I call this meeting to order. Claudia, would you please call Roe? Yes, ma'am. Director Carter? Present. Director Duncan? Here. Doctor Gerken? Here. Doctor Kiki? Present. Director Reinhart? Present. Director Tasker? Present. Director Tomoy? Present. Thank you. Thank you, Claudia. Would you please join me for the pledge of allegiance? Thank you, superintendent. I'd like to welcome everyone in attendance for joining us today. Next item is the approval of the agenda. Do I hear a motion to approve the agenda?
So moved. Do I hear a second? Second. It's been moved by director Tasker and seconded by director director, Duncan. Claudia, would you please call roll? Yes, ma'am. Director Carter? Director Duncan? Aye. Doctor Gerken? Aye. Doctor Kiki? Aye. Director Reinhart? Aye. Director Tasker? Aye. Director Tomlin? Aye. Thank you. Thank you, Claudia. Before we move forward, I just wanna remind the board of its own working agreement. It is attached in, in our agenda. And as we have,
pledged to abide by it, since we are going to do monitoring today, please, let's, be cognizant of that. And I also wanted, director Duncan, would you, take time for us, monitor time for us? Thank you for doing that. We'll now turn it over, for the presentation of the reports for goals, progress monitoring one point two and one point three. Super Internet? Thank you, madam president. Good evening, board, members of the audience. As, president Kiki stated, we will start with monitoring, progress monitoring goals one point two and one point three.
And I will start with 1.2. Ready to go, Claudia? Thank you. So, again, goal 1.2 looks at the percentage of third grade students who start the year below grade level on I Ready ELA, and they meet this stretch growth. Claudia, if you'll go to slide three, just as a brief reminder that this, progress measure is related directly to result number one under early literacy. And you can see that looks at third grade students in APS operated schools who demonstrate grade level literacy based on CMASS English language arts literacy assessment. And the target is to increase from nineteen point seven percent in 2022 to twenty
eight point two percent in August of twenty twenty six. Claudia, if you go to slide four for me, please, just as a reminder for the board that the targets that were set for this particular progress measure, as stated, is that the percentage of third grade students who start the year below grade level on I Ready that makes stretch growth will increase from 21.3 in '23, '20 '4 on the end of the year assessment to at least 26.7% on the '25, '20 '6 end of the year I Ready ELA assessment. Slide five is just a reminder of what we mean by stretch growth.
Stretch growth growth for students below grade level is the growth recommended to put students who place below grade level on a path towards proficiency, individualized, and it is individualized and may take students more than one year depending upon where they start. So if we can go to slide six, Claudia, please. You'll see the data. Figure one, again, looks at the percentage of third grade students who started below grade level and met stretch growth. What you will notice is that twenty six point six percent of the third grade students who started the year below grade level and twenty four twenty five made stretch
growth by the end of the year. So that's a celebration. The percentage of third grade students who started the year below grade level and made stretch growth by the end of the year improved by 5.3 percentage points compared to the 2324 class. Another celebration. And then lastly, the percentage of third grade students who started the year below grade level and made grade level and made stretch stretch growth improve by 15.7 points between the mid year and the end of the year in 2425. If you go to slide seven, please. As always,
we look at this, data disaggregated by race. And so you'll see, our students who identify as Hispanic Latinx, improved by 6.2 percentage point. Black improved by the same amount. Students who identify white improved by 10.2 percentage points. We did see a decline in our Asian Asian and Asian American and native Hawaiian, students. And then, in our American Indian, Alaskan native, Our multiracial group improved by 8.8 percentage points. And then, Claudia, if you look at slide eight for me, please, you'll see a pattern of increase, in both groups even though they are disaggregated.
Our non ELL grew by 8.7. Our, English learners grew by 5.3. I won't read each of them, but the point again is that you see growth in each of them. Something that we are taking note of, Not really sure why the discrepancy or the difference is that our female students grew by 1.6% and our males grew by 8.6. So definitely something that we wanna take notice of. And then, Claudia, slide nine. Thank you. Again, the assessment is that we exceeded the target that we, set, and we're dramatically improving, with the results that we saw this year.
I won't go over the key data points because I went through them in each, slide. You can see the particular strategic inputs that were implemented last year. I think what's probably most important is for me to go to slide 10 and talk about the analysis and then, what we intend to do moving forward. And so when we analyze the data, we know that this group of third graders had explicit phonics instruction, through 95% during second grade. So thereby preparing them for third grade or assuming that they're better prepared by the time that they get to, third grade to take this assessment. The strengthening, the provisions of small group instruction connected to grade level learning to address gaps.
I won't read each of those bullets, but the the the focus of that is that there was a lot of emphasis around small group instruction and intervention that we believe caused the growth that we saw in our students that were, below grade level and demonstrating that stretch growth this year. Prioritizing support around third grade instruction with the focus on students below grade level. Like I said, school leadership and support observations and coaching of data driven instruction. You heard us talk a lot about that over the year. School leadership and support increased support and coaching of third grade teachers doing small group instruction,
and then elementary ELA instructional coordinators prioritize third grade classrooms. So a lot of emphasis on what's happening and taking place at third grade specifically this year. Even with the growth, we still see some challenges that we have to pay attention to moving forward. So the variation in small group instruction due to lack of clear guidance on expectations and the variation in provisions of intervention time across districts. So different schools, different places have different amounts of, intervention time, and so trying to assure that that up to ensure that it's adequate in every school.
And then an overreliance on the use of I Ready lessons without sufficient guidance for students. And I know that's come up in this group a couple of times about how we actually using those lessons, those already lessons. So just trying to get cleaner and more prescribed in how our teachers are using those lessons to improve outcomes for students. And then slide 11. So the strategic response, an ongoing task force to explore adding additional time to elementary schools. We've talked about that a little bit over the past year. You'll hear more of that as we go into the fall, but looking at how can we increase time so that students have more time learning.
Focus on prioritization of the multi tiered systems of support with high quality instruction at its core, and then prioritizing foundational skill instruction and mastery in k two to ensure preparedness of students as they enter third grade. So I shared a few minutes ago heavy emphasis on what's happening in third grade this year or each year, but also making sure that we're paying attention to what are the found what are the building blocks, the foundational building blocks that we're giving kids in k through two before they even get to third grade to be assessed on I Ready CMAS for that matter. And so with that concludes this particular report,
and I will, open it up for questions. And I'll also invite my teaching and learning and school support team that will be helping field some questions just in case. Thank you, superintendent. But I would like to take a moment of privilege here. Is it better to look at, 1.3 as well? Well so we ask the question altogether for that one goal, that same goal, or we would rather break it, you know, and and ask questions separately? I'm asking my colleagues. Do we Together? Yeah. So have the Thank you. Sorry. I was I was thinking we could do both together since they they do have,
questions that sort of Yeah. Align. Thank you. Okay. Alright. Team, please stay put. So, superintendent, would you like to, present on 1.3, and then we can open up for questions. Sure thing. Thank you, So progress monitor report 1.3 looks at the percentage of third grades who start the year early on grade level, on I Ready ELA, and they meet typical growth, which is different than the stretch growth, as you know. So I won't go through, the first few slides because that would be redundant, but I will just point out on slide four the target that was set for
this particular progress measure was to increase, students that were early on that met typical growth typical growth from 69.7% at the end of the year assessment to at least 79.7% on the twenty five twenty six of next year's end of the year assessment. So we're just monitoring the progress towards that right now. Again, typical growth just demonstrates the average annual growth for students who start at a similar level of profince proficiency. So that's what typical growth is compared to stretch growth. If you go to slide six, Claudia, we'll look at the data.
As we look at the data, we don't see the type we see growth, definitely, but not the type of growth that we saw, or improvement, I should say, from one year to the next that we saw in the previous, progress measure. So So 59.9% of the third grade students who started the year on grade level in ELA, they met typical growth. The percentage of third grade students who started the year early on grade level and made typical growth by the end of 2425 school year is lower compared to the '23 school year by 9.8 percentage points. And then the percentage of third grade students who started the year early on grade level and made typical growth improved from 34.8
to 59.9, and that's an improvement of 25 points. What I will, point out and at I hesitate to I will point it out because I wanna celebrate the growth is that 25, one percentage points is pretty comparable to the growth that we saw in '21, '20 '2, '20 '2, '20 '3, and '20 well, not '23. So much '23, '20 '4 with regard from midyear to end of the year. So very similar type of growth. However, we set a target for seventy four point seven, and we did not hit that. So that's the reality of the data that we're looking at right now. On slide seven,
similar to the previous, progress measure, we look at this desegregated by race and ethnicity. And, the data demonstrates that we saw a decline with the exception of our students who identify as black. We saw an improvement of four percentage points there, but the the other, categories, we saw a decline in outcomes. Slide eight is the same thing when we look at students that are, non English learners compared to English learners, students with IEPs or without female to male, and then free and reduced, compared to non free and reduced lunch qualifying students. So going directly to slide nine,
the bottom line is that we set a target that we did not meet. And, looking at from last year to this year, that data demonstrates that there is a decline. Slide 10, Claudia, please. The analysis, the use of high quality literacy curriculum through wonders grounded in science of reading has supported many students and continuing to make the typical growth. So when we look at the jump of 25.1 percentage points, we saw that growth. We do believe that literary literacy curriculum, through wonders has contributed to that. But, however, we still have challenges as you can see preventing,
seeing the desired level of improvement in the percentage of students who start the year early on and meet typical growth. And that's lack of would attribute that to lack of clarity around the instructional framework to define expectations, which I would say this team has been working extremely hard, and I think we're at a point where we have a clear instructional framework now. I would say over the course of the year, though, we struggle. We have several different frameworks that were being used and implemented, so we've honed in on to the one that's gonna give us the biggest return on investment. The focus of intervention and small group instructions, instruction for students who are the furthest behind seems to have resulted in less time
being spent on the whole group instruction. So we put so much emphasis on intervention and small group instruction, maybe not giving enough time to the large group instruction and allowing kids to actually independently practice to and demonstrate those skills, necessary to demonstrate proficiency. And then lastly, linguistic supports, not yet consistently being embedded in core instruction outside of the ELD blocks. So we know that we're we're demonstrating some great growth in our ELD blocks, but how is that transitioning to actually in, terms of, core instruction? And so that's another focus as we move forward. So with that on slide 11,
the strategic response is to focus and prioritize, on the multi tiered system of supports with high quality instruction at its core. So the tier one instruction and strengthening that, integrate structured literacy and essential practices within tier one for multilingual learning learners, including targeted language supports for for all learners, collect and use data from assessments and walk throughs to ensure rigorous and responsive grade level instruction and use the data to inform the supports, through The US UIP focused on early literacy through k through, three, and then ongoing task force to explore adding additional time to elementary school just so
that there's, time for for deep instruction, and intervention as necessary. So those are the strategic responses that we will implement to move towards those targets that we set. So that concludes, progress measure 1.3, and I will now stop and open it up for questions. Thank you, superintendent. Thank you. Colleagues, the floor is open for questions or comments. Gretchen? I I always appreciate the analysis. It's just it's it's always well done. It raised a question for me. When we talk about well,
I'm on slide 10 of the second one that we just did. One point three? One point three. Thank you. Thank you. When we think about the difference between the amount of instruction that students who are below grade level received as compared to the kiddos who were on grade level, at least early on. The kids who were on grade level did receive tier one instruction. But could you tell me what that tier one instruction looked like? Were you were teachers just focused on whole group,
or was there not small group instruction still tier one? There was. Please. No. Good evening. That's a great question. So, yes, we have a hundred and twenty minutes structured literacy time. Included in that hundred and twenty minutes is a small group time for teachers to use the data that they have to plan for those small groups. So tier one instruction, really, we are emphasizing the importance of grade level task and text in every classroom in order to ensure that students are doing the heavy lifting and load of doing the
reading and the talking during that time. Mhmm. K. Small group is gonna be more differentiated depending on what it is students need based on whether it's I Ready data, whether it's common formative data, whether it's exit ticket data. So that helps to dictate what it is they're doing in those small groups, which may or may not, be at grade level. Students who are at grade level are receiving small group instruction at grade level in addition to whole group tier one and independent practice.
