

[3:20:23] proposing to see to use some of our best practices that we're

[3:20:27] seeing and learning from each and every student by name

[3:20:31] strategy which is to have very focused and targeted

[3:20:35] interventions for students who need additional supports.

[3:20:41] so we're going to try that and we're going to see how that

[3:20:46] works and if it works we'll do more of it.

[3:20:50] if it doesn't, we'll figure out how to pivot.

[3:20:51] I think the other strategic move that we did last year was

[3:20:57] was was allocate additional coaching staffing, additional

[3:21:02] coaching coaching supports, instructional supports to

[3:21:05] schools and we're hoping that that is also going to yield the

[3:21:10] result that we're we're predicting for for it to

[3:21:14] happen. >> so having additional

[3:21:15] supports for our educators, having additional professional

[3:21:18] development for educators will be able to be able to to target

[3:21:24] some of those supports for to move the needle for our local

[3:21:26] population. And we know staff can add more.

[3:21:33] yes, I was just going to say that what I wanted to reference

[3:21:37] something that john brought up earlier which was this idea of

[3:21:40] additional math teachers. So when we were first thinking

[3:21:43] about how to implement the secondary math policy to ensure

[3:21:46] that students who were wanted to take algebra could take

[3:21:48] algebra what we ended up noticing and we'll talk about

[3:21:52] this later when we review our data around algebra what we

[3:21:55] noticed is that lots of students opted to take both

[3:21:58] algebra and math even though there were options to either

[3:21:59] just take my theater and in some cases just take algebra

[3:22:05] and so in some cases we didn't have a lot of extra fte

[3:22:09] in schools like in some places we really use the entirety of

[3:22:10] the fte assigned to the school to cover the algebra need.

[3:22:14] but I would say that in many schools and many of the schools

[3:22:18] where a large percentage of our focal populations live, we

[3:22:22] actually do have some fte kind of wiggle room per se.

[3:22:25] we needed to hire whole fte because otherwise we were going

[3:22:28] to have not just hiring a math teacher but hiring a point for

[3:22:29] math teacher was going to be impossible.

[3:22:32] >> and so what we're excited about this year that has not

[3:22:34] been true in years past. Failure like this is that we

[3:22:37] have a number of math labs which is our tier two strategy

[3:22:40] and tier three strategy of math lab a and b still getting the

[3:22:43] terminology right and we really are excited about the number of

[3:22:47] students both that have double math in eighth grade but also

[3:22:51] the number of sixth and seventh graders in a number of our

[3:22:54] schools that serve large percentages of our vocal

[3:22:56] populations that are able to take a math or a math b lab

[3:22:59] class and we're excited to see where this goes.

[3:23:03] is that going to make more students eligible for algebra?

[3:23:06] is that going to improve the math proficiency for our

[3:23:09] students in addition to what we're going to do with each

[3:23:10] and every? Because I think the point is is

[3:23:13] that the tier one instruction does need to improve and the

[3:23:17] presence of a strong curriculum will help it improve.

[3:23:21] but then we also as we've talked about in the past need

[3:23:22] to actually address implicit bias and expectations for

[3:23:25] teachers, right? We have to have everyone

[3:23:28] in every classroom expecting students to be able to engage

[3:23:32] and not to shift the math per particular student groups

[3:23:33] because otherwise they're never going to be able to achieve at

[3:23:37] the levels we expect them to. So those are just a couple of

[3:23:40] the other things that we're examining and I know that this

[3:23:43] week in my conversations with my lead colleagues as we start

[3:23:45] our evaluations for principals as we roll out the lab process,

[3:23:49] we specifically said all right ,so how are we incorporating

[3:23:52] vocal student conversations in the conversations with

[3:23:56] principals about their in their roles?

[3:23:57] right. How do we make sure that we're

[3:23:58] not just waiting till the end to be like this is working or

[3:24:01] not working? So those are just a couple of

[3:24:02] additional facts I'll add commissioner weissbourd thank

[3:24:13] you. It's a similar ish but

[3:24:17] different take on the question. >> so we saw that eighth grade

[3:24:25] filipino students demonstrated a significantly statistically

[3:24:28] significant ten percentage point growth rate.

[3:24:32] >> and so I want to know what do we know?

[3:24:37] maybe the question is do we know?

[3:24:38] hopefully we do but what do we know about the specific

[3:24:40] conditions or effective practices in those classrooms

[3:24:44] that accounted for that? I mean that was massive

[3:24:48] progress and I don't maybe I'm making I don't I'm wondering

[3:24:52] presumably those students are amongst different classrooms

[3:24:56] in different schools like is it just random but that it is

[3:25:01] seems very statistic significant.

[3:25:04] so do we know anything about those conditions that would

[3:25:07] allow us to have insight and allow us to replicate

[3:25:11] in other places? I mean it looks like such

[3:25:14] different numbers compared to the rest.

[3:25:16] yeah. Do you I know I think we we had

[3:25:23] a moment of of conversation about like what is this that

[3:25:27] we're seeing and why are we seeing it?

[3:25:31] >> so to be clear it's great. Oh absolu lea absolutely it's

[3:25:35] great and it could be great because because the group of

[3:25:39] students who entered middle school were fantastic right?

[3:25:46] so we need to actually do a good job at seeing how did they

[3:25:50] do in fifth grade? How did they perform in sixth

[3:25:52] grade? In seventh grade so that we can

[3:25:55] understand is it a good being? Is it a cohort of students that

[3:25:59] is kind of where that's the reason why we're seeing this.

[3:26:03] is it because there are there's there's a certain level of

[3:26:07] differentiation that is happening in the school in the

[3:26:12] school environment that's happening now or is it because

[3:26:19] we changed the curriculum and we're providing deeper

[3:26:23] professional development for our educators?

[3:26:24] >> we won't be able to answer unfortunately fully answer that

[3:26:28] particular question until we we do more of our learning walks

[3:26:36] and collect that data this year and it's part of the plan

[3:26:40] moving forward is for us to go into the classrooms and really

[3:26:46] observe and ask those types of particular questions so that we

[3:26:50] can then and you know I know that the team we're redesigned

[3:26:54] the learning walk tool so that we can collect that type of

[3:26:55] information in. >> yeah.

[3:27:01] just wanted to add a couple of things.

[3:27:02] I mean it's a it's a great question and as we were looking

[3:27:05] at those at the data we were also pretty curious about that

[3:27:11] . So I did have staff look more

[3:27:12] deeply into it but I think it kind of gets at the I think

[3:27:15] that some of the response that was in the rfi which really

[3:27:19] kind of gets at the small numbers and how difficult it is

[3:27:23] to pinpoint conditional types of things.

[3:27:24] one of the things we noticed when we looked at the 121

[3:27:27] students that we're talking about is that there were only

[3:27:30] like 5 or 6 sites that had ten or more students and the rest

[3:27:34] of them were very kind of like disparate like 5 or 6 students.

[3:27:38] and given the nature of the of house how schools have their

[3:27:42] classes and the periods that they have them in, it's the

[3:27:45] likelihood that they're very spread even across the periods

[3:27:48] . And so while at the same time

[3:27:49] we want to be able to look at it more deeply to think about

[3:27:52] those conditions, it's also tricky because of the

[3:27:53] volatility of the small numbers to try to get at that.

[3:27:57] so we'll continue to look at that more deeply.

[3:28:00] but just wanted to talk about, you know, how the challenge of

[3:28:04] looking at specific student groups where the where the

[3:28:05] group sizes are really small kind of comes into play.

[3:28:08] we want to obviously make sure that we're continuing to uplift

[3:28:12] where that's happening but it's also kind of thinking through

[3:28:13] is there something that's happening with a particular

[3:28:17] cohort as you mentioned so continued inquiry that will

[3:28:20] have on our end and we'll hopefully try to, you know,

[3:28:21] nail down kind of something that might be a significant

[3:28:24] thread for us moving forward. >> so maybe just a follow up I

[3:28:28] guess this is where I I find myself challenged and maybe

[3:28:35] we're all challenged in terms of like the when is there value

[3:28:38] in having these sort of the numbers pass so carefully?

[3:28:43] I mean I think there's value there but like when are we

[3:28:46] assigning too much value to it because if there's not actual

[3:28:49] conditions here that allowed for this and it is another

[3:28:53] reason I think that's really important because then I

[3:28:54] wouldn't want to. Yes, learning walks are good

[3:28:57] but if the learning walks aren't going to share any

[3:29:00] insight that just seems like a lot of resources that are not

[3:29:03] maybe well as well spent as we might want them to be.

[3:29:11] >> I think one piece I just wanted to parse out a little

[3:29:12] bit was clarifying the difference between two separate

[3:29:19] data sets. So I think on one hand when we

[3:29:20] look at the data that's in the slides and that just just spoke

[3:29:23] to and we're focusing on student outcome data on the

[3:29:26] assessment and if we go back to the theory of action our

[3:29:30] learning walk data is sort of like a step before that piece

[3:29:33] which is the quality of classroom practice that we

[3:29:35] observe for. And so what we want to try to

[3:29:38] parse out in that regard is like where we see strong

[3:29:42] examples of action one around curriculum and content two

[3:29:46] teacher strong teacher instructional practice

[3:29:49] and three strong student ownership where we see evidence

[3:29:50] of that, do we then see growth in terms of strong gains

[3:29:57] in student proficiency? So that is a little bit of the

[3:29:59] tension which is a slightly different way maybe to hold

[3:30:02] those data sets. What I would say is just to

[3:30:05] make a plug for the lrning walk data is that we do see it

[3:30:09] as highly impactful both for you know, understanding how to

[3:30:14] design and proactively respond with shifts in professional

[3:30:17] development. I was literally it was in a

[3:30:18] classroom observing a kindergarten math lesson today

[3:30:22] I was looking at the dashboard .

