Okay, we're almost there, folks. If you could begin slowly wrapping up these conversations and making your way towards your tables, we'll get started. We appreciate everyone's adapting to this lovely space.
Come on in. All right. If you can hear my voice, clap once. If you can hear my voice, clap twice. If you can hear my voice clap three times. Oh my gosh, it works every every time.
So, in just a few moments, we're going to begin as soon as people have a seat. >> Okay. It are we recording? Are we good? Okay. >> Okay. Welcome. The time is now 9:33. Welcome to this special meeting of the Los Angeles Unified School District
Board of Education. Um we have what's called a board retreat, the development of the district's revised strategic plan and another and another resolution. Uh I will take role and if the board members could be ready on the mic for the roll call. Uh, Miss
Newell >> present. >> Dr. Rivas >> present. >> Mr. Melvin >> here. >> Miss Grigo. Miss Gomez >> present. >> M. Ortiz Franklin >> present. >> I heard a present. Board President Schmurson >> present.
>> Okay, that's six of seven. The order of operations today will be uh we did the roll call. We're going to take all the public comment that we have and then we will go to item two, Miss Gonza's resolution and Dr. Reebus's resolution. So, without further ado, um, public
commenters are all here in person. You'll have two minutes to speak when called upon. I'm going to use a very advanced technique with my phone. When you hear the beep, your time your time is up. And I can actually stand near you so you can see how much time you have left so that we can make this a little
bit easier on you. Okay. The first speaker, this is to tab one, is Mr. David Tokovski. I see you're in the room, sir. I'm going to give you the mic and you'll have two minutes to speak once you begin. >> Yes, right in here. Thank you. Your two
minutes has begun. >> Feel like I'm at the LA Zoo or something. Um, thank you very much uh for the opportunity to speak. Uh, first of all, I brought a couple of books for Mr. Schmurzman on the history of the American labor movement. I know you commented that there's no benefit uh to
anybody in strikes. And of course, you guys still are on the 16-hour day, but most people live under the 8-hour day, which is of course a result of the American labor movement. I recommend a book by Leon Litwak, Puliter Prize winner, American labor movement. It would help anybody who's thinking about
teaching civics, which ought to be, as you know, a state goal. It's a state goal right now, civics. And so, uh, you do not have that. Mr. Smelson did bring that up as a really good idea. It fell on deaf ears. And I think that you should align yourself a lot more with the state goals. Uh particularly you
don't have a goal on safety. The most fundamental social emotional piece is the feeling of being safe. Not just general social emotional which you have without any metrics on your goal. It's a good goal but safety is very clear in the case of bullying in the case of
anti-semitism in the case of all sorts of uh discrimination. This is the topic of one of your uh resolutions that resolutions tend to occur when the board has no idea what the budget is or what's going to happen with a strike. Those are two important issues. Also, you have no
goal on the arts. Uh the arts, of course, you're being sued by former superintendent and others with respect to the arts. It would be a very good idea to have the arts as part of either your social emotional, which is fundamental, or as part of your curricular goals. And lastly, I might
say that uh congratulations on bringing safe uh science to the forefront. Uh the goals from the last uh strategic plan, none of which were met by the previous uh team in the last four years, you're changing the goals entirely, which I
respect if you have better metrics, but you need to connect yourselves to the actual goals being set at the state of California, not just simply be islands on the on the issues. Thank you very much. >> Thank you for your time, sir. All right. The next speaker is Juan Jose Mangandi.
Please come on up, sir. You'll have two minutes to speak once you begin. Mr. Mcandi is going to speak in Spanish. So, if you'd like to hear what he's saying in English, please put on these headsets that you have in front of you or put your hand up and we'll get them to you so you can experience simultaneous translation.
Okay. And then just one more at the outer edge there. Thanks for your patience everybody. >> Okay. >> Well, good morning. I think it's interesting to see who are defining what the educational standards are and who
the responsible people are for the classist education and to map out the resources that based on discrimination. We're here to support the privileged schools where the best income children
with the parents with careers are. But our Latin community and all African-American communities are worse and worse. You are the culpable ones and
our educational model is bad things to you. It's important that you start to think that you are the responsible ones and the culpable ones for the future. And this is due to the safety we have in schools. The quality of teachers and the privileges
that these these unions have just like the members on this board who are politicians. This strategic plan should reflect the true needs and alternatives and solutions so that the education improves
and our kids have a future, not train them so they can just be donkeys and followers and lemmings. They need a quality education. This needs to be improved. And it's important that you
listen to us teachers and not cornered to scream on the streets because you have a scario that is preventing parent voices to have their voice to speak for education. That's why
we have all these scandals because you're not transparent and you're only here to speak about educational models that if they had worked, we would be in paradise. But you're culpable and responsible for us being worse and worse. I hope you forget about your
salaries and think about education. Thank you and have a great day. >> Come on in. Uh please uh Okay, Mr. is going to speak in Spanish, so please continue to use the headsets. And I have a timer.
My name is Monica. My name is Monica Rasola. I'm a mom of two students. I'm here to ask you to please um not increase the teacher salaries because they have not demonstrated anything academically since 2% is
nothing and our kids need more. I was a mom who supported teachers in the rain in 2013. I was disillusioned because they just left. And now I'm not in agreement for their increase in
in money since they can be providing better results for our kids. And if they did, I would. So in this moment, I please ask that you not increase their salaries. and we have a lot of contacts with other parents to tell them we're in favor of the district and not the
teachers. Thank you very much. >> If anyone needs one, please put your hands up. Okay, gracias. So, good morning. My name is Diana. I represent the parent network for school safety.
I'm glad to see Mr. Salceto because I thought he was going to take the superintendence post since he was the secondary there. And I'm not sure why he's not there. But then I saw an article where very clearly it describes why Mr. Chait was chosen.
He has a lot of conflict of interests because his wife is a teacher. His uh family member is one of the UTLA leaders, Mr. Orosco and also the wife of Mr. Orosco is a leader of in UTLA. So
here supposedly it says that the ethics code of the employees establishes that they have to abstain from making decisions that could provide a benefit a direct benefit to a relative.
And here his Mr. Tate's wife will be um getting something out of these salary increases. And us parents are willing to have our kids 7 days at home, but they should not be able to have these increases with such low results. And if
you're going to go about these contracts, you have to you have to commit to something where they're not going to have a mediocre based results.
So the board members are in cahoots with UTLA because they've been paid for with these campaigns. It looks like he is also roped in and Mr. Salceto who is more independent
would not be taking the place. So it makes sense. So Mr. Carvalo now looks like a saint because with what you guys are doing, you're compromising our children's future. Us parents are here to defend them and at the very least
speak out loud to what all this is all that's happening. And you know that Mr. Tate has conflict of interest and even then you're continuing. Thank you. >> Thank you for your time. >> We have two more speakers to this item. Is Roman here? Roman,
I do not see Roman. Is Kiana Selena here? Kiana C. No. Uh and that concludes public comment on item one. And we do not have any public comment on item two. This would bring us to
the resolution. Uh, can I have a move in a second for the rule 72 waiver? >> Move it. >> Moved by Miss Gonomez. >> Second. >> Seconded by Dr. Rivas. >> Okay. So, a vote on the rule 72 on Miss Newell. >> Yes.
>> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Uh, Miss Grigo. Miss Gonz. >> Yes. >> Uh, Miss Ortiz Franklin. >> Yes. >> And board presidentson? >> Yes. Okay. Okay. So, the rule 72 has been approved and now we go to the
resolution. Can I have a motion and a second for the resolution? >> I'm going to move an amended version of the resolution that's being circulated to board members. >> Okay. Moving. So, can we call this version two? >> Yes. >> Okay. So, moving version two
>> and second. >> Seconded by Dr. Reas. Okay. I will now turn it over to the board members for discussion. Thank you so much. Well, good morning and I appreciate the opportunity to bring this resolution on an urgent
matter that is affecting our families, our schools, and our broader community. Um, like many throughout California and the nation, I was horrified to read the New York Times investigation published last week and learn of the repeated abuse of girls and women by Cesar
Chavez. Um just last April we honored Dolores Werta in our boardroom and to learn of the burden that she has carried um in silence for six decades has been devastating. I am so grateful for the bravery of the survivors. I'm sorry.