Excuse me. Independent practice. So then, strategically, how, do all the groups get the same amount of minutes, the same number of minutes? What are we what does that look like? So this is where I think there's certain structural issue and time issue. Because if you think about it in prioritization, if they're what's the tendency for a teacher to pull into a small group is those that might be farthest from the learning target. Mhmm. And so if I have to choose, sometimes there's a natural tendency that I've noticed in my community to prioritize the low lowest performing group, the mid performing group, and to leverage and then you run out of time.
So, hence, the recommendation from the superintendent, we are operating within a structure that limits our capacity to extend the literacy block to ensure that's there. But there is a prioritization within the time that we do have that we could energize and emphasize around. Thank you. Doctor Kiki, may I? Thank you. To follow-up with what Doctor. Gerken just asked and you discussed, would some of that allocation of minutes when you break into small groups also be somewhat dependent upon the support staff being provided to you during that structured literacy block? So, there could be a classroom that has one or two other adults coming in,
while the next classroom might not. Thank you. Any other question or comment? Sorry, Claudia. I was looking at oh, I can't remember. I think it's the superintendent's analysis. Let me find it. Yeah. Superintendent's analysis for 1.2 and reading also 1.3. That would be both on page 10. And I noticed that for 1.2, there's an emphasis on 95%
curriculum or instruction. But for 9.3, I don't see 95%. So I'm trying to understand. Because I know we're using both. Right? Wonders and 95%. One is a supplement of the other. So how is that being I see one using wonders, and the results are not quite there yet. And the other using 95%, which is the supplement, and they're we exceeded. So I don't know if there's a So wonders is our core curriculum that we use,
k through five. Mhmm. Two tier one. Two years ago, we adopted 95% foundational skills. I remember. And that was intentional to build a stronger base for foundational skills in k one two. Okay. This is new this year around the phonics. I was I mess up my acronym. Phonics Lesson Library, PLL. And that is something that we have worked to train our read interventionists on, other support staff in that process to help to support those small group interventions,
which is why it's elevated here. Tier two. Yes. Tier two. And so as part of the stretch growth piece, we know that by using those tools within that intervention kit, that is allowing more students to access and grow at a quicker rate. So we're seeing that it's working, but that is our tier two piece. K. Yes, director Reinhardt. The PLL that includes the 95% at one point was used for the primary grades, but now if I'm understanding, it's accessible across grades for students who are below
proficiency in these particular parts of reading literacy? So 95%, some of our schools have, I think what you're asking is around the third, fourth, and fifth grade. Yes. Some of our schools are using that in third, fourth, and fifth grade as the 95% core as well. Skills Yes. That haven't, for whatever reason, been developed at that point. Yes. Thank you. Director Duncan. Yeah. I just I just wanna say, first of all, good job on 1.2. I know it's it's extremely challenging trying to get students who aren't on grade level who,
as a teacher, you didn't really have the control of them being on grade level when they got to you. So it's extremely difficult getting them to grow. I think 1.2 shows some promise. One one point three is concerning, but I think it's good data to look at because it it it makes me wonder, are we putting too much of a focus on our students that are below grade level to the point that our teachers are now getting comfortable. And I use comfortable because I don't know what else to use in this moment.
We're getting comfortable adjusting to teaching students that are below grade level to where the students that are at grade level aren't getting what they need to grow. And I think that's something as a board. We should look at going into our next, like, goal, dialogue because we should really ask ourselves, are we creating an environment or system where we're putting too much of an emphasis on our students below grade level to where our students who are at grade level aren't getting what they need? And I think that goes to our subgroups too.
Like Yeah. All black students aren't below grade level. Yeah. All brown students aren't below grade level. So we shouldn't look at that lens and pretend that they all are, act as if they all are, and treat them and educate them from that standpoint. So I think as a system, we have to reevaluate how we're setting goals to yield what we need to yield from our young people. So This is this is very well said, And I can I can add to that? Like, how can we have balance and, you know, improve on those that are doing good for them to do better or outstanding and
continue to, you know, cultivate those that are behind so that they can because the goal that's what I was saying last month. Right? Our ultimate goal is to close the gap altogether. So how do we strategize? How are we, you know, thinking through that lens so that we don't lose some kids behind? Because director Duncan is right. Sometimes even even in the math, not that we are just talking about math here, but in other grades, we see that sometimes our Caucasian students,
like, fall behind while we are trying to catch our, you know, black and brown. And so there's got to be a balance somewhere. I don't know how we can do that, but director Duncan definitely has a point. No. I think you perfectly stated, and that's the conversation that we had as we were analyzing this data two weeks ago. I you know? And I think the team has some really good thinking around how to address that, but I believe it's it's, as we say, technical and adaptive. So the technical piece you heard us talk about time, more time, different structures, and resources. But then the adaptive pieces to what I also heard from your statement,
the mindsets and our beliefs about, you know, who we're serving and and how we serve certain kids and who can access and who can't. So there's a little bit of both. But, yes, we're talking about that exact thing. Thank you. And I I would just add to that to that piece. We're talking finite time, whether we're talking a six and a half hour school day, a six hour and forty five minutes, seven hours. As we look at allocation of time, how do we support our teachers in not only the classroom instruction component, but the PLC component, the planning? So we're doing both.
And as director Duncan mentioned, we have a lens on both areas and how are we maximizing the skill set across a grade level to do that work. Okay. So that will be the continued conversation to do that. And as we talk about time, we talk about at bats with grade level curriculum. And so doctor Ron constantly talks about how many at bats are we giving with nonfiction text Mhmm. In social studies, in science at the elementary level. And so as we allocate time, we need to think about what does what does that look like consistently throughout our
district. Thank you. But I'm echoing Yeah. So sorry. I was gonna build on that before I think Go ahead. Yeah. Because the beauty of Aurora is our diverse and the challenge is to really meet the needs of all the individuals kinda within it, and there's competing forces. So, usually, we're socially constructing knowledge because we know there's linguistic needs, we know there's cognitive needs, but sometimes it's just to the expense that I've seen in independent practice. So creating an exemplar and having enough time and a PLC to do that, holding that up so I can ensure that I'm looking at what kids can do independently, all of those things are those things that foster that tier one expectation so that
I can provide the feedback necessary to take you from wherever you're at. And so I think we just we're not trying to say we've mastered tier one instruction. We have a long way to go, but the energy and the adoption of the e two instructional framework gets us on a level playing field. Every lesson, every day needs these things and let the data tell us kinda what we need to take on next. Yeah. That's our major major improvement strategy for next year. Thank you. Doctor. Gupta. So we we talked about time and opportunity, and And time could be a longer school day.
It could be more days in the year. It could be, more intervention groups for certain kids. It could be those kinds of things. It could also be the time that's spent in the block that's already there, making sure that time doesn't get away from you. Right? That's so easy to have happen. Ask me how I know. And, so strategically, are is there, in the framework, is there an expectation of your whole group will be ten minutes? I I'm just throwing out. Mhmm. And then you'll have these many minutes to do these many groups,
and and the time in between can be sixty seconds, ninety seconds, I mean, whatever. I mean, it sounds like you're cracking the whip, but, to have that, level of attention to how much time am I sometimes the time just gets away and you don't realize, oh, gosh, I only saw one group today, You know? That kind of thing. Is that a part of the understanding that teachers have? I think you just spoke to our beautiful next step, doctor Gherkin, which is we do have that fairly outlined for our schools.
And it is a matter of helping our teachers, supporting them, supporting our principals, working alongside our school leadership and support team to ensure that we have what we need in those blocks, and then creating that feedback loop as well for what's working and what's not working. Because if there is if if we are saying, man, we are using every single moment of every day and we still aren't able to x, then we need to figure out what we need to adjust, whether that's in that tier one wonders time, in that multiple at that time,
where can we help to support and accommodate if needed? And that is exactly the conversations we're having. Thank you. Director Winghart. Thank you. And, again, I'm following up with doctor Gherkin's thoughts. There's a model often termed with the acronym WIN, what I need where you rotate and every child for thirty minutes out of that two hour, ninety minute, whatever the block is, is in a small group based on his or her needs. Is that included in part of the model that's being used? Some schools. Some kids. I know you're lost.
Short answer. But some schools actually use that model. But even going back to the, question that you asked, one of the things that's going to be important is just like teachers differentiate for kids and the needs of kids, we can be prescriptive in some ways but there are other ways that we have to give educators some leverage to differentiate based on the needs of the kids in the classroom. And so we can have an outline but it is also important that we give
them space and opportunity so when you ask about the wind block there are many schools that have an intervention that is specifically called a wind block. There are other buildings that engage in a flooding model that goes into the classroom to provide the intervention that's needed. So it just depends on how leaders and instructional leadership teams have decided this is how we best provide intervention for the kids that are in front of us. And so we don't prescribe that as much as we say we wanna know how
we are intervening. Thank you. And I understand that a flooding model, the wind block, whichever it might be termed, requires more personnel, requires more more, bodies to spread around and support to get into all the classrooms at at whatever given time is. One other question. When students are in the CLDE block, and that's based on their language level, the non I I mean, the native speakers, what are I mean, what did what do they do? Do they have a set curriculum for those, that group of students during that time? I mean, I I guess my thinking is could that be a time where if some of
these students are grade level, hovering grade level, where more of that support could be brought in? So currently, the native speakers are in an we used to call it ALD, but we've kind of rebranded it to, extended learning in math or literacy. And so it is, again, dependent on-site base. I think that is something that might need to be structured a little bit more to help support schools, in understanding what and how to utilize that time more effectively. But definitely our native speakers have that time, that we could use to support them in moving continuing to move along the tier
one trajectory. Any other comment or question? For one superintendent for 1.3, I I would appreciate slide 11. I'd appreciate if you could expand on the last bullet point here, ongoing task force to explore additional, adding additional time. What would that look like? What that what does that look like? Yep. Absolutely. We've had a we've had a district level task force, over the course of this year to look at our current instructional school day,
in particular, the elementary school day. Currently, many of our elementary schools are six and a half hours. When we look at neighboring districts, Cherry Creek, is all their elementaries are six hours and forty five minutes, so fifteen extra minutes a day. Many of the schools in DPS, are seven hours. So thirty minutes of extra instruction every day. So what we've done is we've had a district task force to look at various models. And just today, at the conclusion of our negotiations and the conclusion of our new master agreement,
we met with principals to kind of lay out some of the some of the work of the task force to start engaging our stakeholders, starting with our principals, and then we will move, with our other stakeholders, our teachers, our families as we look at the instructional day, at each at our school site. So to have a minimum, at each at an elementary level, a p eight level, a middle school level, and a high school level. And then we know some of our schools have some autonomies over time. And so not everyone's going to look the exact same,
but we have to set some some guidelines of a bare minimum of expectations. And that's what this task force is going to do through stakeholder engagement to do that work. Thank you. How are you guys, planning on, including teachers' plan time into that model in into the different models you're looking you're looking at to make sure that, you know, teachers also get that that time. Because I truly believe that strong instruction planning time definitely,
you know, produces strong instruction. Right? And our students need that. So I'm curious if that is part of the That is absolutely part of the conversation and a critical part of the conversation. So as you know, we just we just wrapped up, negotiations on, allocated and guaranteed plan time that is outlined in the master agreement. That's going to inform as we look at this work. As you also know, we are piloting a late start schedule to give teachers more planned time.
So we have four schools that are piloting a late start one day a week to give additional time and opportunity for our teachers to plan, to work in PLCs uninterrupted. So we're gonna study that model over the course of this year and then, look at the impact, and the success as we look at potentially scaling that district wide. So plan time is a critical element of raising student achievement, and we know that. So we have that information at play, and that's gonna inform our conversation around the instructional school day.
That's awesome. And and just to make sure that I understand, when we're talking about starting a late time, is it it is gonna be just for elementary or because I know high schools do have something like that. And, depending on the parent, it's working. But, anyways, so we are going to start something like that for elementary, or is it we're gonna pilot it both elementary and middle as well. What what's the plan? We are currently this this school year, we're gonna pilot it at four sites, a mixture of elementary and p eights.