[3:30:25] one of the things I had noticed in the kindergarten learning

[3:30:26] walk also showed up in the dashboard around an area of

[3:30:30] growth districtwide so immediately there's a follow up

[3:30:34] conversation around like how do we target this in professional

[3:30:35] development or coaching? I think the same is true for

[3:30:38] sites as well. And so our hope in that data

[3:30:41] set is to be able to think about how to improve engage

[3:30:44] in continuous improvement on a quicker and more proactive

[3:30:49] cycle so we're not just waiting until the student outcome data

[3:30:53] hits but we're trying to continuously improve as we're

[3:30:56] watching practice develop. And one additional plug I'll

[3:30:59] just say for the strong work that lead has taken on

[3:31:03] in working with educators and the strong work that site

[3:31:06] administrators and their instructional leadership teams

[3:31:07] and teacher leaders and coaches have all taken on is for

[3:31:11] september. Again, I was just checking the

[3:31:14] numbers we have close to 500 observations logged across just

[3:31:18] for the month of september so it is a pretty robust data set

[3:31:21] for us to work with for engaging and continuous

[3:31:25] improvement around instructional quality.

[3:31:29] >> thank you and I appreciate that.

[3:31:30] the reminder to sort of not conflate data sets

[3:31:33] and understand their different values and their different

[3:31:36] purposes. So I appreciate that.

[3:31:37] thank you. Uh, commissioner fisher

[3:31:41] and commissioner ray I appreciate some of this framing

[3:31:45] and I'm going to ask my colleagues to help me stay

[3:31:49] strategically focused to. But I think like looking at

[3:31:57] slide looking at the theory of action slide I think my

[3:32:01] question is just about soft hours do not come as focused

[3:32:05] progress monitoring in general and what we call inputs versus

[3:32:06] outputs versus outcomes. Like I so that's a question for

[3:32:12] another day to make sure because my real questions

[3:32:14] really are around like what we're naming as strategies

[3:32:20] right because to me and I took the year long training so I'm

[3:32:24] kind of geeked out on some of this but to me some of what

[3:32:28] we're naming is is strategies that actually are more like

[3:32:32] inputs are outputs in the student outcomes focused

[3:32:35] definitions. So I'm really struggling to

[3:32:39] understand the specific outcomes here and what what

[3:32:44] we're actually going to be measuring and monitoring

[3:32:47] and like specifically to use the data point of our

[3:32:48] african-american students and how we actually saw a drop

[3:32:52] yet strategically we've got each and every and we have a

[3:32:59] lot of but I think to me when we say strategically we have

[3:33:02] each and every that seems more like a program and an output

[3:33:04] and I'm so I'm struggling to understand like what is the

[3:33:07] actual strategy? Ag we've named the structural

[3:33:11] racism in the past right in in our q&a document, you know, but

[3:33:15] when we say things here like um, you know that we need more

[3:33:20] supports in each and every and more tier and tier two

[3:33:24] and tier three resources and we name that in the same question

[3:33:27] the same answer like strategically what does that

[3:33:30] look like like what what does a tier two and tier three

[3:33:36] strategy I think and I recognize we're only in year

[3:33:39] one of this adoption but I'm still struggling to understand

[3:33:41] what that's going to look like and how families are going to

[3:33:44] hold us accountable to doing it ,what data we're going to be

[3:33:47] monitoring and where we're going to see that in our report

[3:33:50] . So I don't know if that was a

[3:33:51] strategic question but that's still where I'm I'm still stuck

[3:33:54] noodling through all of this. >> I'm going to attempt to

[3:33:57] answer it as a strategic response and if I don't then

[3:34:01] please help me. I think that if you actually

[3:34:06] look at the slide 15 under the plan you'll start seeing how

[3:34:11] staff is thinking about what we did last year under the

[3:34:16] evidence section and what we learned from last year we

[3:34:20] learned that providing additional professional

[3:34:21] development for our educators was yielded really positive

[3:34:27] improvements. It allowed our educators to

[3:34:28] feel much more confident and in delivering the curriculum

[3:34:31] and what devin was alluding to which is that instructional

[3:34:36] core this this kind of trifecta connection between the

[3:34:39] curriculum which we all did we brought in a new curriculum

[3:34:44] and the educator who's going to be implementing that

[3:34:47] curriculum. So that means we have to

[3:34:48] strengthen the professional development for our four

[3:34:51] educators and then that third leg is as student ownership I'm

[3:34:58] learning all my actions the student ownership piece where

[3:35:02] we're educators when they are comfortable in delivering the

[3:35:07] the the curriculum they're going to be able to push our

[3:35:10] students to really engage in the learning and to own that

[3:35:17] instruction and make it their own because that's when true

[3:35:18] learning happens. So we we're going to try to

[3:35:21] create that condition for learning moving forward through

[3:35:28] more professional development. And what you're hearing from

[3:35:32] the team is is not only professional development for at

[3:35:33] the at the educator level but but bringing insight leaders

[3:35:40] the administrators into this so that our administrators know

[3:35:43] what they're looking for and seeing and ways for them to

[3:35:48] support teachers when when they're walking into the

[3:35:52] classroom to to observe the well the other part is is us

[3:35:56] being very more more intentional in our learning

[3:36:00] walks. I know we keep talking about

[3:36:01] this but more intentional in our learning walks so that

[3:36:04] we can then be able to collect data so that we can then use

[3:36:08] that data to inform ourselves on how to move forward.

[3:36:11] let me try asking a different way and I'm going to pull up my

[3:36:15] notes from our board retreat and to quote a.j., there's a

[3:36:19] danger in asking quote unquote is this happening in the

[3:36:23] classroom? That's a question that gives a

[3:36:24] false sense of security. We actually want to know that

[3:36:27] we're making progress on outcomes and strategies

[3:36:31] in place are effective and that we have data that shows us so

[3:36:35] so I'm not seeing that for our african american students.

[3:36:38] >> so that would lead so I won't make any assumptions but

[3:36:42] how do we get to the point of having the data that shows us

[3:36:46] the progress that progress is happening and strategies are

[3:36:50] in place when it's not there right now?

[3:36:53] I think that's really what I want to know.

[3:36:56] can I add to that? I was thinking about something

[3:37:01] that dr. Khanna used to say when she was here.

[3:37:02] she used to say that like every data set has like an

[3:37:05] implementing action data set and then an impact and that

[3:37:09] those implementation impact kind of like shift as you go

[3:37:13] along. >> so if you look at our theory

[3:37:14] of action a lot of these are implementations and then

[3:37:17] impacts implementation and then impacts right?

[3:37:20] so if the ultimate impact is improving outcomes for

[3:37:24] african-american students for all students but specifically

[3:37:25] for african-american students, then we're saying that the

[3:37:28] implementation data there is that teachers are going to do

[3:37:31] something different in the classroom.

[3:37:32] right? And it's not just doing it but

[3:37:33] doing it well. And so I think in year one what

[3:37:36] we were doing is let's get everybody doing it great.

[3:37:40] >> we're all doing it. We're all going to try it

[3:37:43] and then in year two as we go into the classroom like one of

[3:37:45] the things that I think dr. Su is alluding to is when we go

[3:37:50] in and we're seeing if students are not owning their they're

[3:37:52] learning right and in correction three if we're not

[3:37:55] seeing student ownership, why not is there an an action the

[3:37:59] teacher could be taking that's different?

[3:38:03] so for example, as I mentioned, I was in two classrooms this

[3:38:05] this past week during a learning walk and in one of the

[3:38:08] classrooms when the teacher had them all practice.

[3:38:11] right. I saw that the teacher paused

[3:38:12] and every single kid wrote something down on a whiteboard

[3:38:16] and then the teacher counted back and then they all held up

[3:38:19] their whiteboards and then the teacher did something, looked

[3:38:22] around and then made a note and then asked the next

[3:38:24] question where they were now working on their chromebooks to

[3:38:27] per person and then they had to have it between them and enter

[3:38:31] the thing and then he looked and said okay now he made a

[3:38:34]

[3:38:35] he looked at the data that was coming up in the chromebooks

[3:38:39] and then what I saw him do was pull a group of students that

[3:38:42] strategic. Now is that happening

[3:38:43] everywhere is the question and how do we use this learning

[3:38:46] walk data to say okay, this is where we're seeing it happen,

[3:38:50] this is where we need to improve and is it happening

[3:38:52] specific for our focal populations and I think that

[3:38:54] like I'm not going to lie to you that oh we have that all

[3:38:58] down. But I think that the fact that

[3:38:59] we have how many total all grades and continues yeah five

[3:39:05] hundred already and it's the middle of september means that

[3:39:09] will gather enough data to be able to pause and say what are

[3:39:13] we noticing in particular schools and can we learn from

[3:39:16] one school to the other? Can we learn from one classroom

[3:39:17] to the other? Because I could see that right

[3:39:19] away. So I do think it's going to be

[3:39:22] a second before we can say like I mean I think that

[3:39:24] commissioner wiseman brings up a good point if we can't figure

[3:39:27] out why did the filipino population go up and the

[3:39:31] african-american population go down, then we're just like

[3:39:32] spaghetti at the wall and hope it all sticks.

[3:39:35] but we're not unaware of that. So we are deep diving into it

[3:39:39] but we don't know the answer to that question yet but we hope

[3:39:42] to have it soon. Right.

[3:39:43] because I think that like the revision of the learning walk

[3:39:46] tool, the the implementation of this curriculum with fidelity,

[3:39:50] the focus on our students that are not meeting our

[3:39:54] expectations because we need to be doing something different

[3:39:55] for them means that we have to be adjusting over time

[3:39:59] and hopefully between what we're doing with administrators

[3:40:02] and what we're doing with teachers we're going to see

[3:40:05] some of those changes. So and I don't know if I

[3:40:07] covered it or if I want to add can I just add I think that was

[3:40:16] I was trying to get at my question is presumably I'm

[3:40:19] assuming there are places in the district where vocal

[3:40:23] students are doing well and that you so that was what I

[3:40:27] was trying to get into my question of like where are they

[3:40:28] doing well and what are you learning not because again it's

[3:40:30] really easy for all of us to project toward the future.

[3:40:34] and I think one of the lessons one of the teachings of this

[3:40:37] june outcomes focus governance is to really try to stay

[3:40:40] focused in the current and past practice.

[3:40:41] so where are we seeing it work and what are we learning about

[3:40:44] that? That's what I was trying to get

[3:40:47] at that then will inform that conversation moving forward I

[3:40:54] want to open up to student oh sorry were you going to share

[3:40:57] something you can write? >> it's just for the student

[3:41:01] delegates. Do you want to share before I

[3:41:02] turn it over to commissioner ray there any things you'd like

[3:41:05] to add? We're just doing great.