I'm so grateful for the bravery of survivors who have openly shared their stories despite the repercussions that they may face. These heart-wrenching stories represent a betrayal for so many of us and and yet they resonate with
many survivors and many women who have experienced this as girls and in our adulthood, including myself. This resolution has rightly prompt a reckoning at all levels of government and across our educational institutions. And this resolution is about speaking
with one voice. That we stand with survivors and we condemn all forms of sexual violence. that we speak out against a cycle that consistently leads to the abuse of children and of women, which we read in the news every day with the Epstein files and now with someone
who has been a hero for so many of us. This is about demanding something different and better for the children and women who are part of the system that we serve. We continue to celebrate and champion the collective work of many people, working people to advance workers
rights, labor rights, and human rights for farm workers and many others, not the achievements of any single individual. Now is the time to begin a process to ensure that our instructional program, our school calendar, the names of our schools, and the murals on our walls
reflect our values as a system of safety, dignity, and truth for our families and our students. I appreciate the swift action that the district has already taken to provide guidance and lessons that focus on the broader farmworker movement and justice for our
communities. This resolution will continue that work to turn a new page and work with our communities to recast our schools towards our continued goal of a safe inclusive environment for all students and families. Um, with that, I would love to turn to my co-sponsors Dr.
Reeves and board member the Franklin for any words that they would like to share. >> Thank you, Miss Gonz. Sure. So, I am um honored to be introducing this resolution with um my colleague my
colleagues and hoping that um the rest of the board joins us as well. I want to be clear that this is not an easy moment, but it's a necessary one. We begin where we must with survivors. Girls and women who were harmed,
silenced, and made to carry the that pain for decades. survivors like Dolores Wuerta, Anna Morgia, Deborah Roas, Essalda Lopez, whose courage and coming forward demands not just acknowledgement but action.
Let me say this plainly. We believe you and all of the survivors. We stand with you and we will not look away. Not anymore. And I also want to acknowledge that for many in our school community, students, staff, and families, this mo
moment may be deeply triggering. It may bring up personal experiences, fear, or pain that is real. And we have a responsibility to respond with care, with urgency, and with support. Because what this moment reveals is not
isolated. It happens too many times. It is about power, about systems that protect individuals over people and about the ways abuse is too often enabled by trust and proximity. And if we are serious
about our responsibility as a school district, then our response must go beyond words. This resolution commits us to that to ensuring real trauma infor informed supports for students to clear
and confidential reporting pathways at every school site to educating our students on consent boundaries and recognizing grooming behaviors and to making sure every student knows they are not alone or any woman or girl that they
are not alone that and that help is available. We can and we must hold truth. The farm workers movement is a movement of the people rooted in collective struggle and dignity and leaders like Doro Wuerta represent the
values we uplift courage, justice and community power. But we will not protect a narrative at the expense of people. We will not celebrate harm because our students are watching. They are learning not just from what we say but from what
we choose to do. So today the board is making a choice. A choice to stand on the side of truth. A choice to stand on the side of accountability. And a choice to say without hesitation or condition in this district we will always choose
survivors. Thank you. >> Thank you. And I want to thank my colleagues for bringing the resolution and thank you Miss Gonz for your bravery today and always. When we heard of the news last week, my small team of seven women, the majority
of us had stories to tell. And I know in rooms across the country, rooms across our classrooms, girls and women were telling their stories, too. Dr. Ibus is right. We cannot uphold a system that perpetuates silence, that
elevates men and leaders who commit these violations against girls and women. And today, this district says no more. By changing the name of the schools, by changing murals and likenesses of Cesar Chavez and any others, we are standing up for survivors
always. I walked by a school yesterday where his face was on the wall and I thought, how many girls, how many women are walking around holding their stories.
I invite my colleagues to stand together to be with survivors always as we voted unanimously in October that we have these trainings. Dr. Rivas lifted up just this month. staff will be engaging in training and families and students about grooming behaviors that
we learned decades ago through this New York Times investigation. We're already showing in girls as young as eight and nine. Thank you colleagues for standing with us today and making sure that we are doing everything we can to prevent violence in all forms. We invite you to
vote yes on this resolution. May we speak? Yeah. Oh, go ahead. >> Oh, okay. Well, thank you for bringing this um resolution so quickly. Um you know, it's it's very hard. It's a very hard and sad
moment. Um, and frankly it just makes me feel very icky, right? But it is a reminder that monumental fights such as the farm workers fights, the fight to have restrooms, the fight to have water,
simple basic things, the fight for health care and pensions are driven by a movement of people experiencing the suffering. And yes, sometimes a movement has a face, but we must remember that it is the people who are experiencing that
drive that. This is a reminder that movements of all movements have to make space for all of their members and communities and stakeholders so that their members can feel safe and
ultimately the safety of their members supersedes any movement. You cannot have a successful fight if the fighters in the movement are not feeling safe. And you cannot be a good leader if you are causing harm and making people feel
unsafe. And we're also reminded that whenever we're trying to dismantle systems of oppression and changing systems, you do it from a place of love. And everyone should be feeling that love.
The way that this has unfolded with Cesar Chavez demonstrates and reminds us that we cannot be complacent or sit idle when we witness, when we hear, or even when we just feel that something is not right.
We should be able to feel safe to speak up and stand up for those who cannot to call out when injustice is done and most importantly believe people and give them space to share their suffering.
People right now come to us on a regular basis. We are here. We are elected leaders. People elected us because they believed in what we said we were going to do. They believed in our promises.
And so to me, this is a call out for us. This is a moment for us to grow and to learn that even us as people who are considered leaders and held up. But we
must check ourselves on a regular basis. What are we moving? Who is behind this? Who are we centering? Who do we uphold? Who do we prioritize?
And it's got to be our students and our families and our communities and frankly our most vulnerable students. And so I see this as a moment for us to to model
reflection, to model selfassessment, and to bring this forth to our students, to our school communities, to invest, like Dr. Kibba said in making sure that all of our LUSD staff
is trained and has space to be able to learn about this, to grow from this because we need every single space in our district to be a safe space. The cafeteria, the bathrooms, the playing fields, the classroom. And the only way
that's going to happen is if we invest in making sure that everyone has this awareness. We should become the leader and the model in this. And so I see this as a moment of reckoning, as a moment of awakening, as a reminder
that we need to do this work for our students and that there isn't one person who matters in any movement. That it is the people. It is the students who come and speak up. It is the parents and the families. They are the ones driving it.
And just as a farm workers union, it was a farm workers who led that fight. And Cesar Chavez has now added to that history. I don't think we should erase him. This
is now part of the history and it should be something that we should learn from and we should grow from and we should continue to hold people accountable. Thank you. Other board members okay I have a comment I'd like to make.
I have a comment I also would like to make. Um, so I I want to commend the bravery of Dolores Huerta, Deborah Roas, and Anna Mongia, and sol solidify that
Los Angeles Unified stands with them. While the news concerning Cesar Chavez may have been difficult for many, the movement goes beyond any one person, as you said. Absolutely true. Thousands of
people protested, boycotted, and made a difference for better working conditions and better living conditions. I think that is more than fitting that we take this day to reflect on their work and recognize the collective
contribution of farm workers. I also support renaming any LAUSD building that bears Cesar Chavez's name, allowing the community to identify better with a district that serves them. And let this also serve as a message
that survivors words do make a difference. And if you are a survivor of assault, please reach out to a trusted adult at LUSD and we will have resources ready for you. Thank you,
>> Mr. Melvoyne. Thank you. And uh board presidentson, I appreciate you saying something as well because I want our colleagues to know that this isn't just their burden to bear and this is not just their issue and that the the the men of this board and of this district stand with the women of LA Unified um
our employees, our students and families uh being united in this effort to end um this culture uh systemic culture not just in this country but internationally of abuse and work uh work with you. I I unfortunately I would love to be added
as a co-sponsor. Um I appreciate my colleagues bringing this so quickly and I do uh apologize that this always falls on women to have to come forward and I appreciate my colleagues and I know our acting superintendent and the men of LA Unified who are standing united in this effort. I appreciate how swiftly the
district acted. Um I appreciate how swiftly legislative leaders have acted. But as Miss Gonz alluded to in mentioning the Epstein files, there are far too many powerful men in this world who are walking unaffected by a culture of abuse. And that is one of the reasons that it takes people decades to come and
be vocal about what happened to them. And so I appreciate not only the quick action to rename schools and murals and uh put this context as Miss Grigo said in the broader constellation of what happens um but also hope that the
district's efforts around our trainings can encourage folks to come out as early as possible not only to prevent this in the first place but to make sure that their trauma is not compounded uh and that we do have to hold those in power accountable. So thank you. I' I'd appreciate to be added as a co-sponsor.
Um, and I want you to all my colleagues on this board, the women in this room, and again the girls and families uh of LA Unified to know they're not alone, and we stand 100% with you. So, thank you. >> And next, we'd like to hear from board member Nobel, followed by uh Superintendent Chait,
can you activate your microphone? I don't think we can. um wanting to say thank you. Um this is very triggering. So the fact that our district has been so
pronounced in protecting and being a safe space for our students and our families and that we continue to do that and we continue to exercise it through example.