And then as you know, we have several of our high schools that already have a late start, built in. So we're looking at the secondary schools that have late start and what have they been able to do with that late start. And then these four schools with elementary and p eight, we're gonna examine and support that time to raise student outcomes and achievement and and see how we could scale that, potentially district wide. But as you know, there's there's elements at play, with that. If we have a late start, one day a week,
what are the additional supports we will have we'll need to have in place as far as before school care, breakfast, etcetera? Those are all things, at play that we wanna ensure that we're supportive of our community. Thank you. Doctor. Weinhart. Sorry. They make me think. So, I have questions after them, along with Doctor. Koege's comments with the planned time and undoubtedly important to our staff. The language I would like to believe and really do believe would still include that part of that is teacher directed, part of it is admin directed.
So I have that time to my classroom, what I need in my classroom for those couple days. Thank you. Director Duncan? Yeah. I don't I don't wanna get too philosophical here. But if we take away I Ready, CMASS, and any other, like, form of assessment that we do to measure on grade level status for our students, how will we measure our students being on grade level? And I don't know if that's something you can answer here in this moment. And if I need to repeat, let me know because I'm getting some looks. But, I just wonder. Right? Without these tests that we have to use as a measure to say if our
students are on grade level or not, if we didn't have it, how will we determine that? And I think that's a good, like, foundation for us to build on. Like, how can we start reimagining how we assess or determine if our students are growing within a district. Because I don't believe I Ready is a true indicator. As someone who's been in the school all year, a turnaround school, who see teachers work tirelessly day to day, and still the test doesn't tell us, like, where our students are, but we can see clearly that our students have grown.
I just don't think these metrics are giving us accurate depiction of what's going on in our school. So just wanted to say that. Sorry. Oh, no. Don't apologize. These are great, thoughts and questions, please. That's why you got elected. If I can make a comment on that, but I have to read that, because we live literally live in our assessment strategy, goes across everything you talked about. CMAS is the least, you know, leading because it's the furthest away. Right? It's one day, one in time. We move to the short cycle, which I already can kinda live in that place in diagnostic.
The most reliable assessments are the ones deployed by teachers that are vetted through a core curriculum resource that asset aligned to the standard. Because when we really if we took those things away, we would go to the standard. But oftentimes, teachers are highly, supported through defining the rigor of the standard through how it's assessed because these are highly complex ways to assess these things. So oftentimes, we lower the rigor because we're not clear on exactly what they're asking. So through standards aligned exemplars would be a great way for us to see this is the picture of proficiency. Where are they at in relation to that,
and what response do we need to have with different ones? Because, assessing something so complex is is difficult and sometimes can get a little silly. So when I think about exemplars Mhmm. I think about writing in particular. How might that work and, you know, would you have, like, a, like, a math, problem and solution? And this is what this, kid ought to be able to produce this. What does that look like in reading? What does that look like in science? Because science is a lot of reading, not necessarily science knowledge or what can you pick from.
It all centers on the reading as the foundation. I I would love I know this is what we're here to talk about right now. But no. I you know, it's It is your meeting. It is your meeting. So please No. These are important questions. They are. You know, about how we have to measure kids the state measures kids' growth by CMS and SAT. Yep. SAT. No. But finding the right thing to do in between would just be a days. Yeah. Yeah. That wasn't that didn't take days.
Okay. Thank you. I think that's the that's for me, that's the key. I don't think you either of you have said anything that we don't think about and talk about all the time. We would love to be able to design our own internal comprehensive assessment system. That gives us way more feedback than we know I Ready or CMAST does, but that is time intensive. It takes a lot of time resources while still having to be measured in real time according to state standards. You know what I mean? It's not to say it can't be done. It's just that the reality is it's very time intensive and resource intensive, and we just haven't gotten there yet.
But it's definitely what we should be thinking about. So I am gonna ask this ignorant question. Doesn't Cherry Creek have something like that? Don't it use their own okay. Alright. Great. Okay. I know the state requires all of us to administer CMAS. Do they require districts to use that measurement to to use that as its its standard measurement of where students are performing? It's how we get rid of our our state performance. Yeah. Yeah. For the system. Yeah. So they wouldn't care whether we liked it. This is it. Yeah.
And and I know, was it two years ago or was it last year? Just wrapped up, the accountability task force. And then, it started with, let's do away with all this stuff. Let's do it. And then later on, it was like, maybe not. And then and then it's like, well, if we wish to think about it, what else will we use for accountability? And then it went to, ah, let's keep it. You know? So it is it stayed in place until there is a better, way. Because we look at now the
the population of students that we we educate statewide even. Right? It's so diverse. Like, how do we, have something that is comprehensive and, helping everyone? So these are all philosophical questions that are constantly being asked at the state level as well. So one of the beauties of I Ready is that if the kiddo's engaged in it, the teacher's gonna get some diagnostic information that they can use immediately. Yeah. Kiddo doesn't have to be engaged in it, though. Click. Click. Click. And, it could skew it positively or negatively.
And yeah. I just love to put in a little plug for our work that we're we're looking at for our instructional framework. So when I hear you, I'll start to talk about whether it's goals or whether it's really, like, do we know who the students are that are in front of us? And are we meeting their needs and watching them grow? I would, I would say that our new instructional framework that we're gonna roll out is is going to include the grade level piece, the joyful piece, the culturally responsive piece,
and then the culturally sustaining or the linguistically sustaining piece. And so when we think about all of all of these little pieces that I believe I'm hearing, that is where I believe we will truly make a difference with our students. We have many of those curricular as aspects in place, those resources in place. Now it's time to use those connected to what we know about our students in order to watch them soar. And I think our framework will help with that as well. Can't wait to see that. More to come. Any other question or comment?
Alright. Thank you so much, team. Thank you, superintendent. And we are going to move forward with, CloudRail progress monitoring, and we are monitoring 4.1, four point two, and 4.3. Would you like me to do all three, or how do you Your thoughts are Awesome. So, yes, please. Why don't you walk us through all three, and then we'll ask the questions. Sounds good. Thank you. Alright. So I'll start with 4.1, which looks at student physical safety. And just as a reminder on slide three, this progress measure is directly tied to guardrail number four,
which is student and family climate and culture. On slide four four, you can see what the target that we've set for this particular progress measure is that students' perception of physical safety will increase from 77.9% to at least 80% in the year 2526, so next year. Looking at slide five, I just wanna remind you the purpose of this is to ensure that students feel physically safe in school, and this is by us asking them to share their own perspective of whether they feel safe or not. These are the two questions that we ask students via survey.
Number one, I feel physically safe in the hallways and bathrooms of the school. Number two, I feel physically safe in my classrooms. What I wanna call out before I go to the actual data is that you can see in 2324, at the end of the year survey, we had about 3,800 students who replied. And then when we came back at the beginning of this year, we were, happy to celebrate that we had 90 about 9,600, nine thousand six hundred and 70. With a huge effort to push the survey out and get people to respond. We created time, within the day for people to respond. You see the '24, '20 '5 end of the year survey data is not as celebratory,
and we own that we didn't do the work that we had done at the beginning of the year to ensure the students were set up to take these assessments. So I'll just start before we even get to the data. That's something that we know going into next year. We'll have to create the time, be very intentional in making sure that, students are responding to these surveys. Slide six. Just wanna point out I've already oh, just wanna point out that in 2324, students only had the option to respond either positively or negatively. So either they agreed, strongly agreed, or disagreed or strongly disagreed. There was no neutral.
When we switched the survey up this year, kind of under guidance and support of, Qualtrics team that had helped us, create the survey, We added a kind of a neutral, response to the survey. And so when we think about comparing 2324 data to 2425, what we need to realize is that there was no neutral response. There was this year. And so the data that you'll see is not exactly apples to apples because we left out the neutral response from this year just so that we can say well, actually, we left out the neutral so that we can make sure that it is apples to apples. But I think that we've left some we we leave some responses out when we
don't take into account for the neutral. So going to slide seven, that's actual data figure one. So this is the percent of fifth to twelfth grade students who report feeling feeling physically safe. You'll see at the end of the year in '23, '20 '4, we had seventy seven point six percent who did. The beginning of the year, this year, we had eighty two percent. And then at the end of the year, we had seventy nine per I'm sorry. Seventy seven percent. The target was 79, but we had seventy seven percent of our students who said that they felt physically safe. Again, I'll just read this out loud if I wasn't very clear.
But for the purpose of being able to provide year over year comparison, the twenty four twenty five excludes the 17% of all respondents in the fall and 70% of all respondents in the spring who indicated neither agreement nor disagreement. So that was a neutral category that was left out. On slide eight, you'll see that, 84 agreed or strongly agreed that they felt physically safe in their classrooms comparable to the 2324 response of 83.7%. And then 72% of the students agreed or strongly agreed they felt physically safe in
the hallway. And bathrooms of the school. And that's again stable from the 23 to 24 end of the year survey results. So I'll take you to slide number nine. The outcome we're saying that we're actually stable. The target was nearly met. We missed it by what a little less than two percentage points. But, as far as being statistically sound, that's regarded as stable. I'll go to slide 10 to give you the analysis. A couple of things that we've talked about as a team as we reflected on this data. Number one, we're not really clear as to, the impact, safety threats in the community outside of schools,
and the social political climate is playing to how students perceive themselves being safe. Even though we ask very pointed questions around, do you feel safe in the hallways, in the classrooms, when you talk to students and you talk to others around what may be playing outside of school, we just wonder what kind of impact that has. So that's something that the team wants to dig into. Some of the factors that have supported 77% of students feeling physically safe include having a consistent standard response protocol. So when I think about the data in the classroom, because we have a standard response protocol, teachers and educators are practicing that with the students, then the students become familiar and they have greater confidence in,
okay, if something happens in the classroom, I know what to do. We know how to respond. I know who to go to in the case of an emergency. So, we figured that that that is playing into some of the response that we saw. However, there does seem to be a lower perception of safety in unstructured settings, which is not surprising. The bathroom and the hallways is where kids are not feeling so safe. So that's something that we really have to figure out. How do we ensure that students do feel more protected in those, unsupervised spaces? And then I already talked to the the, low survey participation compared to previous years. You know, there's always this common and question around,
is the data reliable? The data that we collected is reliable in who we got responses from. However, we know we left a lot of students out of this response this time around, so that's something that we absolutely have to address. And then the last slide on slide 11, next steps, you can see a couple of things. I won't read every single one of them, but the, comp campus monitors, extending their calendars so that we can provide more professional development or safety training. And then what does it look like for them to monitor or provide, resources in hallways and bathrooms so students do feel safe? We've implemented the new coordinator of climate and culture roles in elementary p eight and
middle schools. Our schools have been hard at work hiring for those positions, so that they can do some planning over the summer and start in the the upcoming year. Deepening the understanding of how students perceive physical safety and what they need to feel physically safe, we had a deep discussion. Depending upon what level of student you're talking to, whether it be fifth grade all the way through twelfth, what does it really mean to them to feel physically safe, to feel, you know, that their their body, they're being harmed or threatened? And so unpacking that so that we can really understand, what the data is telling us. And then conducting our safety trainings for fam schools and families.
We'll continue to assess the ongoing impact of current inputs. So the Redback initiative, standard response protocol. And then, again, lastly, just strengthening our survey participation. And so with that, I'll stop there and then oh, oh, no. We'll go to the next one. So we'll do all three of them. Right? Alright. Alright. Let me get to four point two. So that concludes four point one, which is physical safety. 4.2 is student psychological safety. I'll skip the other slides so not to be redundant other than reminding you that on slide four, the target that was set was that we would increase students' perception of psychological safety
from 73.6 to at least 85.8 in the year 2526. On slide five, you can see the questions that are asked of our students. So number one, I am often teased or picked on. I am often bullied because of certain characteristics, and I feel like I belong in my school community. The data as far as who responded is exactly the same as it was for the safety survey. And then the year over year comparisons on slide six are no different than what I shared with you. So I'll jump right to slide seven so that you can see the data. 65% of our fifth through twelfth grade students who responded to the end of the
year survey had a clear perspective, meaning either, it they agree or strongly agree, that they felt psychologically safe at school. And there was a 35% disagreeing or strongly disagreeing. This is a decline of 8.7 percentage points from the 2324 school year. So we do see a decline in students who express feeling psychologically safe. If you go to slide eight, I really like this slide because it breaks down each of the questions. What you see is that 75% agreed or strongly agreed that they felt like they belong in their school, and that's an increase of eight point,
eight percentage points. So that's telling us these kids feel like they have something to belong. They feel included in the environment. They have an after school activity or it could be in class or connection with the teacher, but they feel a great sense of belonging in the schools, which is kind of hard to look at the next two where you only see where you see 62% of students said disagree or strongly disagree, that they had been bullied because of certain characteristics. So I have a sense of belonging. I'm connected to the school, and I'm experiencing bullying. And then the last 57% of our students disagreed or strongly disagreed that they had been teased or picked on.