[3:41:07] commissioner ray thanks. >> president cam what I would

[3:41:15] like to ask is to what extent are we seeing any of our

[3:41:22] students struggling with academic stamina endurance,

[3:41:27] persistence and if this is a challenge that's impacting our

[3:41:30] progress toward our student goals then what is our strategy

[3:41:35] for supporting the students who need the support?

[3:41:41] >> thank you, commissioner ray for the question.

[3:41:46] >> I think in general the strategy that we're using to

[3:41:49] support our students is one implementing a new curriculum.

[3:41:53] that's a big strategy that was resourced resource rich.

[3:41:57] and then and then what folks here have already alluded to is

[3:42:01] making sure that we hire qualified math teachers.

[3:42:08] those are both things that we did last year.

[3:42:12] and then lastly as focusing in on deep professional

[3:42:20] development for those students, for the teachers to to get them

[3:42:24] ready to deliver the curriculum.

[3:42:28] because this is going to be our second year in in implementing

[3:42:33] this curriculum. It is going to be interesting

[3:42:36] to to dive deeper into the data that we will see for for last

[3:42:44] year where some of our students are doing really well and why

[3:42:47] and where some students are struggling and why.

[3:42:50] so we won't be able to answer that particular question right

[3:42:52] now but it is definitely something that the team is is

[3:42:56] really be curious about and we have had a lot of deep

[3:43:04] conversations around but again it's just those are the big

[3:43:08] strategies that we have taken on and we truly believe that

[3:43:12] we're now a a curriculum in place.

[3:43:16] we need to do more professional development and support our

[3:43:20] educators and support our site leaders.

[3:43:26] I mean I feel like I want to add a little bit to this a I

[3:43:34] feel like I don't hear that very much because I think that

[3:43:35] was your question do we hear that?

[3:43:38] I would also say you're always going to want students to

[3:43:42] persevere through anything that is difficult.

[3:43:46] if you're challenging students and we've talked about that as

[3:43:50] high expectations quite often if you don't have the high

[3:43:55] expectations then they're obviously not going to make it

[3:43:57] . So you've got to have the high

[3:43:58] expectations and you have to work with kids to persevere

[3:44:02] through tough times and through tough problems.

[3:44:05] yes, sometimes math can be really difficult but at the

[3:44:09] same time that is part of the student ownership that I feel

[3:44:13] like we are looking at right. Student ownership isn't just

[3:44:16] time for students to work. It is what the teacher is doing

[3:44:20] when someone is struggling or when someone does feel like

[3:44:24] they want to quit. I feel like I don't hear that

[3:44:27] in mass right from your question but at the same time

[3:44:31] it does happen in classes and the ability of a teacher to

[3:44:34] work with students give them some help and not give them the

[3:44:39] answer and have them persevere even if at times they're wrong.

[3:44:43] but will but give them the you know, the encouragement that

[3:44:48] you actually have to work hard too often in math.

[3:44:51] >> like we get excited when they get the right answer.

[3:44:54] the truth of the matter is is that if students are

[3:44:57] persevering through something that's really hard even if they

[3:44:59] get it wrong right. Those are some of the skills

[3:45:02] that we want to really lift up in our students and make sure

[3:45:06] that they see that in themselves because we know

[3:45:09] life is going to be hard in a lot of different ways.

[3:45:10] >> and so persevering is a part of student ownership that I

[3:45:15] feel like we're always going to push and at the same time I

[3:45:20] don't think you hear it writ large.

[3:45:21] you just see it from time to time.

[3:45:24] it has been my experience I don't know if people have

[3:45:25] different thoughts about this. I was just going to build on

[3:45:29] that. If I may.

[3:45:31] I wanted to actually pull a quote from our calibration

[3:45:35] guidance as part of our math learning walk tool which does

[3:45:39] have a specific indicator related somewhat to this

[3:45:42] question but to build on deputy superintendent davis point

[3:45:46] which is the idea that students actively engage in productive

[3:45:50] struggle by using strategies to persevere when faced with

[3:45:53] solving challenging mathematical problems

[3:45:54] strategies to persevere such as but not limited to writing

[3:45:58] and speaking questioning, rereading, revising strategies

[3:46:01] using representations and or discussing their thinking.

[3:46:06] >> all of those moves are supported by teacher practice.

[3:46:09] so where we see perhaps those things not coming in the

[3:46:14] classroom is a question of the quality of teacher practice to

[3:46:17] what degree when a student is struggling is that teacher

[3:46:20] entering into that small group or that pair and asking probing

[3:46:22] questions is suggesting the use of different representations

[3:46:25] and where we see a lack of that particularly in classrooms with

[3:46:29] high percentages of vocal students is due to educator

[3:46:32] mindset and potentially a lack of belief in rigor or high

[3:46:37] expectations for that students. >> so for us the push is

[3:46:41] actually around both the mindset shift for the teacher

[3:46:45] but also the pedagogical strategies of questioning

[3:46:48] and probing as opposed to just answering or focusing on

[3:46:52] solution. If I can add real quickly and I

[3:46:56] think that's why it's been brought up several times about

[3:47:00] the learning walks and how excited we are because part of

[3:47:03] this is really thinking about that instructional core that

[3:47:05] dr. Sue alluded to earlier and the fact that those core

[3:47:08] actions two and three really kind of get at what the

[3:47:11] teachers are doing in relation to fostering those practices

[3:47:15] that we want to see kind of displayed in our students that

[3:47:19] same perseverance the way to grapple with the mathematics

[3:47:20] and the and the you know basically having the you know,

[3:47:26] the the understanding that it's okay to to grapple with the

[3:47:31] mathematics, not necessarily get it right but then learn

[3:47:34] from that process. And I think that's all part of

[3:47:35] that perseverance piece. And so you know to the points

[3:47:39] that that john and devin have made our excitement in this is

[3:47:42] really because we are in that second year of our curriculum.

[3:47:46] we are now really trying to hone in on kind of like the

[3:47:49] pieces that dig deeper under the hood of like teacher

[3:47:52] practice and curriculum how those pieces map together

[3:47:53] and how they manifest themselves in the classroom so

[3:47:57] that students are in the position to do the kind of

[3:48:00] success that we're having hoping that they'll be able to

[3:48:02] do. Thank you.

[3:48:08] I will I'll wait before anyone else anything else.

[3:48:12] >> thank you. Thank you.

[3:48:15] um, and I agree I mean how much more do we learn from our

[3:48:19] failure so we learn from our successes?

[3:48:20] well, I'll speak for myself. >> I was going to say no

[3:48:23] comment, please. On that one but I will say that

[3:48:29] I think we are all really excited to see some of the the

[3:48:33] school our social emotional learning survey results from

[3:48:37] students as well as learning look results this year because

[3:48:41] we are asking and looking for students who talk about I was

[3:48:45] able to to to work through my struggles because we really

[3:48:49] believe how important that is. We really believe that

[3:48:56] struggling through instructional like the

[3:48:57] instructional challenge is important.

[3:49:00] so so it's going to it hopefully will be able to yield

[3:49:03] some more insights for us at the next progress monitoring

[3:49:08] meeting so we can share with you what students are really

[3:49:11] sharing with us and like what john is saying, we're not

[3:49:15] hearing a lot of of this type of feedback but we'll see from

[3:49:18] the survey um if we can go to slide five or I guess we don't

[3:49:31] need to project it but um my question so we know that yeah

[3:49:39] you know I guess it takes anywhere from 1 to 3 years for

[3:49:43] things like curriculum implementation to actually take

[3:49:47] off. I like to call it the steeping

[3:49:49] years like tea and so when we're looking at 45% in 2026

[3:49:57] for grade eight I'm trying to go back to three four years

[3:50:04] and ask ourselves were there things that we did that that we

[3:50:11] believe have contributed to what we are now experiencing

[3:50:15] around gains? Um, and and as I was kind of

[3:50:19] trying to formulate this question in my head I couldn't

[3:50:22] help but wonder. So then 45% is still 5% below

[3:50:27] the 2019 goal that kind of level that we were at 50%

[3:50:31] and there's this gap in the middle of covid.

[3:50:35] so related to that question would be how do we know that

[3:50:39] the gains that we're experiencing now are just not a

[3:50:42] recalibration back to our pre-covid days?

[3:50:43] how do we know that the strategies that we're deploying

[3:50:46] today are actually the ones that are contributing to the

[3:50:50] gains that we're experiencing now I guess would be my

[3:50:51] question. That's a great question.

[3:50:56] I mean it truly is it's a great question and I think again

[3:51:01] something that we were also grappling with because if you

[3:51:04] look at and think of 2020 which would be where all the fifth

[3:51:09] graders were in 2020 and in 2021 they'll be sixth grade

[3:51:13] in 2022 they'll be seventh grade and then 2023 when we

[3:51:16] started doing this at fourth grade eighth grade and you can

[3:51:20] see the struggle and you can see them continuing these these

[3:51:23] groups of students continue to struggle and by 2026 this is

[3:51:29] where our first group of fourth graders force third, third or

[3:51:34] fourth graders. So there there is perhaps it

[3:51:38] could be a rebound. >> it could also be our

[3:51:42] strategic investment in the curriculum and in doubling down

[3:51:46] on professional development. But we have to we'll have to go

[3:51:50] back into the data and comb through and dive through

[3:51:53] and look and and understand that.

[3:51:54] but I think you're raising a very, very important question

[3:51:58] for us is this just the amazingness of our students

[3:52:02] being able to quote unquote rebound and we're rebounding

[3:52:06] from the learning loss of the pandemic or is it a combination

[3:52:09] of that plus a new curriculum plus intentional focused

[3:52:14] professional development that we're putting into educators?

[3:52:21] I'm sure the team has some thoughts on this.

[3:52:22] would you like to share? >> I think the only thing that

[3:52:28] I can say is that time will tell right?

[3:52:34] so assuming that the pre-covid baseline is about 50%, I think

[3:52:38] the question is will we not only reach back to that level

[3:52:41] but sort of pass it right and by how much?

[3:52:45] >> I think the other questions that I'm curious about for the

[3:52:46] next 2 to 3 years as the curriculum implementation as

[3:52:52] fully implemented and we get to see the full impact of that are

[3:52:59] there are there things that we have learned from other

[3:53:01] districts during that same period that we're taking away

[3:53:08] as part of our own learning and understanding for context?