Um, I am so proud to be here to be a part of this because as we transition and to be that that district that continues to move forward um to continues to be the example for so many
um I am so proud. I can't say it enough because it is such a hard thing and I think of decades of how women have carried uh self included of things that have happened in your life that you had
no control over or felt you had no control over and could not say anything in fear of some retaliation in fear of something happening to your family.
And I hope that our schools are leaders in spaces that as mentioned every space when in our schools is safe. That our students can trust someone in our schools to be able to speak up. That
this has happened at a time to be able to transform how things were to how things can be. And so I too would like to be a co-sponsor as we have done this work in October. Um, and that it
continues to shed light for our families, for our students to be able to know that here in LUSD, we see you. Thank you. >> Yeah, I didn't say, but could I be a co-sponsor as well?
>> And I also please, Mr. Chait. I'd like to start obviously by by thanking commending and praising the board frankly for their leadership and their swift action in this space. Uh I want to build on a couple of comments made by board member Grigo and by board
member Ortiz Franklin. uh in terms of the the training and the supports that we offer at schools, you know, we've we've offered training for the adults on campus for many many many years around grooming awareness and and and what that that looks like. What we took on a few
years ago is offering that same level of training for our students. Uh it's not something that we had really done at least systemically up until about three years ago, but we needed students and I hate to put it this way, but frankly particularly girls to be aware
of the behaviors that are not okay, that are not appropriate, even from folks that sometimes they may look to, you know, with respect and and trust. Where where this most hits home for me though is, you know, I I I talk about my my girls probably way too much. You
know, I'm a dad of 11-year-old twin girls. I don't want them to grow up in a world where they have to constantly kind of have this pervasive fear, apprehension, awareness that again, folks that they look to as as figures of trust uh could
one day not act in a way that that builds on that trust. I think we can do we can and will do better. Um I'll close there, but again, I just really wanted to thank you all for your leadership. Thank you very much, Miss Gonz.
>> I I don't have any more remark. I I just appreciate um the entire board and um you know, we we bear responsibility and ensuring that we're protecting the young people of our city and I I trust and believe in the work that we are doing and making space for survivors on our
sites, providing those resources and appreciate everyone's support today. Thank you so much. Okay. So, we have uh voted on the amended resolution. We have all your co-sponsors who have wish to be co-sponsors. And now we'd
like to vote. >> All right. Uh Miss Ggo, can I return to you for your rule 72 vote? That's the rule 72 waiver. >> Yes. >> That's a yes. >> Okay. Having been moved by Miss Gomez and seconded by Dr. Revas, now the vote on version two of the resolution. Miss
Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvin, >> yes. >> Miss Ggo, >> yes. >> Miss Gomez, >> yes. >> Miss Otis Franklin, >> yes. >> And board presidentson. >> Yes.
>> Okay, that's seven eyes. All right. Now, moving on to the board retreat section of today's program. I will hand it over to the district to take it away. Thank you. >> Just creating a little space for our transition here.
Good morning again, board members. Good morning again to all staff that that uh are here with us this morning. Uh we're we're again uh here today to build on the work that that began in January. Obviously, I I would say probably well before January, but really came
together, coalesed in January. uh when we started looking at our district goals uh for our next iteration of our strategic plan um a as as someone who was a practitioner of the pillars the priorities that were captured in the last plan I I've seen the guidance that
the goals can create for all of us as staff and for our communities and how again that can lead to outcomes for students because again the most important thing of the work that we do in terms of a strategic plan is the outcomes that it creates for students.
I want to mark that plans are excellent but it really comes down to execution. Plans though are driven by goals. So I want to commend the board for their leadership so far and again I know that today the hope is that we will finalize our goals literacy numeracy college and
career readiness graduation socio emotional education and awareness which I think for me personally is something that's close to heart. I look to us to have honest, vulnerable and engaging dialogue today that leads us to a place where we create north
stars that will serve us well for at least the next three or four years to come. With that, I do want to turn it over to board president Schmson for some opening remarks as well. >> And I thank you. Thank you, Mr. Chates. So, good morning to everyone and welcome colleagues to our second board retreat
of 2026. If you remember at our first retreat in January, we began our work to develop the district's next strategic plan for 2026 to 2030. We updated the district's core beliefs, vision, and mission
statements and and discuss district-wide goals and targets. Today, our goal is to complete the work we began in January. As board members, we will focus on finalizing the targets for the district goals, which will be the anchor for the
rest of the strategic plan. Once we have agreed on these important tenants, Mr. Chait and his team will draft the updated strategic plan and develop operational impleation implementation plans. I am excited for today and look
forward to a productive and engaging discussion with all of you. And now, Miss Miss Bait. >> Good morning. Um, so I will just spend a couple of minutes grounding us in what we did last
time, what we've done since last time, what we're doing today, and then what we'll do after today. So, um, as Mr. Chade and Mr. Smurlson mentioned, last time was quite successful. I mean it was a you know I've done this with a lot of different organizations and it was in
the top probably 5% of successful retreats because you all came you left the day with a finalized vision mission core values and uh two out of the five goals were almost completed in terms of
targets. So the ELA and math goal um had um almost agreement. So we will touch on those briefly this time. And then we also added science last time if you recall and then had a lot of discussion on social emotional learning and on post-secary.
Um and then we as staff had a lot of to-dos from the board about those three left goals left. So science and post-secary. So since last time what we've done is the we've worked very hard the departments cross department. So um
instruction operations data we have strategic planning we have all been meeting to do the work on the science seal and postsecary goals to bring you all options that we do have data for that we think would be um good goals for this board given what we heard from you
and what we've heard from the community because we've started I'm going to show you you know all the community members that we're speaking to in groups but we um have started getting feedback from them as well. So today what we'll do is we had more activities um board member
Ortiz Franklin we had a few activities planned but now we have one so we do have an activity after lunch uh board member new bill we had more breaks built in but those kind of got squeezed out too but please take the breaks as needed um but we are going to focus on primarily seal postsecary and science
we'll have breakout groups so that we can get so and we'll have the data at the table so you can see where we've gone um and then what it would be if we certain targets between now and 2030 and we're hoping so that's what what this is. We'll touch on the literacy and numeracy quickly. We'll review the
targets before lunch and then we will after lunch um finalize them hopefully and before lunch is when we'll have the breakout groups and we did mix the board members up a bit so you have different people in your group. Um, and then after today, the staff will begin the very
hard work of using the goals that you've outlined, cascading down and creating operations plans around all of those. And that's where we will have things like the arts and we'll have all the operation and the budget and all the pieces that will then, you know, roll up
to what is, as board member Grigo said, what is our center and our center and you can tell from the goals are truly our our students. Um, so I will now turn it over um to Oh, you know what? Let me tell you real quickly. I know you've all seen this um slide and I know we met
with each of you individually since our last strategic plan, but I just I've had a few questions. So, I wanted to mention one more time all of the engagements that we're going through. So, you'll see I mean this is you'll see all the different we're going to break out the the focus groups for staff in a moment,
but we are truly touching all of our stakeholder groups. We've already started that and we will continue. Um so and then this is breaking out the by region. We'll be talking to parents, students, teachers, classified staff, administrators and um and then the region leadership. So you will see this
is about as extensive as I have ever seen. And what we'll be doing with this information is taking it and incorporating it particularly in our operations plans. What we're asking the the community groups is what's working very simply what's working what's not
working and what is your priority and we want to put that as we create the operations plans as a base um from the strategic plan that you are going to finalize the goals for today. So I will hand it over to Dr. John John Fullerton from USC. He helped us last time and was
very excited to come back and help us again. So um thank you Dr. Ferton. Okay. Well, it's um good to see everyone again and uh uh as Miss Spot said, we're going to be um uh finalizing the five goals uh today uh in terms of the
targets. So, you selected the five goals last time, but uh today we're going to try to finalize the literacy, numeracy, science, post-secondary readiness, and SEAL uh targets. Four of those will actually aim to um end up with uh sort of specific numbers on. Uh one of those
uh will be more of a agreement on an approach uh to move forward because we don't quite have specific numbers yet. Um, with that you have the clicker. That's what >> uh so this is uh the uh strategic plan goals that are coming uh to an end this
year. Uh and these are the um strategic plan draft goals for uh the next plan uh the next five years. um staff has uh pulled together uh recommendations for each of these uh goals. You are of
course the board. You get to decide what you want uh the goals to be, but sort of these are sort of at the least preliminary uh preliminary starts and preliminary recommendations. Um as noted uh we were very close last time on literacy and numeracy. So that's where we're hoping to begin. uh and then we
will move um uh uh after that to sort of discuss uh in smaller groups uh the last three goals that makes sense to everyone and please also if you have questions any stop me. zone. Okay. So, uh in literacy, uh we the the
original uh goal was 30 points uh dis moving up 30 points distance from standard. Um or that was the 22 to 26 goal. The proposals in the January 14th discussion uh basically the thought was to get to standard, get on uh students on average to standard by the end of the
next strategic plan. Um uh but there was some discussion about whether or not we could go above standard um for third through fifth literacy as well. Um the staff recommendation was at this point is to sort of try to get both grades three through five and six through eight
to standard as opposed to having them one being above standard and one being below. Uh what would that look like? So uh to get to standard that would mean growing about three points a year uh for the next five years. uh in grades three
through five and um that is actually a pretty aggressive target. So I think what's the Yes. So what what we did here was we looked at other districts around the state. any district that except you know any district that had at least a
thousand third through fifth graders testing over the past three years and uh to see how many districts around the state have done that level of improvement in in one year or two years or three years running because what we're proposing right here is 2.9 points
per year for the next 5 years consecutive to get to this goal of of um you know all students at standard on average and there were only 11 districts out of 290 some that have done this and so what we are proposing puts us in the top single digits percentiles and in
rate of improvement district um statewide and in fact um doing something unprecedented that we've seen from other districts. So, so we do see this as, you know, this blue option, this this middle middle option in the current plot as as being truly ambitious um uh similar to
grades 6 through 8. And then for grades six through 8, uh the proposal is again to get at standard. Uh and the the uh number of districts who have gone up at this rate for the for three uh years in a row is even fewer. Um I believe it is somewhere
this so it looks like uh three have gone up at that at that level of at that level for three years in a row. So those are both those are both ambitious targets. Uh but uh but also I think they get you sort of in a good place in five years.
