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[Music] [Music] okay we have just come out of our executive session we are resuming the
public session and as mentioned earlier the board will study two monitoring reports this morning board end 1.3 every student will be taught using evidence-based instructional materials that reflect the global diversity of the world in which students live and board
and 2.1 educators will receive highquality professional development and engage in planning that directly improves their impact on their students since we have the same presenting staff for each monitoring report we'll seg you directly from one topic to the next as Guided by our presenters today and as a
reminder to the board and our listening public the full monitoring reports are available for review in board docs previous reports and discussion on this topic can be viewed in our board docs and live stream archives before I hand this off to miss nicus uh superintendent
Doran is there anything you'd like to add I would just uh like to get us started I think Miss nikus has put a lot of work into these monitoring reports I'm looking forward to her having the time to share about the important work that she leads so thank you yes would it be
better if I turn my camera off we were thinking you would share screen okay does that make sense yes and that way our board and our listening public can see the materials just give me a moment to pull the content
up up it would be showing up there if I'm sharing or yeah [Music] go here um it's not sitting here [Music]
see sorry I don't know why I'm it's not sharing to do it yeah we're working on it I just Kim's going to join sh's got it from board dog so we know it's the yes yeah
perfect I think so they can't see it either wait there it goes yep okay I think we got it can you guys see it now thank you for your patience we appreciate that okay and they can hear they can hear me okay yeah all right
okay let us know if you're having a hard time hearing Renee just touch my screen to scroll okay great well uh good afternoon uh members of the board excited to share some of the work that we've been doing around curriculum with you over the past year uh we've
been very busy um so we've got some real bright spots to share with you and also um just kind of give you some updates around where we're at entry into this year so we'll start with just a quick touch on how uh the work that we've been doing does align to the board's end end
statements uh around 1.3 uh the board ends here States some every student will be taught using evidence-based instructional materials that reflect the global diversity of the world in which students live and here in Jeffco we interpret this to mean that instruction for all of our Jeff students is grounded in high quality
instructional materials as well as practices aligned to research and data uh so uh about a year ago we were together talking about what was happening with curriculum and so this will be a summary of the school year 2324 and all the work that was done at
that time uh so what things that we've been working on are continuing to implement um it should math resources we've got our third cohort this year and so at the end of this school year we will have all of our schools using a new math resource in Jeff Coast so that's
pretty exciting stuff and we're seeing some really G great uh gains from our students already and higher levels of Engagement uh We've also been working on um draft implementation planning for core resources and Science and secondary Ela from last year and we started
implementing those things this year uh continuing to work on on implementation of intervention resources for Math and literacy and then um we'll provide you some details around some things that are under review and refresh right now and over the next few years all of this work around curriculum
is really focused on creating a strong foundation for tier one or core instruction in Jefco um and this is anchored in what we call our Arc for instructional Excellence which you see here on the slide uh this Arc really Maps out the Focus for our professional
learning and our work around core resources over the course of the the school year now this is the art for this year we had an art for last year as well um where we were um implementing math resources this year we've really started to lean into the instructional practices
that support the use of those resources and I know we've talked about this before but um a resource isn't going to get you as far as you need to go it is the what we're talking about is it's the floor it say the floor it does not set the ceiling and it will not do everything that our students need for it to do that is the job of our teachers
and that's that's who brings the art and the magic um and student engagement into the classroom every day but it is truly amazing um for teachers to have a core resource that really sets that floor Norms us across our system about what grade level expectations and instruction
should look like and then our teachers are able to bring their own um expertise to it to really take it to higher levels of rigor uh thinking think about the students in front of them and where what the data says about them and what their needs will be when engaging with those curricular
resources um as well as plan for um more rigorous instruction when it's needed and so um when we have this Arc of learning mapped out it really gives our leaders and our and our teachers in our building an idea of where we're headed over the course of the year and helps them to plan Accord accordingly at the
building level so a couple of bright spots we're super proud about I talked a little bit already about the um of math resource implementation we now have K12 new core resources for math in every school over the last few years we've also implemented new uh resources K5 and
grade some grade six uh for literacy in every school this year we are implementing new preschool curriculum as well as science curriculum in sixth grade half of our sixth grades and chemistry classes and um also I yes and