[3:53:19] I mean I just you know, stopping short of saying covid

[3:53:23] kind of impacted everyone and so we saw the declines

[3:53:24] there. But I mean I guess my question

[3:53:27] would be from a from a long range perspective of the data

[3:53:34] that we're seeing in front of us, right.

[3:53:38] if every district is kind of having this experience where

[3:53:42] they're having a significant dip of learning loss during

[3:53:45] covid and then kind of a gradual increase afterwards,

[3:53:46] that's actually quite illuminating in terms of kind

[3:53:49] of our own performance as a district.

[3:53:53] and what then I would again I the thing I'm trying to figure

[3:53:55] out here is what makes the moves that we are doing either

[3:54:01] different or the same that we can draw conclusions

[3:54:02] potentially around around the effectiveness of the strategies

[3:54:05] and how maybe how we're deploying it or what we're

[3:54:09] deploying and and does that tell us anything about our

[3:54:13] outcomes? I mean I think we could all

[3:54:16] agree that across school districts in the nation there

[3:54:20] was some incomplete learning during the covid years.

[3:54:21] so we need that. That's a a statement we can all

[3:54:25] agree on. I think that's something that

[3:54:27] we had a discussion was last week or the week before when we

[3:54:29] were talking about this progress monitoring report

[3:54:32] around where are the the schools that we're really

[3:54:35] seeing improve and can we learn something from those particular

[3:54:36] schools? Are there structures that we

[3:54:39] can compare the things that are happening and you know, while

[3:54:42] this is the second year of this curriculum, there were many,

[3:54:47] many teachers that piloted in you know, the better year or

[3:54:51] whatever you want to call it the pilot year.

[3:54:54] and so there weren't schools that adopted.

[3:54:55] we didn't do whole school adoption.

[3:54:56] we did like if you want to do it you do it.

[3:54:59] but what we noticed is that there were particular schools

[3:55:02] that completely took it up and then those schools where

[3:55:03] there is strong common planning time during an assigned time

[3:55:06] right during their their extra during their non-teaching

[3:55:10] period that is not their practice.

[3:55:14] I'm just explain that to everyone here without making

[3:55:17] sure we all understand what that is so where that was

[3:55:21] really clear where the leader was very involved, where there

[3:55:24] was implementation with integrity then we did see that

[3:55:29] those schools improved more so that was one of the things

[3:55:31] actually one of the ideas that we had for tonight was to bring

[3:55:33] some of those folks here and I failed miserably in getting

[3:55:37] them here because I just fell off the plate.

[3:55:40] but next time I promise we're going to bring them here to

[3:55:42] talk about their own experiences, the teachers

[3:55:44] experiences and the leaders experiences because we do think

[3:55:46] that that will flesh out some of what you're saying.

[3:55:49] but I think that's like two moonwalks point of time will

[3:55:52] tell. It's a good question right?

[3:55:53] in 2020 the current first graders the first graders

[3:55:57] in 2020 are now seventh graders.

[3:55:58] so like what did they miss in 2020 and 2021?

[3:56:04] >> how are we trying to accelerate that learning in 20

[3:56:07] 2223 now that we're coming back, will we see a shift

[3:56:11] because we're implementing this curriculum with fidelity

[3:56:13] and really paying attention to to focal populations and to the

[3:56:16] interplay between curriculum teacher teacher and student

[3:56:19] action which I think that like to be clear I mean I can recall

[3:56:24] a time where we were going into classrooms and paying attention

[3:56:28] to what the students were doing with our core rubric which was

[3:56:31] really important because we had finally adopted something that

[3:56:32] was universally used in our school district to examine

[3:56:35] practice but we weren't always identifying thing and what's

[3:56:39] the teacher doing to make that happen?

[3:56:40] and I do think that we've shifted that.

[3:56:43] I mean the work that devin and the team did on coming up

[3:56:46] with this learning walk tool to say what's the interplay of

[3:56:49] those three things I think will make a difference.

[3:56:50] so your point is it happening in other districts and do we

[3:56:54] have to look, I think we could do that.

[3:56:55] we can we can see if it's going to be similar because I think I

[3:56:58] mean just to you know, acknowledge I mean it's been

[3:57:05] happening for ever in our district.

[3:57:06] I think the question would be to the content of our pd change

[3:57:09] set over those over that tim right because that will that

[3:57:14] can help to illuminate a little bit around the strategies of

[3:57:16] it. I think there actually has been

[3:57:20] some significant changes so I would just say so for example

[3:57:25] last year 2526 was the first year that we had done a full

[3:57:34] really full professional development release days for

[3:57:39] middle school math teachers since I joined the district

[3:57:42] in 2019. So that hadn't happened in many

[3:57:45] years. So we had been pulling teachers

[3:57:47] centrally. We hadn't been doing curriculum

[3:57:50] aligned professional learning since I joined the district

[3:57:53] in 2019. So there actually have been

[3:57:56] significant shifts in just the the the content, the style, the

[3:58:00] structure, the strategy associated with just and that's

[3:58:02] just professional learning aside from any of the other

[3:58:05] components and a lot of that I would say is you know we spoke

[3:58:09] to earlier the shifts in staffing and professional

[3:58:12] learning. So there have been I would say

[3:58:13] pretty big structural shifts and a reintroduction of certain

[3:58:19] professional learning strategies that had been absent

[3:58:20] for many years prior. And I'll just add one more

[3:58:24] thing which is that we were trying to get early release to

[3:58:27] happen for the school districts so that everyone was early

[3:58:30] released on wednesday when covid happened that was like

[3:58:33] the first year we got it into place and then we didn't have

[3:58:35] the opportunity in those years to put into play the align

[3:58:38] release that's curriculum and instruction has have done

[3:58:41] with the minimally with the elementary schools right so now

[3:58:45] all of the elementary schools get early align release

[3:58:46] and they get curriculum that is done that the coaches get

[3:58:50] trained and the coaches do that that those professional

[3:58:53] developments with their staff year one was literacy or two

[3:58:56] was math. Now we're back to literacy with

[3:58:59] an option to do math on another day of the week.

[3:59:01] and so I do think that like that was significant.

[3:59:04] I mean I have this like memory of trying to organize across

[3:59:08] many things to have early, early release happen across the

[3:59:11] district. But then like what happens

[3:59:15] during early release was really vague until recently.

[3:59:16] so I think that that is also different.

[3:59:19] >> thank you super delegates for your time here tonight.

[3:59:23] appreciate you and happy school year.

[3:59:25] um my last question slide eight thesere our we're looking at

[3:59:35] supe star math for all star math winter then spring is back

[3:59:42] for our interim goals where I guess my question would be if

[3:59:46] we know that and I might be stepping in a pilot do do

[3:59:50] because my question maybe just wrong so just correct me if I'm

[3:59:54] wrong here we think you we see the increase from fall to

[4:00:00] spring final aspect scores how much of what evidence do we

[4:00:05] have that our interims and I know this is within a year but

[4:00:11] what evidence do we have that our interims are actually

[4:00:13] predictive of overall aspect performance relative to just

[4:00:19] fall to spring growth that we see typically in a year?

[4:00:23] it's based on the the pearson correlation studies that come

[4:00:27] out of that. So that was part of the reason

[4:00:29] why we ended up switching to an interim assessment measure that

[4:00:35] was predictive of the back was so that we had that high level

[4:00:38] of predictability such that within the year we had a sense

[4:00:42] of where students were relative to that progress.

[4:00:49] but we now have students who've taken them both, right?

[4:00:51] so is it your are you asking about like do we have evidence

[4:00:55] that it's predictive for our correct?

[4:00:57] does that make sense? >> I think that's what he was

[4:01:02] asking. Yes.

[4:01:02] we've actually done the correlation studies ourselves

[4:01:04] internally. Yes.

[4:01:05] oh, okay. I'm sorry.

[4:01:06] I'm sorry. From our internal review.

[4:01:07] yes. Yes.

[4:01:08] so we've we as a as a as a first pass at the selection of

[4:01:10] it, we had we obviously hadn't done that with our own students

[4:01:13] to do correlation studies. But as we've gone along each

[4:01:16] year one of the things that we do in practice is just to

[4:01:19] confirm that our correlations are still mapping up.

[4:01:20] now we look at it more at the more granular continuous scale

[4:01:24] level which is at the scale score versus the more binary

[4:01:31] proficient not proficient because you have more

[4:01:32] predictability in that way. So sometimes because of the

[4:01:36] ways that things map on it's not exact like correlation when

[4:01:40] it comes to looking at the proficient versus not

[4:01:43] proficient but on the scale score level it is highly

[4:01:44] correlated correlated. >> thank you.

[4:01:48] well I'm sorry and due to that high correlation the the plan

[4:01:54] is to look at the winter star results and then make make

[4:01:59] determinations at that time whether you know how our

[4:02:03] students are doing and perhaps we would have to increase our

[4:02:10] instructional coaching in certain schools or for

[4:02:14] certain populations or do additional peds in certain

[4:02:18] classrooms and for certain schools.

[4:02:23] so I think we're going to use that data to inform how we can

[4:02:26] pivot and I know this is something that the board has

[4:02:30] asked all the time of just great you have all this data,

[4:02:34] what are you going to do with it?

[4:02:35] and so hopefully when we come back at the next progress

[4:02:39] monitoring report we'll be able to share what the data is

[4:02:42] showing us and what we have done to pivot to continue to

[4:02:46] push the instructional core. All right.

[4:02:52] so to build on actually what president kim was asking, you

[4:02:57] know, for goal 2.1, the corollary is if say, you know,

[4:03:03] we have a bounce back of four points for general population

[4:03:07] um if say hypothetically if that's due to were post-covid

[4:03:11] the resilience of our students as we discussed we're still

[4:03:15] seeing it has gone down for african-american students so

[4:03:19] similarly I'd be interested in what what does that data

[4:03:23] show in other school districts ?

[4:03:27] has that similarly gone down? If so, what might be some of

[4:03:28] those reasons? So I would ask just as you look

[4:03:32] at other potential district data, if you see the same

[4:03:35] district. Yes.