So, so uh and a place to grow from uh there again. So, uh so with that that's kind of that's the information about the literacy goal. Let me ask the board is this is this is the literacy goal of getting on standard in both 3 through 5 and 6 through 8
seem right. Any objections to that? All right. Seeing none, moving on to numerousy. Uh so here uh same it was the same issue uh as before. Uh the the thought was to sort of move towards
getting to uh at standard uh an average at standard uh in both 3rd through fifth and sixth through 8th and there was some question of could we go above at standard in third through fifth. The uh again the staff recommends going to add standard. uh that would be an
increase of 4.6 points per year over the next five years. Uh and uh about 13 districts have done three years in a row of that level of growth so far. Uh and then in terms of
6 through 8, uh that's quite uh an ambitious target that's growing at 11.8 uh uh um 11.8 uh points per year. Uh, I don't believe six districts have done that two times, but none have actually
done that um more than that. So, that's a that's a very ambitious target, but that takes takes us both up top. Yes. >> I'm just wondering, can we have the districts that have accomplished that those goals? If you can send them to us, that would be helpful. >> Yes.
So the proposal is to uh sort of for numeracy to uh move uh make a target of having uh students on average being at standard in both grades 3 through five and six through eight. Are there any any disagreements or does that sound
like a like the goal? >> I have a different question but it sounds like the goal. What is the number of students? Do we have like an average number of students that we're seeing reach this >> uh that
>> well this this goal of being um on average you know at a distance from standard equaling zero could could come from different it could be various numbers of students that are that are at you know at DFS above zero you know this is the average of all so you know I mean
if we were to say you know the hope is that at least 50% of our students are at zero or above and you know the thought would be you know on average we would be at zero that and so to have that kind of articulation we're really switching over to the percentage of students meeting or exceeding standard and you know that is
that that has been a consideration to to use for our district goal instead of focusing on distance from standard as the metric. Um you know we've been advising that the doing doing so really places the emphasis just at that threshold and then students who are
already above it and growing you don't we we you don't really see you don't track that anymore. Students who are very are below standard improve a lot but they don't jump that threshold but you know we also don't get to account for those students and so having it be about the average distance from standard
being zero. We do see all students are accounted for in that calculation. Whether you're already 10 above and you go to 30 above, you're in you're in our math. If you're 30 below and you go to 10 below, you're in our math. You know, it's not just the kids that go from 10 below to 10 above. You know what I mean?
So So that's the idea of of looking at distance standard. And and it's not a direct correspondence. you know, we could have an average distance from standard being zero, but only, you know, 35% of our students are at standard because those who are above are so far above the average gets pulled up.
>> So, we would get obviously with the numbers that we already have, our current goals. We would be able to see that though as far as who have who are above it, who are right there, who are making it, and be able to correlate those numbers. Okay.
>> Yeah. Yeah. And these uh none of these goals are sort of what all will be reported. I mean these are the goals for the for the district the big goals for the district but sort of but but the more detailed information about sort of who's above who's below and sort of and progress across groups would be um uh also reported. Okay. So everyone's
agreement on this numeracy goal? Great. Okay. So now we're actually going to uh break out uh into uh into groups um to talk about uh the targets for the next three goals. These were these were science was a brand new goal. So there
was no uh so we didn't there was no discussion of possibilities there. Um people wanted to add um more on career to the post-secary readiness goal. Uh so that and and staff is thoughts and and suggestions there. And then the social emotional learning goal uh also needed
uh some work in terms of sort of thinking about what was actually going to be the process and approach. Um so what we're going to do now is break up into three uh three tables. Uh you'll go to a table and then folks will rotate uh the sort of the different goals will
rotate uh around you and then we will come back. We'll do that for about an hour. We'll come back. We'll have lunch. We'll come back after lunch and we'll sort of discuss and try to sort of nail down those last three goals. Um, >> yes. And, uh, as far as your table
assignments, so on table eight, we have board uh, President Schmelson, table eight is that one there, I think. Um, uh, board member Rivous and board member Melvinne. Uh, for table nine, we have board member Newell, board member Ortiz
Franklin. For table 10, we have uh board member Gonz and board member Grigo. And 10 is that one. >> 10. >> 10. Yeah. Okay. Hi again. We're going to really quick slight change. Um we have lunch
being set up now. So after we do this activity, we will then go to lunch and 30 minutes for lunch and come back together and we will you all will talk as a group about what you talked about, what you want to do and hopefully we'll come to some consensus on the three remaining goals. So I am going to hand
it over to Eric Hansen who has uh an activity for everybody. All right, thank you. uh coming from an elementary teacher background and an elementary principal background and this is good for any level any level of
student. So we have a quick mood activity. So you can do have a couple options. One you can scan this QR code or on your device you can type in www.classmoodf.ed.
edu. Either one of those will work. So, please take a moment as we do a class mood together again as we worked on uh one of our district goals today. SEAL. So, once you go to the website,
I'll switch over. you can see the website, but once you go to the website, the at the very top there is a code here in the gray box. So, once you get to the website, at the very top, you'll see a box and the invite code is
at the very top here. And I'll read it off. M A E Z3. this invite code. You'll need to enter
at the very top. And then once you enter that and you click, then you're able to go in and uh we're going to see we're not going to see anyone. This it's anonymous. We're not going to see anybody's mood, but we'll see the entire group.
So, at the very top under lesson code, you're going to enter m a e zs3 y and then enter it into the enter lesson code and then send and I'm going to go to the computer to switch over. But before I go to switch over, just
raise your hand. If you need some help, I'll come by to to give you a hand. It's loading slow. >> It's not even connected to Wi-Fi. >> Too much at once. Okay. Technology.
>> There we go. Bill just got it. Okay. You'll There we go. Thank you, Pedro. It It just may be taking a minute to load if you're on your uh on your phone. I don't want it to change your mood, but you know, we'll we'll we'll take
whatever your authentic mood is. So, let me if you need help, I'll come by and give you a hand. Bill, your your your mood is submitted. Excellent. Superintendent, how we doing? >> Need any help?
>> Take a little bit below. >> Hope devices are >> okay. Still working on it >> just like in the classroom. Dr. You just got to pause and give away time, right? >> You guys are doing an excellent job. I know it's taking a little bit of patience as it takes a minute to load,
but that's okay. Thank you for helping. >> Should be right there. Superintendent should be put in. Okay. It just Yeah, I think everybody's on right now. Maybe it's taking a minute to load up. >> Taking a minute to load.
So, >> you know, work with my team yesterday. >> Okay. >> All right. Yeah, it's it's uh lagging right now. It's just not going through. It works. It didn't work on the team yesterday. >> Well, >> yeah.
