VICE PRESIDENT HULING HERE COMMISSIONER RAY HERE COMMISSIONER WEISSMAN WARN HERE PRESIDENT KIM HERE OKAY AS IF YOU STILL PROVIDE CHILD CARE I JUST TURN THEM ALL OFF SO YEAH POWER AS OF YOU STILL PROVIDE CHILD CARE FOR REGULAR BOARD MEETINGS AND MONITORING MEETINGS ON THE FIRST FLOOR IN THE ENROLLMENT CENTER AT 555 FRANKLIN STREET FROM 630 TO 9 P.M. OR THE CLOSE OF THE MEETING WHICHEVER COMES FIRST. CHILD CARE IS FOR FAMILIES WHO WILL BE ATTENDING THE REGULAR MONITORING BOARD MEETING SPACE IS LIMITED AND WILL BE PROVIDED ON A FIRST COME FIRST SERVE BASIS FOR CHILDREN AGES 4 TO 10. FOR QUESTIONS PLEASE CONTACT THE BOARD OF EDUCATION OFFICE AT (415) 241-6427. OR BOARD OFFICE AT SFE POSTED EDU AT THIS TIME BEFORE THE BOARD GOES INTO CLOSED SESSION I CALL FOR ANY SPEAKERS ON THE CLOSED SESSION ITEMS LISTED IN THE AGENDA. THERE WILL BE A TOTAL OF FIVE MINUTES FOR SPEAKERS. ARE THERE ANY SPEAKERS? WILL BECOMING NO SPEAKERS AND OUR RESOURCES MEETING AT 5 OR 6 P.M.
S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION SRF GOV TV SAN FRANCISCO GOVERNMENT TELEVISION AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION SYSTEM S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION ILLUSTRATED SCHOLAR ONLY GOES OUT ON CISCO PROPOSAL NADA INTREPID ASSUME BUT I'M GOING TO ASSUME THE OIL BUT PETITION IN ESPANOL BUT FOR THE ARMY I'LL NO THAT IS THE SCENE WE DRESS GOTCHA THOSE NOISES SEE A DISEASE SO YEAGER WILL CALL IT WITH ACCESO SAIS SAIS CINCO NOIR ESSAYS AND WHEN THEY SEE IT ESSAYS MASS IN SIGNAL NUMERO DECIUS THANK YOU.
I GOT HOPE SOME CHILDREN COME AND GO. WE DON'T CONDONE MARCHING IF YOU SHOW YOUR CONDEMNATION YOU'RE PROMOTING WEALTH AND YOU ARE NOT A MOTHER YET SAVE US A BUTTON. SAY SOME SALMON YOU BACK HERE MAMA LOOK AND GO BACK HOME. DANIEL SO WE TAKE MILK ON THE LINE FROM VIRGINIA FROM SUGAR STARTING ON THE WAY. THANK YOU. >> HELLO AND WELCOME TO MEMBERS OF THE PUBLIC TO THE WORKSHOP MEETING OF THE BOARD OF EDUCATION AT THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT. OUR PUBLIC COMMENT PERIOD LASTS FOR ONE HOUR TODAY UNTIL 6:40 P.M.. WE LOOK FORWARD TO BRINGING BOTH OUR 7:40 P.M.. WE LOOK FORWARD TO HEARING FROM HELP FROM THE PUBLIC BEFORE WE CONDUCT BOARD BUSINESS. OUR GOAL IS TO CONDUCT BOARD BUSINESS IN EFFICIENT, EFFECTIVE AND ACCESSIBLE MANNER DURING REASONABLE HOURS. WE AIM TO RESPECT STAFF, FAMILY AND COMMUNITY TIME BY ENSURING YOU MOVE TO BOARD BUSINESS AS QUICKLY AS POSSIBLE. EACH PARTICIPANT MAY SPEAK FOR UP TO ONE MINUTE.
STAFF WILL THANK THE PARTICIPANT AT THE ONE MINUTE MARK AT ONE MINUTE AND FIVE SECONDS. I'VE ASKED INTERIM CLERK CHANG TO PLEASE TURN OFF THE MIC AND TRANSITION TO THE NEXT SPEAKER. I ASKED MEMBERS OF THE PUBLIC TO PLEASE RESPECT THAT ONE MINUTE LIMIT SO WE CAN HEAR FROM AS MANY SPEAKERS AS POSSIBLE. I ENCOURAGE SPEAKERS WHO ARE SPEAKING ON THE SAME TOPIC TO COLLABORATE AND COMBINE THEIR COMMENTS SO THE BOARD CAN HEAR ALL VIEWPOINTS. DURING OUR LIMITED TIME PLEASE ALSO NOTE THAT THE BOARD ACCEPTS WRITTEN PUBLIC COMMENTS VIA EMAIL TO BOARD OFFICE AT SFO USD TO EDU. WE WILL HEAR FIRST FROM STUDENTS IN PERSON. THE MEMBERS OF THE GENERAL PUBLIC IN PERSON BEGINNING WITH AGENDA ITEMS THEN MOVING TO NON AGENDA ITEMS. REGARDLESS OF WHETHER IN-PERSON PUBLIC COMMENTS COMPLETE WE WILL SAVE 15 MINUTES FOR THE COMMENT TO COMMENTERS IN THE SAME ORDER AS IN PERSON. TO MEMBERS OF THE PUBLIC YOU WILL SEE ON YOUR RIGHT. SIGNS THAT OUTLINE EXPECTATIONS FOR PUBLIC COMMENT AND MEETING CONDUCT. WE ASK THAT ALL MEMBERS OF THE
PUBLIC MODEL THE KIND OF TONE, LANGUAGE AND BEHAVIOR THAT WE HOPE TO SEE FROM OUR YOUNG PEOPLE. RESPECTING DIFFERENT VIEWPOINTS AND ALLOWING FOR ALL MEMBERS OF THE PUBLIC TO PARTICIPATE. AS A REMINDER, BOARD RULES AND CALIFORNIA LAW DO NOT ALLOW US TO RESPOND TO COMMENTS OR ATTEMPT TO ANSWER QUESTIONS DURING THE PUBLIC COMMENT TIME. EVER HOPE THE SUPERINTENDENT WILL ASK THAT STAFF FOLLOW UP WITH SPEAKERS OC STUDENTS SPEAKER AGAIN AND TOTO HANNIBAL . >> UM MY NAME IS TOTO HANNIBAL I'M A STUDENT OF THE ACADEMY'S CLASS OF 2026 THE LAST GRADUATING CLASS AT ACADEMY. DO YOU REALIZE HOW SAD THAT IS? YOU HAVE NO IDEA WHAT KIND OF DEEP DESPAIR THAT FILLS ME WITH TO KNOW THAT MY FRIENDS IN LOWER GRADES WON'T GET TO EXPERIENCE PROM SENIOR TRIPS OR GRADUATION WITH THEIR FRIENDS. THEY WON'T GET TO WALK THE STAGE TOGETHER AND WAVE TO THE PEOPLE THEY'VE BONDED WITH OVER THE LAST FOUR YEARS. THEY WON'T GET TO HEAR EACH OTHER'S SPEECHES, WON'T GET TO TAKE PICTURES TOGETHER ON THEIR BIGGEST DAY OF HIGH SCHOOL WITH THEIR CLOSEST LOVED ONES. YOU TOOK THAT FROM THEM. YOU STOLE THE JOY FROM MY SCHOOL AND TURN IT INTO WHAT? MORE MONEY TO LINE YOUR POCKETS ,MORE SPACE FOR YOUR BELOVED
PRIVILEGED ART SCHOOL. YOU TWO ARE PART OF MY COMMUNITY. MY FAMILY. YOU TURNED MY LAST YEAR OF HIGH SCHOOL INTO MONTHS FILLED WITH ANGST, CONCERN AND MELANCHOLY FOR MY BOTH MY OWN FUTURE AND THOSE OF MY UNDERCLASSMEN. I DON'T GET TO VISIT MY HIGH SCHOOL AND RECONNECT WITH TEACHERS, TELL THEM ABOUT HOW MY COLLEGE STUDIES ARE GOING OR WHAT INTERNSHIPS I'M LOOKING INTO. I DON'T GET TO GO BACK AND WISH ON DANDELIONS GROWING ALONG THE TRACK WITH MY FRIENDS JUST LIKE WE DID IN FRESHMAN YEAR. I'M GLAD TO BE GRADUATING AND GOING TO A SCHOOL WHERE I WILL NO LONGER BE UNDER THE JURISDICTION OF LIL KIM AND MARIA ZOOM AS DAVINA GOLDWASSER LEAVES THE DISTRICT. I LOOK FORWARD TO ALL THE GOOD THAT WILL COME IN HER ABSENCE. I WOULD LIKE TO SHARE ONE LAST REMARK BECAUSE I LEAVE THE DISTRICT. PHIL KIM, MARIA SU AND DAVINA GOLDWASSER. THERE IS EVIL IN YOUR HEART. THANK YOU. HI, I'M FINNEGAN KELLEY AND I'M A SOPHOMORE AT ACADEMY BECAUSE I WAS CUT OFF DURING MY LAST PUBLIC COMMENT. I WANT TO START BY READING THE REST OF MY STATEMENT. ACADEMY STUDENTS SHOULD BE OUT PARTYING, GOING ON PICNICS AND PICKING OUT CUTE CLOTHES FOR THE SUMMER.
INSTEAD WE ARE WORRYING ABOUT IF WE WILL SURVIVE IN OUR NEW SCHOOLS. I'M TELLING YOU ALL THIS NOT TO TRY TO CONVINCE YOU TO KEEP OUR SCHOOL OPEN BECAUSE WE HAVE ALREADY ACCEPTED THE REALITY. BUT TO SHOW YOU THAT WE ARE NOT JUST A SCHOOL EATING UP DISTRICT BUDGET OR BASEMENT DWELLERS AS SOME MAY THINK BUT THAT WE ARE REAL STUDENTS WHO HAVE REAL COMMUNITY AT ACADEMY THAT YOU ARE TAKING FROM US. I TELL YOU TO SHOW I TELL YOU THIS TO SHOW YOU THE GRAVITY OF THE SITUATION THAT YOU CAN'T SEE BY SITTING BEHIND YOUR DESK. I WANT TO RECOGNIZE MY PEERS AND TEACHERS INCLUDING MY FRIEND TOTO WHO HAVE PERSEVERED THROUGH YOUR B.S. AND HAVE COME TO SUPPORT AND REPRESENT OUR TIGHT KNIT COMMUNITY AND ADDRESS OUR ISSUES WITH THE DISTRICT. SCHOOL CLOSURES DO NOTHING BUT HURT COMMUNITIES AND DESTABILIZE OUR LIVES. I WOULD HATE FOR THIS TO HAPPEN TO OTHER STUDENTS. Y'ALL NEED TO GET YOUR TOGETHER AND FIX THE DAMAGE YOU'VE CAUSED. EACH AND EVERY ONE OF YOU ARE TO BLAME FOR THE FAILURES OF THIS SCHOOL DISTRICT AND MARIA SUE YOU. I'M GOING TO REMIND MEMBERS OF THE PUBLIC TO PLEASE WATCH YOUR LANGUAGE. THANK YOU VERY MUCH. KEENA HAZELWOOD.
DARIUS MAGGIE MC ADAM AND ROBERT BERTO. GUZMAN RIVERA. >> GOOD EVENING. MY NAME IS KIND OF HAZEL AND I USE MIXED PRONOUNS AND THE DISTRICT COURT NATER FOR LGBTQ STUDENT SERVICES. BEING A BLACK STUDENT AT LAW WAS SO HOSTILE I NEVER EVEN CONSIDERED COMING OUT AS WHILE I WAS THERE. I DIDN'T SEE MYSELF REFLECTED IN THE HALLWAYS OR THE PEOPLE TEACHING ME AND CERTAINLY NOT IN WHAT I WAS TAUGHT A TRUE COMMITMENT TO LGBTQ INCLUSION LIKE A TRUE COMMITMENT TO ETHNIC STUDIES REQUIRES STANDING FOR JUSTICE WHEN THE LAW FAILS SHORT OR WORSE IS SHARPENED INTO A TOOL FOR DIVISION. WHETHER HERE OR IN WASHINGTON. PLEASE REMEMBER THAT WE ARE RELYING ON YOU TO MODEL FOR OUR STUDENTS, THEIR FAMILIES AND OTHER DISTRICTS ACROSS THE COUNTRY WHAT IT LOOKS LIKE TO STAND UNWAVERING IN SUPPORT OF EVERY MEMBER OF OUR COMMUNITY TO UPLIFT THE STORIES OF THOSE OTHERWISE CONSIDERED EXPENDABLE AND THAT WE WILL NEVER SO NEVER SELL US OUT. >> NOT FOR 6% OF OUR BUDGET, NOT FOR ANYTHING. >> NOT.
IF I HAD HAD SUCH ASSURANCE WHEN I WAS A SUPPOSEDLY STUDENT PERHAPS I WOULDN'T HAVE ASSUMED THE PRESIDENCY OF GSA AS AN ALLY BUT INSTEAD AS A WONDERFUL WONDERFULLY BLACK HUMAN THE WORLD. >> MY NAME IS DARIUSZ. THE EAGLE IS A SEVENTH GRADER HERE IN SAN FRANCISCO. HE USED TO ALWAYS RAISE HIS HAND IN CLASS AND TALK ABOUT COLLEGE AND FUTURE. BUT RECENTLY HE DOESN'T RAISE HIS HAND ANYMORE AND HE'S ALWAYS LOOKING DOWN. HIS OLDER BROTHER WAS JUST ARRESTED AND HIS SINGLE MOM IS WORKING THREE JOBS JUST TO KEEP THE FAMILY AFLOAT. DIEGO DOESN'T NEED ANOTHER ONLINE MODULE OR ANOTHER TECHNOLOGY CONSULTANT. HE NEEDS A COUNSELOR WITH ENOUGH TIME TO SIT DOWN WITH HIM FOR AN HOUR AND ASK HOW'S IT GOING? BUT WE NOW FUNDING THOSE PEOPLE RESPONSIBLE FOR OUR STUDENTS MENTAL SURVIVAL WHILE MILLIONS
ARE GOING TOWARDS UNRELATED PROBLEMS. THANK YOU. >> HELLO. MY NAME IS MAGGIE MCADAM AND THE PARENT OF A FIRST GRADER AT FLYNN ELEMENTARY. >> DR. SU, WHEN WE ADDRESSED THE BOARD OF EDUCATION LAST MONTH THE AND TRANS PARENTS ADVISORY COUNCIL SAID THE DISTRICT CONTINUE TO FOCUS ON THE NEEDS OF AND TRANS STUDENTS AND FAMILIES. YOU'RE NOW BEING CALLED ON TO DECIDE WHETHER YOU DO THAT WHEN YOU STAND BEFORE CONGRESS NEXT MONTH. I HOPE YOU ARE COURAGEOUS. YOU REPRESENT THE WEST COAST VANGUARD OF THE LIBERATION MOVEMENT IN THE 1970S. I HOPE YOU SHOWCASE OUR DISTRICT'S INCLUSIVE CURRICULUM WITH PRIDE. PROUDLY PROCLAIM OUR 30 YEAR HISTORY OF THE DISTRICT'S SUPPORT OF AND TRANS STUDENTS AND FAMILIES. LAST MONTH YOU TOLD US THAT STUDENTS SENSE OF BELONGING IS THE HIGHEST IT'S EVER BEEN AND THAT'S IN LARGE PART BECAUSE OF THE WORK SO MANY PEOPLE IN THE DISTRICT HAVE DONE THROUGH POLICIES AND PRACTICES, THROUGH COLLECTIVE MOVEMENT TO MAKE OUR INSTITUTIONS LIVE THEIR VALUES . YOU SERVE EVERY CHILD AND THE HOME OF EVERY CHILD. I URGE YOU TO SPEAK WITH YOUR ACTIONS AND YOUR WORDS. WE DO NOT NEED THE FEDERAL MONEY TO RUN THAT TO RUN OUR
DISTRICT. BUT EVERY SINGLE ONE OF THE NEARLY 15,000 STUDENTS AND THE THOUSANDS OF AND TRANS AND NON-BINARY AND GENDER QUESTIONING STUDENTS DESERVE TO FEEL SAFE AND WELCOMED IN OUR SCHOOL DISTRICT. THEY THEY COULD EVEN NAME BOARD MEMBERS. MY NAME IS ROBERT RIVERA AND I'M OPPONENT OF TRICKLE INTO SAN FRANCISCO UNIFIED SCHOOL DISTRICT AND I'M THE PRESIDENT OF WHETHER LOPEZ PTA. TONIGHT MANY FAMILIES ARE WATCHING CLOSELY BECAUSE WE ARE DEEPLY CONCERNED ABOUT THE FUTURE OF OUR PUBLIC SCHOOLS. IT'S OBVIOUS HE CONTINUES TALKING ABOUT MODERNIZATION AND ON REDESIGN AND EXPANSION. BUT FAMILIES NEED CLARITY, TRANSPARENCY AND TRUST IN COMMUNITIES LIKE WHY THEY ARE ASKING FOR AN INVESTMENT LIKE EXTENDING THE SCHOOLS NOT THIS TO STABILIZE THEM. THAT MEANS EXPANDING BILINGUAL PROGRAMS LIKE SPANISH PRE-K, PROTECTING STUDENT SERVICES SUPPORT AND LITERACY AND MAKING SURE FUNDING PROGRAMS ARE ACTUALLY IMPLEMENTED IN CLASSROOMS. FAMILIES ARE TIRED OF HEARING PROMISES WITHOUT TIMELINES OR ACCOUNTABILITY MONITORING THIS
IMPORTANT MONITORING WITHOUT ACTION. THAT'S NOT CHANGED AS TO THIS OUTCOME. WE ASK THIS BOARD TO PRIORITIZE SUSTAINABILITY FOR BLACK BROWN IMMIGRANTS AND WORKING CLASS FAMILIES WHO CONTINUE FIGHTING TO KEEP PUBLIC EDUCATION A STRONG THANK YOU. THE REALITY CHECK ONLINE PUBLIC COMMENT. >> AT THIS TIME WE WILL TAKE PUBLIC COMMENTS FROM VIRTUAL PARTICIPANTS IF YOU'RE INTERESTED IN PROVIDING PUBLIC COMMENT. PLEASE RAISE YOUR HAND. >> WE'LL START WITH STUDENTS FIRST. PRESIDENT CAN WE HAVE THREE PUBLIC COMMENTERS ONLINE? VIVIAN MUELLER HI, MY NAME IS VIVIAN MUELLER. I AM IN A SOCIAL STRUCTURE AT THE UNIVERSITY OF CALIFORNIA DAVIS AND THE PARTNER OF KIND OF HAZELWOOD. I AM HERE TODAY TO ADVOCATE FOR THE TRANSGENDERED, NON-CONFORMING AND INTERSEX YOUTH OF SAN FRANCISCO AND ASK THAT SUPERINTENDENT MARIA SU
PLEASE KEEP THE NEEDS OF THESE STUDENTS IN MIND WHEN TESTIFYING AT CONGRESS. AND UNDERSTAND THAT SAN FRANCISCO IS STILL ONE OF THE BASTIONS OF SUPPORT FOR THESE STUDENTS AND THERE IS A NEED FOR THE DISTRICT TO STAND BEHIND THE INCLUSIVE CURRICULUM THAT SAN FRANCISCO CURRENTLY OFFERS. AND EVEN IN THE LOOMING THREAT OF FUNDING CUTS I UNDERSTAND THAT THAT IS CONTINUED ADVOCACY THAT'S NECESSARY TO CHAMPION THE STATE AND THE CITY FOR ANY FUNDING LOST DUE TO HATEFUL POLITICAL POLITICAL RHETORIC AND SCHEMING. THAT'S ALL. THANK YOU. NEXT, PARENTS FOR PUBLIC SCHOOLS OF SAN FRANCISCO. >> ARE YOU THERE? GOOD EVENING, EVERYBODY. MY NAME IS DR. VANESSA MAURER. I'M THE PRESIDENT OF PBS. I I WANT TO MAKE SURE THE BOARD IS LISTENING TO THE COMMUNITY AND NOT JUST KIND OF COUNTING THIS TIME OFF. >> I'M HEARING LOTS OF CONCERNS ABOUT SCHOOL CLOSURES AND SOLID DONATIONS AND OUR COMMUNITY MAKING SURE THAT WE ARE STANDING TO OUR VALUES SO
PARENTS PUBLIC SCHOOLS WILL BE IN WASHINGTON ON THE 10TH TO ENSURE THAT WE ARE DOING SO AND THE BOARD IT IS INCUMBENT UPON YOU ALL TO ENSURE THAT YOU ARE LISTENING TO YOUR COMMUNITY . >> GOOD EVENING. THANK YOU LAURA. LAURA, YOU HAVE ON MUTE AND YOU HEAR ME NOW? YES, GO AHEAD. HI. HI. MY NAME IS LAURA. I AM A PUBLIC SCHOOL STUDENT TO A FIRST GRADER IN S.F. U.S.. I JUST WANTED TO SHARE SOME COMMENTS ARE WITH THE SPIRIT OF CONTINUOUS IMPROVEMENT AND GROWTH. ONE IS IN RESPONSE TO THE STUDENT ASSIGNMENT BRIEFING PACKET. THANK YOU FOR MAKING THAT INFORMATION AVAILABLE. AS WE START PATIENTS WHAT WOULD BE REALLY HELPFUL WOULD BE JUST MORE CLARITY ON THE DATA THAT'S CHOSEN OR ADMITTED INCLUDING FOOTNOTES AND I WOULD SAY THIS FOR THIS TOPIC AS WELL AS ALL OF THE DETAILED PACKETS GOING FORWARD. IT MAY ALSO BE UPON YOU TO CONSIDER HAVING A PARENT ADVISORY COMMITTEE AROUND DATA AND DATA PRESENTATIONS SO THAT
IT'S NOT CONFUSING AND BUILDS TRUST AND TRANSPARENCY AND CLARITY. THE SECOND IS AS IN MONITORING THE FIRST GRADE INTERIM GOALS, I JUST WANT TO GIVE A SHOUT OUT TO MY SHARE IN THE 3 TO 4 ELEMENTARY FOR THEIR FOCUS ON CONTINUOUS IMPROVEMENT AND GROWTH FOR OUR FIRST GRADERS. AND LASTLY THE STUDENT DELEGATES CRUZ AND MONT IF THIS IS YOUR LAST MEETING, THANK YOU FOR ALL OF YOUR CONTRIBUTIONS THIS YEAR. I HOPE THIS IS THE START OF A LONG CAREER OF ADVOCACY FOR PUBLIC EDUCATION IN WHATEVER ENDEAVOR YOU PURSUE. THANK YOU LAURA. CHRIS KLAUS AND HIS PLANS TO SPEND DEPARTMENT HAD IN WASHINGTON HIGH SCHOOL. I WANT TO REITERATE HOW IMPORTANT IT IS FOR DR. SU TO BE FULLY PREPARED AND SUPPORTED TO DEFEND OUR AND MINORITY STUDENTS AS WELL AS OUR ETHNIC STUDIES CURRICULUM EFFECTIVELY WHEN BEING QUESTIONED BY CERTAIN BIASED MEMBERS OF CONGRESS THEY DO NOT KNOW OUR STUDENTS, OUR DISTRICT OR OUR
COMMUNITY AND THEY CONTINUE TO ALLOW THE FEDERAL GOVERNMENT TO FAIL TO ADEQUATELY FUND PUBLIC SCHOOLS ESPECIALLY SPECIAL EDUCATION PROGRAMS NATIONWIDE BECAUSE THEY DO NOT UNDERSTAND THE NEEDS OF STUDENTS OR ACTUALLY CARE ABOUT THEM. PLEASE MAKE SURE TO USE EVERY RESOURCE AT YOUR DISPOSAL SUCH AS THE EXPERTISE OF OUR LGBTQ STUDENT LIAISON TEAM CONOR HAZELWOOD AND CONTENT AREA EXPERTS TO FIGHT FOR OUR STUDENTS. THEY NEED YOU TO STAND STRONG FOR THEM. PLEASE DON'T FAIL THEM. I'D ALSO LIKE TO COMMENT ABOUT THE DISORDER IN H.R. REGARDING HIRING APPOINTMENTS TO NEW POSITIONS AND VOLUNTARY TRANSFERS. PLEASE REMEMBER THAT WHEN PEOPLE ARE UNSURE ABOUT THEIR JOBS THEY LEAVE AND I'M AWARE OF A LOT OF PEOPLE AWAITING CONFIRMATION OF THEIR POSITIONS FOR NEXT YEAR'S SPOTS. I WANT VACANCIES FILLED FOR THE START OF NEXT YEAR NOT TO LOSE PEOPLE TO UNCERTAINTY. THANK YOU. >> THANK YOU, PRESIDENT KIM. THAT CONCLUDES ONLINE PUBLIC COMMENT. THANK YOU TO MEMBERS OF THE PUBLIC FOR JOINING US TONIGHT TO SHARE YOUR EXPERIENCES AND PERSPECTIVES.