[4:03:38] thank you. So related to that then you

[4:03:43] know there's there seem to be two strategies in the

[4:03:44] commissioner a request for information for in term goal

[4:03:46] 2.1 it says in the sixth grade each and every initiative is

[4:03:50] being planned to mirror the successful kindergarten model

[4:03:53] for interim goal 1.1. And as I just to elucidate that

[4:03:57] seems to refer to start early literacy for ap where we say

[4:04:04] where we saw a 1% point increase from spring to spring.

[4:04:05] is that correct? So so so in in the request for

[4:04:12] information it it says that there is a plan to create

[4:04:16] in each and every initiative for sixth grade that mirrors

[4:04:22] interim goal 1.1 and I'm assuming that refers to the

[4:04:26] increase of one percentage point that we saw for in term

[4:04:30] goal 1.1 related to api early literacy on the start exam,

[4:04:35] correct? >> yes.

[4:04:38] it's because we're seeing that the each and every by name

[4:04:39] strategy is working to support our african-american students

[4:04:46] in achieving the in year growth four for literacy and we

[4:04:50] believe that if we deploy the same strategy for our sixth

[4:04:56] graders we will be able to then build that within year growth

[4:04:59] for math. Got it.

[4:05:02] so so that is the strategy. So there are two strategies

[4:05:06] then that I'm hearing. The first is implementing into

[4:05:09] you each and every four six grade math and then the other

[4:05:15] one that I think I've heard the panel talk about is more around

[4:05:19] the instructional guidance learning walks is across all

[4:05:25] schools. Is that correct or that's

[4:05:26] that's sort of the the strategy set?

[4:05:33] that's correct, I think yes. So for sixth graders we're

[4:05:37] talking about expanding on the each and every by name for our

[4:05:40] sixth grade african-american students for 2.2 we're talking

[4:05:45] about increasing professional development for our

[4:05:49] administrators and having a more refined learning walk tool

[4:05:57] and having more learning walks and devin can speak more about

[4:06:00] the learning walk. >> yes, I was also going to

[4:06:02] build on that and then I couldn't remember which slide

[4:06:05] to go back to but additionally I want to return to the lab

[4:06:09] schools that are receiving intensive support from t and b

[4:06:13] so all of those schools were strategically selected as they

[4:06:17] have high percentages of vocal student population.

[4:06:20] so those schools are receiving intensified support

[4:06:24] in strategies such as instructional leadership

[4:06:25] support for common planning time, the design of their math

[4:06:29] lab courses or coaching for individual math teachers.

[4:06:35] so essentially you know what we want to build on is how we can

[4:06:40] improve the quality of instruction and the high

[4:06:43] expectations that educators have for vocal students at

[4:06:45] those lab sites in order to shift student proficiency rates

[4:06:50] . So we will not only just be

[4:06:51] tracking student outcome growth very closely at those school

[4:06:55] sites, but our hope is truly by the nature of, you know, lab

[4:06:59] schools is to best understand like which practices are really

[4:07:02] working that we might want to codify and scale across the

[4:07:06] system that that's really helpful.

[4:07:10] I was actually I was wondering if the learning walks were

[4:07:12] specifically designed for that. I think in the past we've been

[4:07:15] presented information where 30% of our african-american

[4:07:19] population is within six schools and so forth.

[4:07:22] >> so I wasn't sure if those were across our entire

[4:07:25] portfolio or specifically geared and what I'm hearing you

[4:07:30] say is that it correct me if I'm wrong it's across all

[4:07:34] schools but we also then have labs that are specifically

[4:07:37] focused on focal pipe where where we have focal

[4:07:40] populations. Okay.

[4:07:42] thanks. To follow up on the lab school

[4:07:51] strategy, are there any additional financial or

[4:07:57] staffing resources that are going to be deployed at those

[4:08:01] school sites as opposed to supports coming from central

[4:08:05] office? >> I can talk about one piece

[4:08:15] just to name the central office component and then I will defer

[4:08:19] for the additional resources portion of the question.

[4:08:23] but one of the things that I want to just sort of zero in on

[4:08:26] in the labs in the lab structures and intensified

[4:08:30] support is part of our goal is to increase the capacity of

[4:08:35] educators at the school site. So ultimately we know that when

[4:08:39] we can grow the quality of teaching practice

[4:08:42] and professionally develop administrators, instructional

[4:08:45] coaches and then support them to develop strong systems that

[4:08:49] not just support their professional growth but

[4:08:50] actually support their retention at the school site so

[4:08:54] that we can build a really stable teaching staff over time

[4:09:01] we hope that will lead to the growth of instructional

[4:09:02] quality. So I just want to name that

[4:09:04] like part of our goal here is not just sort of like the

[4:09:06] deployment of resources that then come and go but actually

[4:09:09] building the systems and structures that will grow

[4:09:12] and retain staff at the school site and vice president feeling

[4:09:17] that is a tactical question. So I would encourage you or

[4:09:20] invite you to turn this into a more strategic question.

[4:09:24] >> thank you for that opportunity present don't

[4:09:25] mention it. >> let me try and reframe that

[4:09:29] as a more strategic dream. >> last spring during budgeting

[4:09:36] season I know that there were last minute funds from the

[4:09:39] state that were allocated to the district that we I think as

[4:09:47] a board we're not fully understanding how those funds I

[4:09:51] think approximately $30 million were going to be deployed

[4:09:58] toward student outcomes in the district.

[4:09:59] do the strategies that are described here allocate those

[4:10:06] funds or represent any kind of changes in funding allocations

[4:10:13] toward meeting goal two? >> thank you for that very

[4:10:18] strategic question and healing .

[4:10:23] so the the funds the additional funding that we receive from

[4:10:25] the state we're already purposed restricted to certain

[4:10:31] things but the amount that we allocated towards added

[4:10:36] services components was around $12.5 million and part of the

[4:10:45] $12.5 million is actually in development right now

[4:10:48] in planning process right now as we think through what would

[4:10:52] the additional professional development for our educators

[4:10:54] look like? What would it look like if we

[4:10:57] were to be really strategic in allocating additional

[4:11:00] supports to focal population students and and how would we

[4:11:08] how would we provide the additional support to

[4:11:11] educators, to administrators so and principal supervisors so as

[4:11:20] part of this strategy we have not dipped into the $12.5

[4:11:26] million because we were quite fortunate that as we were

[4:11:31] hiring up for math teachers we do have some wiggle room within

[4:11:38] that the the just the allocation to be able to

[4:11:43] support the lab schools. John, do you want to add

[4:11:49] anything to that? >> no, but I think it's a good

[4:11:51] push that if we think that a school would benefit from

[4:11:57] something extra in aligned with that that we should do that so

[4:12:01] you know there's nothing right now that I can say but at the

[4:12:05] same time we should consider thank you also on slide 13

[4:12:16] there is an indication that there's been more of a focus on

[4:12:24] preparing assistant principals to support goal two on sites.

[4:12:30] are there any middle schools that do not have assistant

[4:12:34] principals and what is our strategy for reaching them with

[4:12:38] the same professional development and supports that

[4:12:43] schools with assistant principals are receiving?

[4:12:44] >> I could take that. >> so last year we started the

[4:12:47] year so we have what's called cohort meetings.

[4:12:51] cohort meetings are where principals and assistant

[4:12:54] principals get together and at the early education

[4:12:55] and elementary level they come together once collectively

[4:13:01] principals, assistant principals and then once a

[4:13:02] month and what's called citywide where they come

[4:13:05] together across and we include their instructional coaches

[4:13:06] and that was in partnership with curriculum and instruction

[4:13:10] the last couple of years at the middle school level we separate

[4:13:13] principals and assistant principals into two different

[4:13:14] groups because of the size of the groups and also because of

[4:13:17] the apis need to stay back on. >> principals are off and vice

[4:13:21] versa in every single key and middle school has at least

[4:13:25] one assistant principal last year and this this current year

[4:13:28] when we started the additional support for math given that we

[4:13:33] had goal two as as the focus for for middle school leave

[4:13:40] and c and I got together and said all right well we'll

[4:13:41] we won't do another meeting off campus.

[4:13:45] we'll do our virtual meeting and we'll separate the group

[4:13:48] into kids and middle school. And so we started out the year

[4:13:49] pulling principals and assistant principals for a

[4:13:52] second time a month but virtually by their grade band.

[4:13:56] so kade principals and assistant principals came

[4:13:59] once and then middle school principals came another time

[4:14:01] and the virtual meetings were just terrible for so many

[4:14:04] reasons and so after two months of trying that we were like

[4:14:07] nope we can't do this. This is like no first of all

[4:14:09] everyone's getting pulled in an emergency fire drill somewhere

[4:14:12] and so then we put our heads together.

[4:14:13] we said well what can we do? And we said well what if we

[4:14:16] what if we give assistant principals this focus and then

[4:14:17] we have assistant principals bring it back to principals?

[4:14:21] and so we tried that last year and we saw some success.

[4:14:24] we saw deepened understanding for assistant principals.

[4:14:28] we saw an increase in learning walks last year by them.

[4:14:29] we saw them engage in conversations that we hadn't

[4:14:32] seen previously across schools and we didn't always see it

[4:14:36] translate into them having conversations that were

[4:14:37] strategic with their principal .

[4:14:40] so at the end of the year m and I were like all right, what

[4:14:41] do we do? And so we started building it

[4:14:44] into our one on ones. We'd go to the principal be

[4:14:45] like what you learn from your assistant principal this month

[4:14:47] you can see how that probably went over that felt like it was

[4:14:49] a gotcha. So then this year we said let's

[4:14:51] not do that. So when we built out our scope

[4:14:55] and sequence for professional learning this year for

[4:14:56] administrators in conjunction with rpa and cni, what we said

[4:14:59] is how do we do something with principals and with us

[4:15:03] assistant principals every single month and then where

[4:15:06] there are coaches how do we then also build that in because

[4:15:10] as as you know all the kids have coaches.