And that's the decline of 18, percentage points from the 2324 school year. So students experiencing bullying as well as, feeling like they've been picked on or teased for whatever characteristics that they might have. So slide nine. The key data points I won't read, but the bottom line is that the target was not met and we're seeing a decline. And I think we heard that pretty clearly as far as what student experiences are when our student leadership group came and spoke to you last week. And they talked about mental health and social emotional well-being and some of the things that they're experiencing, in the schools and in the hallways.
So on slide 10, I feel like there are a couple of factors that played into the decline in students' perception of psychological safety. Insufficient identification and disruption of bullying and teasing by adults in schools. And just for clarity, it doesn't mean that the the I hope it doesn't mean that the adults are bullying and teasing kids. But what is intended to state is that adults aren't recognizing when students are being bullied and teased by others and intervening. So that's something that we definitely need to to to dig into. Lack of clarity in around what bullying is and isn't.
So, again, if I'm talking to a fifth grader, their perception of what bullying is and or is not can be vastly different than what a tenth or eleventh grader student, says. And the need for more collaboration with families and community to support the safety of our students. This is a an important note. While we ensure that mental health resources are available in all schools to support student psychological safety, you heard from our council student council, that students seem to have a lack of awareness around mental health resources. And so constantly saying, you know, you're not communicating to us in a way who we can access, what resources are available to us when we need them.
So that's something that we have to definitely figure out in service to supporting the students. And then, you know, they talked about the stigma around seeking mental health supports. A few other things, it's unclear as to what impact the social political context outside of school may have also, so we continue to explore how that's impacting our students and showing up in our hallways. We are celebrating that there's an increase in students feeling a sense of belonging, and that may be the result of, concerted efforts to ensure that students have at least one adult that they connect with you. Here's talk constantly talking about who's your trusted adult. And I do believe the schools are making,
sincere, concerted efforts to ensure that students do have that. And then also, I mean, just by the accountability, the board is holding, Me Too, that we don't do away with any kind of extracurricular or, after school activities that allow students, opportunities to engage in school and be connected that might be different from from the classroom with academic learning environment. And I won't even speak to the last one because I already touched upon that again. We know we have work to do around ensuring that we get more participants to complete the survey. And I think I'll stop there because some of those points are the same as what I've stated before.
So I'll stop on that one and go to 4.3. Alright. 4.3 is family, climate, and culture. And just as a reminder that the, target for this one was that the perception of family members responding positively positively to questions about the perception of school climate and culture will increase from 87.6 to 89.6 in 2526. The questions that were asked of our family members, you could see the three are, I feel welcome in my child's school, the school is a safe place for my child, and my home culture and language are valued by my student's school.
And I'll take you to slide seven so that you can see the data. Of the families who responded to the '25 '24 to '25 end of the year survey, 87% agreed strongly agreed or agreed strongly that their school had a positive climate and culture. This is comparable to the 23 end of the year survey results of 87.6. So that's well above what we saw in '21, '22 and '23. Go to slide eight. Of the families who responded, and had a clear perspective, 89 reported feeling welcome in their school student school, which was a decline of 3.1
percentage points. 89% reported that their home culture and language are valued by the school. That was a decline of 1.5 percentage points. And then eighty six reported feeling that the school was safe, and that was consistent with the year 2324. And so although it was close, the target was not necessarily met. So on slide nine, that is the assessment. I would, you know, would say that the trend is stable, but we did not meet the target that we set. If you look at slide 10, there are a number of factors which we feel that support APS maintaining a higher perception amongst families.
So welcoming staff, I always find every opportunity to celebrate the work of our family liaisons. I think they do a tremendous job in our schools of building connections and making families feel welcome. The use of technology like talking points to communicate and then the expansion of the operational director role to be responsive to needs in particular schools whenever there's something that comes up in the school. Our operational directors are able to reach out and, help support the principal in navigating whatever, concerns come up from from family members. Again, we're continuing to explore what the social political context outside of school,
is and how that may be shaping, students' or families' perceptions of school. But oddly enough, even though we consider that, the perception is still pretty high. The school is a safe place and that, the school values the families and their students. And then lastly, next steps. We'll continue to deepen the understanding of how families perceive climate and culture and what they need from us to feel welcome. Highlight the progress around safety, inclusive environments, family engagement, so families both understand the work that has been done and see their input through the surveys as meaningful. Initiate the implementation of Destination APS,
community our schools as community hubs. I've had, gosh, over the past two to three weeks, many conversations with community members who are excited about what, what that would do to create the safe, inclusive culture in our schools when we go to this community hub model. And then, culturally sustaining customer service training for all family facing staff. So increase the use of language services, use language tools to determine, the needs, and then host an affinities, parent sessions with interpretation for school late leaders. Then again, just strengthening the survey because the one thing that I do question again, and we can look at the data.
The data is valid, but I also would always wonder whose voice isn't represented in the data, especially when the numbers have declined the way they have with this end of the year survey. So just being very thoughtful that we're capturing a broad net and diverse perspectives from our community members. So with that, I will conclude 4.3 and then turn it over to you, madam president, for questions. Thank you so much, superintendent. College, the floor is open for questions or comments. Director Tamwee. Yeah. As you kind of mentioned, I wonder if there's value into disaggregating this data to compare,
like, middle school versus high school because the experiences of those students are usually very different. Absolutely. Right? And then, I was wondering when it comes to, like, psychological safety, because I noticed there wasn't any and and I know questions are very specific you know, generally enough. Right? But, like, impact of, like, online bullying too. Right? And how much that plays into a role? Because it's I know it's not in the classroom or within the school building, but I don't know if students, when they see their peers bullying them, whether it's in the classroom or online, that impacts how they feel when they show up for school.
Right? I think to that so in the survey data because there's so many questions that we could ask. Right? But I think and and I don't know if, if if the team wants to respond to it, to this, but we've had conversations around, like, focus groups or in school when we're actually sitting down with students or even with the student leadership group. We did ask them specifically where where is, bullying showing up? And they talk about social media. They talk about the use of phones throughout the day. So that's given us data that really causes us to think about, okay. How do we intervene and how do we support our students in navigating this specific
to where it's happening? And and, you know, Craig Craig is pushing me already. He's ready to get rid of phones completely at middle schools. But that's that's really a serious conversation that we're having right now because we know that that's where a lot of it is taking place. So we do know that? We do. And and I would add, so in my conversations with superintendent Giles so as you know, we have piloted a phone free school at two of our middle schools, where we've seen some initial, positive results and we're gonna go middle school wide next school year as a pilot
to inform, our system because we do know online bullying is a concern and in our system and at least if we can control that during the school day, there's a lot of evidence to show that that produces a more conducive learning environment. So we do have that in place at the middle school, and then we're gonna have a task force for next year to look at what should be our policy for our high school students. There's legislation that's passed that school districts, need to make sure they have a cell phone policy.
So we're gonna we're gonna be working with the task force of educators, students to develop a high school policy. Thank you for mention yes, vice president. Question. What did that pilot program look like? Or is there any any data as to, is there any data in in especially the data we're receiving that shows the effects of what that pilot program looked like? Or is there anything that we can look at, before we implement it? Or we're gonna do it anyway. But but once we implement it to see if we can see if they're see
because I wanna be able to look at the data and say, okay. This is the difference between when we had schools and, we had phones in schools versus to what it looks like when we did not have phones in schools. So this is anecdotal qualitative data. This is not quantitative at this point, but a substantial decrease in disciplinary situations at one pilot school, Aurora Hills, specifically, as it relates to electronic communication. So, a significant decrease in that kind of behavior within school. And when there are incidents that adults have to respond to,
it's usually things that happen outside of the school environment that then had to be addressed within, but not disciplinary wise, maybe like some kind of an intervention. Oh, are we going to be able to because, again, are we gonna be able to track that so we can look at this a year from now and you guys can be like, alright. We took the phones away. This is the difference. Yes. Absolutely. And so we started this pilot because we received some funding through a grant, at the end of third quarter. So we've only had it had it in place,
for a quarter. So right now, we just have that anecdotal evidence, but this is considered a pilot, for next year, and we will have that very specific data quarterly, for our teams, your team to review and look at the impact. Correct me if I'm wrong. Most of our grants have some sort of data, reporting function to it anyway. Right? So go ahead. So, Greg, first of all, thank you for putting your principal's hat and be like, let's get rid of all the phones in middle school. Thank you. I visited one of our middle school towards the end of the year,
and I think I was so excited. I showed you some of the pictures and and all of that. And they have they are also part of the pilot with the with the phone and with data. Actually, it's your neighborhood school, Murphy Creek. If you wanted to visit and have a conversation with the principal, you will be very pleased. But he showed me he literally redid the presentation that he had, put together with his staff and presented to his staff as well as of why
no phone, you know, policy kinda kinda no phone policy works. And it was first of all, the the presentation was amazing. And second, the results was what really captured my attention. And how over time, the students themselves became compliant to where when they forget the pouch at school at home Mhmm. They voluntarily come in and drop their phones. They know where to drop their phones and go to class. And as a result of that event, they have seen an an increase of,
you know, outcome and and focus and and physical interaction, positive physical interaction, right, among students. They talk to each other more and and all of that. But you you mentioned, h b eleven thirty five, the phone policy. But, Brandon, I thought you and I discussed that, and you did say that there was a phone policy in was that in my dream? Yes. It was. Okay. Schools have to have one. Districts have to have. That's what I thought, but I thought We we currently have a policy that schools set their own policy.
Yeah. Yeah. And so we will be required to have a district policy that could say just that, but it it has to be some sort of district policy, to do that. So currently, schools set their own policy around cell phones. I promise you. I thought I maybe it was in my dream. You and I were having that conversation, and you said, no worries. The district has a policy already. But okay. We'll fix that in reality. I really appreciate that. Even at CASB, that conversation came up. And, the president of of CASB,
who is a LPS board member, did mention that, they also did the policy, the the pilot. And they were worried about parents being upset about it, and they were so supportive. So I'm excited to see the results here and how it translates into, you know, physical safety, psychological safety, and and even parents' engagement and student engagement. Director Duncan. Doctor Gerken. Thank you. I was just going to ask a question, around how the again,
the change in the questioning, putting in a neutral space. So if you had a question that was part of this, please go ahead now rather rather than me interrupt the Yeah. I had a lot of questions. Actually, I'll let you know. Taking one at a time, so thank you. So just going back to the presentation, like, I know the district just hired culture and climate coordinators. How much of the work that we just got presented that is are they gonna own and have the ability and space to lead in the ways that they need to lead and make real change within the schools?
Yeah. That's a that's a great question. So as you know, we made a significant investment and and this data justifies that that investment. They're gonna have a significant impact. Because what we were hearing from principals is and as we look at the data and safe spaces throughout the building, we were hearing from principals and leadership team and various staff that people are pulled away from their instructional duties to monitor various spaces within within the building. The climate and culture coordinator who we have hired in every elementary,
PA, and middle school space is charged with behavioral and cultural and climate interventions and systemic inventor interventions within the school building. So they will have significant impact on, on this on this work and this data in particular. I'm certain of it. We have a plan, working with, mister Davis and well as our ODs that we have a professional development plan that we are rolling out for this new position. So it's a it's a pretty comprehensive plan,
and it's a plan in process. And then the second part of that, and I'll just I know it wasn't exactly your question, but I wanna hit on our campus monitors. Our campus monitors currently serve hundred and seventy seven days, which in essence means, every time students are in session, our campus monitors, are working and they cannot be pulled for professional development because they're critical site patrol and site management at their at their site. So, I'm really excited at also adding a campus monitor academy at the beginning of the
year three full days before they start the school year uninterrupted to give additional professional learning at the high schools in particular because that's where our, campus monitors typically live. So we got climate and culture coordinators and the campus monitors getting quite a bit of professional development to impact these numbers in particular. So so when I I'm not advocating for us not to hold students accountable because, yes, students need to be held accountable. But what is the level of accountability that adults in the building are gonna have?