AS A REMINDER BOARD RULES AND CALIFORNIA LAW DO NOT ALLOW US TO RESPOND TO COMMENTS OR TO ATTEMPT TO ANSWER QUESTIONS DURING PUBLIC COMMENT TIME. BUT WE APPRECIATE YOU BEING WITH US HERE TODAY BOTH IN-PERSON AND VIRTUALLY. THE SUPERINTENDENT AND HER TEAM ARE TASKED WITH PROVIDING A DRAFT OF EACH AGENDA 12 DAYS IN ADVANCE FOR BOARD MEMBERS TO REVIEW. ONCE THAT DRAFT AGENDA IS MADE PUBLIC ON OUR WEBSITE FOR MEMBERS HAVE MADE A COMMITMENT TO SUBMIT CLARIFYING AND TACTICAL QUESTIONS. AND STAFF HAVE MADE A COMMITMENT TO RESPOND TO THOSE QUESTIONS IN ADVANCE OF EACH BOARD MEETING. THE Q&A DOC IS LINKED INTO EACH BOARD AGENDA ON BOARD DOCS. WE INVITE THE PUBLIC TO REVIEW THOSE ANSWERS ALONGSIDE OUR DISCUSSIONS TODAY. ADDITIONALLY TO CREATE MORE SPACE TO FOCUS ON STUDENT OUTCOMES, WE'LL WE'RE MOVING MOST OF OUR ITEMS TO CONSENT AND IDENTIFYING ONLY OUR HIGHEST PRIORITY AGENDA ITEMS TO DISCUSS. BOARD MEMBERS ARE REMINDED NOT TO RESTATE QUESTIONS ANSWERED BY STAFF IN ADVANCE BUT INSTEAD TO BRING FORWARD STRATEGIC QUESTIONS THAT ALLOW US TO BETTER UNDERSTAND OUR PROGRESS
TOWARDS OUR GOALS AND THE UNDERLYING STRATEGIES SO WE CAN BE BETTER INFORMED IN OUR DECISION MAKING AND PARTNER WITH THE SUPERINTENDENT AS WE HOLD OUR ACCOUNTABLE. UM DO WE HAVE A READOUT AVAILABLE FOR CLOSE SESSION? I'M HAPPY TO READ IT OUT ON YOUR BEHALF. OKAY. >> IN CLOSED SESSION THE BOARD AUTHORIZED TWO SPECIAL EDUCATION MATTERS TO SETTLE WITH A UNANIMOUS VOTE OF 7 TO 0. THAT WAS ALL THE ACTION THAT WAS TAKEN IN CLOSED SESSION. THANK YOU VERY MUCH. MOVING WITH THAT. OKAY. YEAH. NOW. >> OKAY. MOVING TO ITEM E ADVISORY COMMITTEE REPORTS IN APPOINTMENTS DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE PRESENTATION. I'LL PASS IT OVER TO. THANK YOU PRESIDENT KIM AND IT IS MY HONOR TO INVITE OUR AMAZING DE LA DE LAC VOLUNTEERS AND CHAIRPERSON ANA AVILES AND THE CREW TO TO COME UP TO THE DAIS AND SHARE YOUR
PRESENTATION. OH, JENSEN. OKAY. I'LL HAND IT OVER TO YOU THEN. GREAT. ALL RIGHT. THANKS. I THOUGHT I'LL BE THERE. OKAY. >> ALL RIGHTY. GOOD EVENING, COMMISSIONERS AND SUPERINTENDENT. MY NAME IS JENSEN. IN STUDENT I HAVE THE PLEASURE OF WORKING WITH AND FOR MULTILINGUAL FAMILIES AND AS STUDENTS OF OUR DISTRICT AS DELAYS ON TO THE DISTRICT ENGLISH LEARNER ADVISOR COMMITTEE D LACK. NEXT SLIDE I WANT TO RECOGNIZE THE PARENT LEADERS WHO ARE HERE TODAY JEFF MYRNA EDITH AND ANNA . THEY WILL SPEAK ON BEHALF OF ARE MORE THAN 12,000 MULTILINGUAL LEARNERS STUDENTS AND THEIR FAMILIES IN OUR SCHOOL DISTRICT. THESE PARENTS ARE PARTNERS IN THE WORK AND SERVE AS LEADERS OF THEIR SITE ELECTS AND ASSESSES NEXT SLIDE FOR THE SECOND YEAR. DO YOU WORK IN PARTNERSHIP WITH COLLEGE AND CAREER
READINESS? CCR HAS IMPLEMENTED THE DE LAC YOUTH LEADERSHIP PROGRAM TO CENTER DE LACS WORK FOR YOUTH WITH YOUTH VOICE. TONIGHT WE HAVE CAITLIN, JASON AND KAROLINA WITH US AND THEY WILL SHARE THEIR EXPERIENCES AND STUDENT PERSPECTIVES. NEXT SLIDE. I ALSO WANT TO TAKE A QUICK MOMENT TO HIGHLIGHT THAT THE FOR THE THIRD YEAR DE LAC IN PARTNERSHIP WITH OTHER SFI USD PARENT ADVISORY GROUPS AND CBO PARTNERS HOSTED THE ANNUAL WINTER AND SUMMER LITERACY MATH AND SCIENCE FAIRS. THESE EVENTS INCLUDE HANDS ON ACTIVITIES AT FAMILY WORKSHOPS AND AT HOME LEARNING RESOURCES ORGANIZING THESE FAIRS WAS ONE OF THE LAX RECOMMENDATIONS FROM LAST YEAR AND PREVIOUS YEARS. ADDITIONAL RECOMMENDATIONS AND PROGRESS UPDATES CAN BE FOUND IN APPENDIX 17. SLIDE 17 WHERE YOU CAN LEARN MORE. NEXT SLIDE. BEFORE WE GET TO THE RECOMMENDATIONS FOR NEXT SCHOOL YEAR, I WANT TO BRIEFLY SHARE
HOW DE LAC DEVELOPED THESE RECOMMENDATIONS. THE DIALOG NEEDS ASSESSMENT IS CO-DESIGNED BY EACH FILE BY THE DIALOG BOARD AND YOUTH LEADERS. THIS YEAR WE GATHERED INPUT FROM MULTIPLE LINGUAL FAMILIES AND STUDENTS AS WELL AS CITE E LACS DURING DE LAC GENERAL MEETINGS. IN ADDITION TO PROVIDING FEEDBACK ON THE DILEK COMMUNITY SURVEY AND REVIEWING SURVEY RESULTS AND DATA, YOUTH LEADERS CONDUCTED EMPATHY INTERVIEWS WITH MULTILINGUAL LEARNER STUDENTS AT THEIR SCHOOLS TO HELP CENTER STUDENT VOICE IN DE LAC RECOMMENDATIONS. NEXT SLIDE. AND THIS PROCESS RESULTED IN THREE RECOMMENDATIONS FOR NEXT SCHOOL YEAR EFFECTIVE INSTRUCTION FOR MULTILINGUAL LEARNERS. SCHOOL CULTURE AND SENSE OF BELONGING AND AUTHENTIC FAMILY PARTNERSHIP. FOR EACH RECOMMENDATION YOU WILL SEE WHICH DISTRICT GOALS THE DEAL RECOMMENDATIONS ALIGN WITH AS WELL AS THE METRICS DE LAC WILL MONITOR TO TRACK CHANGES IN STUDENT OUTCOMES. NOW LET US HEAR FROM OUR DIALOG PARENTS AND STUDENTS. GOOD EVENING COMMISSIONERS AND SUPERINTENDENT.
RECOMMENDATION ONE IS EFFECTIVE INSTRUCTION FOR MULTILINGUAL LEARNERS. WE'VE BEEN HERE BEFORE. BY THAT I MEAN THE RECOMMENDATION. AND OUR RECOMMENDATION IS NOT NECESSARILY NEW BUT A NATURAL EVOLUTION OF PRIOR YEARS. RECOMMENDATION. SINCE WE ARE ADVOCATING FOR ADVOCATE EFFECTIVE EMAIL INSTRUCTION I WANT TO TELL YOU A STORY. A YOUNG 12 YEAR OLD KID LANDED IN THE USA NOT KNOWING A WORD OF ENGLISH. IN FACT HE DIDN'T EVEN KNOW HOW TO ALPHABET OR HOW IT SOUNDS. YET HE WAS PLACED IN SEVENTH GRADE DUE TO HIS AGE AND WAS TOLD HE HAS TO CATCH UP TO SEVENTH GRADE READING AND WRITING LEVEL ASAP. DON'T WORRY THERE'S HAPPY ENDING HERE. FACING THE SEEMINGLY INSURMOUNTABLE UPHILL BATTLE THIS KID CARRIED IN ENGLISH, THE CHINESE TRANSLATION DICTIONARY TO SCHOOL EVERY DAY AND USED IT FOR EVERYTHING. HE STAYED UP LATE PAST MIDNIGHT LEARNING ENGLISH FOR FOUR
MONTHS STRAIGHT HOMEWORK THAT TOOK HIM ONLY MERE HOURS FOR NATIVE SPEAKER WOULD TAKE HIM FOUR HOURS OR MORE AT TIMES. BUT HE PERSISTED AND WOULD NOT STOP UNTIL HE FINISHED HIS WORK. SEEING HOW HARD THIS KID TRIED TO CATCH UP HIS YEARS, OUR TEACHER BEGAN CHECKING IN WITH THE STUDENT CONSTANTLY ASK IF HE HAD QUESTIONS TAKING A FEW MINUTES AFTER CLASS EVERY DAY TO HELP HIM UNDERSTAND WHATEVER HE IS STRUGGLING ON. SHE ALSO IDENTIFIED AS KIDS INTERESTS AND ADDED RELATABLE ENGLISH MATERIAL TO HELP SPARK AND STRENGTHEN HIS ENGLISH FURTHER. SURELY IT WAS INTENSE AND DIFFICULT. AND A LOT OF THINGS HAPPENED DURING THIS TIME. HOWEVER, IN THE INTEREST OF TIME I'LL JUMP TO THE END OF THIS TALE. HE WAS RECLASSIFIED SIX MONTHS LATER AND CHOSEN AS ONE OF THE ASL STUDENTS OF THE YEAR FROM THAT PARTICULAR SCHOOL SITE. >> NOW WHAT THAT TEACHER DID
WAS TARGETED AND DIFFERENTIATED INSTRUCTION EVEN THOUGH IT WAS ONLY A FEW MINUTES AFTER CLASS AND THE SLIGHT ADDITION OF INSTRUCTION MATERIAL BASED ON INTERESTS. BUT IT WAS ENOUGH TO MAKE A MONUMENTAL DIFFERENCE FOR THIS KID. NOW IMAGINE HAVING IT AT A LARGER SCALE AND IN ALL THE STATES I CAN ASSURE YOU THAT THE MORE SUCCESS YOU SEEK CAN COME TRUE. IN SHORT, TARGETED AND DIFFERENTIATED INSTRUCTION IS THE MEAN AND THE EFFECTIVE INSTRUCTION IS THE END RESULT. EFFECTIVE INSTRUCTION IF ACHIEVED CAN CHANGE LIVES. AND I URGE THE BOARD AND THE SUPERINTENDENT TO HELP MAKE IT A REALITY ASAP. OH AND THAT 12 YEAR OLD KID YOU'RE LOOKING AT HIM NOW. >> I'M GOING TO PASS IT ON TO ONE OF THE STUDENT LEADERS CAROLINA. HI. MY NAME IS CAROLINA COURTNEY HOPE AND I'M A JUNIOR AT BALBOA HIGH SCHOOL AND THIS YEAR I SERVED AS A D LIKE YOUTH LEADER. I'VE BEEN A MULTILINGUAL LEARNER MY ENTIRE ACADEMIC
CAREER AND I'VE SEEN THAT IN AND OUT OF MULTILINGUAL STUDENTS. I AM A RE CLASSIFIER, MULTILINGUAL LEARNER AND I SPEAK SPANISH AS WELL. IN MY EIGHTH GRADE MATH CLASS THERE WAS AN INFLUX OF MULTILINGUAL SPECIFICALLY SPANISH SPEAKING STUDENTS WHO WERE IN MY CLASS AND LEFT UNSUPPORTED. THE TEACHER WAS NOT SUPPORTIVE OF THE MULTILINGUAL STUDENTS IN MY CLASS AND TOLD THEM THEY SHOULD LEARN ENGLISH BECAUSE THEY WILL HAVE TO LEARN THE LANGUAGE ANYWAYS. SO SHE BASICALLY LEFT THEM TO CONFORM TO WHAT WAS GIVEN TO THEM FROM THAT EXPERIENCE. I REALIZED THAT THE DISTRICT NEEDS TO PROVIDE MORE TRAINING TO SUPPORT TEACHERS ESPECIALLY IN CONTENT CLASSES LIKE MATH. CONSIDERING THAT MAP CAN BE A RIGOROUS SUBJECT FOR MANY INCLUDING NATIVE ENGLISH SPEAKERS AND BUILD A MORE WELCOMING ENVIRONMENT AND CULTURE FOR NEWCOMERS STUDENTS. IN ADDITIONALLY I'VE TUTORED A HANDFUL OF STUDENTS THROUGHOUT THE PAST THREE YEARS IN SPANISH FOR MATHEMATICS. THAT WOULD BE GEOMETRY ALGEBRA TWO AND SOMETIMES CALCULUS B. AND EACH OF THEIR EXPERIENCES I WAS TOLD WERE NOT NURTURING EXPERIENCE EXPERIENCES FOR THEM WHICH LEADS THEM TO BE
UNMOTIVATED AND DEPRIVED OF LEARNING THE PROPER PROPER CONTENT NECESSARY TO SUCCEED. BECAUSE OF MY EXPERIENCE THIS RECOMMENDATION IS EXTREMELY IMPORTANT SINCE IT ALLOWS FOR INSTRUCTION INSIDE A CLASSROOM TO BE TRANSFORMED INTO AN EXPERIENCE SO THAT STUDENTS WILL FEEL INSPIRED TO GROW FROM LONG TERM LEARNING BEGINS IN AN IMPACTFUL CLASSROOM. SO IN ORDER TO MAKE THAT POSSIBLE THERE HAS TO BE AN ENVIRONMENT THAT STRIVES FOR EFFECTIVE TEACHING METHODS. THANK YOU. >> FOR RECOMMENDATION TWO EDITH WILL NOW SHARE HER STORY. WHEN I STARTED THIS COMMISSION I WAS SUPERINTENDENT DR. RUSSELL MEANS WITH VASQUEZ SO HE MODERATED THOSE NINOS ANALYZED PRIMARILY ON OUR FLEEING INSTANCES TO BE IN DOYLE AND MR. DE LA JOLLA SQUALOR FLEEING POOR RECOMMENDATION CUANDO ME RECOMMEND SO SQUEALER EL SYSTEM I LOOK AT THE WHAT THEY SAY BASE IT WE WILL PERMIT IT MAY OVERLOOK REPERTOIRE BOKO ATRAVÉS THEY KNOWN AS THE PARADISE SUPER COMMITTEE THEY
ISLA ECONOMIC HORMONE ERA THEY ARE BOILER ARMY HIRING IS A MOMENTUM IT I START FOR MALA YOU FORMER PASTORAL COMMITTEE ELLA IN IRAN LA L'AMOUR OBSESSION ESTILO PARTICIPANT COMO MADRE DIVA ELLA FOR MARS THE CINCO ANOS ACTOR MENDES OBI SUPPRESSIVE INTO THE A L COMMITTEE ELLA BOYACK F LIM PROPORCIONAR A LA FAMILIA BORACAY PARTICIPANT ALY THE RASCAL SCHOLAR SANTIAGO DE PERTINENCE YEAR FOR THE MOSER PARTY DE LA COMUNIDAD ISCO LA SEEMED THE MORE ME EXPERIENCE YOUR PERSONAL DOCENT THE ESCALA DIFERENCIA THE VIEWER MS. NICE TO KNOW BARRERA BARILLA COMMUNICATION EFFECT DIVA MISANTHROPE OR LA SPIT THAT ICONIC DADA IRAN BENNY THE LIES QUELLA IS OR NOT LIES SQUARE LA PROVA LA RECURSOS NECESSARIOS SEAHORSE POLO QUAL AOC RENTING APPLE YELLOWS MOIST TO THE ENTER THE LADY OR MINDLESS LONER FLEEING THE MOST ROUND COMPROMISO OR FORTE POSITIVO ENQUANTO I LA COMMUNIQUES
AND LUNA AND MOST FERTILE THE RISPETTO E COMPROMISO ALKALOSIS TO THE SOURCE FAMILIAR BUT I SAW A IS THE MOTIVO BUT I SENT OUR MOST WELCOME RECOMMENDATION NO MATTER THOSE BUT ARE CATALAN AS IS GUILLERMO DEL DISTRITO A SCHOLAR INCLUSION ON SISTEMA THEIR INCLUSION LOS ESTUDIANTES MULTILINGUAL THERE'S SOMEONE THERE UP FRONT IN THEIR LA BOYLE YELLOW RECORDS SO NECESSARIOS PARA ALEXA ACADEME ACADEMY COM WHICH HAS GOOD GOOD EVENING COMMISSIONERS AND SUPERINTENDENT DR. SUE. MY NAME IS EDDIE VAZQUEZ AND I AM THE MOTHER OF TWO CHILDREN THAT ARE FLEEING LEARNER PLAY IN ELEMENTARY SCHOOL AND I'M CURRENTLY SERVING AS A DIALECT BOARD MEMBER. I CAME TO THE KIM TO PLAN THROUGH A RECOMMENDATION WHEN MY DAUGHTERS ARE AT SCHOOL. THE EDUCATIONAL SYSTEM IN THIS COUNTRY WAS NEW TO ME AND I GRADUALLY BECAME INVOLVED THROUGH PARENT MEETINGS. THIS IS WHEN I LEARNED ABOUT
THE ELECTED COMMUNITY AND REALIZED THAT THE BEST WAY TO SUPPORT MY DAUGHTER AT THIS TIME WAS SUSTAIN FORM AND BECOME PART OF THE BLACK. I HAVE BEEN PARTICIPATING AS AN ACTIVE PARENT IN ELECT FOR MORE THAN FIVE YEARS. I AM CURRENTLY SERVING AS THE VICE PRESIDENT ELECT. THE SUPPORT THAT PLAN PROVIDES TO FAMILIES TO PARTICIPATE IN SCHOOL LEADERSHIP GIVES US A SENSE OF BELONGING. WE ARE ABLE TO BE PART OF THE SCHOOL COMMUNITY WITHOUT FEAR. MY EXPERIENCE WITH THE TEACHING STAFF IS NOT A LANGUAGE IT IS THAT LANGUAGE DIFFERENCES ARE NOT A BARRIER TO EFFECTIVE COMMUNICATION. I FEEL SUPPORTED AND RESPECTED CONNECT IN AND WELCOME. THE SCHOOL PROVIDES THE NECESSARY RESOURCES FOR MY CHILDREN WHICH HELPS THEM FEEL SUPPORTED. AS ENGLISH LEARNERS STUDENTS LEARN TO PLAY AND DEMONSTRATE A STRONG AND POSITIVE COMMITMENT TO COMMUNICATION WITH FAMILIES IN AN ATMOSPHERE OF RESPECT AND DEDICATION TOWARD STUDENTS AND THEIR FAMILIES.
FOR THIS REASON WE PRESENT RECOMMENDATION NUMBER TWO THAT ALL THE SCHOOLS WITHIN THE DISTRICT IMPLEMENT AN INCLUSIVE SYSTEM FOR ALL MULTILINGUAL, MULTILINGUAL STUDENTS. AND THIS WAY THEY WILL HAVE THE SUPPORT AND RESOURCES NECESSARY NECESSARY FOR THEIR ACADEMICS AND SET SUCCESS. THANK YOU. >> GOOD EVENING COMMISSIONERS. MY NAME IS JASON SINGLEY AND I AM A SENIOR AT MISSION HIGH SCHOOL. I SERVE ON THE DILEK BOARD AND I'VE BEEN ATTENDING MISSION HIGH SCHOOL SINCE THE 10TH GRADE. >> I AM A MULTILINGUAL LATINO STUDENTS AND HAVE IMMIGRANT PARENTS. I WOULD LIKE TO HIGHLIGHT THE POSITIVE RESPONSES I RECEIVE WHILE CONDUCTING MY EMPATHY INTERVIEWS. THE PEERS I INTERVIEWED SHARED THEY CONSISTENTLY FEEL SUPPORTED BY TEACHERS AND STAFF. EDUCATORS THAT MISSION PUT TREMENDOUS EFFORT INTO PLANNING CULTURE EVENTS AND CREATING AN ENVIRONMENT WHERE STUDENTS WHO FEEL SEEN, HEARD AND VALUED. >> ONE OF THE BIGGEST HIGHLIGHTS MY PEERS MENTIONED WAS OUR ETHNIC STUDIES CLASSES
HERE AT MISSION. THESE CLASSES HAVE PROVIDED A SAFE SPACE FOR STUDENTS TO EXPLORE THEIR IDENTITIES AND SHARE THEIR PERSONAL STORIES WITH ONE ANOTHER. THEY MENTIONED THE OVERWHELMING SUPPORT THEY RECEIVE FROM THEIR PEERS DURING THESE CONVERSATIONS. IT CREATES A SENSE OF BELONGING AND REMINDS STUDENTS THAT THEIR VOICES DO MATTER AND EXPERIENCES DO MATTER. THAT KIND OF ENVIRONMENT IS ENRICHING AND STRENGTHENED, STRENGTHENS LEARNING FOR ALL STUDENTS. WHEN OUR THROUGH COURSES AND ETHNIC STUDIES CLASSES WERE BEING THREATENED WITH CUTS, MANY OF US BECAME DEEPLY CONCERNED. STUDENTS CAME TOGETHER TO ADVOCATE FOR THE PROGRAMS AND EDUCATORS WHO MADE MEANINGFUL IMPACT ON OUR LIVES. >> LOSING THESE CLASSES WOULD MEAN LOSING SAFE SPACES WHERE STUDENTS CAN SHARE THEIR STORIES, LEARN FROM ONE ANOTHER AND BUILD EMPATHY AND UNDERSTANDING ACROSS DIFFERENT COMMUNITIES. WE ARE ALSO LIVING IN A TIME OF UNCERTAINTY ESPECIALLY FOR IMMIGRANT COMMUNITIES THAT ARE INCREASINGLY BEING TARGETED AND ATTACKED. OUR MISSION STAFF AND EDUCATORS WORK HARD TO PROVIDE SAFE AND WELCOMING SPACES WHERE IMMIGRANT STUDENTS AND FAMILIES SHOULD FEEL PROTECTED AND MOST
IMPORTANTLY FEEL LIKE THEY BELONG. THE DISTRICTS CONTINUED COMMITMENT TO SANCTUARY PROTECTIONS IS INCREDIBLY SIGNIFICANT AND MANY STUDENTS AND FAMILIES OUR MISSION AND THAT IS DEEPLY APPRECIATED . >> PERSONALLY, THE VIBRANT AND DIVERSE CULTURE AND MISSION HAS MADE ME FEEL REPRESENTED AND WELCOME AS A LATINO STUDENT. MISSION HIGH ACTIVELY EMBRACES DIFFERENT CULTURES THROUGH CULTURAL ASSEMBLIES AND EVENTS. ALONG WITH INCLUSIVE STAFF WHO HELP ORGANIZE THESE EVENTS AND EVEN INDIVIDUALLY SUPPORT STUDENTS THAT NEED EXTRA SUPPORT. MISSION HAS ALSO PROVIDED MANY ENGLISH LEARNERS STUDENTS WITH STRONG INDIVIDUALIZED COLLEGE SUPPORT THROUGH THE AVID PROGRAM WHICH SHOULD ENSURE THAT THE THAT THE SUPPORT WAS TRULY INVALUABLE AS WELL AS THE FUTURE CENTER WHICH OFFERS COLLEGE AND CAREER RESOURCES BOTH IN SPANISH AND IN ENGLISH. THESE PROGRAMS SUPPORT ALL STUDENTS IN THE COLLEGE APPLICATION PROCESS WHICH CAN BE INTIMIDATING FOR MANY AND EMPOWERS THEM IN THEIR PURSUIT OF HIGHER EDUCATION. THIS ALL CREATES A MEANINGFUL SENSE OF BELONGING THAT ENCOURAGES STUDENTS TO ENGAGE IN SCHOOL, PARTICIPATE IN CLASS
AND FEEL MOTIVATED TO ATTEND. EACH DAY MORE IMPORTANTLY AND EMPOWER STUDENTS TO PURSUE HIGHER EDUCATION, STRIVE TO HELP IMPROVEMENT AND USE THEIR VOICES TO SPEAK OUT AGAINST INJUSTICE. BECOMING CHANGEMAKERS IN THEIR OWN COMMUNITIES. THANK YOU COMMISSIONERS FOR YOUR TIME AND ATTENTION. NOW LIKE BOARD MEMBER MORENO WILL SHARE THE NEXT RECOMMENDATION. GOOD EVENING BOARD MEMBERS, SUPERINTENDENT AND COMMUNITY MEMBERS. MY NAME IS MIRANDA VASQUEZ. I AM THE LAP BOARD MEMBER IN THAT PARENT WILLIE BROWN MIDDLE SCHOOL. I'M HERE TODAY TO SPEAK ABOUT THE IMPORTANCE OF ATTENTIVE FAMILY PARTNERSHIP AND IS TRAINING MULTILINGUAL LEARNERS. FAMILY ENGAGEMENT ACCESS AND ACCESS TO INFORMATION THROUGH MY WORK WITH MULTIPLE MULTILINGUAL FAMILIES BOTH IN MY ROLE AS A MEMBER AND AS A CIVIL PARTNER TRACHOMA ADVOCATES SUPPORT IN FAMILIES. I HAVE SEEN HOW IMPORTANT IT IS FOR FAMILIES TO KNOW WHAT IS HAPPENING IN THEIR CHILD'S EDUCATION.
WHEN FAMILIES UNDERSTAND HOW TO SUPPORT THEIR STUDENTS IT CAN GREATLY IMPACT STUDENT LEARNING AND OCCASIONAL OUTCOMES. HOWEVER, THIS IS NOT ALWAYS THE EXPERIENCE FOR MANY OUR MULTILINGUAL FAMILIES. IN ORDER TO EFFECTIVELY SUPPORT FAMILIES, SCHOOLS NEED TO BUILD A STRONG CULTURE TO UPLIFT MULTILINGUAL LEARNING. STUDENTS AND FAMILIES EARLY WE HEAR FROM EDDIE IN HER EXPERIENCE EXPERIENCE OF FLYING ELEMENTARY SCHOOL IN FROM JASON ABOUT THE WELCOMING AND SUPPORTIVE STAFF AT AND TEACHERS AT MISSION HIGH SCHOOL. THOSE ARE GREAT EXAMPLES OF AUTHENTIC FAMILY PARTNERSHIPS AND I WANT TO ENSURE THAT IS IN THE EXPERIENCE EVERY MULTILINGUAL PARENT PARENTING IS TO SEEK INNOVATION. ONE THING THAT THESE THREE CAN DO IS CREATE CENTRALIZED NOTIFICATION ABOUT AIR BAG TESTING DAYS ALONG WITH MULTILINGUAL GUIDANCE CLAIMING
THIS PURPOSE OR THE TEST PREPARATION TIPS AND HOW THE RESULTS SUPPORT STUDENTS LEARNING. THIS STRONGLY FAMILY SCHOOL PARTNERSHIP HELPS STUDENTS SUCCEED WHEN FAMILIES ARE INFORMATIVE, INCLUDED AND ABLE TO COMMUNICATE EFFECTIVELY. OUR STUDENTS, SCHOOLS AND COMMUNITY BENEFIT AND BENEFIT. THANK YOU. NOW WHERE WOULD LIKE TO HEAR FROM KAYLEE LIKE A STUDENT SHE'S FEELING WELL TODAY AND STILL WORKING TO PLAY HER VOICE. HI MY NAME IS KELLY AND I'M CURRENTLY A SENIOR AT ONE HIGH SCHOOL AND A NEW YORK YOUTH LEADER. I'M A PRODUCT OF SEXUALITY EDUCATION AS A MULTILINGUAL LEARNER. FROM KINDERGARTEN TO GRADE I ATTEND CLARE LILIENTHAL A KOREAN IMMERSION SCHOOL THERE. I HAD THE PRIVILEGE TO LEARN FROM WELCOMING AND INCLUSIVE TEACHERS AND FAMILIES WHO LISTEN TO MY STRUGGLES AND GENUINELY WANTED ME TO SUCCEED AS SOMEONE WHOSE FIRST LANGUAGE WAS KOREAN DURING HIGH SCHOOL.