>> How you doing, board member? Sorry. It's >> looking for Oh, there. >> Oh, yeah. There it is. Right there. Yeah. And then it's a M A B Z Y. >> Remember, Franklin, I think you could just do one. I know. I think it's just
you were asking if you could do a couple. Sorry, I was giving up the directions, but I think it's just one. Yeah, perfect. >> Okay. >> Yeah, thank you. >> Yeah, you you got it right. >> Yeah. Sorry about that. It worked. I did
it yesterday. Work. I was a teacher. I was the teacher. >> It's just taking a while. >> Technology. >> Technology. Well, it'll be it'll it'll be really cool once I hopefully everybody's able to get in in a minute and then I'll show every Yeah, but you won't see like
anybody's entry, but you you'll see the you'll kind of see the color. Yeah. Yeah. >> Yeah. >> It's just right right there. That's where you put the code in. >> So, I I can read it to you. M A
E Z uh S3 Y. So N A Z S3 Y >> Oh, I don't know. >> Yeah, it's just a wrong
>> except to go back a little bit. Just >> All right. Well, let me see what I can I can see here. >> Okay, we're almost there. I know it's lagging in logging in. So, I want to go.
>> How do I How do I like refresh it? >> And I want you to put this on the screen. Let refresh and see. sight of school. >> Okay. >> Okay. Just like any classroom, we have
to plan for uh technology and and that's okay. But you know what your mood is and I think I know what one of your moods are. And the mood that you have is hungry. So for the next let's take a second. Let's take a look at where we
are. I see we have about 60 people in the room and it'll register as it comes through. But we see some happiness, see some calm. Oh, I look that excited. I see a sleepy. Who needs a cappuccino? Starbucks is coming over.
But as an instructor, I can kind of see where uh if I was in a classroom, I can see where a class is kind of just as a check-in, right? And so, thank you for taking part uh with this quick class mood. Well, we wanted to check in to see if everybody is. And again, I apologize
for the lag with the uh technology, but you can kind of see uh the power of the tool to check in um with those that you serve. So, with that, I'm going to excuse everybody to lunch. So please lunch is ready. Please enjoy. Board
members we will follow you. Please start us off. >> Thank you. Till 12:30. lunch until 12:30. Okay, welcome back. Hope lunch everybody had a good lunch. Um,
so now uh we we spent an hour uh learning about the different goals and asking questions. And so now our job is to over the next uh 60 minutes uh plus or minus uh land this plane uh for these
three uh three remaining goals. Uh and the three goals are uh science um uh post-secondary readiness and uh and social emotional learning. And we'll go through them in that order. Uh so start with science and then go to uh
postsecary readiness and then go to SEAL. Um and what we'll do for each of them is we'll first start with a report out from the tables. Um and then we will discuss each goal and hopefully come to consensus on uh what those what those uh
targets uh might be. So um so with that let's go to the science goal uh in which the recommendation was at standard on average in grades five and eight. um every all our students will be at standard on average in grades five and
eight. So uh so science table report out. Thank you John. Yes, for the uh for the science rotations that we had um to the to the to the question at hand of the setting the district goal there was I I believe general agreement and
comfort with with the goal as being our recommended here. the conversations were were actually more focused on how the how do we get there and what does this mean for for the work moving forward and how we organize the work and prioritize the work and make sure science is
getting the attention it deserves um across grade levels here um and and and so on. So um as far as the the question of the goal what I heard at least in the in the in the in in the rotations was agreement with the recommended target. So, um, but happy to discuss and have,
you know, leave it at that for the board to discuss. Okay. So, opening it up to the board for discussion. Any questions, thoughts, uh, other reactions to the goal or does that sound correct to everyone? >> That's That's one. Okay. So I yeah I
agree that the how was very important to us particularly in elementary school is how our how can we um ensure that uh teachers have enough time in the day to be able to teach math and
it's also um not only to be able to I mean did I say math I meant science >> okay thank you um not only um that they are able to read about science but also to be able to engage in it, right? Um,
and we had some ideas that uh I heard that DOI has created some sample schedules that they might share with um uh elementary school teachers that some schools actually desate a room as the
science room. talked about potential um uh ways that we can have teachers who can either receive a microcredential in science and become the science teacher at a school or have science lead teachers at schools. We have some you know displaced teachers maybe they can
take on this job. So how can we make this happen because it's very important to us the goal is very important but then also making sure that we're working toward that how piece was very important. board president. >> Okay. We uh differentiated between fifth
grade and eighth grade science. Now, in eighth grade, you have a designated period of science, but in fifth grade, you have to make time, and that's the key, making time during elementary teachers busy day, right? Great. So, from both of these, it's basically the
science goal as a goal is great, but the strategic plan really needs to have some how are we going to get there and what's going to what's going to move us to it. Okay, other thoughts? All right. Yes, Kelly. >> Yeah, I agree with both of those points
and and one thing I raised was just as we are uplifting science to the level of priority as reading and math. Just a desire to ensure that our instruction continues to be focused on hands-on kind of experiential learning for science.
the type of science instruction that's engaging and rather than uh getting to a place where wrote test prep is more of a focus because I think when the standardized assessment becomes such a priority that that can can lead to some unintended consequences. So um just a a
desire to ensure that >> we teach science the way that it that is most effective which is through hands-on learning. >> Right. Great. Anyone else on science? All right. Thumbs up for people who think this is for the science goal. All
right. Science goal is done. All right. Next goal, postsecary readiness. Uh the staff recommendation uh is that 85% of of students in the graduating uh 9th to
12th grade cohort will be college and or career ready with at least 70% being college ready by which is meant um A through G um completing A through the A through all A throughG requirements. Uh and then career ready is completing
either a CTE a CTE pathway or JOTC. So that's the that's the proposal. You all had conversations with uh with the staff. I want to sort of open it up now for Oh, and I'm sorry. I want you to report out. >> Um All right. So, similar to science, I
think there was kind of implicit approval of the staff recommended goal. There was a lot of discussion about the need for including some sort of career measure and a lot of talk around again the how piece in terms of making sure that CTE is widely available to students
who might want it. Um talking about the elements of the college and career indicator that the state offers um that we don't. So like pre-apprenticeship programs there was a lot of talk about that. >> Have at it. >> All right. So with that, let me open it
up to the board again about questions, comments, thoughts on this on this goal. >> Um, no, I think we we had a robust discussion in our group about this one and just this the um well, one I will say for the record again, I think we should call it college and career
readiness. postsecary readiness is better than it was last time. But if that's what we're going for, we should just say what we mean and call it >> college and career readiness because I think that's how we talk about it colloquially like out there. I also think I mean we were just you know I didn't love areas where the state would
be more rigorous than us and so when we were really we spent a lot of our time discussing the sub goal the or I guess if you go to the three suggestions um and for example like on the JOTC this in the CCI framework if you do two
years you are um like almost prepared or you're getting but in our goal you would be prepared and I don't love that we're less rigorous there but I understand that we wanted to kind of call out and elevate the career piece. So, I still lean towards the CCI as the best
indicator. Um, and but that's that's me. So, but that so this one I still think needs some fleshing out when it comes to what we're >> we're trying to say. I think um it seems like Tanya wants to chime in too, but but I uh yeah, so so that one was I mean
we had we spent a good amount of time discussing and I appreciated the team um for helping us understand kind of the pros and cons of well if you just do C or better you're maybe there's no test scores and there's no pathways and if you do CCS CCI you are also not allowing
folks who just have C or better. But that's also an interesting point and then I'll pause. Like the fact that the state's own framework says that if you're a through GC or better, you're also not college prepared. You are approaching preparation is just interesting and like maybe warrants a further conversation if the state is now
acknowledging that their own requirements to get in aren't rigorous enough. That's a whole another can of worms, I guess. >> Right. Right. Thanks. >> I'll support the college career readiness. Um we had some time talking about the andor. I feel really strongly we should not use or because we have a
history in this district in this country of tracking kids into one or the other. Um so if you just take out the andor and just say collegec career then you know you get rid of that. Um but I I uh agree that um that's how we talk about it. We never say postsecary. I don't know if your family's ever talked about
postsecary but that that term never comes up in my community. Um, and I I like the idea of just continuing to learn about it because if the state is using CCI and we're using it for u potential benchmarks for charters, um, that might be what something we want to
hold ourselves to as well. Um, but whatever we do, I'm in support of making sure that kids have access to all options. And one of the things that came up in our group is that still dozens of our secondary schools don't have a CTE pathway available yet. And so maybe
similar to theCCL goal last go around, we put out this big goal and we didn't have all the tools in place to get there. Once we put this goal out, we're going to get the tools in place to get there so that all of our kids can earn a CTA pathway. That's I think super important to us. >> Great.