Right? Because as I'm sitting here and I'm looking at our PowerPoint, I'm listening to the questions around the table. It sounds very student centered. Like, students need to do x, y, and z. It's the cell phones that are keeping students from. And again, I'm not saying that that's what you all are communicating, but to me, that's what I get is that the students are the reasons that they're misusing the cell phones, and cell phones are the reason that students are bullying. Granted, some cases do happen over cell phone, but the real issue is that we need to have our students in school feeling psychologically safe and wanting to be there. And I don't think by penalizing them or saying the cell phone is this issue
is a way to call our students in, especially when they live and die with their mobile devices. So how are we phrasing this movement in a way to where students are understanding this is not an attack on you and your cell phone, but this is a way for you to engage more into what we're trying to teach you on a daily basis in the classroom. Yeah. I appreciate you you bringing that up because as I look at this data and and we talk about unsupervised areas, bathrooms and hallways, those should be supervised. Those are as as we talk about,
the adults, in this, we need to ensure that we have supervision throughout our school sites. And we do on a pretty consistent basis, but human nature sometimes means, I won't walk that hallway today or I I don't I I can gather and and talk to a colleague during this passing period or whatever that means. So we need to have very specific accountability, and oversight to ensure that during passing periods, That's that's when our whole student population typically is out in the hallways. Do we have coverage at a school site? Do we have,
observation and accountability to ensure school sites have that in place? So so definitely, as I look at this data, this is this is a systems. As we continue to improve the safety and security, we need to and continue to improve this the our systems that are in place. There is very positive data. A majority of our students feel safe. Our families are telling us these are safe spaces, but we can do better in this. And doing that is some of the investment and some of the professional learning with our staff to do better.
And and to that, if I just continue to answer the question that, one of the things that was pointed out a little while ago in the presentation is, a lack of or inability of the adults to intervene when students are being name called or whatever the case might be. So to in my mind, that's something specific that we will be working with our staff around. It's not okay to hear something and then just turn your head and act like it didn't happen because the kid is being offended and left to feel that they are unsafe and harmed. So how do we teach you the skills to intervene and then, Jack? Yeah. And that actually was my next question is how are we using our culture climate
coordinators to build the capacity of our staff members. So that way the vision that our CCCs have, they can effectively be able to lead in a way that is not Yep. Ineffective. So I mean, I appreciate your comment slash question, because it's it's valid, director Duncan. But this is this is too, how can I say it, two this thing has two several tentacles? Right? One, how do we make sure that teachers and staff make our students feel seen and and heard and valued?
And then on the other end, how do we also make sure that students hold their know their responsibility hold their responsibility and kept accountable? That also matters. Right? The truth of the matter is, cell phones are distractive. Even for us adults, let's let's be real. I mean, we're all sitting here. Every now and then, we all poke on our phones. And we can't there's nothing we can do. So I am saying that what you're saying is right. Let's make sure that our our adult the adults that are
educating our kids are also culturally responsive and, knowledgeable. But at the same time, let's make sure that our students are held accountable. Right? And there there there has to be that balance. However, there's still a cell phone policy that needs to be developed. Yeah. It has to be comprehensive. Yeah. I don't I don't think my argument here is No. With cell phones. No. Absolutely. No. I I I wanted I I was building on what you you said, appreciating your question and comment. I have one word. Yes, sir. Sorry. Told you I had a lot. So, I I just
how are how are you all and superintendent and his team or Wanda, me and his team? But how are we ensuring that that work doesn't fall solely on the backs of deans and cultural client coordinators? Because that's gonna burn them out and have high turnover in that position as well. Okay. Good afternoon. Great question. I think, Craig kinda spoke to this earlier about the, comprehensive professional learning and development that we're gonna be providing for the climate and culture coordinators in turn so that they can really,
take a leadership role within their building. So it's kind of a trickle down. They'll be able to return to their building with some of the knowledge and some of the professional development that they're gaining to, in turn, be able to, you know, teach, train, deans specifically in their building, and then also, be provided a platform to be able to train and and come back to their buildings and and show and teach the the classroom teachers as well, as well as, you know, assistant principals and and the principals. We really set this position up to be a leadership role,
so they'll be part of the leadership team in the building acting as a leader. And so I think with our professional development that we have developed for them and we've set out the scope and sequence for that for the year, that they'll be able to take those things back and really, develop a plan for their teachers to be able to learn throughout their professional release days and when they're doing their in school or, are they building professional development? What I think is important too about what you said is that we have to be very conscious and attuned to that these positions don't get relegated to just handling
discipline issues. And they actually are truly given leadership opportunity to build capacity in the school, create a culture, within the school that everybody takes ownership. And if we're not conscious of it, they could easily get boxed into that position and the weight falls on them. So I appreciate the question and the response, but we just have to be thoughtful about staying on top of that. And one good example of that is to train our c c c c's to, around restorative practices. So restorative practices can be brought to all our schools and all our staff members
to train because we wanna have accountability, but we also know restorative practices works. In fact, repairing the harm and and and teaching those to our staff members so they can facilitate conversations, hold hold individuals accountable, but we teach. And so that's an element of that the CCC won't be the one engaging. They'll be teaching the system around restorative practices and how do we repair harm within our system when harm does does occur. And there's time where the school leader of the CCC is gonna meet and align
on what those visions and processes are? Yep. Do you wanna Yeah. The CCC is really part of that leadership team. So part of a leadership team and still not be supported by our leadership team. And that's in I kinda that's what I'm getting to is, like, yes, we're gonna task our CCCs with this work, but are we ensuring that the leaders of these school buildings are gonna actually give them the space to lead? I think so. And I think that, ultimately, culture is the responsibility of everyone in the school. Right? Like, everyone has different roles and contributions to creating a healthy culture and climate.
But, ultimately, it's a shared responsibility. And that's what I think, ultimately, we wanna create the conditions for our students to be good to each other. That's ultimately what we really wanna do. I see a lot of adults who work very, very hard with kids. Wonderful. Great. That's foundational. And we've got to create conditions where kids are good to each other because that's where they spend the majority of their time. And that's where adolescents really want the sense of belonging. Right? It's with each other as much as they respect and appreciate the adults.
I think it also takes me back to the student presentation we heard about the role of technology as a tool, but they want more engagement with adults and with teachers and educators in their buildings. So I think we have a great opportunity next year. Any other comment? Director Tan. Yeah. I think, you know, you've hit a lot of, important things that I was gonna cover, you know, and, yeah, you're right. Like, at that age, having two middle schoolers myself, all they care about is the opinion of their peers. Right? And so one of the things I just spoke about just,
restorative practices. Right? Making sure that everyone is involved. Right? It's not it doesn't turn into a disciplinary, right, always, turn to disciplinary, opportunity or But I guess one of the things I I struggle even as, a parent and I see it with my, with my middle schoolers and going to other schools is self advocacy. So as, because as an adult, sometimes you're, like, hesitate. Do I step in? Do I not? You know? Am I here to teach that person, or is this an opportunity for them to to teach that person to be able to advocate for themselves?
Right? So it's not just always an adult because that's that's life. Right? That, and it's not always an adult stepping in. Right? And if if that's part of will be part of, like, the conversation. And and then, therefore, is that something, that the, you know, who who owns that sort of role of supporting our students? And and I think too, it's like, bullying just looks so different. Right? It's not always very obvious. Right? I've seen where, you know, it's very, like, passive aggressive comments. And it's not something obvious where, an adult or somebody can pick up or hear a conversation sometimes.
It's very passive aggressive, and it just sort of eats away at, you know, the person's self esteem over time. Right? So this is very complicated, even from my own personal experience, very complicated, yeah, topic of being able to identify these things and instead training to be able to pick up on those things and identify even people who may not even directly be, part of this situation, but they're witnessing it. Right? So those are also students who are being impacted in terms of safety and how they feel because, you know, maybe they're, like, as a result, they withdrew, you know, or stay away from certain scenarios because they don't feel safe or because they might
be the next person. I can kinda speak to that on the bully prevention side of it. We do have a grant from CDE that we've been, given, and we have a implementation coach. And part of the work of her is to go into schools and really help define bully bullying because you are absolutely right. Parents, staff, students, they don't always know how it's defined, what it is. So that's part of it. Education is really, really big and educating students, parents, families. We've done some work that this year with that,
but also, helping to show kids where to go, how to report, a safe space in place for that, and then what the response is. I think, what we found out from a lot of the families is they've been they've grown frustrated from their response or lack of. And sometimes I think we need to educate a little bit more of our schools on what that response should look like. How quickly it should be. We should call parents. We should give the information while protecting, students' privacy and those sorts of things. But, keeping in mind that we do have to do a lot of education around it
so that staff and families and and and kids actually know, and they know how to identify it, and and call it out, when it needs to be called out. But so we are work working diligently, in that space, and we're gonna actually expand, some of the schools that will be given, that support through the CDE grant. Thank you. Perfect. Thank you. So I really appreciate your question about or your comment that maybe next time we could disaggregate this between middle school and high school. And I guess I just want to say that it's
just to reiterate what we've all said. It's hard to know what bullying Where does teasing cross the line to bullying? Where does, you know, what does that look like? And it and even when you think sometimes things are fine, under the surface, they are not. And you don't find out till way too late. And, and that's painful for everyone, the kids, teachers, families, everybody. So I I so appreciate this work. I really, really appreciate this work. My question about how Qualtrics recommended, putting the neutral space in there,
I'm just wondering what their thinking was in that. And I guess in general, it probably doesn't matter because in general, depending on the day that I'm taking a survey like this, do I feel safe? Well, I just got you know, something just happened. No. I don't feel safe. And maybe another day, yeah. Things are going well. You know? So those kinds of things, there's so much, leeway in a kiddo's answer or an adult's answer. And the world around us right now is just darn depressing. So, it's hard to know how to how we can support kiddos so that they can
have a great learning environment so they can learn, which is our job number one. So, yeah, just a big, big task, and appreciate all appreciate all the work around it. And I won't try to give a scientific answer to the the crossroads question. But I think what it is really trying to get at those who are truly confident that they do not experience or they they feel safe in school. And because as you said, it could be on any given Sunday or Monday or Tuesday or it could be, you know, depending on the circumstance. But I think the reason why they put the neutral is for that,
you know, kind of maybe maybe I do here, maybe I don't. But for those who truly feel, I feel safe in this environment, I can answer here. Or you know what I mean? I or answer on the other side. I think that was the thinking behind it. My concern is as we're trying to compare this year's data to last year's is that they didn't have that option. So I wonder how that, you know, plays into the responses that we've got. Next year, we'll be able to compare apples to apples clearly. So can I add one last thing before I close before you close? We're not ready to close yet. Okay. Yeah. Sure. I just I'm I'm wrestling not wrestling.
I'm I'm sitting with director Duncan's question because it's it's real to me. I believe and and this is just one part of the strategy, but I think it's a significant part of the strategy that the culture and climate coordinator has great promise. And I think it's the right investment for everything that we saw and we heard, in our system. But just like anything else, if we're not intentional about having clear indicators of success and metrics and we're not monitoring it, it could fall into something that we didn't intend to. And what I would hate is and I don't wanna put words in your mouth. But I saw hear what I think I hear you saying.
I hate for that position to fall into a glorified, disciplinarian or something else that carries a weight of discipline in the building rather than truly building capacity and shifting culture the way that we intend for it to. So we definitely will, you know, stay on top of it, identify what the indicators of success are, and, if we need to make adjustments, make those adjustments. But we have to stay on top of it so it has its intended outcome. Yeah. I I appreciate that because I'm a huge fan of the implementation of CCCs in
the district. But I don't want them to become glorified disciplinary positions. I know some people who are in those positions, and I would hate for their pride and joy of being in that position to be taken away because it's a glorified disciplinary role. So Thank you. And and if I can just just add to the training of this position, it's it's not only the disciplinary piece of that. That is a component. But our mental health team is developing professional learning from with that, our seed team. So it is an all encompassing position,
and we have multiple stakeholders within our system developing that professional learning for these individuals. So it doesn't turn into something like that. So just to be clear as well, this new CCC position, are we gonna have one per school Yes. Or is it gonna be a shared It'll be one per school, but I don't know if you wanna add anything to that. That the CCC position, each school will have their own. Correct. Every every elementary, p eight, and middle school will have their own.