new science materials not sure if I said science it's not on my slide here but we're also implementing in half of our sixth grade science classrooms um a new science resource this year so we're excited about all the work that's happening and we're on track with all of these things that some of them were listed as areas in need of focused
acceleration last year and so I'll give you some updates about um how we're on track with with these things and where we're headed next uh for secondary Ela core resources uh we have 14 out of what 25 middle grade um schools that are
currently involved in an Ela pilot of uh resources we have all of our preschool classrooms that are currently implementing a pilot in preschool we're hearing great things about that uh we have all of our schools using uh intervention resources for literacy
and math which include OG um Lexia zern for math and math accelerator and then we continued to invest and build out our uh instructional resources and the content available for our teachers through our District web web pages and our landing pages and I think you saw a few examples of that um in the report we
gave you a couple of screenshots so you could really see um how detailed these are and the great resources they provide for our teachers some of the challenges we're continuing to work through um are around change management um we know
that when you're learning something new and ask being asked to shift practices um it can create some anxiety and stress for teachers and we've certainly seen that along the way um throughout our curriculum implementation I think we're getting better and better in thinking about what do our teachers need we've
intentionally uh set up structures this year so that we could stay close to the conversations with our teachers so that we can understand really what do they need but supports are are they finding helpful um and where do we make uh need to make adjustments for for schools in order to more effectively manage the
change that um teachers are going through because we know it's it's a challenge it's it's a lift um that it does get easier once you get more familiar with your resource the the lift gets easier um but going into it it can it can be a lot so we've got um committee set up centrally this year with what we call our instructional
leaders where uh we have a representative from every school that comes together once a month and just recently I attended the secondary Ela instructional leaders group and we invited all the teachers that are piloting the new resources for ELA to this meeting um so they could just kind of share their stories how is it going
um you know kind of wordss and all and I was kind of bracing for you know hearing a lot of challenges uh but I was pleasantly surprised at how positive the reaction from our schools that are piloting piloting these resources was um they were talking about it it's so nice
to have the resources there because they are able to think about how do I engage students how do I how do I create interest in this lesson coming up um how do I differentiate and provide strategies for students are going to need greater access because they may not be working at grade level or enrichment or extension at the learning and because
the the mat materials are there so they're not having to go out and search for it um they talked about how helpful it's been to be able to have all of their team using a new resource at the same time so they can TR troubleshoot and support each other through those challenges um and at the end of the meeting there was one teacher that's not
yet uh has any new resources in their school building and she asked us to stay out with her because she really wants to get in on this next year so you know it it's happening it's getting more positive we know it's been hard um we so value um our teachers being honest with us and just sharing what's working and
what's not and we're going to continue to do that U we have uh visits to all of the pilot schools to meet with every teacher working with the resources throughout the month of November so we'll be going to them to talk more about how do we move this forward in other schools what do you want your colleagues to know about how this is
going um in January we have a full uh full day for districtwide professional learning and we'll be setting up a panel discussion with some of our pilot teachers and inviting other teachers across the district hey if you're interested come to this session you can hear you know how it's going um what they love about it what hate about it um
if you're interested so we're really hoping to generate more interest um hopefully within the next couple of years so that we have solidly K8 prek K8 resources um in all of our classrooms because it really does set that that uh
level U expectation on what grade level should be so it really helps us to Norm as a system we have that across all of our classrooms and when we don't it makes it a lot harder to ensure that we've got that vertical articulation across grades and across School especially as students matriculate up
through the different levels so we're very helpful um that we're moving in the right direction but change management is an aspect that we're having to plan really intentionally around um to make sure that we're providing the right supports um another challenge that we've encountered is now that we've had um L
excuse me literacy resources in place for a few years at the elementary level we've been able to capture some some data um for around student achievement outcomes and as we started to look at this through uh resource lens you'll see here on this slide um this is our third grade Cass um
reading mates and exceeds um if you look closely here you'll see it is by resource if you go to the far right you'll see the different resources that we have in Jeffco for ELA at the elementary level so it starts with hmh Conor one that was the first group of
schools that started with hmh then two um and then the non hmh schools you have that comparison about how they're performing what their actual average cmass score was and then if you continue to move to the right you see our schools that are using the resource e and their average