I JOINED MY SCHOOL'S PTSD BOARD WHERE I CURRENTLY SERVE AS THE EXECUTIVE VICE PRESIDENT. DURING MY YEARS SERVING IN THIS GROUP I'VE CLEARLY SEEN THAT STUDENTS, TEACHERS AND FAMILIES ALIKE WANT TO LEARN AND LEAD WITH EACH OTHER. I, ALONGSIDE THE PTSA COMMUNITY HAVE HELPED MAKE SCHOOL A BETTER PLACE FOR STUDENT OFFER AND FRIEND VERIFICATION EFFORTS. YET THE MAJORITY OF THE SCHOOL COMMUNITY MEMBERS DON'T KNOW HOW TO FIND SUCH OPPORTUNITIES ESPECIALLY FOR MULTI-LINGUAL LEARNERS. I'VE NOTICED THAT THERE IS A DOUBLE STANDARD OR AN EXPECTATION THAT THEY WILL UNDERSTAND ENGLISH DECENTLY AND KNOW HOW TO NAVIGATE FOR THEMSELVES. PARTICIPATION OF MULTILINGUAL LEARNERS HAS THUS BEEN LOW IN HIGH SCHOOLS COMPARED TO MIDDLE SCHOOLS WHERE SMALL GROUPS OF ADVOCATES HAVE SUPPORTED MORE CULTURAL AWARENESS EVENTS AND ENGLISH SPECIFIC COMMUNICATIONS. MY EXPERIENCES THROUGHOUT THE YEARS HAVE SHOWN ME THAT COMMUNICATION CAN BE EFFECTIVE AND INCLUSION EVEN WITH JUST A SMALL GESTURE. WHILE HIGH SCHOOLS PRESENT ME WITH OPEN ARMS AND EVEN MORE OPPORTUNITIES FOR GIVING BACK TO MY COMMUNITY. THAT SMALL STEP CAN TRULY EXPAND ACCESS AND ENGAGEMENT FOR ALL THAT SPEAKS TO OUR
STUDENTS DEDICATION. >> HI EVERYBODY. MY NAME IS IVY LES I AM THE DE LECTURE AND I HAVE TWO BEAUTIFUL CHILDREN. ONE WILL BE GOING TO JAMES SLIK MIDDLE SCHOOL IN SIXTH GRADE AND MY DAUGHTER IN COMING TO MISSION HIGH SCHOOL AS A FRESHMAN AND I'M GETTING CLOSER TO THE FINISH LINE. HOW EXCITING. SO I'LL BE CLOSING OUR PRESENTATION TODAY. FIRST I WOULD LIKE TO THANK OUR YOUTH DELEGATE AND ALL THE FRIENDS WHO ARE PART OF THIS BOARD THOSE WHO HAVE RESPONDED TO OUR SURVEYS ATTENDENT DELIGHT MEETINGS AND PARTICIPATED IN THEIR LOCAL ELECTED YOUR VOICE TIME AND COMMITMENT TO THIS WORK IS MAKING OUR WORK POSSIBLE. WE ALSO PRE SHARED DISTRICT STAFF FOR RESPONDING TO OUR RECOMMENDATIONS THROUGHOUT THE SCHOOL YEAR. THE DELIGHT BOARD HAS CONTINUED TO REVIEW THE PROGRESS AND IMPLEMENTATION OF THIS RECOMMENDATIONS AND WE INVITE DISTRICT STAFF TO CONTINUE PROVIDING REGULAR UPDATES DURING THE BOARD MEETINGS. AS FAMILIES WE WANT TO CONTINUE BUILDING STRONG COLLABORATIONS AND I CANNOT BELIEVE TO ENSURE OUR MULTILINGUAL LEARNERS AND THEIR FAMILIES FEEL
SUPPORTED, INFORMED AND EMPOWERED THROUGHOUT THEIR EDUCATION JOURNEY. THANK YOU AGAIN TO EVERYONE WHO HAS PARTICIPATED, LISTENED AND WORKED ALONGSIDE US THIS YEAR TOGETHER WE CONTINUE CREATING STRONGER OPPORTUNITIES FOR ALL OF OUR STUDENTS AND OUR FAMILIES. THANK YOU VERY MUCH FOR YOUR PRESENTATION. SIMILAR TO LAST WEEK, I'M JUST GOING TO QUICKLY SHARE THE PROCESS THAT WE WENT THROUGH FOR FACILITATION FROM THE BOARDS AND SO Y'ALL AREN'T SURPRISED I'LL PUT A 20 MINUTE TIMER ON COMMISSIONERS YOU HAVE THREE MINUTES TO ASK YOUR QUESTIONS. YOU DO NOT NEED TO USE ALL THREE MINUTES NOR DOES EVERYONE NEED TO ASK A QUESTION. PLEASE DON'T TAKE ANY OFFENSE TO THAT. IT IS OUR GOAL TO BE AS DILIGENT AS POSSIBLE IN OUR FACILITATION OF OUR MEETING. DO WE HAVE A COMMISSIONER WHO'S READY TO START AND WE'LL DO THE WHIP AROUND AS WE NORMALLY AS WE DID LAST WEEK COMMISSIONER RAY COMMISSIONER RAY YOU CAN GO AHEAD. THANKS SO MUCH AND THANK YOU ALL SO MUCH FOR TAKING THE TIME TO BE HERE. I HOPE THAT WE'RE GOING TO BE ABLE TO, YOU KNOW, MOVE FORWARD
WITH INCORPORATING THE ADVISORY COMMITTEES YOURS AS WELL AS THE OTHERS AS WAS SUGGESTED AT OUR LAST MEETING WITH MEETING WITH THE SUPERINTENDENT AND BEING ABLE TO COME UP WITH A PLAN AND SO FORTH MOVING FORWARD SO WE CAN HAVE MORE PRACTICAL DISCUSSIONS IN THE MEANTIME I ACTUALLY HAD A QUESTION I'VE ASKED MOST OF MY QUESTIONS IN ADVANCE Q&A BUT I WANTED TO FOLLOW UP ON A COUPLE OF THINGS . ONE THING WAS THIS THE YOUTH THE ANNUAL NEEDS ASSESSMENT PROCESS THAT WAS THAT THE DEAL PARK YOUTH LEADERS DID. AND I'M WONDERING I UNDERSTAND THAT YOU CONDUCTED EMPATHY INTERVIEWS WITH ALL STUDENTS AT YOUR SCHOOLS AND I'M WONDERING LIKE WHAT WHEN YOU DID THOSE INTERVIEWS DID YOU HAVE KIND OF A HOW DID YOU CONDUCT THEM AND DID YOU ALSO ASK STUDENTS ABOUT ANY CONCERNS AROUND LIKE THEIR READING OR THEIR MATH WHICH ARE TWO OF THE MAJOR DISTRICT GOALS AND AROUND ANY
CONCERNS ABOUT ABSENTEEISM? YEAH. THANK YOU SO MUCH FOR YOUR PRESENTATION. REALLY APPRECIATE IT. I WANTED TO TAKE THE OPPORTUNITY TO ASK A QUESTION ABOUT NEWCOMER PROGRAMS WHICH THE SUPERINTENDENT AND I HAVE TALKED ABOUT A BUNCH ONE ON ONE BUT I WONDER IF YOU MIGHT TAKE THE OPPORTUNITY TO JUST BRIEFLY SHARE KIND OF SOME OF THE THINKING THAT'S THAT'S GOING ON IN TERMS OF STRENGTHENING NEWCOMER PROGRAMS MOVING FORWARD. THE DATA SHOWS THAT OVER THE LAST FIVE YEARS THE DATA THAT YOU ALL PRESENTED SHOWS THAT THERE'S MORE OR ACTUALLY WAS IN THE Q&A SORRY THAT SHOWS THAT THERE'S MORE MORE AND MORE LOW OR LOWER LEVEL STUDENTS OR NEWCOMER BASICALLY NEW ENGLISH LEARNERS AND I THINK THAT IS REFLECTED BY THE INCREASE IN NEWCOMER STUDENTS IN THE LAST FIVE YEARS AND OVER THAT PERIOD WE'VE ALSO BEEN ENROLLING FEWER AND FEWER STUDENTS IN NEWCOMER PROGRAMS. SO FIVE YEARS AGO 85% OF OUR NEWCOMER STUDENTS WERE IN NEWCOMER PROGRAMS AND NOW IT'S ONLY 46%. AND OVER THAT TIME WE'VE ACTUALLY ADDED OVER 800
NEWCOMER STUDENT SO SO I KNOW THIS IS SOMETHING THE SUPERINTENDENT'S BEEN THINKING ABOUT BUT I WOULD LOVE TO HEAR FOR THE PUBLIC TO HEAR A LITTLE BIT ABOUT HER THOUGHTS ON HOW WE CAN DO A BETTER JOB OF ENSURING THAT NEWCOMER STUDENTS GET THE SUPPORT THEY NEED SO THEY CAN MEET OUR ACADEMIC GOALS. THANK YOU AGAIN FOR YOUR PRESENTATION. MY QUESTION WAS ABOUT SO I ACTUALLY I REALLY APPRECIATED THE KIND OF BLUE BOX IN THE PRESENTATION AROUND WHAT DO YOU LIKE AS MONITORING BECAUSE IT HELPS ME JUST KIND OF ATTACH SOME SOME NUMBERS AND DATA GROUNDED IN OUR OUTCOMES TO THIS WORK FOR RECOMMENDATION ONE MAYBE THIS IS MORE OF A QUESTION FOR THE SUPERINTENDENT OR JENSEN THE WE'RE SEEING A DECREASE IN PROFICIENCY. WE'RE SEEING A DECREASE IN THE PERCENTAGE OF ELLS MAKING PROGRESS OR SEEING A DECREASE IN OUR TOWNS MAKING PROGRESS. NOT GREAT TO SEE. AND MY QUESTION I THINK IS I
KNOW THAT THERE'S RECOMMENDATIONS AROUND INCREASING ENGAGEMENT MAKING GOAL 1.3 CLEAR PRIORITY. ARE THERE SPECIFIC ADDITIONAL RESOURCES THAT WE NEED TO BE CONSIDERING LOOKING OUT FOR THINKING ABOUT LOOKING INTO? SORRY IF I STOLE YOUR QUESTION . THAT HELPS TO ADDRESS KIND OF THE DECLINING ACHIEVEMENT THAT WE SEE. IT IS BOTH CONCERNING AND I'M CURIOUS BOTH WHAT IS DRIVING THAT AND WHAT IS KIND OF OUR SOLUTION FOR THAT? THE SECOND QUESTION I HAD IS BUILDING OFF OF COMMISSIONER ALEXANDER'S QUESTION ABOUT NEWCOMERS. THERE IS A QUESTION AHEAD AROUND JUST HOW DO FAMILIES KNOW OF THE OPTIONS THAT ARE AVAILABLE TO THEM AND HOW AND WHAT THOSE OPTIONS DO TO SUPPORT THEIR SPECIFIC CHILD NEEDS GIVEN THE MYRIAD OF OF PROGRAMS WE HEARD FROM CORY IMMERSION PROGRAM WE'VE HEARD FROM SPANISH BILINGUAL PROGRAM TODAY. SO I THINK THIS IS SOMEWHAT RELATED TO KIND OF STUDENT
PLACEMENT BUT IT IS A LOT AND I'M CURIOUS WHAT WE DO THIS KIND OF LIKE DIAGNOSE THAT AND SUPPORT FAMILIES IN THEIR DECISION MAKING AROUND PROGRAM ACCESS. THANK YOU. JUST ADDING ON TO PRESIDENT KIM'S QUESTION, I ALSO THINK SO FIRST OF ALL, THANK YOU ALL FOR BEING HERE. THANK YOU FOR THE INFORMATION. THANK YOU FOR ALL THE WORK THAT YOU ALL PUT INTO SUPPORTING DIRECT. WE ARE GRATEFUL FOR IT AND I THINK MY QUESTIONS ARE ALSO GOING TO BE GEARED TOWARDS SUPERINTENDENT AND STAFF BECAUSE YOU ALL MADE CLEAR WHAT YOUR RECOMMENDATIONS ARE. >> SO JUST FOLLOWING UP ON ON PRESIDENT KIM'S QUESTION ABOUT THIS DOWNWARD TREND RESOURCES BUT ALSO ARE THERE ANY SPECIFIC COURSE CORRECTIONS THAT ARE BEING MADE WHICH MAY INCLUDE RESOURCES BUT MAY INCLUDE SOMETHING ELSE SEPARATE FROM FROM SORT OF SPECIFIC MAYBE MONETARY MONETARY RESOURCES? THE SECOND QUESTION HAS TO DO WITH MEASURING THE COACHING IMPACT.
SEEMS LIKE STAFF AGREED TO PROVIDE MORE CONSISTENT COACHING TO REDUCE SITE VARIABILITY AND I'M WONDERING HOW HOW DOES A DISTRICT MEASURE WHETHER THE MONTHLY L.D TRAINING FOR INSTRUCTIONAL COACHES IS SUCCESSFUL, IS SUCCESSFUL TRANSLATING INTO THESE IMPROVED CLASSROOM PRACTICES? THANK YOU AGAIN I'M ECHOING COMMISSIONER WISEMAN WARD IN MY GRATITUDE AND DIRECTING MY QUESTIONS TO THE SUPERINTENDENT JUST ACTUALLY BUILDING ON ON COMMISSIONER WEISSMAN WORDS. LAST QUESTION SPECIFICALLY IF STAFF RESPONSES ATTRIBUTE THE WIDER LP DROPS TO AN INFLUX OF LEVEL ONE NOVICE SEALS WHAT CONCRETE SHIFTS ARE BEING MADE IN THAT INSTRUCTIONAL COACHING AND THOSE INSTRUCTIONAL COACHING CYCLES? SO IN ADDITION TO HOW IS THIS BEING MEASURED YOU KNOW WHAT SHIFTS ARE BEING MADE THIS SPRING TO ENSURE OUR EDUCATORS ARE EQUIPPED TO MOVE THESE SPECIFIC STUDENTS TOWARDS ENGLISH PROFICIENCY? AND THEN THE SECOND QUESTION I HAD WAS REGARDING GLADWELL 2.1 GLADWELL 2.1 TASKS THE DISTRICT WITH REDUCING CHRONIC
ABSENTEEISM TO 20%. HOWEVER, FROM THIS DATA IN THIS REPORT IF NEARLY FOUR OUT OF TEN OF OUR LONG TERM ENGLISH LEARNERS AROUND 38% ARE CHRONICALLY ABSENT AND WE KNOW BELONGING DRIVES ATTENDANCE WHAT PRECISE DATA TRACKED INTERVENTIONS ARE BEING DEPLOYED RIGHT NOW FOR OUR LTL POPULATION AROUND GRADES SIX THROUGH 12 AND HOW WILL SITE LEADERSHIP BE HELD ACCOUNTABLE FOR TARGETING THESE STUDENTS PRIOR TO THE START OF THE 2627 SCHOOL YEAR? THANK YOU. >> THANK YOU ALL FOR BEING HERE AND ALL OF THE AMAZING FEEDBACK LOVED HEARING THE BRIGHT SPOTS GO MISSION BEARS BY THE WAY I'M SO EXCITED TO HEAR ABOUT ALL THE GREAT THINGS HAPPENING AT MISSION IN PARTICULAR MY QUESTIONS AGAIN I WILL TO THE SUPERINTENDENT MY QUESTIONS ARE VERY SIMILAR TO MANY OF MY COLLEAGUES HERE MORE FROM THE STANDPOINT OF RESOURCES THAN ANYTHING ELSE. A COUPLE OF THE THINGS THAT STOOD OUT TO ME IS AS MANY OF MY COLLEAGUES HAVE MENTIONED CHRONIC ABSENTEEISM, CURRICULUM ACCESS I SAW SOMETHING IN THERE ABOUT THE H IMAGE IN THE
QUESTION AND ANSWER DOCUMENT PROVIDED BY STAFF THAT THERE WERE ROLLOUT ISSUES WITH THE H H ID CURRICULUM. PARENT VIEW IS CONTINUED AREA OF ACCESS AND REQUEST FOR OUR FAMILIES AND SO I THINK THAT'S MY REAL FOLLOW UP QUESTION AROUND THE CURRICULUM AS OKAY THERE WERE ROLLOUT ISSUES THIS YEAR WHAT ARE WE DOING TO COURSE CORRECT TO COMMISSIONER WESTMAN WARD'S POINT AND PARENT VIEW AGAIN SAYING THAT SOMETHING IS TOO EXPENSIVE TO DO. WHILE I DO RESPECT THAT WE NEED TO FIND COST EFFECTIVE WAYS TO DO THINGS JUST SAYING THAT WE'RE NOT GOING TO PROVIDE FAMILIES WITH THE INTERFACES THAT THEY WANT BECAUSE THERE ARE TOO EXPENSIVE. I FIND THAT LACKING AS AN ANSWER SO I'M HOPING THAT WE MIGHT THINK IF THE PARENT VIEW OPTION IS TOO EXPENSIVE WHAT ARE OTHER WAYS WOULD OUR BRIDGES THAT WE CAN BUILD THAT WOULD MAYBE NOT BE AS EXPANSIVE AS REBUILDING PARENT VIEW? >> AND THEN I REALLY REALLY
APPRECIATED THE TARGETED AND DIFFERENTIATED INSTRUCTION STORY. THANK YOU FOR SHARING. YOU KNOW JUST HOW A FEW MINUTES A DAY CAN MAKE SUCH A LARGE DIFFERENCE TO OUR STUDENTS THAT WAS SUCH A GREAT SUCCESS STORY TO HEAR ABOUT SO THANK YOU SO MUCH. AND THAT'S MY FINAL QUESTION IS HOW DO WE HOW DO WE EXPAND THOSE TARGETED DIFFERENTIATED TIER TWO SUPPORTS FOR BETTER ACCESS, AN EVEN STRONGER SENSE OF BELONGING AND STRONGER STUDENT OUTCOMES? I AM MY FOLLOW UP IS ALSO ABOUT PARENT VIEW AND ABOUT TWO WAY COMMUNICATION. IT'S A TWO PART QUESTION ONE PART FOR THE DIALOG ABOUT WHAT IS THE CONTEXT IN WHICH YOU ARE REQUESTING A TWO WAY COMMUNICATION SYSTEM WITH BUILT IN TRANSLATION FEATURE LIKE IS THAT ARE YOU SPECIFICALLY ASKING THAT THAT BE LIKE PART OF PARENT VIEW BECAUSE TO ME THAT WAS NOT NECESSARILY IMPLIED AND IF WHAT YOU'RE WHAT DO YOU LACK IS REALLY SEEKING IS JUST A KIND OF LIVE TRANSLATION APP TO COMMUNICATE
WITH SITE ADMINS OR TEACHERS OR OTHER EDUCATORS THAT SEEMS TO ME LIKE SOMETHING THAT THE DISTRICT CAN FULFILL OUTSIDE OF PARENT VIEW BECAUSE WHATSAPP DOES THAT FOR FREE FOR EXAMPLE AND IN MY MULTILINGUAL SCHOOL AND SO I WANT TO CLARIFY FROM DULAC WHAT THE REQUEST IS AND ALSO YOU KNOW FROM THE DISTRICT ABOUT WHAT WHETHER I KNOW WE'VE ASKED FOR EXAMPLE FOR CURRICULUM HOUSES TO TRANSLATE INTO HIGHER CURRICULA FOR US TO GET A CONTRACT IF THERE'S SOMETHING THAT WE CAN DO IF THERE IS A REQUEST RELATED TO PARENT VIEW TO ENCOURAGE THEM TO DO THAT. AND I KNOW WE'VE TALKED ABOUT THE FRUSTRATIONS OF HAVING SOMETIMES NOT ENOUGH ONGOING FUNDS BUT HAVING MANY ONE TIME FUNDS IT DOES ACTUALLY SEEM LIKE UPDATING OUR TECHNOLOGY TO BETTER SERVE OUR COMMUNITIES AND HELP SERVE STUDENTS IS ONE OF THOSE THINGS. SO JUST WONDERING IF THERE'S ANY EXPLORATION FROM PERHAPS D
T OR THE APPROPRIATE FOLKS ABOUT HOW WE CAN INVEST IN HELPING ALL FAMILIES SUPPORT THEIR LEARNERS. THINK YOU. MY IS AND THANK YOU SO MUCH FOR YOUR PRESENTATION ALWAYS VERY NICE TO HEAR FROM THE COMMITTEES AND YEAH I HEARD CAITLIN ON THE SPEAKERPHONE KATE WAS ACTUALLY ONE OF MY VERY CLOSE FRIENDS WE DID DEBATE TOGETHER SO IT'S VERY NICE TO SEE HER INVOLVED IN THIS TYPE OF THING AND THANK YOU SO MUCH FOR SHARING LIKE YOUR PERSONAL STORIES. >> IT REALLY HELPED TO LIKE VISUALIZE THINGS AND LIKE SEE THINGS LIKE MISSION HIGH SCHOOL IS POPPING OFF WITH THESE EVENTS. I'M LIKE WOW, YOU GUYS ARE SO COOL. YOU GUYS HAVE SOMEONE SO LIKE SO MANY THINGS AND THAT GOES INTO MY FIRST QUESTION IS I JUST WANTED TO HEAR A LITTLE BIT ABOUT LIKE EITHER FROM THE STUDENTS OR FROM LIKE SITE LEADERS OR LIKE WHATEVER YOU'VE HEARD FROM FROM LIKE SURVEYS LIKE WHO IS RESPONSIBLE FOR THAT SENSE OF BELONGING AT EACH SCHOOL SITE LIKE ORGANIZING THE CULTURAL ASSEMBLIES AND THE EVENTS BECAUSE I GO TO LAW I'M A SENIOR AT LAW AND PART OF
STUDENT GOVERNMENT AND LIKE AT LAW LIKE OUR STUDENT GOVERNMENT AND STUDENT GROUPS LIKE STUDENT CULTURAL GROUP GROUPS OR LIKE THE WORLD LANGUAGE DEPARTMENT WOULD BE IN CHARGE OF IT BUT IT'S NOT ENTIRELY ON THE TEACHERS TO PLAN ALL THAT. I FEEL LIKE IT'S MORE LIKE STUDENT FOCUSED AT LAW. WE HOSTED ALL DAY CLUB FAIRS AND LIKE CULTURE FAIRS LIKE SHOWCASES AT LIKE NIGHT AND LIKE MUSICAL AND THINGS LIKE THAT. SO I JUST WANT TO HEAR LIKE WHAT IT'S LIKE IN OTHER SCHOOLS AND IF THERE'S A WAY TO LIKE NOT STANDARDIZE IT BUT FIND A WAY THAT WORKS FOR EACH SCHOOL SITE THAT'S STILL ENSURES LIKE A SENSE OF BELONGING AT EVERY SCHOOL IN THEIR OWN UNIQUE WAY. >> AND THEN MY SECOND QUESTION WAS VERY SIMILAR TO COMMISSIONER FISCHER'S AND VICE PRESIDENT JONES QUESTION ABOUT THE ALTERNATIVES TO YOU ARE LIKE ADDING SOMETHING ALONG TO PAIR OF YOU ESSENTIALLY LIKE WHAT IS LIKE TWO WAY COMMUNICATION IS VERY IMPORTANT AND I WAS LOOKING THROUGH LIKE RECOMMENDATION TRACKER AT THE END OF THE SLIDESHOW AND YOU GUYS HAVE BEEN VERY BUSY VERY
COOL. >> A LOT OF THINGS ARE LIKE COMPLETED AND ONGOING AND THERE'S VERY FEW THINGS THAT ARE LIKE NOT STARTED AND THINGS LIKE THAT BUT I NOTICED THAT LIKE THE SYNERGY THING LIKE YOU SAID LIKE THE SYNERGY MOBILE APP AND THE WEB BROWSER CAN BE LIKE SET TO THE PARENT'S PREFERRED LANGUAGE BUT THAT SEEMS TO ONLY BE FOR DOCUMENTS AND LIKE BIG ANNOUNCEMENTS NOT ESSENTIALLY THINGS LIKE HOMEWORK ASSIGNMENTS AND THINGS LIKE THAT AND VICE PRESIDENT HUANG MENTIONED LIKE WHATSAPP AND TEACHERS COMMUNICATING PART OF IT AND I WONDERING IF THAT'S LIKE LIKE THE TEACHERS COMMUNICATING IT'S LIKE PART OF LIKE THE PROFESSIONAL DEVELOPMENT ASPECT OR IT'S LIKE IT FALLS UPON I DON'T KNOW LIKE ANYONE ELSE OR LIKE ANY OTHER AVENUES THAT WE CAN INVESTIGATE AND EXPLORE FURTHER. YEAH. THANK YOU. HI. SO I'M MELANIE. I ACTUALLY USED TO GO TO MISSION. I KNOW JASON RIGHT THERE AND YEAH, I MEAN MISSION HAS ALWAYS HAD THAT SENSE OF COMMUNITY AND IT'S JUST LIKE
I'VE ALWAYS WHEN I WENT TO MISSION I ALWAYS FELT LIKE EVERYBODY HAD SOMEWHERE THEY BELONGED AND THAT IS REALLY IMPORTANT FOR A LOT OF ESPECIALLY NON LIKE NATIVE ENGLISH SPEAKERS BECAUSE I DO SEE THAT AND I SEE WHAT YOU GUYS ARE DOING IS REALLY IMPORTANT BECAUSE IT DOES HAVE THAT EFFECT ON A LOT OF TEACHERS AND STUDENTS IN GENERAL. I JUST REALLY MUCH JUST WANTED TO KNOW WHAT IN DEATH LIKE WHAT THAT COACHING AND SIDES WOULD LOOK LIKE AND WHAT'S THE PROGRESS WITHIN THAT AND JUST LIKE THE RESOURCES THAT WE NEED TO MAKE SURE SO TEACHERS AND STUDENTS FEEL SUPPORTED HALFWAY AND JUST TO MAKE SURE THAT THIS DOES GO IN EFFECT AND THAT WE CAN PROVIDE THE MOST THAT WE CAN BECAUSE I DO KNOW THAT THIS IS REALLY IMPORTANT. THIS IS NOT ONLY SOMETHING THAT'S HAPPENING AT HIGH SCHOOLS IS ALSO HAPPENING AT MIDDLE SCHOOLS AND IT STARTS IN ELEMENTARY SCHOOL. SO IT'S LIKE THE SUPPORT SHOULDN'T ONLY BE APPLIED IN HIGH SCHOOL, THEY SHOULD ALL SHOULD BE APPLIED THROUGHOUT
ELEMENTARY FOR A LOT OF STUDENTS BECAUSE A LOT OF STUDENTS DO ARE NEWCOMERS FROM THE AGE OF FIVE. SO NOT HAVING THAT SUPPORT AT HOME AND NOT HAVING THAT IN GENERAL FROM YOUR OWN PARENTS CAN BE REALLY, REALLY HARD. SO HAVING THAT SUPPORT IN HIGH SCHOOL AND KNOWING THAT YOU CAN HAVE THAT AND NOT FEELING LIKE I CAN'T GO TO CLASS BECAUSE I DON'T UNDERSTAND WHAT THEY'RE SAYING IS REALLY IMPORTANT AND IT DOES HAVE A LOT OF EFFECT ON A LOT OF PEOPLE INCLUDING TEACHERS. SO I DO THINK THIS IS REALLY IMPORTANT AND I JUST WANT TO KNOW LIKE WHAT THAT WOULD LOOK LIKE BECAUSE I KNOW A LOT OF SCHOOLS HAVE DIFFERENT LEVELS OF NECESSITIES AND I JUST WANT TO KNOW WHAT THAT WOULD LOOK LIKE AND WHAT RESOURCES OR WHAT DIFFERENT TEACHING METHODS WOULD BE. TAKE AN INPUT. SO YEAH, THANK YOU. THE I KNOW THERE'S A LOT UM IF YOU NEED A MOMENT TO KIND OF PROCESS AND PUT YOUR RESPONSES TOGETHER IF THE SUPERINTENDENT WANTS TO KICK US OFF BUT WE'LL PASS IT ON TO GIVE UP DO YOU WANT TO THERE ARE SOME QUESTIONS THAT WENT DIRECTLY TO
ELECT MEMBERS SO MAYBE YOU ALL CAN ANSWER THAT PARTICULARLY AROUND THE SURVEY THE EMPATHY SURVEY I THINK COMMISSIONER RAY WAS ASKING SPECIFICALLY WHAT ELSE DID YOU ASK IN THE SURVEY? IS THAT CORRECT? I WAS TRYING TO TRYING TO GET AT A SENSE OF WHETHER OR NOT WHETHER IN ASKING THE QUESTIONS WERE EXPRESSING ANSWERS STUDENTS WERE TALKING ABOUT THEIR EXPERIENCES WITH READING AND MATH AND YOU KNOW WHAT WOULD HELP IN THAT REGARD AND AROUND CHRONIC ABSENTEEISM AND WHAT WOULD HELP WITH ATTENDANCE AND YES, WE HAD A QUESTION WHAT WAS CONCERNING FOR THESE STUDENTS AND SOME STUDENTS EXPRESSED THAT THAT THEIR ENGLISH LEVELS MAY NOT BE UP TO THE LEVEL THAT WAS ONE THAT WAS A MAJOR CONCERN FOR THESE STUDENTS. >> WHATEVER IT IS THAT YOU DON'T HAVE, MAYBE YOU'RE NOT MUTED BUT YES, SO THAT WAS A CONCERN. >> AND FROM THERE WE ALSO HAD A
LOT OF QUESTIONS ON, YOU KNOW, WHAT WAS MAKING STUDENTS FEEL WELCOMED THAT SCHOOL WHERE WERE THINGS THAT WERE WORKING, WHAT THINGS YOU KNOW, WERE OF CONCERN AND THAT WAS PRETTY MUCH OUR QUESTIONS. WE ALSO IT WAS A PART THAT APRIL AND THEN ANOTHER PART THAT I ACTUALLY ASKED THEM AND THEN I RECORDED DOWN THE RESPONSES AS WELL DO YOU HAVE SOME SORT OF I MEAN LIKE I LOOKED BRIEFLY AT THE ATTACHMENT THERE BUT IS THERE SORT OF LIKE A A SUMMARY OR TABULATION OF THE RESPONSES IN THESE REGARDS? YES. SO ARE DO YOU LIKE YOUTH LEADERS DID AN AMAZING JOB IN REALLY TRYING TO BRING YOUTH VOICE AND ONE OF THE EXERCISES IN OUR THE LIKE YOUTH LITERATURE PROGRAM WAS TO DO THIS EMPATHY INTERVIEWS AND THE PURPOSE OF THAT WAS TO REALLY UNDERSTAND ALSO WAS FOCUSING ON GUARDRAIL TO MORE OF A SENSE OF BELONGING FOR HIGH SCHOOL STUDENTS. AND I THINK JASON'S STATEMENT
HERE TODAY REALLY WANTED TO HIGHLIGHT THAT SENSE OF BELONGING ATTENDANCE IS DRIVEN BY SENSE OF BELONGING AND PROGRAMS AND SUPPORTIVE STAFF LIKE ADMISSION DEFINITELY WOULD HELP OUR LONG TERM ENGLISH LEARNERS YOU KNOW COME TO SCHOOL MORE. YEAH AND YES SO WE DO HAVE THE LINK THERE WHERE YOU CAN LEARN MORE ABOUT EACH OF THE INTERVIEWS AND THERE YOU CAN READ ABOUT SOME OF THE CHALLENGES OUR STUDENTS ARE FACING IN TERMS OF READING AND WHAT RESOURCES ARE NEEDED AND A LOT OF THAT IN ONE OF THE INTERVIEW AS A STUDENT TALKS ABOUT HAVING A PEER WHO UNDERSTANDS THE STRUGGLES THEY'RE GOING THROUGH, WHO ALSO DIDN'T HAVE ENGLISH PROFICIENCY WHEN THEY CAME TO THE UNITED STATES. AND SO THOSE ARE THAT SOME OF THE THINGS THAT HELPED OUR STUDENTS COME TO SCHOOL IS THEIR FRIENDS. I DIDN'T SORRY I DID REALIZE MY THING WAS I UM EXCUSE ME. >> COULD I SAY SOMETHING?