And currently, we still do have one family liaison per school as well? Correct. Because in the last let me see if I can catch it here. Last month, in the, personnel action. I think I saw a few family liaisons roles being terminated, does that mean it's the individual, not the role? The role still stay? We're gonna I just I don't know that I can speak to that in this form. I I if you wanna ask. Okay. I can I can information?
Yeah. Yeah. Sure. I can I can I just wanted to make sure that we have the family liaison's roles are not terminated for this sake because that's, I mean, they play also a crucial role for off Right? You know, minority families and immigrant students and families. We're not eliminating, family liaison positions. We're not. So but if there's a a particular personnel, then we can, you can ask me. I I don't think there's a particular personnel. I just I would I'm was worried about the role itself, the position itself.
No. Okay. And then, superintendent, you mentioned, school as a community hub, in 4.3 if you want to. I'm gonna have Jalen speak with you. Yeah. Absolutely. Executive director Jalen Coates for our culture equity department. Hi. So is the question just more about what the strategy is, doctor Kiki? What that look what what it looks like the implementation of that would look like. So we're really excited about this. This is a part of our destination APS strategies. So the five year vision for this is that every school in APS will be
functioning as a community hub, which means they will be embodying five different pillars. Those different pillars are expanded and enriched learning opportunities, a culture of belonging, safety, and care, comprehensive support services, strong family partnerships, and community voice and shared decision making. For year one, we are going to focus on one pillar, which is that culture of belonging, safety, and care. And so that will look like providing, resources, professional learning, and engaging in a comprehensive needs and asset assessment to learn more about what the
individual needs are of each school community and how we can be cultivating intentional community partnerships to help provide for those different needs. Doctor Duncan? Who's who's overseeing that work? That will be my team and, Sylvia Montenegro, who's the director of the face team will be the primary, driver of that work with her team. For every school? So we are hiring, five or three now community hub coordinators and hoping to expand that, to model the feeder system that we have.
And those hub coordinators are gonna be working regionally in what we're calling clusters of schools that model those feeder systems to help, with that support. And then we'll also have, family engagement specialists who will be supporting, both the well, the hub coordinator, the family liaison, and, hopefully, the climate and culture coordinator as well, in the rollout implementation of this work. And, Jaylen, if you would, just for clarity of purpose, the majority of those roles are repurposed, not like creating brand new roles and hiring.
Yes. Repurposed roles. Thank you. Yes. So we're restructuring, the department right now to create new roles, and this is in the aftermath of, the stakeholder engagement work we did for the community hub strategy, that told us that we needed really intentional staffing to support the rollout of this work. Yeah. And sorry if my question wasn't clear enough. But you said every APS school is gonna eventually operate as a community hub, or did I hear that incorrectly? No. That's correct. That's the goal. So when we get to that point, who's gonna own that work at each individual school? Mhmm. So I think,
the goal is to create the conditions, right, for schools to be able to do that. So similarly to the culture and climate coordinator, it shouldn't just be owned by one individual. It should be we're creating systems so that the family liaison, the hub coordinator, the family engagement specialist, and partnership with the school based, or other school based staff are able to all kinda hold that work. Okay. Okay. Any more question? And just more to come on that one too? Any more comments or question, directors?
Alright. Thank you so much, superintendent, and your team. Thank you. Thank you, Ash. Appreciate your hard work. Alright. So the question now is asked, does the board agree that the report the reports address the board's goal? Alright. Thank you so much for all these reports, you and your team, superintendents. No problem. Thank you. Okay. We are going to move on with board work. And in board work, I think different stakeholders have been
asking about the the board meeting calendar, and, I wanted to run that by you, colleagues, and see if those the way those meeting dates align, look good to you. In an effort to make it manageable, the superintendent and I, sat down and and reviewed a few of those month, but it was it was a little bit hard. For example, in November, this year, November 4 is gonna be an election day. So I didn't think it would be fair for us to be in meeting.
So that's why we will have back to back. Well, that it's against policy too to meet on election day. Correct. All of that included. So that's why we are having back to back meetings, in November. And then, in May, also, we do have back to back meetings. So it's only two months that we have back to back meetings. I'm sorry? Oversight. Yes. January as well, we do have back to back. And this year, I believe we talked about not wanting to really have, like, a meeting, a retreat on a Sunday at the Broadmoor.
Right? We wanna, not try not to have that. So the superintendent and I were thinking having the meeting, the retreat before At CASB. Before heading to CASB. And that meeting date what was the date that be? December 2. So it looks like we could have three meetings in December or more than three meetings because we also spend we are having our two board meetings, then one day retreat, then we head we head to Calcutta.
So December is gonna be tough. And it's listed that way in November as well. There's a a retreat in November and a retreat in December? So good catch. So the retreat in November is our full group retreat with the new board members. And then the December the second retreat in December will be optional for the veterans, board members. This is more, it's gonna be is that what you said? I think you said a half day. A half day for but it's more focused on
on onboarding for the new board members. So this is yes. The December 6. Right, superintendent? I don't have my roles in it my my tax in a role here. Yep. Any second, I think, was suggested to do a four with the entire with the entire board. And that's supposed to be will be optional for, veteran board members if they didn't wanna participate, but but mandatory for the new board members because it will be onboarding for them. So November 22 would be a full board,
full day with board members that haven't yet been sworn in? They would have been sworn in. They're gonna be sworn in on the eighteenth? In November? That's what I was thinking. Is that not what we usually do? December because of whatever number of days. It depends on when our election is verified by your Yes. So verification. Yeah. Please No. Is it okay? Is this on? No. Is it on now? Yes. Okay. Thank you. It's dependent on when the ballot gets certified, but Got it. Based on how the days work, we're looking at probably the December 2 meeting will be the organizational meeting where,
can where the new directors will be sworn in. Probably won't be sooner than that. Okay. So December 2? Yeah. Unless there's a delay with, the count. Okay. Probably about the second. So then how would, like, how would how would that work? Because that would be us us to other people. Yeah. That's interesting. Horrible. I mean, y'all put it on paper. That's that's yeah. So Can can that is that possible? And this is this this was just a spot, so we it's open for Yeah.
I'm I'm asking it if it's possible, though. So I don't know. But it was Board meetings are public meetings, so anybody can come For For you yeah. Even board retreats are public meetings. So you can invite, the newly elected, directors to come to the November meeting. However, if it's a close race, you may not know for certain who those directors are. Got it. Because of the dynamics of how our elections run, if you get a number of electors, there's not a huge discrepancy Mhmm.
Between, you know, that third and fourth candidate. Mhmm. If you get a large ballot. So if there's six, seven, eight candidates, it's usually not a huge discrepancy between three and four. So, just be aware that you may not know for sure, but sometimes you do. We're not talking about inviting them to a board meeting. Right? We're talking about having them coming out of retreat. A retreat is a board meeting. But an all day meeting. Can can a regular audience member at a board member or at a board meeting just come and get into our conversation? Yes. Why don't they do it?
They We don't respond to public comment. They can't participate. So what Public meetings allow people to view but not participate in in We would invite them to just come and sit. Well, you can I think we have a decision to make? So now given Yeah. You're actually getting all of this information, and we have a decision to make. Yeah. The board can also invite anybody it wants to to participate in its meetings. It just doesn't have to allow everybody to participate. I'm confused for the That's a big if that puts us out of, oh, now we can't do this all of a sudden and have to pull it back.
And personally, I that for November and December on top of each other at a very hectic time of the year for every one of us and whoever else might join in, that's a lot. So what is the the proposition here? It's open again. To not have a retreat in November. Okay. And then have the retreat in December. Yeah. I'm so, truthfully, can a president so once we do swear in on the second, the president can decide not to have a retreat on the sixth, though. Correct? The president? Can they change the calendar? This is this yeah. The calendar can be changed by any board member.
So let me react let me ask this again. Okay? Yeah. There's no guarantee that any of the four of us or three of us that are up for reelection is gonna get reelected again. Correct. So on December 2, if none of us is reelected Mhmm. And a new president is elected, a new president will be elected on December 2 Mhmm. Can they then say we don't wanna retreat on the sixth? I think so. They can. It's they can do whatever they want. It's just can your body. But we need we need this. We need some sort of date hold for other stakeholders to So I think we
should keep it at the CASB retreat Okay. Unless the the president comes in and requests a different retreat at a different time. Right. Keep it at the CASB Okay. If that's what everybody wants. Yes. Clarifying first and then I have another question. The CASB dates, I believe, as Claudia recently sent out are the following week. Travel days, the tenth and then eleventh. It's later. Right? So that means we're gonna change that as well. So That needs to be changed. Change what? The repeat dates or The repeat date. The the so
we are when are we going to CASB again? '11 to '13. I'm sorry. Okay. So should we keep the '6, or should we do it at CASB on The thirteenth. On the thirteenth? Yeah. Sixth should be the purpose of the sixth. So those are the onboard, the brand new people who just got elected on the second. The purpose of the sixth is to onboard the people who just got elected on the second. So unless somebody changes that, they should be allowed to be able to onboard before we do a full retreat.
I believe we should move the November date to the actual CASB date and just do the full retreat with everybody at CASB like we've been doing. But I believe you need to keep the sixth because they're going to need to be onboarded at least to what we're doing, where we're going, you know, the stuff that we all just want we all went through. Yeah. And you should leave that on the sixth. That was the other part of my question was when the specific new board member onboarding would be. So if that's the sixth and that's its purpose, I get that part.
Okay. But the twenty second, I mean, we can all sit here right now and say, yep. We're gonna do it. And then we run into something with the certification of the election and we're So, you know, back to the drawing board. So I would take that one off Okay. And go back to with whatever I call the the the CASB. Yeah. Do the CASB. So do we keep the '6 and the '13 or keep just the thirteenth? The thirteenth, we will still be at the. It's the week of Oh, yeah. And is it is it the thirteenth or the fourteenth? What day do we usually do that?
Sorry. The fourteenth. Is it Yep. So the fourteenth is the day we usually do it. The day after cast. Yeah. I I I think that we should just do it like we've been only doing it. Do it on the fourteenth when everybody's there. Election certified. They've been onboarded. They've been onboarded, and we have a full board to sit down and do the first retreat. And do not do the one on the twenty second. Okay. Can I ask a question just on that? Is there any consideration for doing it on the thirteenth and not Sunday? Yes. That was gonna be my next thought. It's CASB, if if I recall oh,
my. I love that. I do not wanna call. Good one. It's over earlier in the day on that Saturday, isn't it? Yes. I get I don't remember what time, but it's a shorter business day. Yeah. So it would be a long day. But if I had a vote and was marking a ballot, I would say do our retreat that Saturday and everybody's on their way. Yep. Yeah. I'm fine with that. I was just making sure that we do it all at one time while we're all there. Like, the twenty second. Correct. November. November. November. Awesome. So that's done. And then coming to December,
we keep this Sorry. Your sixth is still a half day of the crew onboarding. Just wanna do quick. Yes. Yes. Okay. Or the new board members, the sixth will still be an onboarding, a half day for the new board members. If they've been sworn in on December 2. Even if Okay. Okay. We are good for November. Let's try December now. December, it's good. And maybe, hopefully, we'll sway them then. Hopefully. Okay. You're not really making this No. I I I do wanna be clear. The second is probably early.