uh CS score open court CK and wonders and while all of these resources are comprehens of core resources they're on the CDE approved list for high quality instructional materials we are starting to see a difference and how our students are performing if you're looking at it
just through resource lens and I have to say it's not always just about the resource um but we do have some questions about what we're seeing particularly with our our uh schools using eel as you can see in that gray number um at every grade level not just
third grade but K12 as well it is consistently uh the lowest per our students are form U performing the lowest consistently at each of those grade levels there are map assessments and other assessments um from the schools that are using that resource so we started some conversations with the
leaders there just asking about implementation what does that look like how can we support you uh you know try to get to the root cause of this um and see if we can um change that trajectory and again it's an ongoing conversation and if we can't seem to get student outcomes moving um with that resource
then we'll have conversations about what resources may be able to be provided to improve that there so that's another challenge is just really trying to understand program Effectiveness um it's not always about resource again but um it is something that we're looking closely at um at the same time wanting
to support our schools to get there and then finally I would say um this idea around academic freedom and and resource coherence has been an ongoing challenge um and again this is I think part of change management when you think about it it for I don't think well I've
been in jeffo for nine years and I've not heard anyone talk about even prior to that that we've ever had like core resources purchase resources and programs that have been consistently use the jeto and so this our teachers have spent many years um planning your their
units and bringing their materials together and they've used those over time and they've invested a lot of time and energy and it's not to say that that work isn't quality but the way that that work has occurred across our system has been very incons inconsistent and very
much in silos so you might have a you do have school teams at the buildings working to build out their own materials and they're using those over and over again and then when someone leaves or retires you've got a new person that might come in and we've heard this we've actually lost new Educators in Jeff Co because they come here and they're like
wait there's no resources what am I supposed to use to teach um but their you know their colleagues have those and they'll share things with them and then they you know so there's there's that piece um that we have concerns around and then when the units are built out at the individual classroom and school level we don't have
articulation across classrooms across system across um schools and levels so you may have a great experience here at one school or one class but you may not have that in another sixth grade class in another building or even in the same building because the teachers haven't really had a chance to come together and
do a vertical progression and planning and a scope and sequence that makes sense so that every year the learning is building in riger from the year before um so we there are people with phds they get paid to do that type of work excuse me um our teachers should not have to be
curriculum developers uh it takes a lot of time um we would rather have them focusing on the students in front of them meeting their needs and having someone that's put that stuff together for them so they can take it and make it come alive for kids and so I know there's been concerns around feeling like some things have been forced upon
teachers as you know purchase programs or scripted curriculums there's been a narrative about that um I believe that's a result of uh lack of coherent and effective communication so we are working on doing that better making sense of the why it's not because we
don't feel like our teachers are doing a good job or are preparing quality materials it's just very inconsistent so we a lot of variability in our student experiences and what we've seen from our tntp report and other uh walkthroughs we do not consistently have grade level
material or instruction happening in our classrooms that's just not okay we're creating casts for our students because of that lack of vertical articulation and the learning progressions and so while I understand that it feels like a loss when you've invested a lot of time and energy and creating materials for a
teacher at the same time um if we don't start to address some of the challenges that are occurring for our kids we're not going to be able to change student outcomes as a system that that coherence and that um vertical progression of learning that increases over time that's
connected to the year before if we can't get that consistent through the consistent use of resources our kids are going to continue to to struggle and have gaps in their learning and not get to PR expectation so it it's a balance it's a making sense conversation it's working collaboratively side by side with our
teachers um to help them understand the why behind that and we're working to do a better job I believe truly that every teacher that gets these resources or has a conversation with us um comes out of that with a deeper understanding um so I
I think that's that's the path forward is meeting whether our teachers are really understanding where are they at what do they need how do we do this together because we both have the same goals we really want to improve our student outcomes I believe every teacher wants that so that's kind of all I have
prepared for you so I'll give you a couple minutes think about what I've shared and um ask questions thank you um and the benefit of being virtual here is uh everyone can raise their hand and we even have the order there so um what I'm going to do