[4:15:12] one is still in the process of being hired but at the middle

[4:15:14] school level about half of them have coaches and so we wanted

[4:15:17] to like be strategic about doing what we're doing with

[4:15:21] elementary school and applying it to the middle school level

[4:15:22] even though the role the coach at the middle school level is

[4:15:25] slightly different. So we learned from last year

[4:15:28] and we've had our first partnership with curriculum

[4:15:32] this this last month september for both principals

[4:15:33] and assistant principals around learning walk specifically

[4:15:37] and like how to get started and to make sure we remove the

[4:15:41] barriers and how we did that and this coming month we'll do

[4:15:44] a calibration of like how do we know what we're seeing is high

[4:15:45] quality and we'll do it in both places principal and assistant

[4:15:48] principal thank you. I really appreciated the linked

[4:15:54] spreadsheet in the responses regarding the uptake of algebra

[4:15:59] across different middle schools in k eight and was wondering

[4:16:03] what our strategy is to make algebra available at the two

[4:16:08] schools that that spreadsheet indicates have no eighth

[4:16:13] graders taking algebra and whether that is an

[4:16:16] availability resource issue of our provision or whether there

[4:16:21] are strategies to improve readiness of students to access

[4:16:24] the curriculum as well. I was waiting for that question

[4:16:29] and I'm also going to say that if you can just try to turn

[4:16:32] that into a more strategic question that would be helpful.

[4:16:36] >> it's my question where are our strategies to make sure all

[4:16:37] of our students including at two entire middle schools are

[4:16:40] able to access algebra? >> oh, I don't think by putting

[4:16:44] the word strategy in the question it turns it into

[4:16:47] necessarily a strategic question.

[4:16:48] >> just saying is there can you maybe I can help here?

[4:17:00] I'd love for you to model strategic question asking

[4:17:04] because I think your question is is is aimed at an

[4:17:09] accessibility question and how it improves eighth great

[4:17:10] outcomes. I think it's about barriers.

[4:17:15] yeah, that's what I'm hearing that you know that is also what

[4:17:19] I'm hearing maybe when one question would be what are the

[4:17:23] barriers that we know exist among our eighth grade students

[4:17:27] currently at our schools that we may want to consider as we

[4:17:30] think about improving our eighth grade math outcomes

[4:17:37] and I am worried that on a site specific level for equity

[4:17:41] purposes. >> all right.

[4:17:42] I'm going to pick up the question because we know which

[4:17:45] two schools it is and there are two different reasons that

[4:17:46] those two schools so I think we have one case and one middle

[4:17:51] school that didn't have any up takers for algebra.

[4:17:55] as you know, we the algebra was offered across our school sites

[4:17:58] and where anyone wanted to take algebra they were encouraged

[4:17:59] and supported to do so. In fact two schools three

[4:18:05] schools added a zero period this year might I add almost

[4:18:09] seamlessly like it was kind of impressive.

[4:18:10] I want to like pick I want to like lift up those

[4:18:14] administrators that did gargantuan work to make

[4:18:17] teachers or sharing classrooms kids who take the bus get it.

[4:18:19] I mean it really was a lot of work on the part of the

[4:18:22] principals and the unions that participated with those

[4:18:25] principals and the assistant principal.

[4:18:27] so anyway, that's what you asked me but I'm just gonna

[4:18:29] give a plug for them at the two schools where we saw that

[4:18:32] students didn't enroll in algebra, there was at the k

[4:18:35] eight level there were kind of like three ways that kids

[4:18:37] picked this up. One was we're just going to

[4:18:40] roll everyone in algebra because we don't know what else

[4:18:44] to do because our school site is so tiny that if we don't

[4:18:47] give everyone this elective then we can't make our schedule

[4:18:48] work. So in some cases regardless of

[4:18:51] how many students were automatically enrolled, every

[4:18:56] single student got their math eight and then they got the

[4:18:57] algebra and then where they opted out they tried to figure

[4:19:01] out what to do and there were some creative ways of doing

[4:19:04] that in other schools they opted and only the kids who

[4:19:05] opted in and then they really tried to work out their

[4:19:09] schedule and there were some funky electives happening

[4:19:12] and then at a third school they offered the opportunity but no

[4:19:16] one was actually eligible at that particular school and so

[4:19:18] no one picked it up. And so for the first year what

[4:19:20] they said is let's do some math labs.

[4:19:22] and similarly at the middle school where this happened

[4:19:24] there was no automatic enrollment at that particular

[4:19:27] site and they're using their algebra for sixth and seventh

[4:19:30] grade math labs to increase one eligible eligibility for

[4:19:33] automatic enrollment but also excitement around algebra.

[4:19:36] >> so I do think that there will be some shifts in both of

[4:19:39] those places for next year and there was some questions

[4:19:41] that we had around like where do we allow or where do we

[4:19:44] support leaders to make decisions that are really good

[4:19:48] for their community but also where do we push the

[4:19:50] conversation so that if it's challenging because of a

[4:19:53] structural issue we can interrupt that structural issue

[4:19:56] to make sure that access is happening especially for our or

[4:19:57] at least reach students. So thanks for that question

[4:20:00] because it's when we have to I wanted to pick up and follow up

[4:20:07] and vice versa hearings it's actually was her earlier

[4:20:10] question and I think it relates to this one too.

[4:20:11] >> so we have this 12 the 12,000,012.5 million that was

[4:20:17] put in the budget as a commitment which I actually

[4:20:18] think we're required to spend because otherwise we're not

[4:20:23] honoring the state reserve cap requirement.

[4:20:27] so that's a different topic. But so strategic question so my

[4:20:32] question is given that given the fact that we have to spend

[4:20:36] it, what do we know about interventions that do work for

[4:20:40] based on targeted increase investments at schools like

[4:20:44] what have where is that been happening and what have we

[4:20:47] learned from it? I guess I was thinking about

[4:20:48] this your question too about like oh if a school hasn't been

[4:20:51] able to implement this what are examples of targeted

[4:20:54] investments? We've already done that that we

[4:20:56] have data showing we think they work that might inform our

[4:20:59] thinking about investments moving forward.

[4:21:05] I can see I can see john being frustrated.

[4:21:12] you know, I think again because this is going to be the first

[4:21:19] that's the we just completed one full year of of the math

[4:21:23] curriculum. I think there's still a lot of

[4:21:27] learnings that has to that has to happen.

[4:21:30] we still need to evaluate the the data and see how we are how

[4:21:37] we are doing in implementing the curriculum.

[4:21:38] I will say from from just again talking to the team that we do

[4:21:45] need to provide additional supports from for for our

[4:21:50] students and it's something that john and the team and I

[4:21:53] have had lots of conversations about and supports could look

[4:21:57] anywhere from additional instructional coaches for

[4:22:01] educators to additional family supports for students and for

[4:22:08] families to differential supporting differential

[4:22:13] instruction inside the classroom.

[4:22:17] and and I think this is all going to require a lot of a lot

[4:22:21] of planning from from the team and for the team and something

[4:22:27] that we are actively engaging in right now so we don't have

[4:22:32] an answer for you. But I will say that we are

[4:22:35] actively thinking through that and again to be clear I wasn't

[4:22:39] asking for the plan. I was asking what we know about

[4:22:41] what we're already doing which I assume we have knowled of.

[4:22:44] so I but I, I understand if we don't want to answer that

[4:22:48] question right now but I guess the question really was about

[4:22:49] what are we already doing in terms of targeted

[4:22:51] investments because we are I know we're doing some I mean

[4:22:55] it's not that we're not doing anything and so I guess my

[4:22:56] question was more about what are we learning from what was

[4:22:59] happening that's already been happening in the past not not

[4:23:02] so much a push to already have the plan.

[4:23:04] so I apologize if that wasn't clear.

[4:23:07] >> well, I think one of the things that the team has just

[4:23:10] I'm sorry just my eyes one of the things that the team has

[4:23:12] just shared is just that in learning that just just

[4:23:14] pulling our apps out for additional professional

[4:23:19] learning opportunities was not enough and that we're now going

[4:23:23] to do professional opportunities for the apps as

[4:23:26] well as the site leader. So that's an additional thing

[4:23:29] that we've learned and now we're pivoting to do expect to

[4:23:33] do more and expand. We're also realizing that we

[4:23:37] need to do more professional development opportunities

[4:23:41] across grade cohorts and grade bands to support our educators

[4:23:45] and I know that there's a focus on expanding on our each

[4:23:53] and every student by name where we're learning how we do that.

[4:23:57] and for conductors for african american students and now we

[4:24:02] want to replicate it for our sixth graders and doing more

[4:24:08] intentional english learner focused trainings.

[4:24:11] so so there are there are things that we've learned this

[4:24:16] past year and we're going to try a couple of those things

[4:24:20] moving forward and and then in terms of tapping into the

[4:24:25] 12.5, we're going to continue to figure out how to use that.

[4:24:32] I think my next question is a follow up question to

[4:24:34] alexandra's question which is gold it interim goal 2.1 looks

[4:24:40] at sixth grade african american students and the first

[4:24:44] evaluation for that is in the fall which is pretty soon after

[4:24:47] they've finished their elementary school education.

[4:24:51] given our ability to track where students went to

[4:24:55] elementary school in our middle school feeder patterns do we

[4:24:58] know of any strategies that we're employing in elementary

[4:25:02] schools such as lesson study or anything else that are

[4:25:06] predictive of higher uh, sixth grade performance for our focus

[4:25:10] students coming in at the beginning of middle school to

[4:25:13] help with that readiness for eighth grade achievement there

[4:25:21] tends to there's actually a question that I've been very

[4:25:29] curious and interested in I just haven't had the time to

[4:25:32] dig in not just lesson study but just just based on where

[4:25:37] students come from which which schools and going back to many

[4:25:40] of your questions about identifying bright spots about

[4:25:43] things that were done well I was actually just browsing some

[4:25:47] of the historical data many focal students achievement

[4:25:51] issues go way back, right? So I've always held to the line

[4:25:59] that trying to support students in middle school is a little

[4:26:03] bit too late. So yeah, in order to kind of

[4:26:07] dig into that um we'd be very interested in going further

[4:26:10] back in time to see where the optimal point of intervention

[4:26:13] might be and fortunately we don't have that information at

[4:26:24] our fingertips right now but definitely something that we

[4:26:28] should look into. >> I mean what I heard was when

[4:26:33] elementary schools are doing well or maybe not that are

[4:26:36] contributing to that sixth grade dip and I just don't

[4:26:39] think we've sussed out that beta pattern and where kids go

[4:26:44] to be able to answer that really well.