The sec but we're optimistic that will be the date, but it will be on the early side. So just to be transparent with the board. Okay. So But we're optimistic. So should we optimistic should should we optimistically say December, we'll be swearing there? Yes. Yes. Awesome. That means the sixth, we can use that for those new board members onboarding as a retreat. Optional for veteran board members. Yes. The sixth then then, then the week of the eighth,
we are in Colorado Springs. And the the fourteenth no. The thirteenth per director Reinhardt would be a good day to have the full retreat, like, the full board retreat. I would be in favor of that. Agree. Claudia, I hope you're taking notes because I'm recording it. Thank you. You all know numbers just like it's not my thing. Okay. Awesome. And then we come back, and then the sixteenth, we have our business meeting. So, optimistically, the second is when we are going to say thank you
to definitely two board members, if not four. Somebody's leaving. For sure. Okay. Awesome. So we got November and December date. No. I I do have a a question, though. Yes. I can't remember four years ago. Seems like, you know, that we did we were sworn in, and we went immediately on retreat Yes. Because because of this possibility of not being able to I do see. Have the election certified. I might recommend that we do the same thing again this year and not not
meet on December 2, but meet on December 9, then go to CASB, meet again on the sixteenth. I know that's that's a lot of How does that sound? Director Carter? You you you've already outlined the onboarding with I mean, and and, like, that's fine. But when are they they're not gonna get onboarded until after you guys do a retreat. And so, theoretically, there's these things they're not gonna know while you're in the middle of your retreat. I I I I'm in favor of doing the onboarding as soon as possible just coming from, my original experience.
So I'm That's not I mean, I'm just saying you should do the onboarding as soon as possible, and leave the date as the second. And if something happens, something happens. But If I could so, because of how the dates work and because of certification, you have a very short one. I apologize. I don't have the dates off the top of my head, but I do the way we did the math, the the window's gonna be that week of the second. So if you move the date to the ninth, you're probably gonna have to have a special meeting that first week anyway to sort it in. It might not be the second, but it's most likely gonna be that first week.
I'm gonna recommend that you keep for now that second date. It is the first meeting. It's a special meeting. And according to policy, it's flexible. The board president can move that, and just be flexible, with the date if you need to, according to the certification. We'll know in advance what the certification is for the second. Maybe not a huge runway on it, but we'll keep you posted on it. So I'd recommend that you keep the second because I think the ninth will be too late. We would have to have another special meeting for swearing in and the organizational meeting.
I'd rather keep I I would recommend you keep the second and maybe move that later into the week if you need to rather than keep the ninth and almost assuredly have to have a meeting sometime in that earlier week. Does that make sense? Sure. Yeah. That's fine. I mean, I was just trying to avoid there needs to be a meeting to monitor. There needs to be a meeting for business. There needs to be a monitor you know, to swear in. So I'm just trying to figure out how that might work. So that also yes. The monitoring also time also is coming up soon here talking about it.
Yes. So do we agree on the second, possible swearing in, special meeting, and then the sixth for the onboarding, still optional for veteran board members, then the thirteenth, full board retreat, and then the sixteenth, business. Yes. Thank you. Okay. Okay. So then January, we're good. February, March, April, May, and June. Everything else looks good? Can give the board a few minutes to look it over. Does it look good? Right. Okay.
So with a few corrections updates, Claudia is gonna send us a clean one and send the stakeholders a clean one as well. Okay. We got one down. Three more to go. And then now we are looking at progress monitoring calendar that miss Humboldt put for us, to look at, that is for next school year. So I'm I'm sure everybody read, but if miss Humboldt wanted to put a voice over it and explain a little bit before to see if Sure. So you have a draft,
progress monitoring calendar that goes through, the end of your current board goals and guardrails. So that will take you through 2026, knowing that you will be setting new goals and guardrails, in the fall to start for the 2627 school year. What it does is it outlines, proposed times for that progress monitoring, aligned to the criteria, and that's a mix of criteria that's both in the from the guidance document that, AJ has provided us in terms of, like, what makes a good progress monitoring calendar, but it also does,
you'll notice against the criteria in the rubric, to help support ensuring that you get maximum points on that progress monitoring calendar, and had incorporated some feedback from Greg in terms of making sure it really kind of aligned and, set you up for, for success with the progress monitoring. Great. And there are there are a couple questions, two for the board to really kinda talk through. One is, as you talked about, is really that first Tuesday in December, which, looking at past years, when we've done the swearing in, that has typically been swearing in and then election.
And so in past years, we have either, not done progress monitoring or we've postponed that and moved that to the business meetings so that folks had a chance to get oriented. So that is the question for the board of how you want to anticipate planning for that now. And then the second, question is specifically as it relates to guardrails. The student outcome focused governance model gives you a lot of flexibility in terms of how you, tackle, the guardrail progress monitoring. And so given our structure laid out three options for how you might wanna approach it,
whether you want them, automatically placed on the consent agenda and could be pulled off for discussion, whether you wanted them, always up for discussion during the progress monitoring meeting, or that you wanted them only in certain circumstances move to the consent agenda. So question number one, what option would you would we like for December and January given the the swearing in situation? What are your thoughts, Boyd? Director Duncan? Director Duncan? Oh, I was gonna say, well, we came in drinking from a water hose.
So so, you know, I I think we can postpone it to the next meeting from the second to the the business meeting. That would be my suggestion. K. To the sixteenth. So having have one meeting on the sixteenth including monitoring. Any objection to that? That was gonna be my suggestion as well. Hold on. That's that. Looking at the whole calendar, how does that look to you all? I mean, this is just for one year. Right? Mhmm. That is correct. And then what once the board has established new,
new goals and guardrails and new progress measures are established by the superintendent, then we'll develop a new one for the duration of, those goals and guardrails. So I really appreciate this work, because it it it's really thoughtful, Christie. We do have all the goals. We do have all the guardrails. We know it's set up for one year expecting that, you know, to change, whatnot. But I'm still I'm still looking at it, and it seems like so just looking at cool. Four, it seems like we're monitoring it. Like, many I mean,
several times. I don't know how to explain that, but I was looking at each goal monitoring, and, you know, in the cadence of it, and I counted, like, goal one, we're monitoring it six times. It makes sense because we have three interims. Goal two, we're monitoring it eight times. We still have three interims. Goal three, we're monitoring it four times. We still have three interims. And goal four, we're monitoring it seven times. Today, again, numbers are not my strong point. I may have counted it wrong.
But I was looking at the cadence, and it's it's it looks like there are certain goals we are monitor we are over monitoring monitoring them. Yes. Oh, I am so sorry. Sorry. Can you tell us the page you're looking at? Sorry. I am so sorry. So if we look at page what's the best way to look at it? Page four and five. Page four and five. Thank you for calling that out. Did I count it wrong? So if we go down to page six, we have all of the goals and then the entrance. So goal
goal number three, for example, just for the sake of this example. Right? We're monitoring it four times. It makes sense because there's the goal itself that we monitor and then the different entrance, that four time. So sorry. So, like, let's say 2.1. In, I just lost it. The 2.1, we're monitoring midyear data somewhere in December, January, November, I think it was. You know, for oh, February. February. And then we monitor end of the year data in August, which makes sense. That adds to the amount of times we're monitoring that particular goal.
What we could do instead of doing a February monitoring and a August, we could just at the end of the year do an update on 2.1, and it'll just capture midyear and end of the year, if that makes sense. That'll reduce the amount of times that we're monitoring that particular goal, or we're just giving an update on the midyear and the end of the year once as opposed to doing two separate throughout the year. Does that make sense? I'm looking. Yeah. For because I don't know. You might be right. Because for two and and and four, we definitely monitor the entrance more than everything else.
So so I'm saying so let's just say that as an example. If that's a concern that is it's so many, rather than doing February 2 point '1 midyear and then August '1 end of the year, then we can just wait at the end of the year and monitor give an update on that, that particular call. And that'll reduce the amount of times that we're having to visit that if that's a concern for the board. And I think one of the clarifications to superintendent Giles' point, it doesn't mean we won't provide an update on the data. It just means it won't you won't get the full monitoring report. However, that might look like because I think it may be just me,
but I I'm gonna give time for my colleagues to kinda take a look at it first. Yeah. Well, I I mean, I don't for me, I don't I don't think it's too overwhelming. I definitely wouldn't wanna report at the end of the school year for midyear data. Mhmm. So that's just me personally. So my suggestion would not make a change to that if you were looking for a suggestion. K. Any other suggestion? So I'm trying to recapture that. So in December, we are doing
four supposed to be doing 4.2. Right, Christy? And then I think it starts in November. November, we are monitoring goal four, then December, '4 point '1. I mean, sorry, 4.2. Mhmm. Then in January, '4 point '2 and '4 points no. 4.3 or 4.2. Just four just 4.3. Four point three. Mhmm. And then in April, '4 point '1 and May, '4 point '2 again and 4.3
again. I mean, if everybody's cool with that, I was just flagging that. Mhmm. Can you repeat that? K. Got me there. Okay. So starting November, we have go four. Then December, we're supposed to have 4.2. Down in January, we have 4.2. Oh, sorry. You said 4.3. Right? Because we have these we have to pick an option. Yep. And I and I believe based on the conversation you chose, one b. So it'll be 4.3. Four point three.
And then April, '4 point '1 and May '4 point '2 and '4 point '3. We can certainly, I think, based on the that option, certainly move 04/2001, to May and then drop the four point two and four point three because you monitored them at midyear, and you would just get a report then on 4.2 and 4.3. I was just flagging it doesn't is would that work for everybody? Okay. Alright. Sounds good. That was, like, that was the the only concern I had. Otherwise, everything looks good.
And I think just on the last question, the second question, options around the guardrail monitoring. As I mentioned, you have the options in terms of how you want to handle guardrail progress monitoring. Do you want to, in and and some of this has to do with right? And just thinking about, when you do your timing, right, for how much time you're spending, you get credit for for the timing counts for the goal monitoring, not for the guardrail monitoring. And so you have options of either, right, guardrail monitoring automatically placed on the consent agenda, which would be in the business meeting,
which you then always have the option to pull those off. You could, have only those reports where the district is on track move to those consent agenda, and then those where the district may be, you know, not on track, or not meeting the target. You could have a monitoring discussion around, or we could continue to do what we have done, which is continue to include them on the work session, agenda, and then you always have the option to determine whether or not you want to discuss those. How does that sound? Sounds good over here. Which option? Which option sounds good?
Put it all on consent. Do it do it all in conversation like we've been doing, or only put those things on consent that where the goal is met. Those are the three options. I like to be. Just only those that have been that are not making, not on track to have a conversation around. I agree with that. Why can't the things that are going well, though? Yeah. I'd like to celebrate, but doesn't necessarily mean you need to monitor it. But so that's a good point on how to, But Juvy? I have played with it.
Yes. Because I I agree too. But what comment could still be made on those that were on consent already because they are Yeah. Progressing at or above? Yeah. Celebrate the good stuff too. Mhmm. And we're all clear. We're just talking about guardrails. Mhmm. That's okay. Just one. Alright. Awesome. Any other So two b? Yep. Okay. Any other questions? Alright. Anything else for Christie? Alright. Thank you, Christie. Thank you so much. What before we get into the evaluation, can we take a five minute stretch? Five minute stretch? Thank you.
Stop it. K. We're gonna get into board self evaluation. And just as a reminder, I think, we also all have, maybe not, the implementation timeline. Yeah. Okay. And if we look really quick on that, we are on track. So that's a good thing. And that being said, let's start our own evaluation. So where's Maya? I can hear you. Right here. Awesome. Okay. So last time, we self,
evaluated ourselves. In March, we were at 64. That being said, we are going to start with vision and result. We have passed the red or the pink, the orange, the green. We have the blue. Last time, we gave ourselves a 25, and that was because we said we were missing bullet point, bullet number one on the blue. That's the only thing I recall now. So how are we doing? We're working on it. We're working on it. I mean, that's,
the purpose Yeah. Of our, community engagement Absolutely. In the next, couple of months. Correct. So we're still at 25. Awesome. Move to values and limitation. Quite frankly, I don't think we're gonna move the needle much. We were at we gave ourselves a 10, and, that was because we were missing bullet point number one and bullet point number three on the blue. So So we're still at 10. I'm sorry. I'm still here. So at a ten. Still at ten. Mhmm. Yeah. Moving on to three,
monitoring and accountability. We gave ourselves a 20. Mhmm. But Greg drew my attention on, on the green here, the last the second but last, voice says the board has been provided copies of, but unless required by law, did not vote to approve, disapprove the superintendent plans for implementing the board's results and worked to ensure that the plan included both an implementation timeline and implementation instruments.