from this point on is I'll let number one um take over and when you're done we'll go from [Music] there okay so um when we talk about change management and and I'm thinking from my point of view high school and
our last experience in the district uh excuse me director Reed I'm having trouble hearing you is anybody else having trouble I can't hear my is on can't hear anything no it was just um garble just stay closer
Maybe the microphone okay is this better yes all right so um so I'm looking at uh the secondary Ela specifically through the lens of having been through the last time the district was going to change the high school
curriculum um and and I think there was an automatic assumption that change management was the only issue and I think that change management is an issue um I do know that especially High School teachers are very possessive of their of
what they've been doing um but I think there were some mistakes made so I'm hoping we're not going to make those same mistakes will we still be teaching high school students entire novels I can't hear you your mic is off I can turn
did everybody else get that hardcore Echo yes we did I think they're trying to figure it out in the conference room okay um I'm gonna leave my hand up because I'll have a few more things to
add hi there can you hear me now okay so the question was around novels so yes we have a very novel Centric approach to teaching um for ELA nothing wrong with that at all in fact all of the resources right now that we're piloting have novel have have a novel
component and that was with intent because we know that our teachers really enjoy teaching novels so we're not going to completely move away from that however it won't be the only approach right now one of the resources we're piloting is called study sync and you uh the way this this program is laid out
that you need to work you need to work through the first four modules within it during the school year before you begin to enter into teaching novels so we have ordered two novels that those teachers can use as part of their units of study this year but they won't get to that in the the sequence of learning until later
in the year so we're looking to have a balance of both um I mean it's about maximizing instructional time as well and sometimes novel studies can take six eight 10 weeks um and so we want to make sure that we're really being very efficient with the time that we have with our
students too so seeking that balance there does that answer your question um yeah it does I just um the last time we did it they were virtually eliminated I'm sorry director I can't hear you goly
my sound oh no at the top there you go is that working yep I got you okay so um yeah the last time we went through this they they virtually eliminated them and and I think sometimes we lose like obviously we want data and we we want
kids to be doing well and and all those measurable things but literature especially when you get into high school is about being a human being and understanding The Human Experience and your place in it and that does not test
well but it is a vital piece of of an English curriculum so I don't want to lose that and I'm hoping too that it takes into account like I think that you need a decent amount of non-fiction in there um but but they do read
non-fiction in other areas and so you know I think we need to remember that that is true that when they are in science class and they're in social studies class and all of that they are getting non-fiction reading because that was kind of like right right when we changed it before it was like oh they need to do all this non-fiction and
we're going well they read non-fiction in all kinds of other places I'm also hoping that that they will still be doing a decent amount of analytical writing because that also was eliminated in the last round and analytical writing is really important so I'm hoping that
that is also included in that curriculum yes they all have a writing component and we're currently evaluating how robust those are uh we'll be kind of moving into that territory uh a little bit down the road but yeah nothing around writing um is being pulled out or
or changed at this moment and right now I really see this as looking at hopefully over the next few years entering into this space around especially Ela um at our middle levels uh right now like I said we I think 14 out of our 25 potential uh classrooms or schools um that have
middle level classes have currently been piloting we have sixth grade we have some that are doing sixth seventh and eth some sixth and seventh so we really hope to build out sixth seventh and eighth grade over the next few years but um of course we want to do this in partnership with our teachers so we're actively reaching out offering to set up
peer UPS ations go and visit someone who's piloting a resource if you're curious setting up these panels meeting with teachers and capturing video um sending people out to support as needed to make it a great experience and so every teacher is going to ask to have it that's our
hope I think I'm next yes yes take my hand down um so I just wanted to recognize that as the parent of a PR schooler we are seeing this being rolled out kind of in real time right and it's really cool to see you know all the
materials you brought us last year I've been kind of like waiting to see them roll out in the classroom and sure enough like last we did a study on um spheres and balls and like different shapes and sizes and Evelyn came home talking about small medium and large and
different bouncing and um you know then they did a session on trees and it talked about like all the things so it's cool to see it great um at that level come in such a difference from last year's preschool um because we we have the luxury of being able to see last year to this year so I just want to lift
up and I asked the teachers when I go in how they're liking it and they they seem to be liking that there's some structure for them to follow so um I'm really personally excited to see the science roll out and see how that goes because I think especially um you know when we