SORRY. >> SO JUST IN REGARDS TO THE INTERVIEW AS YOU SAID ALREADY STATED, ONE OF THE QUESTIONS WAS LIKE WHAT'S A CONCERN FOR YOU? AND THE PERSON THAT I INTERVIEWED ACTUALLY STATED THAT THEY DIDN'T FEEL THERE WERE CONCERNS WITH THEIR OWN ABSENTEEISM BECAUSE THEY FELT LIKE A STRONG SENSE OF BELONGING. I GALILEO HIGH SCHOOL THAT'S THE PERSON I INTERVIEWED AND HE SAID THAT DUE TO THE FACT THAT GALILEO HAS SO MANY SYSTEMS THAT ARE EXTREMELY SUPPORTIVE FOR MULTILINGUAL LEARNERS AND DIFFERENT TYPES OF COACHES THAT GO TO THAT SCHOOL, HE NEVER FACED A PROBLEM WITH ABSENTEEISM NOR DID MANY OF HIS PEERS SO THEREFORE THEY WERE ABLE TO CATCH UP ON THEIR PROPER ENGLISH, THEIR PROPER MATHEMATICS BECAUSE I KNOW ONE OF THE QUESTIONS YOU HAD WAS IN CONCERNS TO READING AND MATH FROM NOT MISTAKEN SO AND THAT CAN ALL BE SEEN THROUGH MY INTERVIEW SO GREAT I THINK THERE'S A SERIES OF QUESTIONS REGARDING BOTH THE NEWCOMER PROGRAM AS WELL AS MAYBE CONNECTING TO CHRONIC
ABSENTEEISM AND SENSE OF BELONGING. I THINK THAT AS AS WE'VE THIS BOARD AND WE HAVE TALKED A LOT AROUND HOW DO WE ENSURE THAT STUDENTS FEEL THAT THEY ARE WELCOMED, THAT THEY BELONG, THAT THEY ARE CARED FOR, THAT THEY ARE MISSED WHEN THEY DON'T SHOW UP AT SCHOOL BECAUSE ALL OF THAT TOGETHER WILL INCREASE NOT ONLY A SENSE OF BELONGING BUT A DESIRE TO COME TO SCHOOL BECAUSE THERE'S A CARING ADULT AT SCHOOL AND AND IT CONNECTS TO WHAT JEFF WAS TALKING ABOUT IF HIS EXPERIENCE IT ACTUALLY WASN'T A TEAR TO INTERVENE IN IT WAS GENERAL EDDIE WAS A WONDERFUL TEACHER WHO SAID I CARE ABOUT YOU AND I JUST WANT TO KNOW HOW YOU'RE DOING. I SEE THAT YOU'RE TRYING REALLY HARD EVERY SINGLE DAY AND IT'S JUST SPENDING THOSE EXTRA FEW MINUTES TO TO CONNECT WITH A YOUNG PERSON AND I THINK THAT IS THE BEAUTY AND THE POWER OF OUR EDUCATORS AND WHAT THEY DO EACH AND EVERY DAY.
WE NEED MORE OF THAT. SO IN ORDER FOR US TO REALLY ADDRESS THE CHRONIC ABSENTEEISM ISSUE IS WE NEED TO KNOW WHERE THE STUDENTS ARE THAT ARE NOT GETTING ENGAGED ON A REGULAR BASIS. WE NEED TO KNOW HOW WHAT TYPE OF SUPPORTS, WHAT'S THE REASON BEHIND THEM NOT BEING ABLE TO SHOW UP FOR SCHOOL EVERY DAY? IS IT BECAUSE THEY ARE CARING FOR A PERHAPS YOUNGER SIBLING OR PERHAPS A A GUARDIAN? IS IT BECAUSE THEY HAVE TRANSPORTATION PROBLEMS BECAUSE THEY'RE TRAVELING TAKING MULTIPLE BUSSES OR IS IT BECAUSE THERE'S SOMETHING ELSE GOING ON IN THEIR LIVES THAT THEY JUST CANNOT GET THEMSELVES OUT OF BED? SO THOSE ARE REALLY IMPORTANT QUESTIONS THAT WE NEED TO DO. WE NEED TO ASK AS A COMMUNITY. SO THIS IS WHERE WE HAVE COORDINATED CARE TEAMS IN ALL OF OUR SCHOOL, PARTICULARLY MIDDLE AND HIGH SCHOOL WHERE WE IDENTIFY OUR OUR STAFF IDENTIFIES STUDENTS WHO ARE MISSING A LARGE NUMBER OF
SCHOOL DAYS OR MINIMUM THREE DAYS AND THEY COME TOGETHER TO FIGURE OUT WHAT ARE THE STRATEGIES IS A SIMPLE PHONE CALL ENOUGH PERHAPS MAYBE ENGAGING A COMMUNITY PARTNER OR HAVING A MORE IN DEPTH INTERVENTION IS NECESSARY. SO THOSE ARE STRATEGIES THAT WE ARE CURRENTLY DOING. CLEARLY WE NEED TO DO MORE OF THAT BECAUSE WE CONTINUE TO SEE A VERY HIGH NUMBER OF OUR STUDENTS NOT SHOWING UP, NOT COMING TO SCHOOL FOR A VARIETY OF REASONS. SO IN THE NEXT SCHOOL YEAR WE'RE LOOKING AT HAVING A DATA DASHBOARD THAT WILL SHOW US WHERE THESE THE CHRONIC ABSENTEEISM ARE AND CONTINUING TO BUILD CAPACITY WITHIN OUR SCHOOL COMMUNITY TO HAVE A MORE ROBUST COORDINATED CARE TEAM CONVERSATIONS. I DO WANT TO JUST SPEAK VERY QUICKLY AROUND THE NEWCOMER WORK AS MANY OF OUR COMMUNITY MEMBERS HAVE SHARED THEIR THERE'S AND THE DATA IS SHOWING WE DO SEE A LOT OF STUDENTS ENTERING OUR SCHOOL DISTRICT
WHO WOULD QUALIFY AS TECHNICAL NEWCOMER STUDENTS AND THAT'S BECAUSE THEY'RE RECENT IMMIGRANTS TO OUR COUNTRY AND THEY SPEAK A DIFFERENT LANGUAGE OVER THE PAST SEVERAL YEARS WHAT WE'RE SEEING IS THAT THESE FAMILIES ARE EITHER CHOOSING A SCHOOL THAT MAYBE NOT DESIGNATED AS A NEWCOMER SCHOOL OR NOT AWARE OF THE ROBUST NEWCOMER PROGRAMS THAT WE HAVE. AND SO I AM WORKING VERY CLOSELY WITH NOT ONLY OUR ENROLLMENT CENTER TEAM BUT WITH THE COMMUNITY. I'VE ALREADY STARTED HAVING SOME CONVERSATIONS WITH SITE LEADERS AS WELL AS COMMUNITY LEADERS, PARENTS, YOUNG PEOPLE AND INCLUDING SOME OF OUR LABOR PARTNERS SO THAT WE CAN HAVE A CLEARER UNDERSTANDING OF HOW WE CAN SUPPORT OUR NEWCOMER STUDENTS AS THE POINT OF ENTRY AT THE POINT OF ENTRY. SO WHEN WHEN WHEN FAMILIES AND YOUNG PEOPLE COME TO OUR DOORS TO ASK FOR HELP IN ENROLLING THEIR STUDENT, WE WANT TO MAKE SURE THAT THEY ARE
FULLY AWARE OF ALL THE DIFFERENT TYPES OF PROGRAMS WE HAVE AND NOT LEAVE IT TO CHANCE OR NOT LEAVE IT TO WELL MY NEIGHBOR GOES HERE RIGHT? WE WANT TO MAKE SURE THAT FAMILIES AND YOUNG PEOPLE KNOW ALL THE DIFFERENT TYPES OF SERVICES THAT OUR NEWCOMER FAMILIES ARE ENTITLED TO WRAPAROUND SUPPORTS LANGUAGE SUPPORTS INSTRUCTION IN LANGUAGE, ADDITIONAL SUPPORTS FROM A FIRM EXTERNAL PARTNERS. THESE ARE ALL THE THINGS THAT WE PROVIDE OUR NEWCOMER FAMILIES IF THEY CHOOSE TO GO TO A NEWCOMER SCHOOL AND SO WE'RE GOING TO DO THE REALLY HARD WORK OF OF OF DEVELOPING WHAT THIS NEWCOMER PATHWAY OR MODEL COULD LOOK LIKE BECAUSE WHAT WE SEE NOW IS THAT OVER THE YEARS IT HAS ERODED AND SO WE NEED TO DO A BETTER JOB TO REALLY THINK ABOUT WHAT WOULD IT LOOK LIKE FOR US TO REALLY TRULY SERVE OUR NEWCOMER COMMUNITY AND NEWCOMER FAMILIES. AND WHAT I HAVE COMMITTED TO IS WORKING WITH OUR COMMUNITY OVER THE NEXT SEVERAL MONTHS EXCLUDING OUR SUMMER MONTHS BUT THE NEXT COUPLE MONTHS TO
REALLY BUILD UP WITH THIS PATHWAY COULD LOOK LIKE AND THEN AND THEN SHARE THAT BACK WITH THE COMMUNITY. BUT I'M REALLY EXCITED ABOUT THIS WORK BECAUSE THIS WORK WILL THEN LEAD INTO THE OTHER WORK THAT COMMISSIONERS ARE ASKING ABOUT HOW DO WE INCREASE INSTRUCTIONAL QUALITY, HOW DO WE INCREASE STUDENT OUTCOMES? WELL WE CAN DO THAT WHEN WE ARE PROVIDING SERVICES TO OUR STUDENTS. THE WITH WHAT THEY NEED IF THEY NEED INSTRUCTION IN LANGUAGE WE WILL BE ABLE TO PROVIDE THAT AND WE WILL BE ABLE TO SUPPORT THEM SO THAT THEY CAN COME TO SCHOOL EVERY DAY SO THAT THEY CAN THEN ENGAGE IN THE IN THE CURRICULUM AND MORE IMPORTANTLY SO THAT THEY CAN THEN INCREASE IN THEIR KNOWLEDGE AND THEN BE ABLE TO BE ABLE TO TO TO MOVE INTO GENERAL ED WHEN THEY ARE READY. SO THERE WAS A LOT I'M GOING TO PAUSE FOR ANY ADDITIONAL QUESTIONS AND SORRY AND I THINK THIS I APPRECIATE THAT SUPERINTENDENT I THINK THIS PROBABLY COMES BACK TO SEEING WHAT THAT MATERIALLY LOOKS LIKE
IN TERMS OF WHAT ARE THE INVESTMENTS WE MAKE WHERE WE ALLOCATING OUR FUNDING VERSUS OTHER PLACES. AND I RECOGNIZE WE HAVE THE CONVERSATION AND AROUND THE BUDGET AND SO FORTH BUT REALLY BEING ABLE TO SEE WHAT THAT LOOKS LIKE I THINK IS IS WHAT WILL BE CRITICAL FOR US TO UNDERSTAND FULLY WHAT WHAT WHAT YOU MEAN BY THAT. YEAH AND THANK YOU COMMISSIONER GUPTA FOR BRINGING THAT UP. YOU KNOW, I'VE BEEN THINKING A LOT ABOUT OUR CONVERSATION LAST WEEK AT THE DAIS HERE AT THE BOARD MEETING HERE ABOUT JUST HOW WE ARE CONNECTING THE ADVICE THAT WE'RE GETTING FROM PARENTS AND EXPERTS ON THE GROUND WITH BUILDING OUR BUDGET. AND I THINK WE NEED TO I NEED TO SIT DOWN WITH OUR TEAM AND AND REALLY THINK THROUGH HOW DO WE GATHER THE ADVICE FROM PARENTS AND FROM STUDENTS AND FROM OUR EDUCATORS AND SITE LEADERS SO THAT WE CAN WE CAN START BUILDING THAT BUDGET. IT CANNOT JUST BE THIS MOMENT IN TIME WHERE WE'RE BUILDING
THE BUDGET AND THEN IT'S AND THEN IT'S DONE RIGHT. WE HAVE TO IT'S AN ITERATIVE IT'S A IT'S A PROCESS THAT WE KEEP WORKING AT. SO MANY OF YOU HAVE HEARD THAT IN DECEMBER AND JANUARY WE WERE BUILDING THE BUDGET IT WAS CALLED THE BUDGET DEVELOPMENT PHASE AND AND WE'VE WE'VE KIND OF SLOWED DOWN ON THAT BUDGET DEVELOPMENT PHASE AND I THINK THAT THERE IS VALUE TO US CONTINUING TO TALK ABOUT WHAT IT LOOKS LIKE AS WE'RE BUILDING THIS BUDGET. THE BUDGET DOESN'T GET DONE UNTIL JUNE AND SO THERE'S A LOT OF ITERATION TO THE BUDGET BUT BUT I DON'T THINK THAT WE HAVE NOT I HAVE NOT DONE A GOOD ENOUGH JOB OF OF BRINGING THE VOICES OF THE COMMUNITY INTO HOW WE BUILT THE BUDGET. SO I THINK THAT THERE'S WE'RE GOING TO LOOK AT THE TIMELINE. WE'RE GOING TO LOOK AT HOW WE DO THESE THINGS SO THAT WE CAN HEAR FROM THE COMMUNITY EARLIER IN THE PROCESS SO THAT THEN THAT WOULD HELP INFORM HOW WE BUILD THIS BUDGET ALONG WITH
OUR EDUCATORS, ALONG WITH OUR ADMINISTRATORS, ALONG WITH ALL OF OUR STAFF. I WOULD LIKE TO SPEAK ON SOME THINGS IN REGARDS TO NEWCOMER PROGRAMS. I'VE SPOKEN WITH SFI MACK AND A LOT OF THE FAMILIES THEY WANT TO SEND THEIR KIDS THEIR AND IT'S I BELIEVE THERE WAS SOMETHING IN CENTRAL OFFICE THAT WAS LIKE THERE WAS NO SPOT OR THERE ARE CAP AND SO THERE'S I THINK THERE'S HAS BEEN EITHER MISCOMMUNICATION OR MISUNDERSTANDING AND I'M JUST GOING TO LEAVE IT LIKE THAT. RIGHT? BECAUSE I'M NOT GOING TO MAKE ASSUMPTIONS OF WHAT HAPPENED. AND SO I WANT TO POINT THAT OUT WHERE DO FAMILIES GET INFORMATION AS TO THE ENTRY POINT? WHERE IS OUR ENTRY POINT EPC EDUCATION PLACEMENT CENTER CUTTING RESOURCES FROM IPC AND REDUCING STAFF TO SPEAKS ENGLISH SPANISH, CHINESE, ARABIC ALL OUR MAJOR LANGUAGES. THAT'S NOT SUPPORTING, COMMUNICATING AND INFORMING OUR
FAMILIES. >> THAT'S ACTUALLY REDUCING OUR ABILITY TO REALLY UNDERSTAND WHAT ARE MY OPTIONS AS A PARENT TO SEND MY CHILD TO X, Y AND Z SCHOOL. SO I WOULD SAY THAT WE NEED TO INVEST IN THE IPC AS WELL AS A WAY THAT AND I REMEMBER FOR MY DAUGHTER'S IN EIGHTH GRADE AND I REMEMBER TALKING ABOUT IPC SINCE SHE WAS IN KINDERGARTEN SHE'S IN EIGHTH GRADE NOW AND WE'RE STILL TALKING ABOUT THE SAME THING INFORMATION IPC I FEEL LIKE THERE'S ALWAYS RUSH GO GO GO AND IT REALLY DOESN'T GIVE THE OPPORTUNITY FOR THEM TO SIT IN WITH THAT INFORMATION GIVEN THAT A BOOKLET IS NOT THE ANSWER TO INFORMING FAMILIES, THAT'S A CHECK. THE BOX I PROVIDED THAT INFORMATION. YOU GO AHEAD AND READ IT. I HOPE YOU KNOW HOW TO READ IT IF YOU DON'T KNOW HOW TO READ GOOD LUCK ON YOU RIGHT? LIKE SO I JUST WANT TO BE VERY SPECIFIC ON THINGS THAT I'VE HEARD OUR FAMILY EXPRESS THEIR CONCERNS IN REGARDS TO ATTENDING THE NEWCOMER PROGRAMS AND ACCESS TO LANGUAGES. WE HAVE A LOT OF ACCESS AND A
LOT OF OPPORTUNITY BUT IT'S TOO MUCH SOMETIMES THE FAMILIES DON'T UNDERSTAND HOW TO GO ABOUT IT, RIGHT? THERE WAS QUESTIONS IN REGARDS TO PARENT VIEW AND TO WHAT COMMUNICATION PARENT WHO HAS BEEN A ONE WAY COMMUNICATION TEACHER SPEAKING TO FAMILIES FAMILIES DO NOT HAVE THE RIGHT TO SPEAK TO TEACHERS OR IF THEY DO IS JUST DIRECTLY TO THE TEACHER. BUT GUESS WHAT ANSWERS TO OUR FAMILIES QUESTIONS ARE WITHIN OUR OWN COMMUNITY, RIGHT? WHY DO WE WANT TO BOMBARD OUR TEACHERS IF OUR TEACHERS IN MIDDLE SCHOOL AND HIGH SCHOOL HAS MORE THAN 100 STUDENTS, IMAGINE 100 FAMILIES EMAILING YOU EVERY DAY WHEN FAMILIES CAN COMMUNICATE WITH ONE ANOTHER GET THE ANSWER THEY NEED A SIMPLE AS GRADUATION OR FIELD TRIPS. I FEEL LIKE THOSE ARE THE COMMUNI WE WANT COMMUNITY SCHOOLS RIGHT? HOW DO WE BUILD COMMUNITY BY SPEAKING WITH ONE ANOTHER BUILDING EACH OTHER UP AND YOU KNOW HAVING THAT CONVERSATION AND WE'VE BEEN ASKING FOR TWO
WAY COMMUNICATIONS FOR YEARS NOW AND PEER REVIEW WE SAID PEER REVIEW IS NOT THE ANSWER. LET'S LOOK AROUND WHAT IS THE ANSWER? AND THE ANSWER HAS BEEN WE'RE AT CAPACITY WHICH IS UNDERSTANDABLE BUT ALSO WHEN ARE WE GOING TO GET INTO ACTIONS IN REGARDS TO TWO WAY COMMUNICATION TRANSLATION INTO DOCUMENTS THOSE DOCUMENTS THAT OUR FAMILIES RECEIVE COMING FROM THE STATE THEY'RE EITHER IN ENGLISH OR ENGLISH RIGHT? >> AND SO HAVING A DOCUMENT IN ENGLISH I DON'T UNDERSTAND EVEN FOR ME THAT I'M A BILINGUAL SPEAKER. I'M LIKE WHAT DOES THIS MEAN? LIKE WHAT DOES THIS SCORE MEAN? WAS IT LIKE HOW CAN I GET A TEACHER TO HELP ME ONCE AGAIN TEACHERS OUR CAPACITY HOW DO WE CREATE OR CENTRALIZED INFORMATION SESSIONS FOR FAMILIES AT OUR OWN LOCAL SCHOOLS, COMMUNITY SCHOOL COORDINATORS, FAMILY LIAISON, PTA, E LACS AND OTHER COMMUNITY EVENTS? I FEEL THAT THERE'S OPPORTUNITIES BUT WE'RE NOT USING THEM WISELY TO RECONNECT
WITH OUR COMMUNITIES. >> UM I GOT A LOT OF NOTES HERE I'M MY STOP AND THEN HAVE SOMEONE ELSE SHARE IF THEY WANT TO SHARE ANYTHING JUST ON THE PARENTS VIEW I THINK TO COMMISSIONER HUMAYUN'S POINT OF WHAT DOES DIALOG ONE AND WHAT IN CONTEXT THE CURRENT SYNERGY SYSTEM IN MY UNDERSTANDING WITH EDUCATION POINT DOES NOT HAVE THE 2.2 WAY COMMUNICATION TOOL WITHIN IT AND D LACK IN PARTNERSHIP WITH OTHER DEPARTMENTS HAS PROPOSED DIFFERENT APPS THAT SUPPORTS THAT TWO WAY AUTOMATIC TRANSLATION INTERPRETATION THAT ARE AVAILABLE BUT DUE TO FUNDING ISSUES THOSE ARE NOT ABLE AND IN MY DISCUSSIONS DIRECT DISCUSSIONS WE HAVE HAD DOTTIE COME TO OUR BOARD MEETINGS TO PROVIDE UPDATES ON THE REVISED VERSIONS OF THE PARENT VIEW INTERFACE APP WHICH DIALOG WELCOMES THOSE CHANGES? HOWEVER, IN THOSE DISCUSSIONS DELIA CONTINUES TO ASK WHAT ARE THAT TWO WAY COMMUNICATION AND DOTTIE ARE THE ANSWERS THAT DIALOG RECEIVES IS IT'S MAYBE
NOT A TECHNOLOGY DISCUSSION. IT IS MORE ABOUT COMMUNICATION. SO I THINK THAT CALLS FOR CROSS-DEPARTMENTAL DISCUSSIONS AROUND HOW DO WE WANT TO SEE THIS COMMUNICATION WITH OUR FAMILIES. I THINK THAT'S WHERE WE NEED TO START IS TALKING ABOUT COMMUNICATIONS NOT WITH TECHNOLOGY. >> THANK YOU VERY MUCH. I ALSO NOTED THAT RECOMMENDATION 2.2 IS FOR THE DISTRICT AND BOARD OF EDUCATION TO REAFFIRM OUR COMMITMENT TO SANCTUARY POLICIES AND PROTECTIONS AND JUST WANTED TO GIVE YOU AN UPDATE AND THE BOARD IN PUBLIC AN UPDATE BECAUSE A WHILE AGO PRESIDENT KIM TASKED MYSELF COMMISSIONER ALEXANDER COMMISSIONER WEISSMAN WARD WITH UPDATING OUR AND REAFFIRMING OUR SANCTUARY CITY POLICIES AND THAT WORK HAS BEEN ONGOING. THE THERE IS A HOPEFULLY SOON TO BE BROUGHT BEFORE THE BOARD DRAFT OF OUR SANCTUARY POLICIES THAT PRESERVES THE PROTECTIONS OF THE PREVIOUS POLICY WHICH WERE VERY ROBUST. IT ALSO INCORPORATES THE
ADDITIONAL CHANGES THAT WERE NEGOTIATED WITH USF IN THEIR MOST RECENT LABOR AGREEMENT AND WE ARE AWAITING THE MEET AND CONFER PROCESS WITH THEM TO BE DONE TO BECAUSE WE THINK AS COMMISSIONERS WANT TO MAKE SURE THAT THE POLICY MEETS NOT JUST THE DISTRICT'S VIEW OF WHAT IS PROMISED UNDER THAT MOU BUT MITSUI F'S VIEW OF THE PROTECTIONS THAT THEY FOUGHT FOR FOR THE COMMUNITY AND IT ALSO GOES FURTHER BY EXPANDING PROTECTIONS INTO AREAS THAT HAVE NOT PREVIOUSLY BEEN PART OF OUR POLICIES BASICALLY TO GO AS FAR AS FAR AS THE CITY AND COUNTY OF SAN FRANCISCO HAVE BEEN ABLE TO INCLUDING WITH NEW LEGISLATION THIS YEAR . SO WE'RE HOPEFUL THAT THAT MEETING CONFER PROCESS WILL BE SUCCESS FUL AND THAT THE NEW POLICY WILL COME TO US HOPEFULLY BY THE END OF OUR MEETINGS THIS YEAR BEFORE THE SUMMER RECESS. SO THANK YOU FOR ALL OF YOUR WORK ON THAT ISSUE AS WELL HEIDI I WANT TO THANK YOU SO
MUCH FOR YOUR PRESENTATION TODAY. APPRECIATE ALL YOUR WORK AND THANK YOU FOR YOUR TIME. OKAY? THANK YOU. THANK YOU. >> MOVING TO ITEM F ONE GOAL ONE AND GOAL GOAL ONE AND GUARD ONE THREE PROGRESS MONITORING REPORT DR. SU YES AT THIS TIME I WOULD LIKE TO INVITE OUR STAFF UP TO THE DAIS. LET'S SEE LETICIA IRVING, THE DIRECTOR OF THE AFRICAN AMERICAN ACHIEVEMENT AND LEADERSHIP INITIATIVE AS A AS WELL AS DR. KRISTI HERRERA, DEVIN KRUGMAN, JESSIE RAY MOON HAQ, KIM AND DR. JEN STEINER WHO WILL GO OVER A BRIEF PRESENTATION FOR THE COMMITTEE. I KNOW OUR STUDENT DELEGATE ALSO ARE DISMISSED AT 8:00 TODAY. SO ONE I JUST THINK YOU IN ADVANCE FOR BEING HERE AND HAVE A GOOD EVENING AND WE'LL SEE YOU AT YOUR GRADUATIONS. THANK YOU, DR. SU AND GOOD EVENING BOARD COMMISSIONERS AND MEMBERS OF THE PUBLIC. MY NAME IS JESS REYES FROM RESEARCH, PLANNING AND ASSESSMENT AND ON BEHALF OF THE TEAM HERE WE ARE GRATEFUL FOR THE OPPORTUNITY TO SHARE
THIS CALL ONE PROGRESS MONITORING REPORT. NEXT SLIDE PLEASE. >> AND THE ONE AFTER THAT AS WELL. >> THANK YOU. SO WE BEGIN WITH OUR VISION VALUES, GOALS AND GUARDRAILS GROUNDING THE UPDATE AND GOAL ONE GARP GRADE THREE LITERACY AN INTERIM GUARDRAIL 3.3 WHICH IS AROUND PROFICIENT PROFESSIONAL LEARNING IMPACT. SO THIS REPORT BRINGS TOGETHER SOME KEY DATA SOURCES THE SPRING STAR RESULTS THE EDUCATORS SURVEY DATA, A MIRROR TUTORING USAGE DATA AND THE 20 2526 INSTRUCTIONAL WALKTHROUGH OBSERVATIONS PER GRADES K AND ONE. >> THE INTENT IS TO CONNECT INSTRUCTIONAL PRACTICE TO STUDENT OUTCOMES BY EXAMINING PATTERNS IN CLASSROOM PRACTICE AND HOW THEY ALIGN WITH OUR STUDENT LITERACY RESULTS. AND SO WITH THAT I WILL HAND IT TO MY COLLEAGUE MOON HOP KIM TO WALK THROUGH OUR DATA. THANKS. SLIDE PLEASE.