[4:26:47] but again figuring that out might lead to some type of like

[4:26:51] something that's happening in the third, fourth, fifth

[4:26:55] grade at particular schools that you know would help us

[4:26:58] in the future. >> yeah, I think my question is

[4:27:00] more are there will we see data we see is district wide but

[4:27:06] when we break it down to like elementary school level perhaps

[4:27:10] are there elementary schools where focal students are

[4:27:14] outperforming and to what strategies do we attribute that

[4:27:17] ? Can we expand on those that I

[4:27:24] am hesitating because mine is an inference based

[4:27:29] extrapolation and not one that I can say with deep research

[4:27:36] base. >> maybe I'll give that anyways

[4:27:39] and so I think there are some consistent and predictable

[4:27:44] patterns when we look at schools across it.

[4:27:47] um middle school and elementary school that we see and so you

[4:27:54] know we have some high growth schools particularly for focal

[4:27:58] populations of students, particularly for black students

[4:28:00] at the middle school level. And there's one specific school

[4:28:03] I'm thinking where there their math growth actually outpaced

[4:28:06] their ela growth which is unusual and what I would say

[4:28:14] and there are some similar elementary schools in that

[4:28:18] pattern I think what I would say predictably and and again

[4:28:22] this is not a research based but from my own like inferences

[4:28:26] being in those classrooms you are looking at classrooms where

[4:28:30] that trifecta of high quality curriculum and instruction,

[4:28:37] high quality teacher practice and strong student ownership

[4:28:38] are occurring every single day. And I just would say I think we

[4:28:45] dramatically often underplay what is required in terms of

[4:28:49] like the consistency and the precision of instruction to

[4:28:53] move outcomes. And I will also say I think we

[4:28:56] dramatically underplay the deep belief that adults have to have

[4:29:00] in the brilliance of students in order to not over scaffold

[4:29:04] in order to not under anticipate their perseverance

[4:29:08] in order to not believe that they might need something

[4:29:12] different that maybe isn't quite grade level.

[4:29:16] right? So I think what in these

[4:29:17] schools that both are demonstrating high growth for

[4:29:20] vocal students and that I have been in those classrooms I

[4:29:24] think there is somewhat a beauty and a magic in that

[4:29:27] simplicity in terms of the quality and the consistency of

[4:29:31] the instructional practice and the school systems that

[4:29:34] support it whether it be teacher collaboration or

[4:29:36] coaching or very strong instructional leaders.

[4:29:42] thank you. I have one quick final question

[4:29:45] . Um, what evidence do we have

[4:29:49] in our data if any that our math and tech strategies are

[4:29:54] causing any growth in our eighth grade or other our math

[4:30:02] outcomes, our goal two outcomes I, I think we've asked for

[4:30:08] example around like a mirror whether a mirror implementation

[4:30:11] is causing is helping is causing student outcomes to

[4:30:16] improve and answer they've gotten in the past or around

[4:30:20] kind of the theoretical application of a mirror that

[4:30:29] we're not tied to actual outcomes in our student data

[4:30:34] and I'm wondering if we have any evidence in our student

[4:30:35] data about the impact that those tools are having or not

[4:30:39] when you say edtech are you talking about um technology

[4:30:46] tools that are providing tutoring services and math to

[4:30:47] students? Yes.

[4:30:48] okay. Because we don't because we're

[4:30:50] not current using one in math the like we are a mirror we

[4:30:53] have decimal shows so which is imagine math.

[4:30:57] it's part of the curriculum. >> it is it's a computer tool.

[4:31:01] I thought we'd previously discussed a mirror is using a

[4:31:07] math tutor and that it was deployed across know so that

[4:31:12] one point of clarification so amir is specifically literacy

[4:31:16] based there is a tool at the high school level idea that is

[4:31:20] an a.I. Based math tutor that we did pilot last year and do

[4:31:26] some study around but it is not at the middle school level.

[4:31:33] >> okay so I am going to move us to oh okay.

[4:31:38] >> yes. Commissioner fisher sorry if

[4:31:40] one follow up question and I promise is strategic and I hope

[4:31:42] it's quick um I just have to get back to it and find it now.

[4:31:46] um, because I have too many spreadsheets open to actually

[4:31:50] okay. Mine is about strategic

[4:31:52] resource allocation. I do have converted me to the I

[4:32:00] shouldn't say converted but you've convinced me like the

[4:32:03] hearing how important learning was based on what you've shared

[4:32:05] today and I love the strategy of and focusing on the student

[4:32:08] ownership but I'm wondering we're already hearing from

[4:32:15] school site leaders just how much work it is to run a school

[4:32:18] ,right? So do we have the appropriate

[4:32:19] level of resources in place to make sure that we can implement

[4:32:23] these strategies with fidelity and click the amount of data we

[4:32:26] need to make the decisions we want to make especially like we

[4:32:30] heard complaints you know when we cut apps at many schools.

[4:32:34] so I'm just I'm like wondering do are the resources sufficient

[4:32:37] to meet the strategy? It's great, commissioner fisher

[4:32:45] that we're ending on this particular question because

[4:32:48] this is what john davis started this whole conversation with

[4:32:52] which is the amazing dr. Harrell who's sitting back

[4:32:54] there because we are engaging with a few of our principals

[4:33:01] right now to really do a mapping of all of their roles

[4:33:08] and responsibilities in school sites.

[4:33:09] so we're talking to principals in different cohorts so

[4:33:12] elementary, middle and high school I think we're doing a

[4:33:15] key one to just really understand all the load that is

[4:33:20] on their plate, everything that's on their plates and then

[4:33:23] really work with them to figure out what we can do to take what

[4:33:27] are some of the things that we can take off their plates

[4:33:28] and move over to central office leads so we're in that process

[4:33:34] now and I will be more than happy to bring back to the

[4:33:38] board what we've learned in in that from those conversations

[4:33:46] and what types of resourcing we would need to take additional

[4:33:49] things off principals plates and then and then continue to

[4:33:54] support principals to be in the classrooms to of course

[4:33:58] complete that instructional core trifecta that we talked

[4:34:01] about. >> I would I'm very curious

[4:34:05] about the resourcing piece so I look forward to hearing more

[4:34:06] about that. >> thank you.

[4:34:09] um, commissioner ray it's a strategic question.

[4:34:13] >> yes, I only asked one before so I can do it quickly or

[4:34:14] relatively quickly. Commissioner fisher's question

[4:34:17] reminded me of a question that I had had and last year there

[4:34:24] was a lot of discussion about implementing things with

[4:34:25] fidelity and comparisons to a pipeline and so forth.

[4:34:28] this year I've heard more about implementing things with

[4:34:32] integrity and there's a comment and one of the staff answers

[4:34:36] that an emphasis on fidelity can become overly compliance

[4:34:40] oriented etc. Etc.. So I'm actually I'm wondering

[4:34:46] what is the difference if any between implementing something

[4:34:50] with fidelity and implementing it with integrity?

[4:34:51] why does that matter or are we actually shifting is that a

[4:34:55] strategy in a way? Are we shifting strategies

[4:34:58] in some fashion? >> commissioner fisher is there

[4:34:59] a way that you can switch that to align it to goals

[4:35:03] and guardrails? Sure I can.

[4:35:05] >> oh sorry commissioner ray just got you commissioner.

[4:35:10] >> I'm just so used to just getting I'm heading

[4:35:17] commissioner ray is there so is there a way you can modify that

[4:35:21] question to align it more than twice?

[4:35:22] I'm trying to understand if we are actually if there is a

[4:35:25] difference between these two things if we are shifting if

[4:35:32] someone wants to help me with this they're welcome to do it.

[4:35:33] >> if they are if we are shifting is there a strategic

[4:35:39] strategic move? That's what I'm trying to

[4:35:40] decide is it a strategic move to go from implementing with

[4:35:44] fidelity to implement with integrity is that intended to

[4:35:47] help us improve our student outcome goals?

[4:35:48] because I'm not really understanding fully what the

[4:35:54] way in which this this language is being used.

[4:35:59] I don't believe that there is a there's a shift.

[4:36:03] >> I think we always want to implement our curriculum with

[4:36:10] fidelity and integrity because we do want our our educators,

[4:36:18] our teachers to to fully embrace the the curriculum

[4:36:23] because we as a board adopted the curriculum.

[4:36:28] and so one, they need to be able to implement the

[4:36:30] curriculum to fidelity but they can't implement the curriculum

[4:36:34] for students to really own the curriculum and own the learning

[4:36:37] if they don't implement it with integrity.

[4:36:40] >> it goes back to the instructional core that we are

[4:36:44] striving to create where we have strong curriculum and then

[4:36:48] we have teachers who are able to implement that curriculum so

[4:36:52] that our students are able to own that instruction to really

[4:36:59] work through the the the the instructional learning

[4:37:03] challenge and you can only do that if we can if our teachers

[4:37:07] are able to to really embrace the curriculum.

[4:37:10] so so I don't believe that there is a I don't believe that

[4:37:18] there is a a a a a difference or a shift in how we want

[4:37:24] educators to to own and embrace the curriculum or deliver the

[4:37:28] curriculum we always want our educators to to deliver the

[4:37:32] curriculum with highest integrity so so I don't believe

[4:37:37] that that is the case. I don't know team if you want

[4:37:41] to add to that or john yeah, I mean I think this gives a good

[4:37:46] opportunity to kind of talk this out and get this out

[4:37:50] in the air as much as humanly possible.

[4:37:52] I mean when you're starting with the curriculum and it's

[4:37:54] brand new you're going to be you want some fidelity, right?

[4:37:58] because you don't like it's new.

[4:38:01] you got to follow it. You got to get into it right.

[4:38:04] but over time once you understand the moves, once you

[4:38:08] understand different aspects of it, you can go more towards

[4:38:12] integrity. >> and if a if a teacher makes

[4:38:13] a move that's different but it's still very rigorous in the

[4:38:17] say that final question that's asked then you're doing that

[4:38:24] with integrity, right? So if you still have high

[4:38:25] standards but you're changing something in the lesson as it's

[4:38:28] given then that's with integrity and that's fine.

[4:38:31] but again when you first get a curriculum you kind of got to

[4:38:36] do it right and so you got to have fidelity to it and so

[4:38:39] you'll hear that every now and then but it's really with

[4:38:40] integrity and again you don't want teachers making so many

[4:38:44] moves that it lowers the standard and makes it too easy

[4:38:51] because sometimes that happens, right?

[4:38:52] you still want to make sure as you're reading the lesson, as

[4:38:55] you're reviewing the lesson as you're going through whatever

[4:38:59] the students are going to have to read, you're asking the most

[4:39:02] rigorous questions. You're giving them time to

[4:39:04] grapple with the problem, whatever it may be.