think about do children feel challenged and are they enjoying the content yeah you know science for me was always fun I know I'm not normal um but the science classes for me were the ones that like kept me engaged in school um I wish I had Paula's passion for ELA but that was
not my strong suit and so you know I'm excited to see it kind of rolling out to the rest of the pieces so well done it's nice to see it we are seeing it as parents thank you I'm I'm excited to see this continue thank you thank you for
sharing that you know I like I said it's it's in the beginning it's a lift and you're learning something new and some days it's a little frustrating it can be but I think on the back end of that you start to be able to bring your uh art to it and get really comfortable with the resource and it it should save teacher
their get teachers their weekends back um it it save a lot of time for them um in the long run so thanks um I have a couple of questions on the slide that compares uh the different curricula and the score in um does that include Charter
Schools I'm not sure if that I don't think so no okay and um when it had a a column that said non hmh does that include the other ones that like the CK LA and open court and whatever yes it kind of grouped all four together yeah
okay and what what is open court open court is used at at Dennison it's been around for a really long time I used it as a teacher and had it as a principal um it's a it's a pretty traditional program U very strong in foundational skills instruction um like I said
Dennison's using it parm's using it we've got a handful of schools that are using it's a good program y it's a good program and it does seem to me that now that we've got some um control or some uh limit to the number the variety of um
resources that we're using we can highlight which ones are doing well and then we can also ident identify um additional resources and supplemental materials that we could use for the other curricula is that correct to bring
correct that's correct that's what you know we're looking at I mean they all are approved resources um so we're we're really trying right now to figure out is it about the implementation has it not been implemented well and just try to understand why we have that data point because it's pretty consistent in our system elel is also a very expensive
program it's about double the cost um and so we're going to invest in it we want to make sure we're getting getting the outcomes um so right now we're just really investigating and trying to understand better okay thank you um Dr vaa um I just kind of had a followup on
the on that challenges slide with the comparisons since it's we're not really we don't really see much of a difference and it doesn't look like a statistical difference in the outcomes the average scores um do we still believe that like
the curriculum that we've picked is is better than others I mean it's a little bit of a continuation of that like or um I I can see the efficiencies for having a resource that everyone uses I love that I think that's really great but can we say much about that it's you know any
different than using any other it is and the one thing on this slide you see our average camass scores but when you look at our Dibble scores for kindergarten first second by resource hmh consistently is our students are performing at the top uh the schools
that are using hmh on that assessment as well and again El is at the bottom five fifth out of the five um on dipples as well so we are seeing indications that our students um using our schools using hmh the students are performing better Renee we're also looking at the difference in the predicted performance
of the student versus how they're performing and there's a big difference for E kids um I'm not sure if you heard that but uh Dr Dr Kim here was saying that we're also looking at the predicted performance for those students using the different resources and there's also based on the body of evidence over time
the predictions for how students will perform um if they're using hmh versus El elel is very different the projected uh performance for El is lower there as well not meeting their projected performance they're not meeting their projected performance okay um board members are
there any other questions on this um monitoring report no I'm really excited I'll just say to be able to see some real um data um you know especially the cohorts for the hmh I think we're all excited to see how that goes so thank you so much for
the presentation and I guess if you're ready to go on to the next one I also wanted to encourage you you you do have a list of the schools that are piloting both um The Twig science right now half of our sixth grades or so we're looking to expand that to sixth and seventh next year for twig science I really encourage
you to go and visit one of your schools that are using this I've heard great things uh we had a magic of Middle School steering committee meeting recently and one of the principles at at the Pilot School brought pictures and great stories of a recent science lesson there with twig um that he was sharing
about how this really is magical when students are engaged in an inquiry based model and using these new uh Resources with experiments and um he was just kind of over the moon about it with the with the steering committee so please do um check out those schools as well as for the ELA please talk to the teachers
there I was so happy to hear their testimonials about the experience they're having so I would really encourage you to to seek those out and and check in with them too did you have some I know I was going to switch the for you when you're ready right go ahead and transition then and talk about professional
learning I get better Miss yeah easier and so I just want to share can you guys can you hear me I do want to share with the board that I will be stepping out of the meeting at 11:30 um I have another meeting and um
that's that's pretty important and I just want to make sure you know that that's why I'm leaving sh and you are in great hands with Dr Kim and uh Chief academic officer Nic thodis and so um but I want to make sure you and our listening public know why I'm leaving it's it's to go to another