I don't I know we had the conversation around that last time when Greg was there was here with us, and he did suggest that the superintendent provides that for us last month, but I don't recall us receiving that. And you haven't we're still we're working on that, but, no, we haven't received it yet. So the implement implementation timeline, you haven't received the way that he asked us to do it. So, if I recall also, we were I mean, you did say that we were gonna receive it sometimes and so when can we
expect that? Is there a timeline? Yeah. I I think we can get it to you here pretty soon. We've been going back and forth and working with Greg on what that needs to look like, and I think we just get into a place where we have a better understanding of what they expect. So that's why you haven't gotten it yet, just to be honest with you. Yeah. Can we make I'm sorry. I I really don't wanna prolong this meeting any longer than it has to be. But can we, like, give clarity to what he's talking about that we need? Because when I read this, it's like, didn't we already get implementation timeline? That he did say that. So if you remember the conversation,
he said, we can have it two ways. One way is saying, hey. The superintendent presents it to us, every month when we meet, and that's good enough, or he puts it all in one place. That's the part that I think you all are That's that's what's been the struggle. But from what I understand, at our last officer's meeting, he did offer to talk with you, and he said to me today that he had already had that conversation. And he has met with Jesus,
if you wanna speak to it. He has met with the deputy superintendent most recently to bring some clarity around what he's talking about. But the confusion has been we feel like we've presented that before or given that. And then what the council is asking for That's is something a little bit different that Jesus has been working with Greg on. So Yeah. So I had a chance to connect with Greg, and he provided some clarity on, I think what this looks like is the strategic inputs that are identified in the progress monitoring for each of the goals. I think one push that he,
shared with us in feedback is creating one for each of the progress measures as well. But, ultimately, his recommendation that he shared was it's a smart goal aligned initiative that aligns to each of the four, goals, and we have a draft of it. Greg has given some feedback. I think we're probably ready to share with you all, I think, as early as, you know, later this week. But, essentially, what we did in the draft that we've shared with Greg is take the the information that has been shared throughout the year Right.
Through progress monitoring and put it into one place that sort of speaks in an all encapsulating, way about each of the four, goals. So we we sort of did it on the back end for this year. So sort of, you know, all of the things that we had planned from the beginning of the year to do and that we've done so far. And I think a push for us from Greg, is to have something like this at the beginning of the year, for you all to review alongside the progress monitoring calendar as we progress throughout the year.
Is that making is that making sense to you, director Duncan? So two ways we can say, you know what? We already getting it every month anyways, or just, still request that they put it in one place so we all read it, and it's it's there all in one place, versus Well, I don't think that request is made by a board member, though. No. I think the information that we've been getting is Yep. Satisfying. It feels typically. Yeah. Absolutely. Again, I'm not trying to speak for anyone else, but at least for me, like,
what we've gotten makes sense. Now if if Greg feels like this to help us be better, I don't know. But I feel like what I've gotten as director Duncan works for me. So I also believe it's adequate the way it's that we've been given the information. It's thorough. It's well presented. It's it's definitely well thought. I appreciate the presentations. And myself, a chunk at a time is good. It is again, it is for us, by us. We direct this. So if we don't need it all in one place,
I mean, we don't have to have that. For this, I mean, it's in the the self evaluation, But it's our call. And if I may, just to add a little bit of color to the conversation, what you'll see in the draft that we have compiled are some of the big bets that y'all have heard about throughout the year. So, things like moving to the network structure was one of the big bets that we made this year. And so you'll you'll see that as one of the smart goal aligned initiatives for all four of the goals or,
also things like moving, or creating the the operational director role, which, of course, supports many of the limitations, that work, but it also frees up, our team to support on the instructional goals. So those are some of the kind of big bets that you'll see actually throughout you've seen throughout the year, but you'll see called out specifically for each of the four goals. And and you say you feel like you're close to having this work completed. You've been working on putting this piece together. Yeah.
It's funny. Greg gave some feedback earlier today, and and, actually, he commented while we were in here and said, hey. You know, I think for right now, this looks good if you need to send it to the board this evening. And so I I think it's another space where we're we're we're ready to share. But, also, again, just as the conversation has brought us to this point, it it's sort of compiling the big bets for the whole year that align to each of the four goals. Yeah. K. So since the work is already, like, done, should we stop it, or should we just let it come to the board?
I was gonna just say, I think for the purpose of the our board evaluation, I think what we have currently in place is fine. But I I see it as just, like, an add on. Right? You've already done it. It's great to have, but I don't think it's should limit us from, you know, meeting this board evaluation. Thank you. The other thing I was gonna say was, not knowing what this might actually look like and how helpful this might be for our work, I would appreciate seeing the work that you've done on this. And then the board can decide,
yeah, this really did make a difference. Or, yeah, what we've been getting has been adequate, and we can then direct the work that way direct your work that way. Did I say anything? But that doesn't mean we need to grade ourselves Low. Low. No. I think we're on. We're on. No. We're on for sure. Because we are also missing certain items in the blue. We are. Yes. I'm not going back to 10. We are not going back to 10. So we keep it at a as a out of 20. We're good.
Awesome. Thank you so much. Thank you. Doctor Rodriguez. Communication and collaboration. We rated ourselves as a five At five. In the blue, we are missing a few items, One being the board adopting, few enough policies that the full board has as a whole, is able to review, which is underway. Every month, we, both director Duncan and director Tom Wing is, upbringing policy, so it's underway. And then the the next one we're missing is,
receiving a final version of material to be voted on at least seven count no. No. Yes. Seven calendar before the board authorized public meeting during which the material would be considered. And I think one thing we were seeing here is, remove or adding things onto the I think we're still at five. Agenda. Meeting student outcome. Meeting student outcome as well. Okay. So five it is. Lady interest. We are three. We're still I think we're still at at
three. We still haven't done the memorization of that. I don't know. And then, we definitely do the quarterly self eval. However, we do have all of our targets and our goals and interims already in the boardroom for us. So how do you suggest we proceed with that? Do we even need that? I mean, we know goals. How you guys are feeling about that? The memorization piece. Is that what you're asking? Yeah. That piece where we know in general, like, the four different goals and the five guardrails.
How do we proceed with that? I know, jokingly, director Duncan was the one who talked about quizzing each other. But I am not long for this board, so you could wait to do the memory thing after I'm gone. But, in this Age of being able to get data at your fingertips, to be if you needed if we needed specifically to know what the third grade reading data was or the whatever, you know, We can quickly pull that up. I think if board members know the the big umbrella pieces,
third grade literacy, graduation rates in four years, you know, equity, sixth grade, equity, ninth grade. And to be able to explain that a bit, to me, that's what my opinion, that's what makes, the big difference that you can just talk to any community member about that. Let's save the rest of us. Because that could mean we could give ourselves a five. I mean, we've been out of five. I know. Well, five it is. I ain't gonna argue that. And last but not least, continuous improvement. Sorry. We are one. At one.
Still at a one? Someone should do the math. We're not even gonna argue that one. Right. Let's add that. Still moved in at all. 66. Awesome. All good. And, also, I wanted to point out thank you to Claudia. We do have the vision and mission frame. Yay. And it's gonna be in the boardroom along with the goals and guardrails. We have done tremendous work, between crafting our own norms, our own mission and vision. And now we are on our way to,
back to community engagement as well. That's amazing. I wonder how your community engagement went, director Duncan and Tamlin? You want me to talk about it? It was okay. Because that was the that that's that was the first one. Yeah. It was it was it was good. K. I I I feel like it was something that was competing with that event. I can't think of it right now. Saturday, last Saturday. Mhmm. Graduation parties. I think graduation parties amongst other things. I don't feel like the turnout was what it should have been given the nature
of the event, but it was it was a good event. I I think I don't know how many people responded to the survey, but people came up to the table. They asked us questions. I know we have printouts of the questions that the survey includes, and certain people asked about those questions. I think, overall, it was it was good. Yeah. I don't know the count as yet, but I would say same thing. Yeah. That and what I, experienced, though, is, like, because there were other tables and other presenters, I think when you go to a space like that, you have to be, like, approach people and ask them to take the survey as opposed to them coming to
you. Yeah. That's what I did. Yeah. I I went to some of the tables and, you know, let them know. So sort of, like, yeah, again, kind of if you can have that space to sort of advertise that we're there as opposed to us just blending in with a bunch of other tables. Yeah. I would agree. Mhmm. A way to actually go up and engage and promote what we're doing Yeah. So people aren't I know sometimes we expect people to know exactly what APS is and what the school board is, but they don't. So the more we can sell what we do Yeah. To get more engagement,
then I think that'd be a good strategy moving forward. Doing outreach in the outreach event. Yeah, and just promoting why this is important for you to stop by our table or take the thirty seconds to finish the survey. That's amazing. That's still great. The good news is, we still have many more opportunities. Director Carter? There's a question I asked director Dothan as well. We did the table last year. Are we doing another table this year? And then is that already? APS kickoff? Yeah. That's what he's talking about. It would be great to have a table and engage people as well.
We didn't think about that. And and we need to plan that now since we're not well, do we need what what do we need if we wanna do it, what do we need to do right now to make sure we're ready by August? Back to school kickoff. Do we still have enough swags and Okay. Okay. Good to know. So what do we need to do now? And, I mean, the only thing we need to do is to just let the superintendent know so that he will let That work variable. The planning staff know that we would like to have it That. A table on a Absolutely. I almost thought it was automatic that the board would have a table,
so we'll make sure. Yeah. And, Jalen just sent me a text too. There are a lot of other summer opportunities. I don't know if Jalen we can send it through the, the weekly update that you may wanna take advantage of too. So let's just do it that way. I know Juneteenth and, we have a couple of other things. Yeah. So we'll send it out to you all. Juneteenth. If you if you choose to. I know we'll we'll be participating, but if the board wants to participate, that might be another opportunity. So we'll send you the list of it in the weekly update. Yeah. Does that work? That works. Director Gakken, how was yours? It was interesting. Oh. So I went to Aurora Rotary.
I had fifteen minutes to do a survey. And, I had printed out our, the questions and the why we were doing this. And, you know, I had a one pager and the QR code on it. And only one person was able to use a QR code to get online because the Wi Fi in that room was not great. So I followed up. The other thing, I was able to follow-up with a link. I just sent an email to everyone with a link to to get there. So I don't know who filled it out.
That's the other thing. You know, you can only do so much. But people were engaged in terms of wanting to help, wanting to participate. And so, I'm assuming I'll be there tomorrow too, just regular meeting to say, don't forget. You got it in the email. You know, please take care of that. But, people, I think, liked having seeing the questions ahead of time before they were going into it. I I think that was real supportive. The other thing I thought is if I'd had a paper copy you know, there were 25, 30 people at that meeting.
If I'd had a paper copy, people could have done that real fast. And I could have I would've had the time. I know everyone doesn't, but I could've entered the data. So I think next time, I'll go prepared just, you know, here's the information that the same information we get on online. And if if it doesn't work again, here it is. The question I have, though, that comes to mind for me is who even owns the weather data seats right
now? Oh, good. Do we know how many people potentially have filled it out already? Sorry. I'm doing the same thing. We I think we have 24 responses so far, but not all 24 of them filled out all of the questions. So we just threw out you know, we have sparse comments on each, but it is within the dashboard. If you pull up results, they're all in there. And so as you continue through the process, then we you know, there are capabilities to ask, for example,
like AI to scan for themes Mhmm. And then do a summary of what are the themes for each question, that type of thing. So as we get further along when there's more results, I think that would probably be more helpful. Well, it's already it's already a good, thing that we can have a a a peek at how it goes. So now we even know that we can encourage people to fill out all the quest respond to all the questions, and things like that. So thank you so much, Patty. Any other comments or questions about the community engagement?
We can continue to fill out the the community engagement and outreach sheets, and take on those. I think we are on on a good path here. Alright. That being said, this concludes our meeting if there are no comments or, questions. Okay? So our next meeting is going to be June 17 at 06:00. And, director Duncan, do you have the time for us? Yeah. Two hours, fifty one minutes, and ten seconds. Okay. Thank you. Time well spent.
And, do I hear a motion to adjourn? So moved. Do I hear a second? It's been moved by director Tom Wing, seconded by director Duncan. Claudia, would you please call Roe? Yes, ma'am. Director Carter? Aye. Director Duncan? Aye. Doctor Gerken? Aye. Doctor Gizzi? Aye. Director Reinhart? Aye. Director Tasker? Aye. Director Tom Wing? Aye. Thank you. We are adjourned. Good night. Thank you, everyone.