[4:39:07] >> so we end up leaning more towards integrity over time

[4:39:11] even if we start with a little bit of fidelity so that

[4:39:14] teachers kind of get it. Anybody want to add anything to

[4:39:19] that? >> so these terms are

[4:39:22] relatively new to me as well. But the way that I think about

[4:39:26] them is uh kind of the the letter of something as opposed

[4:39:29] to the spirit of something, right?

[4:39:30] >> so like you know, you do something because it's exactly

[4:39:33] specified that the abiding by the the letter of something but

[4:39:37] implementing that integrity is honoring the spirit of the

[4:39:44] curriculum and making whatever appropriate modification signs

[4:39:48] that that honor that right so I think it's exactly in the way

[4:39:52] that john just described about some overtime changes that

[4:39:54] happen about how changes happen in general.

[4:39:56] right. About implementing a large

[4:39:59] scale curriculum change like this takes time and takes

[4:40:04] phases of of trying to move folks along the spectrum of

[4:40:15] okay thank you commissioners staff superintendent to have

[4:40:19] this productive conversation now we will vote on whether or

[4:40:22] not to accept the monitoring reports.

[4:40:24] to clarify we are voting to accept the report as a formal

[4:40:27] acknowledgment that we have had a satisfactory conversation

[4:40:30] with the superintendent and her team and that now we have a

[4:40:34] deeper understanding of how the reality of our students lines

[4:40:35] up through with our vision for them to do this we will go

[4:40:38] through a series of questions and vote to accept the reports

[4:40:42] if the reality matches the vision of the goal if there is

[4:40:45] sufficient growth towards the goal or if there is a strategy

[4:40:50] or plan in place to cause that sufficient growth towards the

[4:40:53] vision. If we're not able to answer yes

[4:40:56] to any of these questions, the board will consider voting to

[4:40:58] not accept the report. Before we do this I do want to

[4:41:02] acknowledge that we have asked the superintendent to provide a

[4:41:08] one year goal for us in the cut within a multi your goal of our

[4:41:12] goals and to a certain extent we are not able to answer some

[4:41:19] of these questions without that one year target in mind as

[4:41:23] we've acknowledged previously in another board meeting that

[4:41:27] we already know that we are we are not able to reach the goals

[4:41:31] that we have in place practically and so first this

[4:41:35] message is to staff by no means is this an indication of of our

[4:41:39] belief or confidence in at least the work that we are

[4:41:42] seeing at all? This is a question of whether

[4:41:43] or not we are actually seeing the progress that we want to

[4:41:47] see or not or plans that do that.

[4:41:49] and for the board I would say that this is an opportunity for

[4:41:53] us to continue to hold high expectations for ourselves

[4:41:55] and for the superintendent and I think thiss a great

[4:42:01] reminder for us that this entire meeting as a progress

[4:42:05] monitoring meeting is meant to help us build culture around

[4:42:09] student outcomes in this district and to allow us to to

[4:42:14] to consider the ways in which our resources more closely

[4:42:17] aligned with our goals. That said, I'm going to first

[4:42:23] ask the question and at least for this meeting I'm going to

[4:42:24] provide some clarification about that question before then

[4:42:28] I ask the question to our commissioners.

[4:42:31] so that's kind of the cadence that will go we won't do this

[4:42:34] every single time but for the sake of just kind of building

[4:42:36] our muscle for this. So the first question is does

[4:42:39] yes just to just to clarify so the your position is that until

[4:42:45] we get a new number a new a new sub goal would you call it just

[4:42:53] a one year target, a one year target from superintendent sue?

[4:42:57] >> it is impossible to vote yes.

[4:43:00] >> correct report yeah because we already know and we've

[4:43:04] acknowledged in a previous meeting that we we do not

[4:43:06] intend to reach the goal that is currently in place and we we

[4:43:08] knew that and we made a decision to extend our runway

[4:43:12] by a year knowing that we would need to revisit our vgs and re

[4:43:16] establish new goals as part of the super metrics which she

[4:43:21] will come back and present on asks her to name a one year

[4:43:24] target and that is what we would do our reports on to be

[4:43:28] able to articulate whether or not we feel for example is

[4:43:31] there sufficient is there a strategy and plan to cause that

[4:43:35] sufficient growth towards that one year target?

[4:43:38] >> so can I just just to clarify, it sounds like there's

[4:43:42] a slight confusion so there is a time issue here that I will

[4:43:47] not be able to so I won't be sharing my the response to the

[4:43:54] short term metrics that the board has given me until

[4:43:58] october. However, we wanted to start the

[4:44:02] progress monitoring recommendations now so that's

[4:44:05] why there's this mismatch in timing but I certainly hope

[4:44:13] that once I share the the new targets will be able to move

[4:44:18] towards that. Just for clarification, I'm

[4:44:24] and maybe this is something better answered by the progress

[4:44:25] monitoring committee but based on the our training I'm not

[4:44:32] sure that it has to be as prescriptive as basing the

[4:44:36] response to the questions on the short term metrics like I'm

[4:44:40] reading the manual now and there's nothing that

[4:44:44] specifically ties our yes or no to that short term metric that

[4:44:48] I can see. Am I am I misunderstood ending

[4:44:52] no. >> so again it is perhaps my

[4:44:56] introduction of short term metrics is conflating here

[4:45:00] in the short term metrics we have asked the superintendent

[4:45:03] to identify a one year target so that we can reasonably hold

[4:45:05] her accountable to the progress towards that target because we

[4:45:08] know that the ultimate goal for goal one, two and three will

[4:45:12] not be met right? So we're not replacing the

[4:45:15] goals. We're saying hey, tell us a

[4:45:19] reasonable target that you believe is something that can

[4:45:22] be accomplished within a year so we know what to hold you

[4:45:23] accountable to. >> can I say that holding the

[4:45:27] superintendent accountable is not the same as as necessarily

[4:45:30] voting yes on this progress monitoring report, correct?

[4:45:34] >> well, but so I think can I say that sort of for me so like

[4:45:37] the question number one is does the reality match the vision

[4:45:41] obviously no because we're not I mean the target the vision is

[4:45:45] 65%. Let's be clear this is goal to

[4:45:50] so the vision is 65% proficient on the back in math eighth

[4:45:53] grade math. So there's the reality match

[4:45:58] the vision no because we're at 45% right.

[4:45:59] is there sufficient growth or division do that?

[4:46:02] >> yeah yeah. So he's going to ask but I'm

[4:46:03] saying like when you get to question three I guess my point

[4:46:05] is like it's going to work if you think we can get 20 points

[4:46:09] in a year based on this strategy you could vote yes.

[4:46:13] but I think what president him is saying is like that's sort

[4:46:14] of absurd and I don't think anyone's going to argue that.

[4:46:17] so so if we don't have another metric like we were kind of

[4:46:20] saying once we have the interim metric then we could judge with

[4:46:23] that. But in the absence of any other

[4:46:24] metric it's sort of absurd to say that we could and the

[4:46:27] clarifications that I'm going to give for each of these

[4:46:29] questions will articulate that pretty clearly.

[4:46:32] >> okay. Thank you.

[4:46:35] >> and it's not that correct? Yeah.

[4:46:36] and I think the purpose is that we don't want to set up a

[4:46:40] situation where there is great staff work and there is great

[4:46:44] progress being made and we're just voting no, no, no because

[4:46:47] we're not going to get 20 points in a year.

[4:46:51] >> correct. Okay.

[4:46:54] so it's 953 and I want to end before ten.

[4:46:56] so first does the reality of this report meet the vision of

[4:47:00] the goal to clarify this is an objective question.

[4:47:01] the reality can match the vision if the results are on

[4:47:05] track to where they should be in this case 65% right

[4:47:10] so for example, if a five year proficiency goal is 70% but the

[4:47:14] three year goal is 62% and the current proficiency rate is

[4:47:19] 62%, then yes, the reality matches the vision.

[4:47:22] okay. So does the reality of this

[4:47:27] report meet the vision of the goal and we're not going to

[4:47:30] formally go around but just generally I think the answer is

[4:47:32] no. Second, is there sufficient

[4:47:34] growth towards the vision? So this is both a subjective

[4:47:38] and objective question. Essentially this question is

[4:47:42] asking if we are off track is there enough growth to get back

[4:47:46] on track towards what this would be of 65% which we know

[4:47:49] the answer is no. The third question is is there

[4:47:53] a strategy and plan to cause sufficient growth towards that

[4:47:57] vision? This is subjective.

[4:48:00] commissioners need to decide if the strategy and plan in place

[4:48:02] will cause enough growth to get back on track towards the 65%

[4:48:06] again, we know the answer here will be no right?

[4:48:10] so in this instance we would do a roll call vote and we would

[4:48:14] vote. Now does that make sense?

[4:48:17] that makes perfect sense and I think a corollary question that

[4:48:23] we can ask after the fact is whether or not the goal is

[4:48:26] still an appropriate representation of the

[4:48:28] community's vision for what students should know and be

[4:48:30] able to do so even though it's no it's still very, very

[4:48:33] important. >> that's why that's why we're

[4:48:34] asking for an interim period. Is that exactly right?

[4:48:40] what I just said were 65% we would just replace with

[4:48:42] whatever percentage the superintendent provides.

[4:48:45] >> thank you. And that's why we're also

[4:48:48] beginning our big listening sessions kind of got to set our

[4:48:52] new okay so that said because we answered no for the first

[4:48:56] question this roll call vote will be just for the third well

[4:49:00] just we're going to do a roll call vote for it.

[4:49:01] all right. So if you can do a roll call

[4:49:03] vote please. >> I'll be great.

[4:49:06] commissioner ray no commissioner alexander.

[4:49:10] >> no commissioner wiseman ward no commissioner gupta no.

[4:49:17] commissioner fisher no. But thank you to staff for the

[4:49:21] herculean efforts. >> vice president healey now

[4:49:25] president kim no thank you. >> thank you to staff and thank

[4:49:33] you dr. Sue for this presentation.

[4:49:34] we look forward to many more. >> and with that um I do not

[4:49:40] believe we have any other items and I will adjourn at 9:55 p.m.

Board of Education

Agenda

Transcript