meeting um maybe I'll just follow I also have to leave at 11:30 try to be efficient I think I'm settling in now with this technology and everything okay uh so here to report out now on board ends 2.1 um and that is Ed that educators
will receive high quality professional development and engage in planning that directly improves their impact on their students and we interpret that in Jeffco um to mean that Jeffco administrators Educators and staff will receive high quality professional learning and engagement planning that impacts our
student outcomes uh so overall we know that the research supports that when you have um high quality professional learning along with instructional uh materials and those practices you do see improved student outcomes so we've been working really hard uh to align our system
around a consist a consistent model for professional learning aligned to the Arc of learning that I was able to share with you in the um earlier presentation our professional learning department is fairly new and about 2 years old I think now um and they
support a range of professional learning needs across our system they support our our new teachers and our new administrators through the induction program uh they provide administrator professional learning through executive leadership meetings each month as well as assistant principal meetings um and
professional learning for that group um and support across our system for different administrators and different roles they also support our licensed staff professional learning I'll talk about some challenges with that as we go through this presentation uh but our teachers are are very well supported um
by our Central teams including um teaching and learning division overall and they also support is it better okay thanks Jim um they also support teams at the schools especially plc's uh working through their protocols
and processes they sit side by side with them um help them debrief on their plcs and the quality of those as well as support them through instructional planning and then they also support our Jessa employees and have worked closely with a professional learning committee within jespa to plan for uh e effective
professional learning for our jespa folks we've had very favorable feedback overall um improved from last year even um about the professional learning opportunities for all of our administrators our coaches through induction uh plc's um and with our
teachers and educational support professionals uh one of the bright spots I'm something I'm very proud of is my executive assistant Heidi Williams uh has part of her professional goals this year has been to uh focus on building out professional learning for our
executive assist uh assistance here at Central and she's been uh working with our professional learning team to build her capacity to lead sessions to teach our techs and executive assistants um things like um Excel for administrative assistance and and different things like that so she's been so excited to be able
to take a risk grow her own skills and support her colleagues here centrally to build their skill sets uh through the support of our professional learning team some other bright spots that's been supported the professional learning is our our values based leadership development series um and our
professional learning Pathways that we've been building out which will launch officially over the summer this next year here's a little data to share with you uh this was from the tlcc survey that's taken across the state of Colorado for all Educators and these are data points specifically around uh
questions related to professional development um and we saw a nice Improvement um across most of the items um and really exceeding the state results around professional learning with these questions um in Jeffco so happy to see some gains there and
overall that our people are feeling well supported with professional learning always room to grow but great to see again here Improvement um and exceeding just slightly State results it's been interesting too you know with the tlcc survey we're able to
see how uh Educators across the state responded and their districts and we were looking recently at some of our uh comparison districts here in the Metro area and I reached out uh because I had seen in one school district that their teachers perception of time and the time that they had for their professional
learning and planning things like that was much stronger was was greater than ours they were they were getting uh greater reviews from their teachers and so I wanted to learn more about that reached out to the the CAO over there and said hey what are you guys doing I'm to support your teachers with time because that's consistently a lower area
for us here in jeco and as I spoke with him um he shareed with me there not really um doing anything all that different their teachers don't have marketly more time um they've just been able to really narrow their focus in um on what the teachers are doing um when they do have the time and I you know I
think that's something that we're already leaning into as well as far as saying you know we want to focus on these things and these things only and and not continue to add to add to our educator plates and so we'll continue to collect feedback around that and hopefully we can um start to see some improved results there as well um it
doesn't seem to be about creating more time because that's not possible but um helping people with the quality of the time that they do have again a little more data can see exceeding the state results on those questions as
well so on track overall um we have our professional learning in place and it's very aligned to our instructional Excellence initiative all of our Central teams and departments are aligned around that Arc of learning and so anything that's uh deployed out into the field with our teachers is very much aligned