>> I'm going to disagree about collegec careers because for years and years and years it was all college. I don't care what anybody says, it was always college and career was an add-on. So, it's really important to have both separate in my opinion. >> Mr. Smelson, would you say college and
career? Would you be okay with that? >> Yes, but no slashes. >> So, so let me push on this this a little bit because I think it's it's it's important. So, college and career might mean well, you need to both have a college readiness and career readiness in order for that it to count. Is that
is that what you're thinking about or >> because um then the number would be much lower for the number of students both as an individual. But as a district I think we can say the number of students who are college and the number of students who are careers some of which may have overlap some of which may not would keep
us in the you know high 70s getting to 80s percentage. So um I think we can think about the the way that we understand what and means without you know lowering our um like collective understanding of of the kids readiness. >> Agreed. >> Okay. Now going back to this so so
collegec career somewhat means so would college career be okay the the idea not being that sort of you that where you everyone has to be right has to go to college >> I used to have career counselors and college counselors >> right >> there are no more I don't see them anymore I just see college counselors
and I talked to them and they're excellent about college advisement but not so excellent about career adisement in my opinion in my opinion. Great. Other. >> Yes.
>> No, you have to use that one. >> Okay. >> Okay. Great. Um, and I think this and I I I agree on both sides. Um, and I think for me when I think of college and career, that's exactly what dual enrollment is aiming for. Our students
are going uh taking advantage of um taking a a a college course at a community colleges which are preparing them both for college and they can also take certificate in different industries. So they're
getting prepared for both right and it's ultimately is the student who's going to decide I'm college ready I can go to college but I also want to work and I'm also work ready. So, it's just amplifying those both of those opportunities. Um, but from what I see,
I see our students preparing for both. Um, getting the certificates, getting an AA. So, you know, when the decision comes of going to college or career, they can make either one. So, I think getting them ready for college and
career should be the goal, right? But then how do we use those metrics? So I think that's something we still need to sort of flush out. >> Uh I I will just I mean I I actually like postsecary readiness. I think when I talk to uh community members there's a
what what we know from the research is that the folks who are most you know economically successful who can support their families especially in this economy have some sort of postsecary training and it doesn't always mean college. And so I I appreciate that
post-secary is inclusive and doesn't necessarily um make it sound as though like an apprenticeship pathway is less than a college degree. Um because I think for many people that that is a great pathway to be able to support their family,
pursue their interest, and have a stable middle class livelihood. Um so I think that was part of the reason why post-secary readiness was appealing to me. Um, I also think like I don't in four years I I don't I think there are questions around like the the viability
of some college degrees with the way that technology is rapidly changing the workforce. And so I think that a broader term um might in hindsight four years from now like might be better and preient of what what is to come um because we can't necessarily assume that
it's going to look the same in 2030 as it does right now. >> Right. And the broader term being the post-secondary readiness. Yes, that is what I'm saying. I also I um not like I have some questions about feasibility as well. Um because I think if students
were to to take a really rigorous CTA pathway, like I think there are some scheduling challenges. Um even and I think we've seen that with the focus on A through G, which I which I agree is completely right. We want all of our students to have that eligibility and that choice. there is some crowding out
um in high school schedules that make it difficult for students to be able to pursue both. So um I guess my point there is like the and may be challenging in in practice if we are to do a really rigorous job in both areas, >> right?
>> Okay. I'm not sure. I think I might have contradicted myself there, but hopefully you understand what I'm saying. Okay. Yes. Board member NLE don't >> I I agree with the post-secary
readiness. I I do believe that as we move forward, we are preparing them as a baseline for what's happening after high school, right? And we're doing that with dual enrollment. We're doing it with career tech new education and pathways.
And so and hope that we can grow them in our schools that every school has each because like we mentioned we don't we have 108 and whether you know students pick those and hopefully that they can grow but I
do believe as we move into 2030 it's going to be a little different but preparing our students to take advantage of the opportunities that are there because I think part of our concern is that many of our families didn't know that they even existed. in our district that they could achieve
an associates degree and be prepared to go to work >> with a certification right when they were done after senior high school. And so I think if we keep it the broader term, it does help us to be able to to meet that goal. And as we
move into 2030 and beyond, um families will learn that post-secary and what that means because you're being ready for what happens after high school. So, >> okay. To that point, >> um, something that we also talked about
in our group was about the fact that not all schools have a CTE pathway. And, um, so some ideas that came up were that perhaps in some um, school complexes like say RFK that has about five or six
different small schools, maybe they could be a hub for CTE. Um, also having our um, option schools uh, access the DACE classes. That could be another option. Uh, in creating these hubs for
other school communities that don't have CTE. Um, and we were talking about can we make this happen by the time we start with these goals. So we said that if we don't set the goal then we won't work toward the goal. So if we set the goal then at least we're beginning to work on
that. >> Great. Okay. So, I see uh two questions here. So, one is what's the name of the goal? And then the second is do we agree on do we agree on the goal once we get the name down? So uh so in
terms of post-secary readiness versus college slashcareer readiness >> no slash college-career all right uh readiness like who uh sort of thumbs up for post-secary readiness
one two three okay and then college and career college uh dash career readiness college career one two college space career Yeah. College and career readiness. All right. College and career readiness.
All right. So, one, two, we're three and three and and and one one abstain. It's all here on Carla. >> Can you all hear me? I don't have I don't have an opinion honestly on either postsecary or college and career
indicator. I Okay, I can go either way. say and >> okay if I had to choose one I think I would go with the college and career it's just more accessible language to everybody >> okay so we will provisionally go with
college and career uh and now let's talk about the >> the goal it >> let's talk about the goal itself uh which is the uh uh using A3G and um CTE
pathways and JOTC. So thumbs up or down on the goal as prop as proposed? >> All right. One, two, three, four. I saw a thumb over here, but now it's gone. Four, five, six, seven. All right. All right. We have we have broad
consensus on the goal though there's a little bit of of little wavering. Um great. So that is goal two. I guess I'll just say the reason for my
hesitation was just because I think so much of it is implicit in how we measure it >> because like one of the option one for how we measure this goal is just percent of students in four-year cohort with C or better veteran A throughG courses. So if we're going to choose that that doesn't the 85% of the
>> Oh yeah. So the so this is the this is I think this is option two in that thing which is the A through >> but there I don't think those are I think those are two separate questions. Maybe Bill can >> That's why I was hesitating. >> Let's Let's go to I think the slide you're talking about here, Nick, is
>> Oh, you know what? >> Have we chosen? >> It's way It's >> Oh, it's uh this slide 27 is the one. >> Okay, let me go way back. >> Oh, boy. Everyone hang tight.
>> Here we go. >> Yes. So, so the goal as proposed is option two. And uh and so again that is and again it would be two numbers. So and this is where we're heading for you know um the other three goals we've done so far as
well you know so we're going to have two numbers for literacy numeracy and science because you know there's elementary and and so similarly we'd have two numbers. The first number would be this uh percentage of students who completed a career a CTE pathway or rati uh jzi courses that that'd be one
number. Um um and then uh but it would be it would be the both number and I and I can show that and then the second would be just the A to G. And so then what the numbers would be as proposed are actually the two numbers that we would we would be doing are the blue
line and the green line. So it would and so and again the goal would be the hope you know and you know the concern is that when we do the ore are we just funneling students to to the non you know the non-ol options. So obviously if that happened this green
line would just flat would end up being flat or maybe getting worse right as we're de you know if we were to deemphasize college readiness and so the hope is that both elevate both get to 85 that would you know that these would be the two numbers we track and then the two targets we we shoot for. One of the
questions we had in our group that would be interesting empirically is just so how inclusive is the college and career ready of the college ready. So you basically the only if you're college ready C or better you're college ready the the other two mechanisms are JOTC
which is I think 2% of students are in those pathways >> or the the CT pathway and one of the questions or discussions we had is like most of those C I would most but you could tell me of those CTE pathway students are also the C or better students >> trying to figure out like how many
students are we actually talking about in that 15%. Yeah, you can see. Yeah. So the the amount of students that are basically all of the above are are the um are it's about 20% you know maybe of the students and so there's only so the
gap between the blue and the green those are students who are um essentially JOTC or CTE pathway but not a to G. Yeah, it's about 7% of our students and and um that's right. And now remember to be to to get the CTE or the JRATI, you also
have to earn a diploma. >> So these are students who are earning a diploma, but they're not getting all the A to GC or better. >> Yeah. >> Okay. Oh, here's that. So might skip ahead. All right. So we are done with um
uh college uh uh college and career ready. Um now on to social emotional learning. Um and the proposal here was uh to create a diagnostic assessment
or the the the district will create a diagnostic assessment uh that will be given at the beginning and end of school years uh to examine um uh the the students competencies. >> Go ahead, Elmer. Sorry.