THERE WAS SOME HEALTHY DEBATE AMONG THIS TEAM ABOUT HOW TO PRONOUNCE THE WORD THAT'S UP ON THE SCREEN. SOME OF US PREFER TO PRONOUNCE IT DATA. I PREFER TO SAY DATA. SO I'M GOING TO BE PRESENTING YOU THE DATA. >> BUT THANK YOU. NEXT SLIDE PLEASE. SO SUMMARIZING THE DATA YOU HAVE FOUR INTERIM GOALS 1.1 AND 1.2 ON THE LEFT SIDE IS THE KINDERGARTNER. AFRICAN-AMERICAN AND PACIFIC ISLANDER STUDENTS RESULTS ON THE STAR EARLY LITERACY. AND ON THE RIGHT SIDE IS FOUR INTERIM GOAL ONE POINT TWO. FIRST GRADERS START READING. SO LET ME JUST ADDRESS EACH ONE AT A TIME. SO IT IS A LITTLE BIT OF A DENSE VISUALIZATION BUT THE POINT IS TO SHOW THREE YEARS WORTH OF DATA IN ONE GRAPH FOR EACH OF THE ASSESSMENTS AN INTERIM GOALS. THE LATEST RESULT IS SHOWN IN BRIGHT BLUE. LAST YEAR'S RESULTS ARE SHOWN IN DARKER SHADE OF GRAY. AND THEN FROM TWO YEARS AGO IS IN THE LIGHTEST SHADE OF GRAY. AND WHAT WE SEE WITH THIS
YEAR'S INTRA YEAR WITHIN YEAR GROWTH IS WE'VE HAD A HEALTHY GROWTH OF 10.9% FROM WINTER ADMINISTRATION TO SPRING. BUT AT THE SAME TIME WHAT WE SEE IS OVER THE YEARS WE'RE SEEING KIND OF THE THE END OF YEAR RESULTS BE ENDING UP AT SIMILAR POINTS. >> SO THIS YEAR WE ENDED AT 53.8% OF PROFICIENCY C RATE WHICH IS JUST ONE PERCENTAGE POINT ABOVE LAST YEAR'S. >> SO IT'S GREAT TO SEE THESE STRONG GROWTH HAPPEN WITHIN YEAR YEAR AFTER YEAR ACROSS THREE YEARS. >> ON THE RIGHT SIDE, MOVING ON TO THE FIRST GRADERS FOUR STAR READING. AGAIN THAT CHART IS SET UP EXACTLY THE SAME WAY WE DID NOT MEET THE END OF YEAR TARGET THAT WE HAVE SET. BUT WE DO STILL SEE THE FIRST GRADERS HAVING GROWN THROUGHOUT THE YEAR CONSISTENTLY ENDING AT 59% PROFICIENCY RATE WHICH IS JUST 0.1% SHY OF WHERE WE WERE LAST YEAR. BUT STILL 2.6% HIGHER THAN WHERE WE WERE FOR THE WINTER ADMINISTRATION. >> NEXT SLIDE PLEASE.
SO SLIGHTLY DIFFERENT AND SIMPLER. AND THIS IS THE INTERIM QUADRANT 3.3 WHICH IS LOOKING AT OUR WAY OF TRYING TO LOOK AT THE EFFECTIVE AND ONE ASPECT OF THE EFFECTIVENESS OF INSTRUCTIONAL COACHING. SO THE DATA IS GATHERED THROUGH A SURVEY THAT IS DONE AT THE END OF EACH SEMESTER. >> SO THE CURRENT SURVEY IS BEING ADMINISTERED RIGHT NOW IT'S IN PROGRESS UNTIL THROUGH THE END OF THE SCHOOL YEAR. >> AND THE QUESTION ASKS HOW STRONGLY THEY AGREE WITH THE STATEMENT OF THAT. THEY HAVE IMPLEMENTED A STRATEGY THEY LEARNED FROM THEIR INSTRUCTIONAL COACH. >> AND ONLY THE TEACHERS WHO HAVE AN INSTRUCTIONAL COACH ARE ENCOURAGED TO ANSWER THIS QUESTION. >> SO ABOUT THIS TIME LAST YEAR WE WERE AT 62% OF THE RESPONDENTS SAYING THAT THEY IMPLEMENTED A STRATEGY THAT THEY LEARNED FROM THEIR COACHES. >> THE TARGET THAT WE HAD SET FOR THIS YEAR WAS 65% A MODEST INCREASE. BUT AS OF THE FALL OR DECEMBER ADMINISTRATION SO JUST
ABOUT FIVE MONTHS AGO WE HAD ALREADY EXCEEDED THAT TARGET BY REACHING 69% OF THE RESPONDENTS SAYING THAT THEY HAVE IMPLEMENTED A STRATEGY THAT THEY LEARNED FROM THEIR INSTRUCTIONAL COACH. THE RESULTS COULD BE DIFFERENT DEPENDING ON HOW THE DATA COME BACK FROM THE SPRING TEST BUT IT IS STILL HEARTENING TO SEE THAT A VERY LARGE SIZABLE MAJORITY OF THE RESPONDENTS ARE SAYING THAT THEY ARE TRYING UP DOING SOMETHING THAT THEY'RE LEARNING FROM THE INSTRUCTIONAL COACH. >> SO IT IS BASED ON THESE OUTCOMES THAT WE ARE GOING TO TALK ABOUT OUR IMPLEMENTATION IN THE NEXT SECTION. AND I WILL TURN IT OVER TO THE TEACHER. >> THANK YOU MOON HAWK AND I ALSO SAY DATA SO THANK YOU FOR THE DATA. NEXT SLIDE PLEASE. THANK YOU. SO FAMILY ENGAGEMENT HAS REMAINED A CORE PART OF THE EACH AND EVERY BY NAME INITIATIVE. AND THIS YEAR WE FOCUS ON EQUIPPING OUR EQUIPPING OUR
FAMILIES WITH LITERACY TOOLS, STRENGTHENING HOME TO SCHOOL PARTNERSHIPS AND INCREASING ACCESS TO CULTURALLY AFFIRMING RESOURCES. THAT WORK WAS DONE IN PARTNERSHIP TO THE SPIRIT OF THE VILLAGE AND THAT THIS IS GOING TO INCLUDE ALL OF US TO DO THIS WORK TO SUPPORT OUR STUDENTS AND THEIR FAMILIES. WE ENGAGE WITH THE SAN FRANCISCO PUBLIC LIBRARY TO HELP US HOST BOOK CLUBS AND TO PROVIDE SOME OF THE LITERATURE FOR OUR SCHOLARS AND THEIR FAMILIES. THE MATUA IN THE SAMOA INITIATIVE PARTNER WITH THE API WORKING WITH ALLI TO MAKE SURE THAT WE HAD LITERACY NIGHTS AND WE WERE ABLE TO DISTRIBUTE CULTURALLY AFFIRMING TWO QUOTABLE TEXTS TO OUR SCHOLARS IN PRE-K THROUGH THIRD. >> WE HOSTED FAMILY MEETINGS TO MAKE SURE THAT OUR FAMILIES WERE FAMILIAR WITH TOOLS LIKE A MIRROR AND OTHER PLATFORMS THAT CAN HELP SUPPORT THEIR STUDENTS LEARNING AND THAT WAS HELD DURING OUR SATURDAY SCHOOLS AND SOME OF THE OTHER WORK THAT THE FOR OUR SAMOA INITIATIVE PRODUCED. WE ALSO WORKED WITH OUR FAMILY
LIAISONS AND OUR COMMUNITY SCHOOL COORDINATORS TO DO PROFESSIONAL DEVELOPMENT TO MAKE SURE THAT ACROSS THE BOARD EVERYBODY WAS ENGAGED IN HOW WE CAN SUPPORT FAMILIES AND REACH THEM AT THE SITE LEVEL. WE ARE DOING THINGS AT THE DISTRICT LEVEL BUT THE REAL WORK HAPPENS AT THE SITE. AND SO WORKING WITH THE PEOPLE WHO ARE ON THE GROUND WITH THEM AND WE'RE REALLY PROUD TO SAY THAT WE STARTED TO WORK WITH OUR EXCEL PROGRAM AND WORKING WITH AFTERSCHOOL PROGRAMS TO ENSURE THAT THEY CAN CONTINUE TO PURCHASE MATERIALS AND SUPPLIES AND TO REMOVE THE BARRIERS FOR FAMILIES WHO MAY NOT HAVE HOME ACCESS. >> NEXT SLIDE PLEASE. A MIRROR. A MIRROR. THERE ARE CHALLENGES WITH THE MIRROR. THERE ARE USAGE AND IT IS THE THERE ARE MANY BARRIERS TO USING A MIRROR WHETHER IT WAS TECHNOLOGY OR ACCESS WITH THE THEIR LOGGING FOR THEIR CLEVER BADGES OR FAMILY'S USE OF A MIRROR AND HOW TO ACCESS IT. AND SO WE UNDERSTAND THAT THAT WAS TRUE. OUR TEACHERS HAVE CITED TECHNO TECH TECHNOLOGY CHALLENGES BUT WE KNOW THAT IT WORKS.
WE HAVE DONE PROFESSIONAL DEVELOPMENT WITH A NUMBER OF FOLKS WITH ACROSS THE VILLAGE IN THE SUPPORT OF OUR TEACHERS. OUR ASSISTANT SUPERINTENDENT IN OUR AFTERSCHOOL PROGRAMS JUST TO MAKE SURE THAT WE ARE GIVING MORE ATTENTION TO A MIRROR BECAUSE WE KNOW THAT IT WORKS. THE USAGE AMONG EACH AND EVERY KINDERGARTNERS PEAKED IN JANUARY AT AN AVERAGE OF ABOUT 12 MINUTES PER STUDENT THAT MONTH. >> NOT ENOUGH. WE RECOGNIZE THAT BUT GREATER USE ASSOCIATED WITH STRONGER ASSESSMENT OUTCOMES. WE KNOW THAT IF OUR CHILDREN USE THE MIRROR MORE THEY WILL HAVE STRONGER OUTCOMES. THE DATA TELLS US THAT. AND SO WE'RE GOING TO CONTINUE TO DOUBLE DOWN ON EACH AND EVERY BECAUSE WE'VE SEEN THE RESULTS OF IT. >> NEXT SLIDE PLEASE. THANK YOU. CONCURRENTLY TO THE INITIATIVES THAT WERE JUST SPOKEN TO, WE HAVE THROUGHOUT THE YEAR WORKED WITH TPI TO CONDUCT A SERIES OF LEARNING WALKS AND HIGH LEVERAGE INSTRUCTIONAL PRACTICE IN A REPRESENTATIVE SAMPLING OF
CLASSROOMS ACROSS THE DISTRICT. >> WHILE THE REPORT ITSELF INCLUDED THE OVERALL OR AGGREGATE DATA WHICH HAD A TOTAL OF 120 CLASSROOM OBSERVATIONS FOR K-5 LANGUAGE AND LITERACY IN THE CONTEXT OF THIS SPECIFIC REPORT WE PULLED OUT THE KINDERGARTEN AND FIRST GRADE DATA. AND SO WHILE IN THESE CASES THE INCISORS ARE MUCH SMALLER AND SO WE DON'T WANT TO DRAW THE SAME LEVEL OF CONCLUSION AS THE OVERALL AGGREGATE. >> THERE WERE A COUPLE OF KEY TRENDS THAT WE DID WANT TO PULL OUT IN PARTICULAR. AND SO THE DATA THAT IS UP ON THE SCREEN IS THE FIRST SET WHICH ARE FROM KINDERGARTEN CLASSROOMS. AND THE COMPARISON BETWEEN OUR 2425 DATA AND OUR 2526 DATA. SO OVERALL WE'VE SEEN FAIRLY STEADY TRENDS WITH REGARDS TO USE OF MATERIALS AND CULTURE OF LEARNING AS WELL AS FOUNDATIONAL SKILLS MAKING SENSE FOR THE TIME OF THE YEARS SO THAT SEQUENTIAL FOLLOWING OF THE SCOPE AND SEQUENCE HOWEVER UNFORTUNATELY WE HAVE SEEN SOME NOTICEABLE DECLINES IN FOR
EXAMPLE LEVERAGING OF ROUTINES OR HAVING STUDENTS HAVE THE ABILITY TO PRACTICE NEWLY ACQUIRED SKILLS WITHIN A DAKOTAH TEXT. THIS MATCHES THE OVERALL AGGREGATE TRENDS WHERE WE SEE SOME STRONG USE OF MATERIAL BUT A DROPPING OFF IN THE OPPORTUNITIES FOR STUDENT PRACTICE, FOR ACADEMIC OWNERSHIP AND FOR STUDENTS TO HAVE WHAT WE'VE OFTEN CALLED IN THE CONTEXT OF PROGRESS MONITORING AND MULTIPLE AT BATS TO DEVELOP PROFICIENCY AND FLUENCY AND AUTOMATICITY IN THEIR READING. NEXT SLIDE PLEASE. >> AGAIN THIS IS A FIRST GRADE WITH A SIMILAR DATA SET AND WE SEE SOME OF THESE SAME TRENDS IN TERMS OF MORE STRENGTH AND USE OF USE OF MATERIALS BUT NOT AGAIN THAT WHAT WE WOULD CALL LIKE A COMPLETE USE OF MATERIALS. SO WE MAY SEE THE LESSON PLAN OR COMPONENTS AND SLIDES IN PLAY BUT THOSE OPPORTUNITIES FOR STUDENT INDEPENDENT PRACTICE ARE NOT YET IN PLACE IN FIRST GRADE AS WELL. >> AND SO TO RELATE THIS BACK TO THE DATA THAT WAS SPOKEN TO EARLIER, WE DO SEE SOME OF
THESE ASPECTS OF USE LEADING TO SOME OF THIS GROWTH ASSOCIATED IN KINDERGARTEN AND FIRST GRADE WITH PROFICIENCY. BUT WE DO BECAUSE WE AREN'T SEEING THOSE OPPORTUNITIES FOR STUDENT INDEPENDENT PRACTICE AND IN PARTICULAR THOSE RELATED TO FOUNDATIONAL SKILLS COMPONENTS ASSOCIATED WITH FLUENCY OR AUTOMATICITY. WE THEN START TO SEE GRADE OVER GRADE INTERRUPTIONS AND PROFICIENCY. SO THEREFORE THESE AREAS OF STUDENT INDEPENDENT PRACTICE AND ACADEMIC OWNERSHIP ARE SOME OF OUR TARGET FOCAL AREAS IN TERMS OF BOTH STRATEGIC PLANNING FOR NEXT YEAR AS WELL AS THINGS LIKE PROFESSIONAL LEARNING AND COACHING. AND I WILL PASS IT ON TO DR. HERRERA. OKAY. DR. STEINER I THINK IN GENERAL IT WAS A SUDDEN CHANGE SO I APOLOGIZE. NO, NO, I CAN DO IT. SORRY, I JUST WAS SURPRISED BY HER SUDDEN EXIT. >> SO AS WE THINK ABOUT WHERE WE SHOULD FOCUS OUR EFFORTS, WE REALLY WANT GRADE LEVEL
COLLABORATION TO SPECIFICALLY FOCUS ON FIRST AND SECOND GRADE. WE WANT THE COACHES TO SPEND THEIR TIME THERE BECAUSE WE KNOW THAT THAT'S WHAT'S GOING TO MAKE A DIFFERENCE IN SUPPORTING OUR STUDENTS WITH THEIR FOUNDATIONAL SKILLS. AND THEN OBVIOUSLY AS AS TEACHERS ARE ONBOARDED, WE WANT THOSE SAME COACHES TO BE FOCUSED ON NEWER TEACHERS, MORE THAN EXPERIENCED TEACHERS BECAUSE WE KNOW THAT THOSE FOLKS ARE GOING TO NEED THEY'RE GOING TO NEEDS THEY'RE GOING TO LEARN STRATEGIES FROM THOSE COACHES AND BE ABLE TO APPLY THEM IF THEY'RE GETTING MORE SUPPORT THAN THEIR X THAN THEIR EXPERIENCED COUNTERPARTS. AND I THINK I'M PASSING IT TO YOU. THANK YOU. NEXT SLIDE PLEASE. SO AND THE ONE AFTER THAT. SO THE PLAN WE KNOW THAT A MIRROR CAN BE USED IN MANY SETTINGS. WE TALKED ABOUT SOME OF THOSE SETTINGS BUT WHERE WE HAVE THE MOST CONTROL IS WHEN IT HAPPENS IN OUR CLASSROOMS. AND SO WE SURVEY TEACHERS AS IF YOU AS YOU CARRIED OUT THE SURVEY AND OUR TEACHER RESPONDENTS TOLD US THAT WE HAD TO WORK ON TECHNOLOGY IMPROVING THE TECHNOLOGY INFORMATION ON
HOW A MIRROR NEXT TO INTO READING CURRICULUM AND ONGOING PROFESSIONAL DEVELOPMENT. >> SO THAT IS WHAT YOU WILL SEE GOING FORWARD STRONGER SITE LEVEL TROUBLESHOOTING SYSTEMS, CLEAR EXPECTATIONS FOR CONSISTENT USAGE PRIORITIZATION OF DEVICE AND HEADPHONE ACCESS MAKING SURE THAT WE REMOVE THAT BARRIER AND DEDICATED IMPLEMENTATION SUPPORT FOR OUR SCHOOLS EXPERIENCING CHALLENGES. WE ALSO KNOW THAT GOING INTO NEXT YEAR WE'RE GOING TO HAVE TO MAKE SURE WE DO MORE USE OF DATA FOR INSTRUCTIONAL IMPROVEMENT, MAKING SURE THAT WE ARE ALL DATA LITERATE AT EVERY LEVEL IN OUR DISTRICT. SO SUPPORTING OUR EDUCATORS TO GUIDE INSTRUCTION FOR EACH AND EVERY IDENTIFIED STUDENTS USING STAR INSTRUCTIONAL PLANNING REPORTS WHICH INCLUDE SKILLS THAT STUDENTS HAVE ALREADY MASTERED AND FOCAL SKILLS THAT STUDENTS NEED BOLSTERED. THE REPORTS WILL TELL US THAT AND HOW WE WORK WITH OUR TEACHERS TO USE THAT DATA IS INCREDIBLY IMPORTANT. THANK YOU. NEXT SLIDE PLEASE.
THE FINAL SLIDE I GET AS YOU AS YOU CAN HEAR WE NEED TO DO MORE AND EMPHASIZE MORE ON FOUNDATIONAL SKILLS. AND SO THE PLAN FOR NEXT SCHOOL YEAR 2627 IS FOR US TO SIGNIFICANTLY FOCUS OUR ENERGY TOWARDS THE STRATEGY OF IMPROVING THE COORDINATION THE CONDITIONS AT SCHOOL SITE THAT ENABLES HIGH QUALITY CURRICULUM AND INSTRUCTION TO THRIVE. WHILE WE HAVE CENTERED THE IMPLEMENTATION OF OUR NEW CURRICULUM OVER THE LAST TWO YEARS, WE KNOW THAT NEW CURRICULA ALONE WILL NOT ACHIEVE THE OUTCOMES THAT WE ALL HOPE FOR. CHANGES REQUIRES STRONG SYSTEMS AS MUCH AS IT DOES HIGH QUALITY MATERIALS. WE MUST IMPROVE THE QUALITY CONSISTENCY AND COHERENCE OF INSTRUCTIONAL LEADERSHIP INTERVENTION AND TEACHER COLLABORATION AND COORDINATION COACHING AND PROFESSIONAL LEARNING ACROSS ALL OF OUR SCHOOLS.
ACROSS ALL COMPONENTS OUR IMPLEMENTATION METRICS WILL BE FOCUSED ON ALIGNING COMMUNITY AND TOOLS AROUND SHARED INSTRUCTION OR VISION AND CODIFYING LEARNING AND EMBEDDING ROUTINES INTO DAILY PRACTICES FOR OUR STUDENTS. WE ARE INCREDIBLY EXCITED FOR THIS NEXT STAGE OF THIS WORK BECAUSE WE REALLY DO BELIEVE THAT WE HAVE NOW SET OURSELVES UP FOR THE NEXT PHASE OF CURRICULUM THROUGH CURRICULUM ATTAINMENT. AND WE ARE ON THE PATH TO ACHIEVING THAT GOAL. ONE. WITH THAT WE CONCLUDE OUR PRESENTATION AND OPEN IT UP FOR QUESTIONS. SO SIMILAR FORMAT I'LL PUT 20 MINUTES ON THE TIMER. WE HAVE BLOWN PAST THAT EVERY TIME BUT I WILL CONTINUE TO PUT 20 MINUTES ON THE TIMER. WE'LL DO A WHIP AROUND AGAIN THREE MINUTES EACH PER COMMISSIONER YOU DO NOT NEED TO
USE ALL THREE MINUTES. I WILL SAVE FOR THIS ONE STRATEGIC QUESTIONS ONLY PLEASE. I WILL DO MY BEST AND YOU ALL CAN HOLD ME ACCOUNTABLE TO SETTING EACH OTHER UP IF WE ARE NOT ASKING CERTAIN QUESTIONS. OKAY. WE'D LIKE TO BEGIN. OH, GO FOR IT. >> COMMISSIONER ALEXANDER. WELL, TELL ME IF IT'S NOT. THANK YOU. IT'S NICE TO SEE A MONITORING REPORT AND REALLY APPRECIATE HOW DETAILED BOTH THE SLIDE PRESENTATION AND THEN THE ACCOMPANYING REPORT IS. AND NOW I DON'T KNOW IF I SAY DATA OR DATA BECAUSE I CAN'T I FEEL LIKE I WANT TO SAY IT BOTH WAYS BUT I'LL THINK ABOUT IT TOMORROW AND LET YOU ALL KNOW. SO MY QUESTION IS ABOUT THE 3.3 AND INSTRUCTIONAL COACHES AND IT'S IN THE WE'VE TALKED A LOT ABOUT INSTRUCTIONAL COACHES AND THE REAL VALUE ADD AND IN THE CONTEXT OF BUDGET WE'RE TALKING ABOUT WHERE TO WHERE TO HAVE MORE INSTRUCTIONAL COACHES SO IT'S CONCERNING TO SEE OVER 30% OF TEACHERS INDICATING THAT
THEY'RE NOT IMPLEMENTING STRATEGIES THEY'VE LEARNED FROM INSTRUCTIONAL COACHES AND THAT'S NOT I DON'T WANT TO MAKE ANY ASSUMPTIONS ABOUT THE WHY. SO I'M JUST GOING TO ASK YOU DO WE KNOW WHY IF WE DO WE KNOW WHY THEY'RE NOT IMPLEMENTING STRATEGIES? IT MAKES ME WONDER IT MAKES ME WONDER WHY AND IF WE'RE GOING TO SAY WE REALLY WANT TO PUT RESOURCES TOWARDS INSTRUCTIONAL COACHES BUT THEN THE FOLKS THAT ARE SUPPOSED TO BENEFIT FROM THEM ARE NOT ACTUALLY USING AND IMPLEMENTING THE STRATEGIES. IT'S IT SEEMS CONCERNING SO I'M GOING TO JUST BECAUSE I'M BUILDING OFF OF WHAT COMMISSIONER WISEMAN WARD WAS JUST ASKING I'LL APPROACH IT FROM A SLIGHTLY DIFFERENT PERSPECTIVE. MY QUESTION IS ALSO AROUND 3.3 IS HAVE WE LOOKED AT OVERLAYING THIS DATA WITH STUDENT OUTCOMES? AND IF 69% OF OUR TEACHERS ARE RESPONDING THAT THEY'VE IMPLEMENTED A STRATEGY WHICH IS EXCELLENT. MY QUESTION IS HAS THAT ACTUALLY CHANGED? HAS IMPLEMENTING WHATEVER STRATEGY SHOWN TO CHANGE
ANYTHING IN TERMS OF OUR STUDENT OUTCOMES RELATIVE TO THE 31% OF TEACHERS WHO HAD NOT ? AND JUST IT GIVES US AN OPPORTUNITY TO ASK SOME QUESTIONS HERE ABOUT WHAT THAT LOOKS LIKE BECAUSE THEN MY QUESTION BECOMES WHAT ARE THOSE STRATEGIES AND SHOULD WE INVEST IN THOSE STRATEGIES? RIGHT. ARE THOSE SPECIFIC THINGS ABOUT ARE WE SEEING TRENDS ACROSS THOSE STRATEGIES THAT WE LIKE AND WANT TO REPLICATE? ARE WE SEEING PRACTICES THAT ARE THAT ARE JUST NOT WORKING IF NOT RIGHT AROUND THAT? SO THAT'S ONE QUESTION I HAVE AROUND GUARDRAIL 3.3 OR ON THE INTERIM GOALS 1.1 AND 1.2. I REALLY APPRECIATE THIS KIND OF INFORMATION THE WAY THAT IS OVERLAID AROUND JUST BEING ABLE TO SEE WINTER TWO SPRING AND SPRING TWO SPRING GROWTH. WHAT WE CAN SEE FROM THIS THOUGH IS THAT IT'S GOING TO TAKE US PRESUMABLY EIGHT YEARS FOR GOAL 1.1 FOR US TO GET TO OUR TARGET IF WE'RE CONTINUING WITH A 1% YEAR OVER YEAR SPRING TO SPRING GROWTH. AND WE'VE TALKED A LITTLE BIT ABOUT HOW OUR GOALS ARE ALREADY
OFF JUST IN TERMS OF OUR ABILITY TO REACH THEM. MY QUESTION IS SO ACROSS THOSE THREE YEARS BECAUSE NOW WE HAVE THREE YEARS OF DATA BETWEEN 23, 24, 24, 25 AND 2526 IS THERE ANYTHING THAT WE'VE LEARNED ACROSS THOSE THREE YEARS THAT TELL US THAT THIS IS NOT WORKING BECAUSE OUR PRACTICES, OUR OUTCOMES AREN'T CHANGING? OR IS THERE SOMETHING IN THAT OR DO WE NEED DO THE OPPOSITE? WE NEED TO ACTUALLY LIKE DOUBLE DOWN AND INVEST MORE BECAUSE WE'RE NOT SEEING THE KIND OF DATA THAT WE WANT TO SEE GIVEN THE INVESTMENTS THAT WE'VE MADE. LIKE I DON'T ACTUALLY KNOW. SO I'M CURIOUS WHAT YOUR WHAT YOUR TAKE WOULD BE ON THAT. IS IT SOME BECAUSE NOW WE HAVE THREE YEARS OF DATA THAT WE CAN STACK ON TOP OF EACH OTHER AND IT'S RESULTING IN A SIMILAR TREND LINE WITH A WITH ALBEIT A 1% INCREASE FOR 1.1. JUST LIKE WHAT WOULD YOUR RESPONSE BE TO THAT AROUND THE THINGS THAT ARE WORKING OR NOT NOW THAT WE HAVE THREE YEARS. I'LL BUILD ON THAT BECAUSE I WAS PRESIDENT KIM WAS ASKING
ABOUT OUTCOME DATA AT THE CLASSROOM LEVEL AND LINKING IT TO THE IMPLEMENTATION TEACHER IMPLEMENTATION. I'D LIKE TO ASK ABOUT SCHOOL LEVEL OUTCOME DATA AND LINKING TO THE PLAN ON THE LAST SLIDE AROUND ENABLING CONDITIONS FOR HIGH QUALITY IMPLEMENTATION. >> ARE THERE SCHOOLS THAT ARE DOING THOSE THINGS WELL AND DO WE SEE IMPROVED OUTCOMES THERE YOU KNOW OR NOT? AND IF SO, WHAT ARE WE LEARNING FROM THE PLACES WHERE IT'S WORKING? I MEAN I THINK THAT'S SORT OF THE BIG PICTURE STRATEGY QUESTION I GUESS IS WHAT ARE WE LEARNING FROM THE PLACES WHERE IT'S WORKING? I THINK VICE PRESIDENT EWING'S ASKED ABOUT THIS A NUMBER OF TIMES TO IN PAST SESSIONS I THINK IT'S REALLY IMPORTANT LIKE THERE'S OBVIOUSLY DIFFERENCES AMONG SCHOOLS, RIGHT? AND SOME OF THAT HAS TO DO WITH DIFFERENT STUDENT POPULATIONS. BUT ARE THERE PLACES WHERE STUDENTS ARE HOLDING CONSTANT FOR INPUTS IN TERMS OF LOOKING AT STUDENT INCOME OR OTHER FACTORS THAT MAY IMPACT STUDENT PERFORMANCE COMING IN? ARE THERE PLACES WHERE WE HAVE, YOU KNOW, SIMILAR STUDENT POPULATIONS AND ONE SCHOOLS SHOWING A LOT OF GROWTH IN WHAT
ISN'T? WHAT ARE WE LEARNING FROM THOSE DIFFERENCES WITHIN THE SYSTEM? I THINK THAT'S SOMETHING I'M JUST CURIOUS ABOUT BECAUSE AGAIN IT JUST MAKES SENSE SORT OF LOGICALLY. WELL, THESE ENABLING CONDITIONS LIKE AS AN EDUCATOR IT RESONATES WITH ME BUT IT'S NOT REALLY BACKED BY DATA FROM SCHOOLS. THAT'S WHY THAT'S WHY I'M ASKING THE QUESTION I WOULD LOVE TO SEE LIKE KIND OF HOW IS THAT INFLUENCING THE STRATEGY? SO JUST CONTINUING TO BUILD. >> SO FROM COMMISSIONER ALEXANDRA'S QUESTION I'M ALSO CURIOUS BECAUSE I SAW YOU KNOW, IT SEEMS 34% OF ALL OUR API STUDENTS ARE KINDERGARTEN STUDENTS ARE HIGHLY CONCENTRATED ACROSS SIX SPECIFIC SCHOOLS SITES. SO TO THAT POINT I'M CURIOUS I MEAN IT WOULD BE WONDERFUL TO HAVE ONE OF THOSE PRINCIPLES OR A FEW OF THOSE PRINCIPLES IN TO TALK ABOUT SOME OF THIS IN TERMS OF WHAT'S GOING ON AT THE SITE. WHY DO WE SEE SOME SOME OF THIS DISCONNECT IN TERMS OF YOU KNOW WHAT WHETHER EDUCATORS ARE PICKING THIS UP OR NOT? WHAT MIGHT BE SOME OF THOSE REASONS?