on the same kind of topics we've developed PA professional competencies for our uh pair professionals within jespa aligned to our district values and so we're building out professional learning for them aligned to developing those competencies and that was done in
collaboration with our um jba professional learning committee and we've also been heavily focused on uh building the instructional leadership capacity of our administrators through the Arc of learning and uh executive leadership meetings this year and we're receiving pretty positive feedback
around the value of that as well again um the challenges um time there's it's we're not able to really create a whole lot more time um but we are trying to think about the needs within our system how do we narrow continue to narrow our Focus um while
also providing things that are valued by our employees and then we've also set up a a professional learning monitoring tool to help us with coordinating communicating um and aligning our professional learning on an online system and that is Vector and is it has
definitely helped us as a a learning catalog but it's also had its challenges um and we believe um as we move through this um Erp RFP process that will end up with a better tool in the future but um so it's it's a LoveHate relationship with our online system for managing
professional learning right now but um we're sticking with it for the time being um as far as time goes um to meet a variety of U the needs within our system one of the biggest challenges I want to lift up is um our access to our
our direct access to our teachers you know we we do have 14 non-student contact days on the calendar to this year and that is more than several of our surrounding school districts that's a that's a nice amount of time for our Educators to have for professional learning and planning there's about one day each month um but the way that we
prioritize that time for our schools is the we allow um our administrators to have their school-based professional learning and time with their staff um in the mornings of those days and in the afternoon per contract teachers are guaranteed the rest of the day for their
individual plan time and so we do offer every non-student contact dur day during those afternoons we offer optional role-based professional learning for our teachers and Educators but we know that we are competing with their individual plan time and so participation is um
it's not what we'd like it to be right now um but we understand the why behind that one of the things we've done this year is tried to U come out we've built out a year-long plan and we've tried to communicate what's happening on these days ahead of time so should people want to ship their schedule and make time for
something they're really interested in um they can do that because we've been able to communicate a year-long plan of topics that'll be provided and when they'll be provided that's been one of our strategies um but it is an ongoing challenge to have direct access to our teachers um if they don't choose to
attend any of those optional opportunities uh another strategy that we've um come up with has been to create these TurnKey decks for our administrators and our instructional coaches during um our executive leadership meetings they have professional learning around our instructional Excellence Arc um and then
they get what we call a turnkey slide Deck with materials that they can that's based on what they just learned but it's a synthesized version that they could take back and then use it to do professional learning with their staff um so we've been able to provide materials that way and the the idea behind that is just to really create a
more consistent kind of cascade of this learning throughout our system to build capacity and scale so that's another strategy that we're using to try to provide you know support for our teachers directly but again it is an ongoing challenge okay I think that's all I have
to prepare for you with the slides and uh what questions do you have thank you and while the others decide if they have questions or not I have just a couple of them um how else do you get feedback um other than the tlcc survey oh I'm so
glad you asked that uh we do a lot of surveys um so all of our teams that are working collect their own data that we look at pretty regularly um again we're also meeting with our instructional leader groups we have one for every content area um we have them for art music and PE that we do virtually so we
have a lot of contact that way uh we have our uh Central uh academic leadership team that is made up of our tosas which are teachers on special assignment and they're out in the field working with teachers on a daily basis and they bring back we have feedback that they collect around the work that
we're doing for and what the needs are um to that committee so that we can plan for offerings on the non-student contact days and just recently uh we put out on our web District website for the professional learning page and on our teacher pathway page a feedback a QR
code and ask people to please tell ask our teachers and our Educators please tell us what we're not offering that you might want and so we've got gotten a great response to that and um on spreadsheets that we've had about 150 people respond to those QR codes right now so we've got some great data if I
was on my computer I'd pull it up so you could see the the spreadsheet but um you know teachers are they're they're great they're giving us feedback on things that they would like more learning around so it's been really nice to see that and we're trending it and putting into buckets so we can provide professional learning around the future Panorama oh and Panorama as well yes the
Panorama survey is another big data source for us to understand the needs of our teachers and how they're feeling about it um and just two um additional questions one is about the non-c cont days um is that because that's something that the community the parents are are
also interested in are we having so many non-con days now um a large in a large part because of our new curricula and what we're doing um I guess what I'm asking is do you see us going back having fewer non-con days in the future or is this kind of where we're going to