>> Yeah, just wanted to report out on the social emotional learning. Uh we there was an acknowledgement for sure on the complexity around this metric on measuring social emotional learning. Uh and
because it was a board goal uh in the previous strategic plan there were a lot of um teacher trainings right portfolios work around portfolios. We also took the recommendation of looking at elementary marks from our last board retreat. And
so, uh, with all that information, we thought about how do we measure truly, uh, teachers report cards or teachers, uh, marking whether students are demonstrating social emotional learning competencies in their classrooms or at
school. And so, uh, we landed on, um, a pre and post diagnostic and we explained that to the board and, uh, they had some questions about that and when it would be administered and so it would be pre and post and to whom. And so these would
be schools that adopted with 91% of our schools adopted a social emotional learning curriculum. And so we would uh next year uh administer a pre and post uh diagnostic to then gather data, collect data and then create a baseline
uh from from that data to then create a new goal uh next year after a pilot year of uh administering administering the diagnostic. Right. Thoughts,
please. >> Um, well, I I appreciate the team's creative thinking. Um, there might be a little bit of a pause because we struggled, I think, with this one. Last go around. We had put out a goal and then um had a hard time figuring out the portfolio and the rubric and it had a small amount of implementation. And so again with creating something, there
might just be some hesitation with how quickly can we um you know envision and realize the timeline that we've drafted and scale that and ask staff to do it and train everyone up on it and get the data and use it in a way that in the next four years we're not in the same position that we were with the 26
strategic plan. I don't know if my colleagues are feeling that, but I'm I'm feeling a little bit of that. Um I will say I don't love the title. Um and maybe the team is not going to call it a competency application survey moving forward. um if it's a diagnostic or an assessment, like let's call it what it is. Um and honestly, I I think this
might be an opening to revisit the report card itself. I think a couple of us had the idea last go around to use the report cards. Um and if the report cards aren't measuring what we want them to measure, like let's change the report card rather than making a separate tool. And I realize that is uh implying or implicating, you know, several other
processes. And I don't know that we're ready to address that today. Um, but that would be my recommendation. A year from now, if we're going to pilot this and have some information, let's also have some information about what it would take to change the report cards to truly reflect theCCL competencies we want our kids to have.
>> Interesting. Good. Other thoughts? >> Uh, I I agree with board member Franklin. Um I I don't I know that the team has done a lot of work and it's it's been a challenging process to to create something entirely new because I think that was the charge four years ago
and we've seen that that that that can be challenging. Um I think the opportunity to leverage an existing system like I think that that has promise um but certainly take the team's recommendation under adisement and maybe there's a way to to be able to really
explore both options. Um, and I think there there can be benefits to uh updating the report card anyways um because it it may not be fully in alignment with what our now our stated priorities are as a district via our
goals. Um so I I I welcome that and um I just I I I want to ensure that uh that we we get somewhere in this space like I think in the curriculum side in terms of teaching and learning like there's been a lot of progress but we don't want to end up in a in a similar place you know
four years from now. Um the last thing I'll say and I've said it several times is just like a concern about testing o overall and you know how exclusively we are relying on tests as the way that we're measuring progress towards our goals. So I do think that there is a con
to this as it is a pre and post assessment um that it is adding another test. >> Thank you. >> Others any no And I also I think Kelly brought up in our conversation that u this pre and
post would not necessarily show us that students can apply they it'll show us that they understand and they have knowledge of that competency but are they able to apply it and so I suggested could we use other forms of metrics that we could bring in either referrals or
whatever it is that can give us an indication of how students are actually doing in the school but also So I I see this as a as a metric for us as well for each school to measure themselves and also us as a district. How are we um
supporting our students and our community? So uh when we start to apply these lessons, I want us to not rely on technology to do the the teaching but rather that it's other humans doing the
teaching on so that um we there's more engagement. I mean kids are actually practicing uh these uh tools and these these uh competencies, >> right? >> Yeah. You mentioned uh changing the
report card possibly. That would be monumental and earthshattering but a good idea. But a good idea. Um, I'm I'm wondering if there's an another opportunity to maybe revisit this.
Um, I don't know. I'm trying to gather my thoughts just on the conversations if there would be another opportunity to maybe think this through a little bit more on SEAL. Um I mean I understand right now
it's you know collecting the baseline data but as was mentioned you know how is it being the curriculum side and the schools also assessing themselves. Um I'm also thinking about our parents as well. How do we you know um incorporate
um social emotional learning also at home. I don't know. I just I'm not sure about how this is going to pan out >> right >> with social emotional learning. Anyway, >> so
comments we don't want more assessments or you know more testing >> but >> I guess we I didn't ask the question when we were talking about the diagnostic the length of it as we talk about >> right >> um
having it post uh pre and post we didn't discuss how long it would be or you know what how much time it would take for to be administered is that taken into account or that can be given to us as well.
>> So thank you so much for these questions. Um it this measurement that we're uh proposing is uh it it measures application. So the prompts are developed to assess students in real
life situations at different grade spans. So it takes the learning that they've had through their curriculum and then asks prompts that are specifically designed to assess where they are and how they would apply it in their lives.
So uh it does assess application and timewise we're we're looking at 10 15 minutes. It is not a lengthy it's in and in and in in my terms of defining it it's not really an assessment. However, it's a diagnostic. It has assessment value. It is a partial survey, partial
diagnostic. So, it takes uh an understanding in all the competencies of how students are applying in real life situations uh how they're applying their learning to their lives which I think and uh board member Dr. Rivas asked about parents. So we plan on using this
data to inform um how we uh provide professional development or workshops for parents based on the learning that we get from these. So there's a lot of different uh things that we could take from the data that we receive on these
uh application diagnostics. Thank you. So there's the question about length. Um so let me suggest a couple things just to to try to bring this in a little bit. Um so one would be uh uh that over the next year sort of so the
next they we have to the team would have to develop the assessment then we'll be piloting it and sort of getting results next uh spring I assume is when you'd have the sort of the final results that could be used as a baseline. Um, at that same time, you could also sort of have
more in-depth stuff on thinking about using grades and the challenges andor possibilities of that and alignment. So, that'd be kind of one part to sort of say, well, this is, you know, we're making the decision to move forward on this, but sort of also sort of make sure we want to make sure it happens one, and
then two, we want to make sure sort of alter it's better than the alternatives. And then the other worry I hear is okay so some the diagnostics assessments whatever sort of these paper pen things or I guess keyboard things uh uh don't
necessarily reflect uh what kids are actually doing uh learning and sort of their actual sort of social emotional skills and so there uh board member Grigo had a great idea I think to to to do kind of an audit of sort of not just
sort of look at this test and say oh look Everybody took the test, we got scores, and we assume the scores are necessarily what you think they are, but also looking relating those scores to things like absenteeism, referrals. Uh, and then you can even do more in-depth
type studies about sort of looking at for behaviors from a a small selection of uh, you know, a small sample of kids to sort of make sure that the the actual tool is measuring what you think it's measuring. It's not just I've learned how to say yes, I'm gritty in all situations and whatnot. And I'll just
piggyback on that. And you know, one, not to get too nerdy about it, but you know, when looking at any kind of measurement of something, you want to look at validity and reliability. And reliability is is the is the tool a good measurement? Is it measuring the thing it's purporting to measure? Is it is it
a solid? Is it um and doing that thing? Does it or is everyone just getting the same score and it's useless? You know, everyone gets an 85% and then tells you nothing. You know, we don't want anything like that. And then on the validity side is is what you're suggesting board member Grigo like we need to see is this is there you know we
you think of face validity like does this pass the sniff test and so in terms of are the schools that are that are you know report claim seeming to be really strong in this we know from using our eyeballs that that's not the case you know or other other pieces of information. So for something as
comprehensive and consequential and and and complicated as this, we would make sure to to to do both of those things in an ongoing manner, at least ear in the early years of it, right? Any other thoughts
before we get to our complex voting? All right. So in terms of going forward with this approach recognizing again that sort of in a year you will have more data to b a develop a baseline on it and b if you don't like the way
everything's gone you can obviously shift but um but does this uh does this seem like the the place to to go. So a thumbs up thumbs down or maybe thumbs sideways but hopefully up or down is best >> sideways would mean needs more
discussion. Okay. >> Not like a commitment. >> Sideways. A lot of sideways. One thumbs up. So, so what what else do you want to know uh sort of for more discussion or what's what how do how do you want to move that forward? >> I too like many others want to avoid any
additional assessments that the teacher has to give in class. Uh I guess I'm just wondering um did we consider just administering the DESA or the SER and an assessment that's already out there and aligned to these competencies rather than creating our own? We didn't talk about this today. So any