WHAT ARE SOME OF THE CHALLENGES THAT THEY FACE ESPECIALLY WITH SAY A MIRROR AND THE USE OF TECHNOLOGY? I MEAN I FEEL LIKE A LOT OF THIS CAN BE DRIVEN BY WHAT'S GOING ON ON THE GROUND AND JUST THOSE SIX I MEAN FEELING THIS RIGHT HERE WOULD GIVE US THE ANSWERS TO A THIRD OF OUR AFRICAN-AMERICAN PACIFIC ISLANDER POPULATION IF THEY'RE HERE AGAIN, I KNOW WE'RE ASKING THEM TO COME IN THE EVENING BUT YOU KNOW THAT THAT THAT FEELS LIKE WE GET AT SOME OF THIS DATA. SO I AM CURIOUS, YOU KNOW, IF IF THERE IS SOMETHING YOU KNOW, WHAT ARE THE SCHOOL BY SCHOOL IMPLEMENTATION METRICS AT THESE SIX SITES AND HOW DO THEY COMPARE? >> I LOVE GEEKING OUT ON OUR LITERACY DATA. THANK YOU SO MUCH FOR ALL BEING HERE. I APPRECIATE THE HARD WORK AND THE HEAVY LIFT AND THAT YOU'RE SUCH A STRONG COLLABORATIVE TEAM ON BEHALF OF STUDENTS. SO THANK YOU ALL. APPRECIATE IT. I GOING TO I THINK I HAVE A SIMILAR QUESTIONS BUT KIND OF
IN A DIFFERENT FRAME AND OF COURSE I YOU KNOW, I'M GOING TO PICK ON A MIRROR A LITTLE BIT BECAUSE I'M JUST NOT SOLD ON THE TECHNOLOGY BASED ON WHAT I'M HEARING AT THE THE SCHOOL SITES FROM SOME OF OUR EDUCATORS. SO I DO APPRECIATE THE DATA AND SEEING THAT 100 MINUTES OF USAGE ON AVERAGE LED TO 29 POINTS INCREASE IN START EARLY LITERACY TESTS. BUT I THINK MY QUESTION IS ON AVERAGE LIKE IF WE HAD 100 MINUTES FOCUSED ON HIGH DOSAGE TUTORING OR OTHER STRATEGIES LIKE COULD HOW LIKE WOULD WE SEE A LARGER GAIN? RIGHT. I'M NOT SURE THAT THIS IS THIS LIKE I GUESS I'M I'M REALLY WONDERING YOU KNOW LIKE WHERE ARE THE OTHER INVESTMENTS THAT WE COULD COMPARE A 100 MINUTES PER YEAR ALSO IN A TEN MONTH SCHOOL YEAR ONLY TEN MINUTES A MONTH. RIGHT. AND SO IF IN THE FLIPSIDE THIS IS THE STRATEGY THAT WE WANT TO INVEST IN LIKE I MEAN STRUCTURED LITERACY FOR EXAMPLE WHEN WE DO IN A TIER THREE YOU KNOW WHEN WE WHEN WE USE OUR TIER THREE INSTRUCTION THOSE
ARE 45 TO 60 MINUTE BLOCKS PER DAY THAT WE'RE TALKING ABOUT AS FAR AS NEEDING TO WHEN WE'RE TALKING ABOUT SOMEONE WHO REQUIRES TIER THREE INTERVENTION. SO I'M YOU KNOW I'M JUST WONDERING EITHER IF THIS IS EITHER IF THIS IS THE RIGHT STRATEGY OR TWO IF IT IS THE RIGHT STRATEGY, DO WE REALLY NEED TO GO ALL IN ON IT? YOU KNOW, AND IF SO, HOW DO WE HOW DO WE DO IT ACROSS THE BOARD? BUT I'M NOT SURE IT'S THE RIGHT STRATEGY YET. I'D LOVE TO SEE SIMILAR DATA TO SOME OF OUR OTHER LIKE WE'VE GOT TONS OF HIGH DOSAGE TUTORING PROGRAMS AND PILOTS HAPPENING LIKE I'D LOVE TO SEE SOME OF THAT DATA INCORPORATED INTO A MONITORING REPORT AND MAYBE COMPARE SOME OF OUR OTHER STRATEGIES AND THEN THE LAST PART I WILL SAY I APPRECIATE OUR PARTNERSHIP WITH T.A.R.P. AND SOME OF THE I FEEL LIKE THEY'RE A GREAT ACCOUNTABILITY CHECK TO US AND FOR ME ACCOUNTABILITY MEANS WHEN WE SEE SOMETHING'S NOT WORKING IT'S NOT HEADS WILL ROLL. IT'S HOW DO WE PUT THE RIGHT
RESOURCES IN PLACE TO MAKE IT WORK RIGHT? I'M GETTING THERE. I JUST I KNOW THAT THERE'S SOME SENSITIVITY TO THE WORD ACCOUNTABILITY SO THAT'S WHY I'M FRAMING IT THIS WAY. THANK YOU. PRESIDENT KIM. BUT SOME OF THE NUMBERS THIS YEAR IN OUR LITERACY CORPS RUBRIC OBSERVATION SUMMARIES REALLY DO KIND OF LIKE IT LOOKS LIKE WE DO NEED TO PUT SOME MORE RESOURCES INTO INTO MAKING SURE THAT WE'VE GOT COHERENCE ACROSS THE SYSTEM TO AND WILL THAT DRIVE THE OUTCOMES WE SEE AS WELL. SO I THINK THAT'S WHERE I'D LOVE TO SEE SOME MORE SPECIFICITY IN THE RECOMMENDATIONS FOR NEXT YEAR AND THANK YOU FOR THE WORK. HI EVERYONE. THANKS AGAIN FOR BEING HERE TONIGHT. >> I JUST REALLY APPRECIATE THE PROGRESS MONITORING SESSIONS EVEN THOUGH I THINK SOMETIMES WE MAY ALL FIND THEM FRUSTRATING IN A WAY ESPECIALLY IF WE DON'T NECESSARILY SEE BIG GAINS IN IN THE DATA THAT WE'RE TRACKING AND THE OUTCOMES. BUT IN THE SPIRIT OF CONTINUOUS
IMPROVEMENT AND PERSEVERE I HAVE A FEW DIFFERENT QUESTIONS. A COUPLE OF THEM ARE FAIRLY GENERAL. SO ONE QUESTION I HAVE IS JUST THINKING AROUND ABSENTEE ISM OR CHRONIC ABSENTEEISM WHICH I KNOW I KEEP BRINGING UP A BROKEN RECORD ON THIS. HAVE WE CONSIDERED ADDING THIS TYPE OF DATA ESSENTIALLY TO ALL OF OUR OUTCOME REPORTS? IT SEEMS LIKE SUCH AN IMPORTANT FACTOR. SO JUST THINKING AROUND WHETHER WE THINK IT WOULD BE WORTH INCLUDING CHRONIC ABSENTEEISM NUMBERS WHEN WE DO REPORTS OF THIS NATURE AND WHAT YOUR THOUGHTS ARE ON THAT. NEXT I HAVE A SIMILAR CONCERN AS COMMISSIONER FISHER HAD RAISED ABOUT A MIRROR. I ASKED A LOT OF QUESTIONS IN THE Q&A ABOUT THEM IN TERMS OF A MIRROR THE TECHNOLOGY VERSUS HIGH DOSAGE TUTORING. >> SO PAGE 14 AND 15 OF SOME OF THE STAFF'S ANSWERS ON THAT I'M PARTICULARLY WONDERING ABOUT THE HIGH DROP OFF HERE THAT WE SAW IN MIDDLE SCHOOL AND WHAT WE THINK ACCOUNTS WHEN I LOOKED AT THE THE TABLE OR THE CHART IN THERE THERE ARE QUITE A FEW BUT MANY, MANY MORE STUDENTS
USING IT IT SEEMS IN ELEMENTARY SCHOOL THAN ONCE YOU GET TO MIDDLE SCHOOL IT SEEMS TO FALL OFF A CLIFF THERE. SO I WONDERED WHY THAT IS THE CASE IF WE KNOW. AND FINALLY I'VE BEEN THINKING ABOUT SOME OF THE STAFF ANSWERS HERE TALKED ABOUT SMALL AND SIZES LIKE SMALL NUMBER AND THEREFORE BEING CAREFUL ABOUT WHAT CONCLUSIONS WE DRAW AND THAT THAT PLUS SOME DISCUSSIONS WITH EDUCATORS THAT I'VE HAD AROUND VARIOUS MATTERS HAVE HAVE MADE ME WONDER HOW CONFIDENT WE ARE BROADLY SPEAKING IN THE INFORMATION THAT WE'RE GETTING FROM THE WALKTHROUGHS. BY THE WAY, I ABSOLUTELY THINK WE SHOULD CONTINUE TO DO THE WALKTHROUGHS. I THINK THEY'RE GREAT. WE NEED TO HAVE THAT INFORMATION BUT THEY ARE LIKE POINT IN TIME THINGS. >> SO WITH SOMETHING LIKE CURRICULUM USAGE FOR INSTANCE IF WE SEE SOMETHING THAT SAYS 67% OR 77% OR 89% OR WHATEVER, HOW CONFIDENT ARE WE THAT THAT'S ACTUALLY TRULY REPRESENTATIVE? IS THERE SOME OTHER WAY ARE WE TRACKING IN SOME OTHER WAYS TO
DETERMINE WHETHER TEACHERS ARE USING THE CURRICULUM SIMILARLY WITH OPPORTUNITIES TO PRACTICE WHICH I'VE RAISED OVER AND OVER AGAIN TO BECAUSE THOSE NUMBERS I SEE ARE SO LOW ALL THE TIME THAT'S VERY, VERY WORRISOME. BUT I'M JUST I'M RECOGNIZING THAT STAFF IS NOTING THAT THERE'S A SMALL IN SIZE HERE SO INDICATING THAT CHANGE MIGHT NOT OR YOU KNOW CHANGES MIGHT BE DUE TO SAMPLING AND MAY NOT REPRESENT A STATISTICALLY SIGNIFICANT CHALLENGE. I GUESS I WOULD LIKE FOLKS TO SPEAK TO THAT LIKE OUR OUR LEVEL OF CONFIDENCE IN IN THE DATA BUT THERE'S ALSO SOME SUBSTANTIVE ANSWERS AROUND THERE IN TERMS OF LIKE QUALITY OF TEACHER PREPARATION AND PLANNING AND EDUCATOR MINDSET AND EXPECTATIONS. SO THANK YOU. >> HI. I REALLY APPRECIATED THE RESPONSES REGARDING WHERE OUR AFRICAN-AMERICAN PACIFIC ISLANDER KINDERGARTNERS ARE. WE WANT TO GET SUPPORT TO MEET OUR GOAL 1.1 AND NOTICE THAT IN THE QUESTION ANSWER THAT THEY'RE CONCENTRATED AT SIX
SCHOOLS OR AT LEAST A THIRD OF THEM ARE AND I WAS WONDERING IF THERE ARE ANY STRATEGIES THAT ARE BEING DEVELOPED TO INVEST IN THESE PARTICULAR SCHOOLS WHERE STUDENTS ARE BECAUSE MANY OF THE STRATEGIES THAT WE HEAR ABOUT OUR DISTRICT WIDE BUT IF WE WANT TO MEET THIS GOAL WE KNOW WHERE THE STUDENTS ARE. WHAT FOCUSED TARGETED SUPPORTS ARE WE PROVIDING FOR THE STUDENTS AT THOSE SCHOOLS AND ALSO SOME OF THE LARGER INSTRUCTIONAL STRATEGIES IT SEEMS ARE FOCUSED ON INSTRUCTIONAL COACHING ACROSS GRADE LEVEL TEAM COLLABORATION RELATED TO THAT INSTRUCTIONAL COACHING. BUT SEVERAL OF THOSE SCHOOLS OR THOSE STUDENTS ARE DO NOT HAVE STUDENT POPULATIONS SUFFICIENT TO SUPPORT MULTIPLE TEACHERS AT THE SAME GRADE LEVEL. SO THE TEACHERS TEACHING THE STUDENTS WHO ARE TRYING TO FOCUS ON TO MEET THIS QUARTER GUARDRAIL ACTUALLY DON'T HAVE A SYSTEM THAT MEETS THE STRATEGY THAT WE'RE APPLYING DISTRICT WIDE. SO DO WE HAVE AN ALTERNATIVE STRATEGY TO SUPPORT TEACHERS IN THOSE SITUATIONS AND THOSE CLASSROOMS TO MEET THOSE
STUDENTS ESPECIALLY GIVEN THAT THE SUPERINTENDENTS PROPOSED TIMELINE RELATED TO, YOU KNOW, POTENTIAL EARLY COMBINING SCHOOLS IS PUSHED OUT TO 2030. WHAT ARE WE GOING TO DO TO MAKE SURE THAT THE KIDS WHO ARE THERE NOW AND IN THE INTERIM ARE LEARNING HOW TO READ AND GETTING THE LITERACY SUPPORTS THAT THEY DESERVE? AND MY OTHER QUESTION RELATED TO AMIRAH ACCESS AND I KNOW A FEW PEOPLE HAVE NOTED THAT 75% OF TEACHERS SURVEYED INDICATED THAT THE TECHNOLOGY WAS A BIG BARRIER AND I APPRECIATED THE RESPONSE THAT STUDENTS ACCESS FUND SPARK FUNDS HAVE BEEN USED TO PROVIDE HEADSETS AND OTHER TECHNOLOGY BUT IS THERE ACTUALLY LIKE A POINT PERSON OR A STRATEGY FOR ENSURING THAT SYSTEMICALLY THROUGHOUT OUR DISTRICT IF 75% OF TEACHERS DON'T HAVE THE TECHNOLOGY THAT THAT IS ACTUALLY GETTING ADDRESSED YOU KNOW, BECAUSE IT MAY NOT BE HEADSETS DON'T WORK IF YOU DON'T HAVE WI-FI FOR EXAMPLE. SO WHO IS RESPONSIBLE FOR ACTUALLY ENSURING THAT STUDENT THAT TEACHERS HAVE THE SUPPORTS TO IMPLEMENT THIS AMIRAH STRATEGY PHYSICALLY
AND TECHNOLOGICALLY? JUST SIMPLE QUESTIONS AND SO DO YOU WANT TO TAKE SOME TIME OR PRETENDED TO DO AND KICK US OFF HOWEVER YOU'D LIKE TO FACILITATE THE MAYBE I COULD JUST TAKE A COUPLE OF I REALLY LOVE THE BEGINNING QUESTIONS AROUND THE CONNECTION BETWEEN INSTRUCTIONAL COACHING AND STUDENT OUTCOMES AND WHAT'S GOING ON THERE AND THEN THE THE CONNECTION BETWEEN WHOLE SCHOOL OUTCOMES. YOU ALL CAN HELP ME WITH DRILLING DOWN BY THE SCHOOLS PARTICULARLY FOR OUR AFRICAN AMERICAN PACIFIC ISLANDER SCHOOLS AND THEN FOR A MIRROR AND I ACTUALLY ASKED THE SAME QUESTION REGARDING A MIRROR AND HIGH DOSAGE TUTORING BECAUSE WE HAVE TO MAKE A MAKE A DECISION AROUND THE BUDGET ALLOCATION AND SO WE'RE GOING TO HAVE TO THINK THROUGH THAT. SO I CAN I CAN SPEAK A LITTLE BIT ABOUT THAT AND THEN YOU GUYS CAN TAKE SOME MORE THE TECHNICAL ONES. SO IN IN TERMS OF INSTRUCTIONAL COACHES FIRST AND FOREMOST WE WE DO ALLOCATE INSTRUCTIONAL COACHES TO ALL OF OUR ELEMENTARY SCHOOLS. >> HOWEVER THE COACHES DO NOT
THEY'RE NOT SERVING AND SPENDING TIME WITH ALL AND EVERY SINGLE ONE OF THE TEACHERS. SO TEACHERS GO THROUGH ROTATIONS AND WE BELIEVE THAT THAT HAS IMPACT ON THE NUMBER OF TEACHERS THAT THE INSTRUCTIONAL COACHES ARE PROVIDING SUPPORTS FOR WHICH IS WHY YOU SEE A NUMBER THAT IS CLOSER TO 69% OR 7070%. I KNOW THAT WE SHOULD DEFINITELY DO MORE AND I THINK AS WE GET BETTER AT INSTRUCTIONAL COACHES GET BETTER AT TRAINING THE INSTRUCTIONAL COACHES AND SUPPORTING THE INSTRUCTIONAL COACHES WHO THEN WILL THEN IN TURN SUPPORT OUR TEACHERS WE'RE GOING TO START BUILDING THAT CULTURE OF PRACTICE WHICH THEN LEADS ME TO THERE ARE SOME SCHOOLS COMMISSIONER ALEXANDER THAT I HAVE GONE IN AND OBSERVED THIS CULTURE IS TRULY A CULTURE SHIFT A SHIFT THAT STARTS FROM THE STATE LEADER THAT SAYS WE
ARE ALL ABOUT LEARNING HOW TO READ. EVERY SINGLE KID IS GOING TO LEARN HOW TO READ IN THIS SCHOOL AND THEY DO EVERYTHING. EVERYTHING IS WRAPPED AROUND READING EVEN SOCCER LIKE WHEN THEY'RE OUT ON THE SOCCER FIELD THEY ARE TALKING ABOUT LITERACY . THEY'RE THEY'RE READING DIFFERENT TYPES OF BOOKS. THEY'RE INTEGRATING READING INTO EVERY ASPECT OF THE SCHOOL DAY AND IT TAKES THAT TYPE OF SHIFT. IT ALSO TAKES THE SHIFT OF THE CURRICULUM. BUT AS I SHARED EARLIER, JUST BECAUSE WE HAVE A NEW FANCY CURRICULUM DOESN'T MEAN THAT IT'S GOING TO YIELD THE RESULT THAT WE WANT. WE REALLY, REALLY NEED TO PROVIDE GOING BACK TO STRONG INSTRUCTIONAL COACHES, INSTRUCTIONAL COACHES THAT ARE GOING TO BE THERE THAT'S GOING TO BE WELCOMED BY OUR SCHOOL COMMUNITY, BY OUR EDUCATORS THAT'S GOING TO TRULY PROVIDE THAT LEVEL OF SUPPORT TO THEN MOVE THE NEEDLE AGAIN. THIS IS YEAR TWO OF THIS BRAND NEW CURRICULUM AND WE'VE WE'VE GOT A LONG WAY TO GO BUT WE'RE SEEING WE'RE SEEING SLOW GROWTH. SO I FEEL REALLY OPTIMISTIC ABOUT ABOUT THAT. WE'RE SEEING THAT GROWTH. WE'RE SEEING ACTUAL
STATISTICALLY SIGNIFICANT CORRELATION BETWEEN STUDENTS THAT PARTICIPATE IN EMIRA AND YES, THERE ARE CONCERNS AROUND A MIRROR. HOWEVER, STUDENTS ARE NOT SPENDING 20 MINUTES A DAY ON A MIRROR. THEY'RE SPENDING TEN MINUTES A WEEK, 30 MINUTES TOTAL A WEEK ON A MIRROR BUT THAT THAT FIVE TEN MINUTES A DAY HELPS SOLIDIFY THE LEARNING THAT THEY'RE RECEIVING IN THE CLASSROOM AND THEY GET TO THEN DEMONSTRATE IT THROUGH PRACTICE ON A MIRROR AND THAT'S HOW THEY'RE GAINING THAT CONFIDENCE. SO WHEN THERE'S A THERE'S AN ASSESSMENT THEY ARE ACTUALLY DEMONSTRATING COMPETENCY. SO YES, IF YOU'RE AS YOU KNOW, A TOOL THAT WE USE AND WE ARE GOING TO CONTINUE TO USE IT BECAUSE WE SEE WE SEE THE INCREASE IN OUR STUDENTS ABILITY TO DEMONSTRATE COMPETENCY AT THE SAME TIME WE'RE STILL BRINGING ON SOME OF OUR SCHOOLS HAVE HIGH DOSAGE TUTORING AND WE'RE SEEING THE IMPACT OF THAT AS WELL. >> I WILL SAY THAT THERE ARE
SOME CONCERNS THAT SOME SOME OF OUR STUDENTS ARE GETTING PULLED OUT OF CLASSROOMS SO PULLING GETTING PULLED OUT OF INSTRUCTIONAL TIME FOR THE HIGH DOSAGE TUTORING WHICH I THINK WE NEED TO THINK ABOUT HOW WHAT DOES THAT MEAN? HOW DOES THAT IMPACT AND WE'RE REALLY FORTUNATE THAT WE'RE PARTNERING WITH STANFORD. >> YES, WE'RE PARTNERING WITH STANFORD TO HELP US UNDERSTAND THE IMPACT OF THE HIGH DOSAGE TUTORING AND THEN SEE SEE HOW THIS WILL IMPROVE OUR STUDENTS AND AS UM SO YES, OUR GOALS OUR GOALS ARE SET VERY HIGH. PRESIDENT KIM VERY VERY HIGH. I THINK I'VE SHARED WITH THE BOARD BEFORE IF WE WERE TO HIT THE 70% GOAL OF ALL OF OUR THIRD GRADERS READING AT PROFICIENCY ALL OF OUR STUDENTS READING I HAVE 70% OF OUR STUDENTS READING PROFICIENCY AT GRADE BY BY THIRD GRADE. IT WOULD PUT US AT THE 99TH PERCENTILE IN THE STATE OF CALIFORNIA AND ACTUALLY AS WE WERE TALKING ABOUT THIS THE OTHER DAY, WE'RE TALKING ABOUT EVEN HIGHER THAN OTHER STATES.