be going forward this is where we're going to be going forward it is part of our negotiated agreement at this point it was negotiated last year I believe um and you'll see in November when I bring you the next three-year calendar for approval um that we do have 14 non-suited cond contact days planned for
those threee calendars as well comp other districts on that yes it's slightly more but other districts around us by a day or two Yeah by a day or two they're all within the 11 12 13 kind of day range well we're also trying to be very sensitive to the fact that our teachers are telling us that they need
to have quality time that they can plan and be thoughtful about the needs of kids in order to do their best work and in order to do that we've got to provide them that time yeah absolutely it's not anything new our teachers have always need time you know over the year since I've been in jeffa we've talked about late starts and how do we figure out
this or that to provide more time um for our teacher so it's an ongoing need for our teachers the other the other thing I might add on this and we can we can talk more about this when Renee brings the the new three-year calendar um we have tried to frontload some of the teacher
work days at the beginning of the year before school starts um in in an uh effort to respond to some of the parent feedback so um I know it's interruptive to family schedules we get that um we also know
that our teachers are are using the time um productively and it helps the lessons and the teaching and learning in the classrooms be stronger um but we did put some of the days at the beginning of the year before students start so it's less
of an impact to our families the other piece I'll mention is that we are tracking teacher attendance on these days to make sure that um I know sometimes teachers need to take data you go to the doctors or get things done that they they have specific needs around and we understand that but we do
want to make sure that we're being accountable as a system that when we use these that when we have these days we are using them to develop our you know sort our staff to develop professionally yeah and everything that occurs on those days we have feedback forms that teachers fill out so we're
able to track participation and and the quality of the experiences as well um it's a need it's a need and the next three-year calendar cycle comes up you'll see out of the 14 days six of them are in August the week prior to students returning awesome and then my final question has to do with
the training especially the um jesa oriented training um I know that um there's lots of interest in um training anybody who is dealing with our special ed kids um making sure that they understand the IEPs that that what it
means to to follow one and also um trauma uh informed type of training how much have we been doing that speak sure um I'll share that we heard that feedback um and Matt Poo's team from Student Success leaned in this
year especially at the beginning of the year and offered two full days of training for any staff that were a part of a center-based learning school and provided that training and fact the first day they had quite a few people there but the feedback was so positive
that they ended up with this big increase in people in the second day because people felt like it was so helpful and so after that they offered another day following that because of the demand and what they heard in terms of of a the effectiveness and B people's felt like they really needed that
support and they're going to continue to do that um the assistant director team took that took feedback from folks who participated in that and said they will continue to make that a part of their practice because it was so well-received right thank
you uh director Applegate thank you I just have two quick questions um when we um Miss nicod did I see right that when we do our Erp there would be a we part of that Erp may be an actual new
kind of module to manage this okay yes that's that's great I just wanted to make sure we were going fast and I saw that I just want Sor yes we are very hopeful that's great yeah it'll be more much more of a scene um yeah platform um and then when we are talking
about how to drive um teachers to maybe use the second half of their days to participate on some of this are we working with jcea at all I mean we mentioned jesa but are we working with our um bargaining groups to drive this and I don't want to say sell it or
encourage it but like what's that what's that discussion like they're they're very aware of it we've made them aware of all the topics as far I me we could probably do more and and reach out specifically say help us generate interest in this and I'm sure they would um but we meet with them we review the
offerings um we get their feedback on on the things that we're offering we also go through the annual feedback um both in Panorama and um tlcc survey data um in our monthly meetings with jcea to say is this telling the
whole story is there anything more you need us to know and we've had dialogues back and forth is there anything you're not getting that you need and and so pretty transparent with the data to have the conversation and say if there's something that you need that we're not providing please tell us
great thanks any other questions or comments from the board um I just want to say that I really appreciate these regular updates the monitoring reports I think are so so helpful and um I appreciate all the
detail that goes into the actual report so um anybody who you know thinks that the um presentation doesn't have something that they're interested in they can go to the report and they'll definitely get that information so um thank you so much for being here with us
today I do believe that that does um bring us to the end of today's agenda so unless there's less chance for comments or questions nope then we will stand adjourned our next regularly scheduled meeting of the board is a
study session at 4:30 p.m. on November 6th thanks everybody thank you so much thank you [Music]