>> Yeah. Um I can and and feel free to jump in DOI folks, but I think that's that is sort of I think job number one of of this work now and and and looking at you know what are some solid offtheshelf if you will you know uh diagnostic tools that are out there um to see you know
that you know for this to work it has to accomplish a couple things. One it's got to be agnostic to to to curricula. You know, again, this is going to be, you know, the idea is that this would be coherently linked to what schools are going to be using with district approved district funded programs. Um, so
diagnostic to those and then a vertical alignment so that it's appropriate for obvious for grade levels. So I think these pieces we call these pieces out because these may you know what we do may be maybe wholesale implementation of DESA as is but there you know I'm I'm going to defer to the experts perhaps on
if there's a reason why we're not just already saying today we're not using DESA but I think that that is in the realm of possibility that we could >> mic back there was >> yes so uh thank you so much for that uh
Adessa survey Okay. Uh is similar to what we do with the school experience survey. So it is a survey. It is it it it measures mindsets and skills. This idea of what was missing in our
district is measuring application measuring those executive functioning skills. See where they take their learning and social emotional learning and then are they applying it. So that was the idea behind this. We can certainly take a look at those things, but we we as far as we know, this
doesn't exist. Um, we talked to Castle and they're very interested in this because Castle is now looking at application for our district. We've been very successful with integration, integrating it across the the school um
uh in various ways. So measuring the application of it in real life situations is something that really isn't exist other in in a in a form of some type of a diagnostic because it's again it's not an assessment. I hear you on assessments. We're very sensitive to
that. Uh but this is similar to that if second step has their own diagnostic before their curriculum and after their curriculum that they already give. So what we would say is we would um create a diagnostic similar to that is agnostic
that measures again all those different and differentiates for all the spans that is not in existence as well with Adessa. Um so this is something brand new and I I think it's groundbreaking in our district. Um I think we could do some great things with this with this
type of a measurement. Well, maybe just given that it is so new and the hour is after lunch um that possibly like we revisit this when we're fresh and um can see some examples because I think even just for us to understand like I was asking you know can I look at the report
card right now? Can I look at a sample question and um for us to all be able to kind of dig in on that level. Uh I I will say I have a little bit of worry about us creating something that hasn't yet been done before. Um, I feel like this was the conversation four years ago and um, I I would appreciate if the team
could, you know, double check and I'm sure Castle is up and up on who's doing the the, you know, most recent work. Um, but if this is something we take on, you know, I I appreciate ODA weighing in because we would tell a school or ask them, you know, do an IAB rather than a
teacher created interim, right? Because you want to make sure it's valid and measured against like the the standard at such a high level. Um, so maybe I would ask if we could revisit this at a time when we've got some more information um and are a little bit fresher to examine. >> Yeah, I would even ask like can we have
an options menu of like the options and procon of of different um of the different uh tools that are available to us. So like we've got portfolio rubric, we know what the pros are that we've seen, we know what the cons are. Um, we have this
idea of a new diagnostic. There's existing assessments. There's the report card marks. Um, I will also ask if you all could look at the DRDP. I know it's an early childhood measure. It does go through grade three and it is a it's a teacher. It's it's relying on teacher
observation, but it is about students practice of social emotional competencies and it is growth focused. So maybe maybe that's an option we would consider for preK through three and or maybe there's a way to build off of it for if you like for the development of a
new report card for example. So if you all could look at that in your in your research as well I think that might be a helpful tool. >> I would be open to to doing that coming back to revisit as long as we schedule it soon enough because I don't want to lose sight of this. But the other thing
is I would ask some of our folks who are already using the tools that are out there and what they would suggest um could be used to assess SEAL competencies. Right? We we have about 90% of our schools who are using at
least some form of program forCAL. I've spoken to teachers and they've said that, you know, what's worked for them is when they had uh an RJ teacher who actually did this work with the teachers first or the adults at the school first
and then they self-reflected on their own competencies so that they were able to they understood and they owned it and they felt it and then they were then it was taught to the students and there were some um me some uh targets some learning targets
around what it is that they were going to achieve and accomplish by the end of say that semester or that year. So this is from one educator who had a great program when they had a great RJ teacher and um but if we can get more info from
the field from folks who are pra p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p practicing this, that would be great. >> Yes, totally agree. That's why I said I I wanted us to come back and revisit um because there's so many thoughts and there's so many areas that I think still need to be sort of flushed out. Um
and yeah, my other comment was going to be on can we hear from schools? Can we identify some schools at three level elementary, middle school and high school that have really been successful in uh social emotional learning and not
only in the application in the school but overall in in entire school community. That would be great to hear from them as well. Um yeah, I don't I I feel like maybe this is a topic just in and of itself that we can revisit. So I
was going to offer uh the committee of the whole maybe just having just just Okay, I hear thumbs up >> um just to have just this this conversation where we can hear all the different um diagnostics or or applications that we can use hearing
from schools and then just having a real well-rounded conversation so we can just leave from that meetings. Okay, this is where we're going to go right and because there's a lot of things. Yeah, I would love to see um the uh the report card or maybe the some questions from
the survey. So, yeah, I think there's a lot more that we need to really analyze and and think about before we set a a goal goal. >> Thank you. Others Kelly. >> So, sorry, just one last thing. I also
wonder if we could think about a goal like sort of similar to the English language progress the LP at the state level that looks at individual growth rather than because I think what I hear in some of the feedback is that we don't want to penalize or stigmatize um
students who aren't yet developing these competencies like well that would actually be contrary to the competencies themselves um but instead we want to look at you know how are schools helping our students grow in these areas so I wonder if there's like a the the measure is more about students making progress
towards achieving these competencies rather than being at any particular level. Um so that we are focused on that growth mindset >> which is which it sounds like the diagnostic is intended in that way to sort of look at growth over time but doesn't it's not here obviously. So John,
>> oh sorry, superintendent. >> So very much hear the feedback. Um we'll certainly look at committee of the whole right in the next I there is a fair amount of urgency here. So probably look at the next committee of the whole and see how we can really just focus on this one item. I heard about four or five
different you know taking another look at the progress report option right and and and again acknowledging that that is what was your word Scott? earth >> earthshattering >> potentially earthshattering for many of our educators to change the progress reports. Um but we can certainly take a look at it and even look at what
prospectively what it would look like to try to capture some of these competencies there. Looking at again existing assessments if there is one that we can it doesn't sound based on what Bill said and Justin that there's one that's a good fit but maybe there's something we can at least build from. Um
also looking at internal assessments in the existing programs. uh as we all learned basically about 90% of our schools are currently using you know one curriculum essentially for another so maybe there's something that we can glean from there so we'll put together I
wouldn't call it a menu but we'll put together four or five sort of curated options bring them forth for further recommendation and hopefully land this at the next committee of the whole >> great all right everyone with that with that resolution thumbs up or thumbs down
all All right. All right. Well, that is the end of our uh going through the goals. I think we have >> lunch again. >> No, we have another lunch. Probably some breakfast back there too.
>> Um so we have the closing. So >> microphone is still here. Uh so really just want to close with gratitude just like we began the work today. You heard a lot of really obviously great
discourse at the the breakout sessions and then here at the the collective table. Uh no one is taking these goals lightly, right? We know that they're basically going to be our northstars now for another four years. So there's a lot of thought both from obviously leadership and also from staff around
how we accomplish these. there there's a sweet spot between aspirational and achievable that also honors the ability of our staff and our students, right? We don't want it to be such a slam dunk that two years from now we're like, "Wow, we already met all our goals."
Because then, frankly, we didn't set our goals high enough. We also don't want to go to a place, I think it was board member Ortiz Franklin that took us back to a place where we used to say 100% of this, 100% of that, >> it sounds lovely, >> right? And it really obviously is what we should all be striving for and we do
every day. But we have to combine that with what we can actually accomplish in this four-year span of time. So thank you for the work. The work continues. We will come back around the seal goal. That is a nut that still needs to be cracked. I I have every confidence that
we can do it in short order. Thank you. >> Yeah. I also would like to thank uh Dr. Fullerton and Mr. Chait and the wonderful staff we have for a a robust and engaging discussion and thank you board member Rivas for offering the
committee of the whole. I mean we really that's going to solve a lot of problems. Thank you and uh I look forward to the team's presentation of the 26 to 30 strategic plan to the board and LA USD community in June and you know to have the committee of the whole you already
have things I know that you want to present so you're letting us come in and we appreciate that. Yeah, >> that was good. Thank you. >> Good conversation. Good.