SO YES, IT IS VERY HIGH. I THINK WHAT IS MORE IMPORTANT FOR US IS TO REALLY THINK ABOUT THE GROWTH OUR STUDENTS ARE MAKING BECAUSE IT DEMONSTRATES EFFORT. IT DEMONSTRATES HOW WHAT'S HAPPENING IN THE CLASSROOM AND HOW OUR STUDENTS ARE TAKING THAT IN ABSORBING IT, FEELING CONFIDENT ABOUT IT AND THEN DEMONSTRATING THEIR ABILITIES AROUND IT. SO I WOULD LOVE TO ENGAGE WITH THE BOARD AROUND A CONVERSATION ON HOW DO WE MEASURE GROWTH THE GROWTH OF OUR STUDENTS AND THEIR ABILITIES FOR FOR THE NEXT ITERATION OF ALL OF THIS I'M GOING TO PAUSE THERE AND I'M GOING TO HAND IT BACK TO THE TEAM FOR ANY TECHNICAL QUESTIONS. I WAS JUST GOING TO ROUND OUT YOUR STORY ABOUT COACHES BECAUSE YOU KNOW THIS WEEK KICKED OFF A LEADERSHIP EVALUATION. SO YOU KNOW, WE MEET WITH OUR LEADERS TO GO OVER THEIR LEADERSHIP GOALS AND I HAPPEN TO BE MEETING WITH A COUPLE OF LEADERS OF THE PRE K EIGHT SCHOOLS TODAY AND ONE OF THE
THINGS ONE OF THE LEADERS SAID THAT SORT OF EXEMPLIFIES THE QUESTIONS THAT WERE COMING UP HERE BUT ALSO WHAT DR. SU JUST SAID WAS YOU KNOW WHEN I'M THINKING ABOUT WHAT MY COACH IS DOING IN THE SCHOOL THAT I HAVE FROM PRE IN THIS CASE PRE-K ALL THE WAY THROUGH EIGHT, HOW DO I MAKE SURE THAT I'M MAXIMIZING THE TIME THAT THIS COACH HAS? HOW DO I MAKE SURE THAT THEY'RE BOTH FACILITATING GRADE LEVEL COLLABORATION BUT ALSO COACHING PARTICULAR TEACHERS AND WHICH TEACHERS MAKE THE MOST SENSE AND HOW DO I KNOW THE COACHING IS GOING TO BE TAKEN UP BY THOSE TEACHERS? LIKE ALL OF THAT IS IT'S NOT AN EXACT SCIENCE, RIGHT? PART OF THIS IS THAT RESISTANCE COMES FOR ALL SORTS OF REASONS FROM TEACHERS. IF WE HAVE VETERAN EDUCATORS THAT HAVE BEEN USING PARTICULAR APPROACHES TO THE WAY THEY'VE BEEN TEACHING LITERACY FOR YEARS, IT IS HARDER SOMETIMES TO GET A SHIFT OUT OF SOMEBODY UNTIL THEY START TO SEE THE ACTUAL RESULTS. SO COACHES ARE NOT ONLY MODELING AND DEMONSTRATING FOR NEW TEACHERS WHO TEND TO UPTAKE WHAT THEY'RE BEING GIVEN BUT
THEY'RE ALSO CONVINCING FOLKS THAT HAVE DONE WHAT THEY'VE DONE FOR A LONG TIME THAT THIS SHIFT IS GOING TO BE REALLY GOOD FOR THE STUDENTS IN YOUR CLASS AND SO THAT THAT CONVERSATION CAME UP OF LIKE HOW DO YOU STRATEGICALLY SHARE LEADERSHIP, SUPPORT YOUR COACH, MAKE THOSE DECISIONS INSIDE THOSE SCHOOLS AND THIS HAPPENS TO BE A SCHOOL WITH VERY HIGH ENABLING CONDITIONS AND VERY HIGH OUTCOMES. SO WE WERE HAVING THAT CONVERSATION EVEN IN THAT DEMOGRAPHIC OF SCHOOL AND THEN YOU KNOW WE SWITCHED TO ANOTHER CONVERSATION WHERE THE COACH WAS NEW. THE COACH ALSO WAS HAVING SOME DIFFICULTIES BECAUSE NEW TO THE COMMUNITY WAS HAVING SOME TROUBLE GETTING INTO CLASSROOMS BECAUSE SOME OF THE TEACHERS THERE FELT LIKE WELL WE KNOW MORE THAN YOU BECAUSE WE'VE BEEN TEACHING LONGER THAN YOU HAVE. >> SO ALL OF THESE THINGS TAKE TIME AND NOT TO SAY THAT THAT MEANS WE CAN'T DO IT BUT I WILL SAY THAT SOMETIMES WHEN I FEEL LIKE WE'RE HAVING THE CONVERSATION AROUND WELL DOES THIS OUTCOME MATCH THIS OUTCOME, IT'S NOT AN EXACT SCIENCE AND SO WE HAVE TO BE
HAVING BOTH THE LIKE PULL THE OUTCOME OUT, MATCH IT TO THE ENABLING CONDITION AND THEN LOOK AT THE HUMANS BEHIND THOSE TO SAY WHERE DO WE SEE THOSE TYPES OF THINGS SHIFTING PRACTICES AND WHERE DON'T WE? AND IN A CONVERSATION WITH THE TEAM THAT THAT SUPPORTS THE COACHES THEY'RE HAVING THOSE KINDS OF CONVERSATIONS TOO SO AS THEY ON BOARD NEW COACHES WHAT ARE THE NEW COACHES NEED AS THEY HAVE THE VETERAN COACHES THERE? WHAT A VETERAN COACHES NEED AND WHAT DO THE DIFFERENT TYPES OF SCHOOLS NEED. SO JUST KIND OF A SOMEONE ASKED FOR A STORY SO THERE WAS A STORY I WAS THINKING OF FROM TODAY MAY I JUST KIND OF BUILD ON THAT ABOUT WHAT WE ABANDONED AND WHAT WE DOUBLED DOWN ON? HOW DO WE KNOW IF SOMETHING WORKS IF WE HAVE NOT FULLY IMPLEMENTED IT? IT'S IT FAILS ON THE IMPLEMENTATION FOR ALL OF THE REASONS THAT DR. STEINER JUST SAID. >> BUT LIKE WE DON'T KNOW IF A MIRROR TRULY WORKS, IF WE'RE NOT SEEING IT FULLY IMPLEMENTED . SO I DON'T THINK WE ABANDONED IT. I THINK THAT IT IS A TOOL THAT
HAS SCIENCE BEHIND IT THAT SAYS IT WORKS. SO HOW DO WE DOUBLE DOWN OUR SUPPORT THAT WE'VE SET WE WERE GOING TO DO? HOW DO WE MAKE SURE IT'S HAPPENING IN OUR COACHING CYCLES? HOW DO WE MAKE SURE THAT WE REMOVE THOSE BARRIERS SO THAT WE CAN OUR STUDENTS ACTUALLY HAVE THE TECHNOLOGY AND ALL OF THE DEVICES AND THE ROUTINES AND ALL THOSE THINGS SO THAT THEY CAN TRY IT. SO I DON'T WANT TO ABANDON SOMETHING OUR STUDENTS HAVEN'T HAD AN OPPORTUNITY TO TRY AND IT IS NOT ON OUR STUDENTS THAT THEY DID NOT TRY IT RIGHT . SO IT MEANS THAT WE AS A SYSTEM HAVE TO GET A LITTLE BIT BETTER ON HOW WE DO SOME ACCOUNTABILITY, HOW WE OFFER THE APPROPRIATE SUPPORTS TO OUR EDUCATORS AND THEN HOW WE MONITOR IT SO I DON'T SAY ABANDON THE MIRROR, I SAY IMPLEMENT IT FULLY AND LET'S SEE WHAT HAPPENS AND WHEN THE DATA TELLS US THAT DOES NOT WORK FOR OUR CHILDREN AFTER WE HAVE FULLY DONE WHEN WE WERE SUPPOSED TO DO COOL LET'S FIGURE OUT AN ALTERNATIVE PLAN
OR LET'S LOOK AT SOME OF THE OTHER OPPORTUNITIES OF HIGH DOSAGE TUTORING. I'D ALSO SAY THAT ABOUT EACH AND EVERY IN OUR STRATEGIES FOR EACH AND EVERY WHAT WE ARE DOING IS JUST GOOD TEACHING GUYS. IT'S QUALITY TIER ONE INSTRUCTION THAT'S GOOD TEACHING THAT'S NOTHING SEPARATE IN A PART OF AND I THINK THAT FOR EACH AND EVERY IT COMPLEMENTS WHAT ALREADY HAPPENS OR SHOULD BE HAPPENING IN A CLASSROOM IS NOT TO REPLACE IT. IT IS NOT TO SAY IT IS THE MAGIC BULLET. IT IS TO GO DEEPER ON A STRATEGY THAT SHOULD ALREADY EXIST HIGH QUALITY TO YOUR TIER TIER LITERACY INSTRUCTION INCREASING OUR OPPORTUNITIES FOR OUR STUDENTS TO PRACTICE WITH THOSE TWO QUOTABLE AND COMPLEX TEXTS RIGHT GIVE THEM MORE OPPORTUNITIES. IT'S IMPLEMENTATION IS WHERE IT'S FAILING. IMPROVING OUR INSTRUCTIONAL COHERENCE AS YOU ALL HAVE SAID THINKING ABOUT EVERYTHING YOU SEE, THINKING ABOUT STRENGTHENING OUR MTS ALIGNMENT, EXPANDING THE COACHING AND PROFESSIONAL LEARNING AND THEN MAKING SURE WE DO THINGS WITH FIDELITY THAT'S JUST GOOD TEACHING AND I THINK OUR KIDS WILL BENEFIT. WE WILL SEE THE RESULTS AND PRESIDENT KIM EIGHT YEARS THAT'S THAT'S A LONG TIME OUR
KIDS ARE CAPABLE OF 70% PROFICIENCY AND WE KNOW THEY CAN DO IT. THEY JUST HAVE TO HAVE ALL THE PROPER INPUTS TO ENSURE THAT THEY CAN REACH IT. AND I THINK THAT WE HAVE THE STRATEGIES. WE KNOW WHAT WORKS. WE HAVE SOME BRILLIANT FOLKS SITTING AT THIS DIAS WHO HAVE JUST DEVELOPED AN AMAZING PLAN MOVING FORWARD SO LET'S DO IT. CAN I SO THANK YOU VERY MUCH MS. IRVING OKAY. I'M SOLD. LET'S DO IT. SO NOW AND NOW. NOW. SO SUPERINTENDENT, WHAT RESOURCES DO WE NEED TO ALLOCATE TO DO IT? I THINK THAT'S REALLY LIKE THE PLAN THAT I WOULD LOVE TO SEE MOVING FORWARD RIGHT AND THE BUDGET BEHIND IT AND IF I COULD JUST ADD TO THAT SO YES, ALSO LET'S LET'S DO IT RIGHT. I THINK THE QUESTION IS IS SO IN ADDITION TO JUST THE RESOURCE ALLOCATION, WHAT I THINK WHAT I'M TRYING TO UNDERSTAND IS FOR EVERY RESOURCE THAT WE'RE SPENDING ON
FOR EVERY STRATEGY THAT WE BELIEVE IS CONTRIBUTING TO THE SUCCESS OR THE LONG TERM SUCCESS OF OF OUR STUDENTS OR OUR OR LEADING TO OUR OUTCOMES BEING ABLE TO DRAW THE BRIGHTEST LINE POSSIBLE RIGHT BETWEEN THAT STRATEGY THE RESOURCE BEING SPENT ON IT AND THE ULTIMATE OUTCOME FOR OUR STUDENTS TO BE ABLE TO KNOW WHETHER WE ARE ON OR OFF TRACK IS THE QUESTION THAT I HAVE RIGHT? BECAUSE I THINK THE CHALLENGE WITH THIS AND THIS IS WHY I APPRECIATE SEEING WINTER SPRING DATA LAYERED OVER YEAR OVER YEAR BECAUSE THEN YOU CAN SEE QUITE LITERALLY VISUALLY WHERE WE'RE NOT NECESSARILY MOVING THE NEEDLE PER SE IN THE LAST THREE YEARS. RIGHT? IT'S INFORMATIVE. IT'S HELPFUL, RIGHT? IT'S JUST A DATA POINT RIGHT WITHIN YEAR BUT EVEN YEAR OVER YEAR I MEAN WE HAVE THREE YEARS OF INFORMATION OVERLAID ON TOP OF THIS. RIGHT. AND SO I THINK THIS GOES BACK TO MY QUESTION OF OKAY, SO KNOWING THAT RIGHT WHAT HAS HAPPENED OVER THESE THREE YEARS THAT WE CAN LOOK TO AND SAY HEY, WE WANT TO WE WANT TO KEEP
ON TRACK WITH THIS, RIGHT. WE KNOW WE'VE SPENT THIS MUCH MONEY. WE'VE KNOW WE'VE INVESTED IN THESE SYSTEMS. BUT WE NEED TO KEEP ON TRACK WITH THIS BECAUSE WE ANTICIPATE THIS WILL STILL MAKE AN IMPACT AT SOME POINT EVEN IF WE'RE NOT SEEING IT RIGHT NOW. RIGHT. I THINK THAT WOULD BE MY QUESTION. RIGHT. BECAUSE I THINK WHAT'S REALLY TOUGH IS AND I'VE KIND OF FELT THIS WAY ABOUT A LOT OF OUR PROGRESS MONITORING REPORTS IS THAT WE GET THEM IN REPORTS A SINGLE REPORT IN ISOLATION NOT THAT Y'ALL ARE LOOKING AT IN ISOLATION BUT WE RECEIVE IT IN ISOLATION. SO IT'S LIKE HOW DO WE SEE THAT RIGHT AND BUILD THAT FOR OURSELVES SO WE CAN MONITOR IT RIGHT BEFORE SUPER TENANT RESPONDS. I JUST WANT TO SAY THAT THAT IS ONE OF THE TEACHINGS OF THAT WE LEARNED IN THE COMMITTEE IS THAT THE BOARD SHOULD REALLY FOCUS A LOT OF OUR ATTENTION ON PAST PRACTICE LIKE PAST PERFORMANCE AND TALKING ABOUT THE QUESTION YOU JUST RAISED LIKE WHAT'S WORKING, WHAT'S NOT, WHAT'S THE EVIDENCE FOR THAT AND TO RESIST THE URGE TO GO TOO QUICKLY TO THE FUTURE
BECAUSE THAT'S ALL SPECULATIVE ,RIGHT? I MEAN WE CAN ALL HOPE AND PRAY THAT IT'S GOING TO BE BETTER BUT BUT REALLY LOOKING AT WHAT'S ALREADY HAPPENED AND IS HAPPENING NOW, I THINK JUST FOR ALL OF US TO THINK ABOUT LIKE THOSE ARE THE SOMETIMES THE BEST QUESTIONS, RIGHT? YEAH. NO, I THINK FIRST OF ALL I JUST HAVE TO SAY I REALLY LOVE THIS CONVERSATION. I LOVE THE FORMAT OF THIS. THIS IS REALLY HELPFUL TO TO KIND OF HAVE THIS CONVERSATION . I MEAN I THINK REALITY IS YES, AMIR IS WORKING WHEN STUDENTS ARE ARE ARE EXPOSED TO IT WHEN THEY HAVE THE OPPORTUNITY TO SPEND THE 30 MINUTES PER WEEK ON IT BECAUSE THEY WILL THEN HAVE THE OPPORTUNITY TO DEMONSTRATE AND AND TO DEMONSTRATE COMPETENCY SO OR PRACTICE I'M SORRY TO PRACTICE THEIR WHAT THEY LEARNED. >> I THINK THE REALITY THAT WE'RE SEEING THIS IS BECAUSE BECAUSE WE JUST WE JUST INTRODUCED A MATH CURRICULUM THIS YEAR AND WE ARE ASKING OUR
TEACHERS TO LEARN TWO NEW CURRICULUMS WHERE THEY'RE IT'S A STRUGGLE. IT'S HARD. IT'S JUST THAT'S I MEAN JUST JUST THE REALITY OF LEARNING NEW CURRICULUM. IT'S REALLY HARD. THEY'VE SPENT TWO YEARS AND IF YOU IF YOU LOOK AT THE THE THE OUTCOMES HERE YOU'LL SEE THAT THERE WAS A HUGE JUMP FOR OUR KINGDOMS IN IT OVER IN THE INITIAL YEAR YOU SEE THAT JUMP BECAUSE OUR TEACHERS WERE EMBRACING THAT NEW CURRICULUM WE WERE REALLY DELIVERING THAT TRUE PARENT PARTNERSHIP AND TRUE FAMILY ENGAGEMENT THAT WAS FOCUSED AND AND THEN IN THE SECOND YEAR IT'S IT SLOWED DOWN BECAUSE WE INTRODUCED A NEW CURRICULUM AND WE'RE ASKING OUR TEACHERS TO LEARN IT. >> SO AGAIN, I THINK WE'RE WE'RE MOVING IN THE RIGHT DIRECTION BUT IT'S GOING TO TAKE TIME BECAUSE NOW TEACHERS HAVE TO FEEL CONFIDENT WITH BOTH OF THESE CURRICULUMS MOVING FORWARD IN TERMS OF WHAT WHAT I THINK WHAT WE NEED TO CONTINUE TO DO IS JUST TO
CONTINUE TO STAY PERSISTENT. WE NEED TO NOT STOP I THINK WE HAVE TO KEEP PUSHING FORWARD THIS THE DATA IS SHOWING THAT WE'RE MOVING IN THE RIGHT DIRECTION ALTHOUGH SMALL AND SLOW BUT WE ARE MOVING IN THE RIGHT DIRECTION AND I THINK WE NEED TO CONTINUE TO STAY PERSISTENT IN THAT HAVING MORE FUNDING FOR A MIRROR DOESN'T MEAN THAT THERE WILL BE MORE A MIRROR UPTAKE. I THINK MAKING SURE THAT OUR SCHOOLS UNDERSTAND THE IMPORTANCE OF IT AND CREATING OPPORTUNITIES FOR IT TO SHOW UP IN OUR CLASSROOMS MEANING THAT WE HAVE INSTRUCTIONAL COACHES THAT BRING IT INTO THE CLASSROOM BUILDING THE RELATIONSHIP BETWEEN OUR EDUCATORS AND OUR COACH AND CREATING THE CULTURE WITHIN OUR SCHOOL THOSE ARE THE LITTLE THINGS THAT'S GOING TO START BUILDING OUT TO LONG TERM SUSTAINED STUDENT OUTCOMES. CAN I? I VERY MUCH APPRECIATE THAT IF THERE'S LIKE ONE EXAMPLE I THINK THAT I'M LIKE THIS STORY THAT'S PLAYING OUT IN MY HEAD RIGHT NOW AND SO YOU KNOW I'LL
BUILD ON A LITTLE BIT OF WHAT COMMISSIONER ALEXANDER SAID. I THINK IT WAS MAYBE COMMISSIONER FISHER WHO MENTIONED THIS. SO COACHING WE KNOW IS AN ENABLING CONDITION FOR HIGH QUALITY INSTRUCTION AND IMPLEMENTATION OF OUR WORK SPECIFICALLY ONE ON ONE COACHING CYCLES FOR LESSON INTERNALIZATION. THAT MAKES A LOT OF SENSE TO ME AS A COACH MYSELF. I GET THAT THE INTERIM GUARD 3.3 IS A IT'S A GUARD OVER PEAK FIVE RIGHT? SO IT'S ALL FIVE TEACHERS. I THINK THE QUESTION THAT I HAVE IS YOU KNOW BECAUSE I WAS TRYING TO FIGURE IT OUT IF I COULD SEE IT AND THE GUARD WILL GO ON AND GUARD ABOUT 3 OR 4 LIKE WHAT PERCENTAGE OF THE 69% ARE OUR FIRST GRADE TEACHERS? >> YEAH, BECAUSE AND I JUST I DON'T THINK I EVEN KNOW THE ANSWER RIGHT NOW BUT IT'S JUST I FOLLOW MY LOGIC HERE, RIGHT? >> LIKE IF WE KNOW THAT COACHING IS A HUGE LEVER THAT'S CRITICAL AS AN ENABLING SYSTEM BUT WE KNOW THAT NOT EVERYONE HAS A COACH RIGHT? BECAUSE WE ONLY 70% OF OUR TEACHERS HAVE COACHES WHICH AGAIN MAKES SENSE. >> EVERY SCHOOL HAS A COACH BUT
NOT EVERY TEACHER IS GETTING COACHED. SURE. YES. RIGHT. YEAH. I DON'T KNOW. THERE'S PROBABLY A NEW ANSWER THAT I'M GETTING WRONG BUT THE WAY I INTERNALIZED THAT STATEMENT WAS WE HAVE A COACH AT EVERY SCHOOL. THERE'S NO GUARANTEE THAT EVERY TEACHER IS GETTING COACHED BY THAT COACH. THAT'S THEIR RIGHT. SO THEN MY QUESTION IS IF OUR STRATEGY IF WE KNOW THAT ENABLING CONDITION IS HIGH QUALITY COACHING THAT ONE ON ONE COACHING IS PARAMOUNT AND WE KNOW THAT THAT IT WORKS BECAUSE HEY IF YOU GET COACH 70 PERCENT OF OUR TEACHERS WHO ARE GETTING COACHED SAYING THAT THEY'RE USING THAT LESSON IN THEIR CLASSROOM THEN MY QUESTION WOULD BE DO WHAT DO WE KNOW ABOUT THE FIRST GRADE COACHES AND THE AND THE FIRST GRADE TEACHERS WHO ARE GETTING COACHED? DO WE NEED TO DOUBLE DOWN ON COACHING AND SAY ACTUALLY MAYBE WANT TO COACH AT ONE SCHOOL IS NOT ENOUGH THAT WE ACTUALLY NEED TO ADD MORE COACHES BECAUSE OUR GOAL IS ACTUALLY NOT EVERY SCHOOL HAS A COACH BUT THAT EVERY TEACHER GETS COACHED AND THEY'RE GOING TO GET COACHED ONCE A WEEK THROUGH
A LESSON CYCLE. YES, RIGHT. SO LIKE BECAUSE THEN THAT RAISES UP A RESOURCE QUESTION OF HOW MANY PEOPLE DO WE NEED TO HIRE AS INSTRUCTIONAL COACHES AT A SCHOOL. >> RIGHT, RIGHT. FOLLOW I'M JUST TRYING TO LIKE GO DOWN THIS PATH HERE OF OF TRYING TO UNDERSTAND WHAT THAT WOULD LOOK LIKE NOT TO SUGGEST THAT LIKE, YOU KNOW WELL I GUESS THAT'S MY QUESTION WOULD BE LIKE WHAT OF THESE THINGS ARE THINGS THAT WE ARE SAYING WE WANT TO DO DIFFERENTLY TO DOUBLE DOWN ON BECAUSE THE DATA THAT WE SEE WE KNOW IS TELLING US THAT WE NEED TO GO DOWN THAT PATHWAY. RIGHT. AND THAT'S JUST FOR COACHING. I HAVE A QUESTION FOR YOU AND I'M INTERESTED THAT MTS IS HERE BECAUSE WE TALKED ABOUT THIS A LITTLE BIT LAST WEEK OF LIKE DO WE HAVE A CLEAR PICTURE FOR THIS IMPLEMENTATION PLAN AND IF WE'RE NAMING TIER TWO INTERVENTION RIGHT SO I'M JUST TRYING TO BRING ALL THE PIECES TOGETHER IN THAT WAY. CAN I JUST REALLY QUICKLY AND THEN YOU LOOK LIKE YOU WANT TO SAY SOMETHING AND YOU ALWAYS SAY SOMETHING BRILLIANT SO I DON'T WANT TO TAKE UP YOUR
TIME. LET THE COACHING I, I AGREE SO THERE'S A THERE'S AGAIN WE HAVE A COACH AT EVERY SCHOOL AND IT IS THE STATE LEADERS RESPONSIBILITY TO IDENTIFY HOW TO DEPLOY THE COACH AND A COACHING RELATIONSHIP AS YOU KNOW YOU KNOW IT TAKES TAKES BUILDING THAT RELATIONSHIP BUILT BUILDING TRUST THERE'S A LOT OF THINGS THAT HAPPEN IN BUILDING THAT RELATIONSHIP. WE COULD JUST DEPLOY A COACH EVERYWHERE BUT I'M NOT SURE OF THAT HYPOTHESIS IS GOING TO PAN OUT. I'M NOT SURE IF WE'RE GOING TO GET TO THE OUTCOME THAT WE'RE LOOKING FOR BECAUSE AT THE END OF THE DAY IN ORDER TO GOING BACK TO COMMISSIONER ALEXANDER'S COMMENT OR QUESTION IS WHAT'S GOING TO WHAT'S GOING TO CREATE THE WHOLE SCHOOL CHANGE AND THE WHOLE SCHOOL CHANGE IS GOING TO REQUIRE A A CULTURE CHANGE AND THE CULTURE CHANGE MEANS YOU DON'T IT'S NOT BECAUSE YOU HAVE SOMEONE WATCHING YOU ALL THE TIME. IT'S REALLY ABOUT ABOUT SELF-REGULATION AND MAKING SURE THAT YOUR YOU'RE TEACHING THE
CURRICULUM TO FIDELITY BUT THAT THE LESSONS ARE INFUSED EVERYWHERE. SO SO YES, WE COULD HAVE MORE BUT I THINK WE NEED TO REALLY THINK ABOUT HOW DO WE STRATEGICALLY DEPLOY COACHES TO TO WHERE STUDENTS NEED IT. NOW THE OTHER PART TO THIS IS THAT UNFORTUNATELY WE ALSO HAVE IN SOME OF OUR SCHOOLS HIGH TURNOVER RATES OF TEACHERS AND SO BECAUSE SOMETIMES SOME OF OUR TEACHERS DO NOT STAY IT IS REALLY HARD TO BUILD A LONG TERM RELATIONSHIP TO THE SCHOOL AND AND I THINK THIS IS A HUGE PROBLEM THAT WE NEED TO TACKLE IF WE'RE REALLY IF WE IF WE'RE SAYING LOOK, WE'RE GOING TO EMBRACE OUR SCHOOLS AND AND REALLY SUPPORT THEM THROUGH TO GET TO THESE OUTCOMES WE THAT MEANS WE REALLY NEED TO ALSO SUPPORT OUR EDUCATORS IN THOSE SCHOOLS SO THAT THEY CAN SEE THEMSELVES IN THAT SCHOOL FOR A VERY LONG TIME. AGAIN, THE SCHOOL THAT I WAS TALKING ABOUT EARLIER WHERE I
VISIBLY SAW THE CULTURE I COULD LITERALLY TOUCH THE CULTURE IN THAT SCHOOL IS BECAUSE YOU HAVE TEACHERS THERE, EDUCATORS THERE WHO'VE BEEN THERE FOR A LONG TIME OR NEW ONES WHO COME IN AND THEY'RE LIKE OH THIS IS HOW WE DO THINGS HERE BECAUSE THIS IS THIS IS THE CULTURE OF THIS OF THIS SCHOOL. AND SO I THINK IT IS IT'S GOING TO TAKE TIME BUT WE NEED TO BE MORE STRATEGIC IN HOW WE ALLOCATE OUR OUR COACHES. DEVIN, DO YOU WANT TO I'M ACTUALLY GOING TO PASS IT TO JUST AS A FOLLOW UP TO THAT AND THEN MAYBE ADD ON AT THE END. >> THANKS. SO I THINK DR. SEWARD MENTIONED EARLIER IN ONE OF THE CLOSING SLIDES THE PIECE AROUND THE EXCITING SHIFT THAT WE'VE FEEL LIKE WE'RE UNDERTAKING IN THAT WE'RE EMPHASIZING THE ENABLING CONDITIONS AROUND HIGH QUALITY IMPLEMENTATION AND I KNOW COMMISSIONER ALEXANDER YOU HAD MENTIONED THE PIECE AROUND BEING ABLE TO IDENTIFY SCHOOLS AND YOU KNOW AS MUCH AS WE CAN YOU KNOW, LOOK AT THE VARIOUS TYPES OF DATA THAT WE HAVE.
ONE OF THE THINGS THAT IS REALLY EASY TO DO IS TO FIND KIND OF LIKE ALL THE OUTCOME DATA THAT WE ARE ABLE TO COLLECT. THAT'S THAT'S THE EASY PART. THE MUCH MORE DIFFICULT AND CHALLENGING PART TO BE QUITE FRANK IS HOW WE COLLECT IMPLEMENTATION DATA. AND SO THE REASON WE'RE REALLY EXCITED ABOUT THIS SHIFT IS THAT WHAT WE'RE REALLY TRYING TO DO IS AMP UP AS PART OF LIKE THIS YEAR THREE KIND OF LAYERING ON OF BUILDING THE INITIAL KIND OF ONSET OF THE CURRICULUM AND TRYING TO BUILD SOME OF THOSE CONDITIONS IS NOW SAYING WE'VE GOT CERTAIN INVESTMENTS. THERE ARE FIVE OF THEM THAT ARE OUTLINED IN THAT ON THAT SLIDE COACHING BE ONE OF THEM EMTS BEING ANOTHER COMMISSIONER PRESIDENT KIM THAT YOU HAD MENTIONED EARLIER THAT ARE THAT ARE THESE ENABLING CONDITIONS THAT WE'RE GOING TO TRY TO TRACK MUCH MORE DEEPLY AS A WAY OF BEING ABLE TO SAY IF WE'RE DOING THIS VERY INTENTIONALLY, HAVING THAT SHARED ACCOUNTABILITY, SHARED RESPONSIBILITY AROUND THIS BOTH AT THE INSTRUCTIONAL CABINET LEVEL ALL THE WAY DOWN TO OUR SCHOOL LEVEL AND BEING VERY
INTENTIONAL ABOUT HOW WE'RE COLLECTING THAT DATA, THEN WE'RE ABLE TO IDENTIFY SOME OF THOSE PIECES THAT YOU MENTIONED EARLIER WHICH IS LIKE HOW DO WE KNOW HOW CAN WE DRAW THE LINE BETWEEN WHEN SCHOOLS ARE DOING PULLING ON ALL THE LEVERS THAT WE ARE THEORIZING ARE THE MAJOR PIECES THAT WE FEEL WILL LEAD TO THE THE IMPROVEMENT OR THE OUTCOMES THAT WE'RE SEEKING ESPECIALLY WHEN WE CAN COMPARE THEM TO SIMILAR TYPE SCHOOLS. SO WE'RE EXCITED ABOUT THAT LAYER BUT I FEEL LIKE THE CHALLENGE HAS BEEN IN COLLECTING THAT TYPE OF IMPLEMENTATION DATA AND I THINK WHAT WE'RE TRYING TO DO NOW IS MAKE THAT SHIFT TO WHERE THAT INTENTIONALITY IS REALLY STARTING TO BUBBLE UP. SO WE'RE EXCITED ABOUT THAT KIND OF LIKE EVOLUTION IN OUR WORK AND THE NEXT STEP IN OUR JOURNEY AND I WOULD BUILD ON THAT TO SAY RELATEDLY I THINK ONE OF THE THINGS THAT WE ARE TRYING TO DO IS BETTER UNDERSTAND AS DR. SEUSS SPOKE TO THAT CULTURE OF INSTRUCTIONAL LEADERSHIP THAT YOU CAN TOUCH AND FEEL WHEN YOU'RE IN THE BUILDING SO THAT WE CAN HELP IDENTIFY HOW TO
COACH AND SUPPORT SCHOOLS AND WORKING TOWARDS THAT. SO FOR EXAMPLE IF WE HAVE YOU KNOW, A HEAT MAP STRUCTURE WHERE WE CAN UNDERSTAND SCHOOLS THAT HAVE REALLY STRONG FUNCTIONING, CONSISTENTLY ENGAGED GRADE LEVEL COLLABORATION, WE CAN LIFT THAT UP AS A LAB SITE THAT OTHER SCHOOLS CAN COME AND LEARN FOR. SO WE CAN BETTER IDENTIFY THESE COMPONENTS. I WOULD SAY AT THIS POINT IN PARTICULAR IT IS A REALLY EXCITING PLACE OF BEING TWO YEARS OUT FROM IMPLEMENTATION OF A NEW CURRICULUM. IT IS AN APPROPRIATELY TIMELY SWITCH. ONE OF THE THE THINGS I'LL SAY IS WE'VE BEEN LOOKING AT A LOT OF CASE STUDIES SIMILARLY OF OTHER DISTRICTS AT THIS POINT IN THEIR ADOPTION JOURNEY TO REALLY FOCUS ON SYSTEMS COHERENCE AND SO AS JUST WITH NAMING THE COLLECTION OF THAT SCHOOL LEVEL DATA, THE HEAT MAPPING OF THAT SCHOOL LEVEL DATA AND THE DEVELOPMENT OF MORE STRATEGIC SUPPORT FOR SCHOOL SITES IS A FOCUS OF OUR PLANNING AND PROGRESS
MONITORING FOR NEXT YEAR. >> CAN I ADD ONE ADDITIONAL PIECE WHICH IS THAT ONE OF THE PIECES OF DATA DATA THAT WE'RE NOT DISCUSSING I MEAN I THINK RELATES TO YOU KNOW IF YOU EVER LOOK AT THE RESEARCHERS ARE AROUND LEADERSHIP FRAMEWORKS RIGHT? THERE'S A RESEARCHER THAT HIS NAME IS CAERNARFON I THINK I SAY HIS NAME WRONG A LOT BUT ANYWAY HE LOOKS AT THE DIFFERENCE BETWEEN LIKE SIMPLE COMPLICATED AND COMPLEX PROBLEMS AND SAYS DON'T TRY TO APPLY A SIMPLE SOLUTION TO A COMPLEX COMPLEX PROBLEM AND I THINK SOMETIMES WHEN WE'RE SAYING WHAT'S THE THING WE'RE MISSING SOMETHING WHICH IS THAT YOU KNOW IN MANY OF OUR SCHOOLS ESPECIALLY SCHOOLS WITH HIGH TURNOVER WHICH. DR. SO YOU JUST MENTIONED WE HAVE WHAT WE CALL TEMPORARY TEACHERS, RIGHT? THOSE ARE TEACHERS ON TEMPORARY CONTRACTS AND THEY MATCH THE NUMBER OF FOLKS THAT ARE RETURNING FROM LEAVE OR THE NUMBER OF FOLKS THAT ARE COACHES OR THESES. AND SO AT SCHOOLS WITH HIGH TURNOVER WE HAVE HIGHER NUMBERS OF TEMPORARY TEACHERS THAN WHEN CONSOLIDATIONS HAPPEN IN THE SPRING.
WE HAVE NEW FOLKS GOING TO THOSE PLACES AND THOSE PLACES THOSE FOLKS ARE JUST DISPLACED AND SOMETIMES THEY END UP IN OTHER SCHOOLS AND SOMETIMES THEY DON'T. AND SO WE'RE COACHING FOLKS THAT SOMETIMES WE CAN'T RETAIN BECAUSE OF A SYSTEM THAT WE NEED TO HAVE IN PLACE BECAUSE OF A MATCH AND THERE IT'S NOT AN EASY LIKE WELL LET'S JUST FIX THAT RIGHT? BECAUSE WHEN WE DON'T OFFER THOSE TEMPORARY CONTRACTS, IF WE THEN HAVE A LARGE AMOUNT OF CONSOLIDATIONS AT THE END OF THE YEAR THEN WE HAVE NO PLACE TO PUT FOLKS THAT NEED PLACES TO GO BACK AND THEN WE HAVE A LAYOFF ISSUE. SO WHILE THIS DOES NOT DIRECTLY RELATE TO WHY CURRICULUM ISN'T BEING TAKEN UP IN EVERY CLASSROOM, IT IS RELATED. I THINK SIMILARLY RELATED ARE OUR ISSUES THAT WHEN WE ASKED LEADERS TO PICK A GOAL EVERY LEADER PICKS A GOAL IN ADDITION TO INSTRUCTIONAL LEADERSHIP WHICH EVERY LEADER HAS TO PICK LEAD PICKS A GOAL FOR THE LEADERS AND THEN THEY PICK A GOAL ALMOST EVERY SINGLE ONE OF THE VETERAN LEADERS THAT IS IN THE MIDDLE SCHOOL EIGHT
COHORT PICKED 1.1 WHICH TALKS ABOUT RESILIENCY. SO I THINK THERE'S A THERE THERE THAT WE'RE NOT TALKING ABOUT WHICH IS THAT THE HUMANS THAT LEAD THESE SYSTEMS ARE LIKE UTTERLY EXHAUSTED. THEY ARE EXHAUSTED BY THE STRIKE. THEY'RE EXHAUSTED BY AN ALGEBRA IMPLEMENTATION. THEY'RE EXHAUSTED BY THREE NEW CURRICULUM. THEY'RE EXHAUSTED. SO THEY'RE REALLY, REALLY TIRED AND HOW DO WE CONTINUE TO POUR INTO THEM SO THAT THEY CAN DO THIS REALLY IMPORTANT LEADERSHIP IS A QUESTION THAT I KNOW THAT THE EXECUTIVE DIRECTORS AND MY COLLEAGUES AND I ARE CONSTANTLY ASKING OURSELVES SO THAT WE CAN LIFT THEM UP SO THAT THEY CAN LIFT THE TEACHERS UP AND SO I JUST WANTED TO BRING A HUMAN ASPECT TO THE LIKE. WE'RE SO EXCITED ABOUT THE NUMBER OF IMPLEMENTATIONS AND METRICS THAT WE CAN LOOK AT AND SOMETIMES WHEN I LOOK AT IT WITH SOMEBODY THE PERSON IN FRONT OF ME JUST STARTS CRYING AND THAT'S REAL, RIGHT? AND WE HAVE TO LIKE HOLD THEM AND SAY ALL RIGHT, IT'S OKAY. AND SOME OF THE BEST LEADERS THAT I'VE EVER SEEN REALLY JUST
VERY EXHAUSTED AT THE END OF THIS YEAR SAYING WE'RE TRYING SO HARD BUT I'VE LOST THIS PERSON AND I CAN'T KEEP THIS PERSON. SO WE'RE GOING TO CONTINUE TO QUESTION WHY NOT AND WE'RE GOING TO CONTINUE TO TRY TO PULL THE STRING AND FIGURE OUT WHAT TO DO. BUT I WOULD SAY THAT SOMETIMES IT'S NOT AS EASY AS JUST SAYING IF WE JUST COACH ALL THE FIRST GRADE TEACHERS THAT THIS WILL CHANGE BECAUSE OF HALF OF THEM TURNOVER IT WON'T MAKE A DIFFERENCE. >> SO I DON'T I JUST I REALLY APPRECIATE YOU NAMING ALL THOSE THINGS. I'M DR. CENTER AND I DON'T THINK I HEAR THE BOARD ASKING FOR SIMPLE SOLUTIONS. I THINK WHAT AND THAT'S WHY I LOVE THIS CONVERSATION I THINK THE BOARD IS ASKING FOR THAT LIKE REAL REAL CONVERSATION. SO IF THE STRATEGY FOR GOAL ONE IS WE ONE OF THE STRATEGIES IS WE ACTUALLY NEED TO FOCUS ON RETENTION OF EDUCATORS AND THAT MEANS WE NEED TO DO X, Y AND Z THAT HAS NOTHING TO DO WITH CURRICULUM AND INSTRUCTION OR ANYTHING BUT IN SOME OTHER STRATEGY I THINK THE BOARD WOULD BE DELIGHTED TO HEAR THAT BECAUSE WELL YOU KNOW I THINK IN THE PAST WE'VE BEEN SUPER SILOED AND IT'S LIKE YOU KNOW,
OH WE ONLY CAN TALK ABOUT THIS ONE THING NO THAT WHAT YOU JUST TALKED ABOUT. >> ABSOLUTELY. ANYONE WHO'S WORKED IN A SCHOOL KNOWS THAT THAT'S GOING TO HAVE A HUGE IMPACT. >> I MEAN AND YOU JUST AS YOU'VE WRITTEN IT MENTIONED RETENTION, RIGHT? IF YOU COACH A TEACHER AND THEN THEY LEAVE FOR WHATEVER REASON YOU JUST INVESTED ALL THIS TIME ENERGY, EFFORT AND MONEY FRANKLY THAT NOW HAS TO BE REINVESTED. SO RETENTION OF EDUCATORS IS HUGELY BENEFICIAL, RIGHT? SO I PERSONALLY I WOULD LOVE TO SEE A STRATEGY THAT HAS NOTHING TO DO WITH CURRICULUM AND INSTRUCTION BUT THAT IS ACTUALLY DESIGNED TO ADDRESS STAFF STABILITY FOR EXAMPLE. CORRECT? WHY NOT YOU KNOW, BRING IN OPEN WHENEVER YOU ALL WE'RE NOT WE IT'S NOT OUR JOB TO TELL YOU WHAT TO DO BUT I THINK YOU SHOULD NOW I THINK THE BOARD WOULD BE REALLY OPEN TO THAT TYPE OF STRATEGY RELATED TO THE GOALS BECAUSE HERE'S WHAT I WOULD SAY I THINK THE ENABLING CONDITIONS FOR HIGH QUALITY IMPLEMENTATION IS ACTUALLY I MEAN THE REASON I'VE BEEN A LITTLE GIDDY ABOUT THIS IS BECAUSE THIS IS LIKE A VERY EARLY INDICATION OF AN INSTRUCTIONAL STRATEGY THAT ACTUALLY TELLS US WHAT WE BELIEVE IS SUSTAINABLY NEEDED IN A SCHOOL TO BE SUCCESSFUL
WHICH IS GREAT. I MEAN LIKE I THINK THAT'S AMAZING THAT WE'RE AT THIS POINT RIGHT NOW WHERE WE'RE STARTING TO TALK ABOUT THIS. MY QUESTION WOULD BE LIKE RIGHT NOW WE'RE LOOKING AT LIKE CERTAIN DATA POINTS AROUND OUR BENCHMARKS TOWARDS A GOAL. WHAT I'M MOST CURIOUS AND I THINK THIS IS WHAT YOU WERE TALKING TO WE'RE TALKING ABOUT JUST WAS LIKE THERE ARE FRAMEWORKS AROUND LIKE COACHING FOR LIKE HUSKIES. I JUST KEEP BRINGING UP SEASONS BECAUSE THESE LAST YEAR OR TWO I'M SO SORRY BUT THERE ARE FRAMEWORKS TO OPERATIONALIZE THINGS LIKE THIS RIGHT AND AND SO WHAT ARE THOSE FRAMEWORKS THAT WE'RE LOOKING AT AND THEN HOW ARE WE SETTING GOALS AROUND THOSE THINGS BECAUSE THEN THAT TELLS US WHETHER OR NOT WE'RE ACTUALLY OPERATIONALIZING THESE ESSENTIAL SYSTEMS THAT WE'RE SAYING ARE NECESSARY FOR A SCHOOL AND IF THAT'S LEADING TO RETENTION GOING UP OR DOWN, I THINK MY QUESTION WOULD BE CAN WE LOOK AT A MAP OF SCHOOLS AND START TALKING ABOUT WHERE IS RETENTION HIGH AND WHERE IS
RETENTION LOW AND WHY AND LIKE I THINK THIS IS PARTLY WHY NOW I WILL JUST TURN TO DR. SUE AND SAY I THINK THIS IS PARTLY WHY A CONVERSATION AROUND OUR RESOURCE ALLOCATION AROUND OUR SCHOOLS IS SO THERE'S AN URGENCY OF THIS BOARD I THINK TO ADDRESS SOME OF THOSE THINGS BECAUSE WE DON'T WANT TO BUILD A SYSTEM THAT WE CAN'T SUSTAIN OR A PORTFOLIO THAT WE CAN'T HAVE BECAUSE WE KNOW THAT THAT THE REALITY IS THAT WE CAN'T SUSTAIN THE SYSTEMS THAT ARE NECESSARY. SO I THINK I ACTUALLY THINK WE'RE QUITE ALIGNED. WE WANT TO GET TO THAT CONVERSATION AND THAT WOULD BE IDEAL TO HAVE AND I THINK THAT'S PARTLY THE URGENCY OF SOME OF THE QUESTIONS THAT YOU'RE HEARING IS LIKE WAIT, YES, LIKE OOH, WE DO WANT TO TALK ABOUT THAT. SO WHEN ARE WE GOING TO TALK ABOUT THAT? RIGHT. SO I THINK THAT'S THE QUESTION I'M SORRY. AND THAT MAYBE THAT'S MORE OF A QUESTION FOR YOU OF LIKE THAT I THINK THAT ENERGY MOMENTUM AND DESIRE IS THERE. YEAH.
AND JUST TO ECHO WHAT PRESIDENT KIM SAID, I MEAN AND AND ALSO DR. SCHEINER, WHAT YOU SAID I THINK A LOT OF THE REASON I KIND OF KEEP ASKING YOU LIKE WHAT ARE SCHOOL AND SITE SPECIFIC STRATEGIES FOR TARGETED INVESTMENT WHERE WE KNOW OUR STUDENTS WHO HAVE THE MOST NEEDS ARE IS BECAUSE WE AS A DISTRICT I DON'T THINK CAN NECESSARILY SUSTAIN THE PACE WHERE IF SOME STUDENTS NEED SOMETHING THEN EVERY SINGLE EDUCATOR EVERY SCHOOL REGARDLESS OF WHETHER THOSE STUDENTS ARE THERE HAS TO CHANGE THE WAY THAT THEY DO EVERYTHING BECAUSE AND I, I KNOW WE'VE HAD A LOT OF KIND OF DEFERRED MAINTENANCE WILL SAY IN CATCHING UP AND HAVING SOME THINGS LIKE OUR CURRICULUM AND YOU KNOW HAVING A SCHOOL STAFFING MODEL. BUT WHEN WE'RE TALKING ABOUT INVESTMENTS LIKE I DON'T NECESSARILY THINK WE NEED TO CHANGE THE SCHOOL STAFFING MODEL FOR EVERY SINGLE SCHOOL. I'M JUST SAYING LIKE WE'VE GOT SIX SCHOOLS WHERE WE KNOW MORE THAN A THIRD OF OUR AFRICAN-AMERICAN PACIFIC ISLANDER KIDS ARE. >> SO WHAT CAN WE POUR INTO
THOSE SIX SCHOOLS TO MOVE THE NEEDLE FOR OVER A THIRD OF OUR VOCAL POPULATION FOR ONE GIRL? AND SO I FOR ONE ONE INTERIM GOAL. SO THAT'S THAT'S WHY MY QUESTION I GUESS REMAINS LIKE WHAT IS OUR STRATEGY FOR THOSE SIX SCHOOLS AND AND LIKE GENUINELY IT DOESN'T HAVE TO BE IT ACTUALLY I SPECIFICALLY AM LIKE NOT ASKING FOR A DISTRICT WIDE STRATEGY I JUST WHAT DO THE EDUCATORS AND ADMINISTRATORS AT THOSE SCHOOLS NEED AND WHAT ARE WHERE HOW CAN WE SUPPORT THEM IN BRINGING THOSE RESOURCES TO THEM? >> AND JUST JUST ADD ON THAT. I MEAN THAT'S WHY I THINK IT WOULD BE SO INSTRUCTIVE TO HAVE THE PRINCIPALS HERE EVEN DECIDE ADMINISTRATORS HERE TO BE ABLE TO INFORM THAT. I COMPLETELY AGREE WITH VICE PRESIDENT HULING WHERE YOU KNOW, ONE OF THE MOST EFFECTIVE SALONS I'D EVER BEEN TO IS ACTUALLY ONE THAT I THINK OUR STAFF ED FUND PUT ON WHERE THEY HAD THREE PRINCIPALS JUST SIT DOWN AND JUST BREAK DOWN WHAT WAS NEEDED, WHY THINGS WERE THE WAY THEY WERE THE GOOD, THE BAD ,THE UGLY.
SO IF THERE IS A STRATEGY AND MAYBE YOU ALL ALREADY KNOW WHAT IT IS FOR THOSE SIX SCHOOLS WITH A THIRD OF OUR POPULATION BUT WE DON'T NEED SOME YOU KNOW, HIGHFALUTIN FIN DANGLED STRATEGY IT'S JUST MORE OF WHAT DO WE NEED THAT'S FANTASTIC. >> YOU KNOW, HIGHFALUTIN BLUE FALUTIN THING. ANYTHING I AGAIN, I JUST REALLY APPRECIATE THIS CONVERSATION BECAUSE I THINK WE ARE NOT WE'RE CIRCLING AROUND SOMETHING THAT THAT WE'VE BEEN PERCOLATING IN OUR HEADS FOR FOR SEVERAL MONTHS NOW OF JUST HOW DO WE WRAP OUR ARMS AROUND A FEW SCHOOLS? THERE ARE SOME SCHOOLS THAT NEED THAT EXTRA TLC AND AND AND AND FIGURE OUT HOW DO WE HOW DO WE SUPPORT THOSE STUDENTS THERE HOW DO WE SUPPORT THE EDUCATORS THERE AND DON'T I AGAIN AS THIS AT THE START OF ALL OF THIS THIS CONVERSATION I WAS TALKING I WAS ALLUDING TO JUST THE
SEQUENCING OF THESE CONVERSATIONS SEEMED OFF TO ME. I FEEL LIKE WE SHOULD HAVE HAD A LOT OF THESE CONVERSATIONS BEFORE THE BUDGET DEVELOPMENTS ON SCHOOL SITES BECAUSE BECAUSE WE'VE ALREADY WE LITERALLY JUST WENT THROUGH A CONSOLIDATION JUST A COUPLE OF LAST WEEK OR TWO WEEKS AGO. I SEE OUR SITE LEADERS BACK THERE NODDING AND AND IT'S IT'S HARD WHERE WHERE I THINK MOVING FORWARD AS I SHARED LAST WEEK AND EARLIER TODAY WE NEED TO CHANGE THIS THE BUDGET DEVELOPMENT CONVERSATION AND AND HAVE IT EVEN EARLIER IN THE YEAR YOU KNOW IF WE ARE AIMING FOR US TO FINISH OUR BUDGET BY JANUARY THAT MEANS PRINCIPALS NEED TO HAVE THEIR BUDGET BY DECEMBER MEANING WE NEED TO HAVE THESE CONVERSATIONS AS EARLY AS AUGUST AND SEPTEMBER JUST SO THAT WE CAN HAVE THIS INFORMATION AND WE CAN SHARE IT BECAUSE WE ARE BEHOLDEN IN TO A MARCH 15TH DATE NOTIFICATION
DATE AND THEN A MAY 15TH NOTIFICATION DATE AND THESE ARE STRUCTURAL BUDGET TIMELINES THAT WE CAN'T WE CAN'T CONTROL AND WE HAVE TO WORK AROUND. BUT BUT I AGREE. I THINK WE NEED TO WE NEED TO START PLANNING NOW FOR FOR NEXT YEAR'S BUDGET OR WE'LL LOOK FORWARD FOR THAT TO BE REFLECTED IN THE MULTI-YEAR GOVERNANCE CALENDAR. AND I, I KNOW WE'RE WE'RE WE'RE A LONG PAST TIME DONE WITH THAT LOOKING FOR THIS SO I WILL MOVE US ON I WILL SAY I THINK THE LAST COMMENT I WOULD MAKE AROUND THAT DR. SUE IS IS THAT THERE IS A A SIGNIFICANT RESOURCE AND BUDGETING QUESTION TO BE OH DID YOU WANT TO ASK THAT IT I WOULD I CAN I MEAN TWO QUESTIONS FOR TO ANSWER SO I WOULD LIKE TO GET SOME ANSWERS NEXT BUT I, I FEEL THE SAME WAY THAT I MY QUESTIONS WEREN'T RHETORICAL I GENUINELY WANT TO KNOW WHAT THE STRATEGY IS FOR THOSE SCHOOLS AND FOR TECHNOLOGY. UM, SO SORRY ONE MULTIPLE THINGS GOING ON IN MY HEAD ONCE
AGAIN WE CAN COME BACK TO THIS UM I DO WANT TO DECOUPLE A LITTLE BIT THE BUDGET DEVELOPMENT PROCESS AND WHAT NEEDS TO HAPPEN FOR SITES AND BUDGETS AND FOR US TO APPROVE SOMETHING AND THEN I THINK WHAT WE'RE SAYING WE'RE EXCITED ABOUT IS UNDERSTANDING HOW SITES AND THE DISTRICT IS DEVELOPING A STRATEGY THAT MEETS THE EDUCATIONAL NEEDS OF OUR STUDENTS IN OUR SCHOOLS WHICH THEY ARE TIED AND RELATED TO EACH OTHER BECAUSE WE HAVE TO RESOURCE THAT VISION WITH WHAT ACTUALLY HAPPENS. WE WE ALREADY FELT WHAT HAPPENS WHEN WE BRING A BUDGET PROCESS REALLY EARLY AND AND SO THE LAST CONVERSATION WE WERE TALKING ABOUT THIS YOU WERE LIKE OH WE MIGHT HAVE DONE THE TOO SOON AND I ACTUALLY THINK THAT'S RIGHT. WE MAY HAVE ACTUALLY DONE IT TOO SOON BECAUSE IN PART THERE'S LIKE A FOUNDATIONAL CONVERSATION AROUND THE INSTRUCTIONAL WORK THAT NEEDS TO HAPPEN WITH OUR SCHOOLS AND FOR US TO BUILD THAT STRATEGY SO THAT WE CAN THEN RESOURCE IT.
AND I WANT TO LIKE DECOUPLE THAT A LITTLE BIT AND ALLOW US TO KIND OF SIT IN THE SPACE OF THINKING THROUGH WHAT SCHOOLS NEED AND BRINGING THAT KIND OF PLAN VISION FORWARD. THEN THE QUESTION OF EXECUTION BECAUSE I THINK AGAIN I THINK WE'VE TALKED A LITTLE BIT ABOUT THIS OF OF OF NOT WANTING THE BUDGET PROCESS TO JUST DICTATE OUR STRATEGIES BUT THAT OUR STRATEGIES ARE THE ONES DICTATING WHERE OUR BUDGET RESOURCES GO. SO I JUST WANTED TO SAY THAT OUT LOUD. YEAH. SO SORRY THERE WERE CERTAIN QUESTIONS THAT THAT FOLKS WANTED TO BRING UP AGAIN. AGAIN I WILL SAY WE'RE NOT GOING TO GET EVERY QUESTION ANSWERED AND THAT'S OKAY. I THINK THE QUESTION IS ARE THERE THINGS THAT ARE URGENT THAT ARE NEEDED RIGHT NOW? AND I THINK MY QUESTIONS I ASKED THREE ALL OF WHICH REALLY GOT ANSWERED BUT TWO OF THEM ARE MORE IMPORTANT TO ME AND THE FIRST IS WHETHER OR NOT TO CONSIDER ABSENTEEISM WHAT PEOPLE THINK THIS PROCESS EVERY SINGLE THING WE DO AND I ASK ABOUT IT REGULARLY SO I WOULD
LIKE IT'S IT'S SO IMPORTANT TO ALL THE WORK WE DO ON ALL THE GOALS. THE SECOND THING IS ABOUT THIS THE COMMENTS THAT THE STAFF MADE ON INSIDE AND SO FORTH WHICH I AM TRYING TO INCORPORATE OR THINK ABOUT IN MY THINKING IF ANY SIZE IS IS AN ISSUE AND NOT STATISTICALLY SIGNIFICANT POTENTIALLY FOR THINGS LIKE THE WALKTHROUGHS, FOR OBSERVATION OF WHO'S USING CURRICULUM OR FOR THINGS LIKE PRACTICE THEN WHAT ELSE ARE WE DOING TO ACTUALLY KNOW WHETHER OR NOT FOLKS ARE DOING THESE THINGS? IN ANY EVENT IF WE'RE GETTING DATA BUT IT'S NOT ACTIONABLE THERE'S A FUNDAMENTAL IS A VERY, VERY FUNDAMENTAL QUESTION ABOUT WHAT WE'RE DOING WITH PROGRESS MONITORING. SO I THINK BOTH OF THOSE THEY'RE VERY IMPORTANT TO ME AND I THINK THEY UNDERLIE ALL OF OUR WORK THAT WE'RE DOING ON GOALS I CAN ANSWER THE QUESTION RELATED TO THE LEARNING WALK DATA AND SO THE THE FIRST PIECE THAT I WANT TO SAY IS THAT WHEN WE TALK ABOUT A REPRESENTATIVE SAMPLE AND WE ARE TALKING ABOUT
DATA THAT PROVIDES US WITH INFORMATION THAT IS DIRECTIONAL BUT MAYBE NOT NECESSARILY EXACT AND SO WHILE THAT REPRESENTATIVE SAMPLING WITH 120 CLASSROOMS MIGHT HAVE AN AVERAGE USE OF 86% IN REALITY ON A DAY TO DAY THAT MIGHT RANGE FROM 70% TO 90%. SO THERE IS A LITTLE BIT OF FLUCTUATION. HOWEVER IT TELLS US WHAT SOME OF OUR AREAS OF NEED ARE SUCH THAT WE CAN MAKE IT ACTIONABLE. WE CAN FOR EXAMPLE REDESIGN OUR COACHING CYCLE TO FOCUS ON A SMALLER SUBSET OF HIGH LEVERAGE INSTRUCTIONAL PRACTICE. WE CAN REDESIGN OUR PROFESSIONAL DEVELOPMENT TO FOCUS ON OPPORTUNITIES FOR INDEPENDENT PRACTICE. WE CAN FOCUS OUR PURCHASING ON THE EXPANSION OF DAKOTA BOWL TECH SETS. SO WHAT WE CAN DO IS USE THAT AS DIRECTIONAL TO INFORM SOME OF OUR PLANNING. IN ADDITION, WHAT I WOULD SAY AT THE SITE LEVEL IS WE HAVE
ALWAYS STRUCTURED THOSE SO THAT THERE'S INDIVIDUALIZED SITE FEEDBACK AT THE END OF EVERY SET OF WALKS SO EVERY SINGLE TIME WE SCHEDULE THIS REPRESENTATIVE SAMPLING THE DAY IS LAID OUT. SO WE START WITH AN INTRODUCTION WITH THE ADMINISTRATIVE TEAM AND THE INSTRUCTIONAL COACH AND IF DESIRED THAT TEAM WALKS WITH THE 20 FOLKS THROUGH CLASSROOMS AND DOES CALIBRATION AND THEN WE END THE DAY WITH A DEBRIEF IDEALLY THE COACH AND THE ADMINISTRATIVE TEAM ATTEND AND THEY WORK WITH THE FOLKS WHO CONDUCTED THE LEARNING WALK TO GET INDIVIDUALIZED FEEDBACK ON PRACTICE SUGGESTED FOLKS FOR COACHING OR PROFESSIONAL DEVELOPMENT OR THE WORK OF THE AISLE TEAM. SO ALL OF THAT ARE ACTIONABLE NEXT STEPS. WHAT I WILL SAY IS THAT FOR THE LAST TWO YEARS, THE LAST YEAR IN THIS YEAR WE HAVE EXTERNALLY CONTRACTED WITH T.A. FOR THAT WORK WE MIGHT SAY IT'S SORT OF LIKE HAVING OUR TRAINING WHEELS ON AS WE GET OUR CALIBRATION UP AND RUNNING AND OUR SYSTEMS FOR
LEARNING WALK WORK UP AND RUNNING OUR HOPE IN LOOKING TOWARDS 2627 IS TO COLLECT THAT DATA OURSELVES AND TO HAVE DATA VISUALIZATION AND SYSTEMS THAT SUPPORT SITE LEADERS TO WORK AS AN INSTRUCTIONAL LEADERSHIP TEAM TO AGAIN TAKE THAT DATA AND MAKE IT ACTIONABLE IN ALL OF THEIR SITE BASED INSTRUCTIONAL SYSTEMS THAT WE JUST NAMED AS ENABLING CONDITIONS WITH REGARD TO THE ABSENCE OF I'M SORRY DID YOU WANT TO OKAY WITH REGARD TO THE ABSENTEEISM DATA? YEAH, NO, IT'S I THINK THAT'S AN IMPORTANT PIECE OF DATA BUT THOSE ARE KIND OF ENCAPSULATED WITHIN THE GUARDRAILS AND SO THERE'S THERE'S A NUMBER OF DIFFERENT GUARDRAILS THAT HAVE DIFFERENT DATA POINTS THAT A NUMBER OF THE COMMISSIONERS WERE TOUCHING ON EARLIER TODAY EVEN WHEN IT COMES TO RESOURCE ALLOCATION OR WHEN IT COMES TO STAFFING AND THINGS OF THAT NATURE. >> AND SO WHILE THOSE DATA CAN BE CROSSED TAGGED IN WAYS THAT WE CAN WE CAN CONSIDER IN THE FUTURE MY CONCERN ON HONESTLY IN THE END ENDS UP BEING THE
EXTENT TO WHICH THAT THEN MIGHT DETRACT FROM SOME OF THE SOME OF THE INSTRUCTIONAL STRATEGIES THAT ARE TRYING TO TAKE ROOT AT THE SAME TOKEN THAT'S NOT TO TAKE AWAY FROM THE FACT THAT THAT ABSENTEEISM IS OR ATTENDANCE IS AN EXTREMELY IMPORTANT METRIC FOR US TO PAY ATTENTION TO. BUT I WONDER THE EXTENT TO WHICH LOOKING AT A NUMBER OF DIFFERENT CROSS TAB MEASURES THAT AREN'T NECESSARILY THE INSTRUCTIONAL STRATEGIES THAT WE'RE TRYING TO TIE TO THESE MAY OR MAY NOT HELP SUPPORT KIND OF LIKE THE MOVEMENT OF THOSE INSTRUCTIONAL STRATEGIES MOVING FORWARD RATHER THAN THEM BEING CONDITIONS THAT WE WANT TO CONSTANTLY WORK ON AS PART OF THE GUARDRAIL WORK. SO I THINK I THINK IT'S AN OPEN CONVERSATION IN TRYING TO THINK THROUGH THIS THE RIGHT WAY. OKAY. WELL THANK YOU SO MUCH FOR YOUR PRESENTATION. >> THANK YOU FOR BEING HERE AND I'M WILL SEE YOU NEXT WEEK SOON TO THANK YOU FOR ALL YOUR WORK I THINK I RECEIVED THE NEXT WEEK NOT NEXT WEEK.
NO NEXT WEEK IS GRADUATION. WE WILL SEE YOU NEXT WEEK PROBABLY AT SCHOOL? YES, GRADUATION. THAT'S GOOD. OKAY. MOVING TO ITEM G DISCUSSION ITEM MAJOR DECISIONS UPDATE NEWS SPECIAL EDUCATION COUNTY PROGRAM AFTER SCHOOL YES THANK YOU PRESIDENT KIM I AM REALLY REALLY EXCITED TO SHARE THIS UPDATE WITH THE BOARD AND OUR COMMUNITY. WE ARE ACTUALLY JOINED BY ACTUALLY SEVERAL MEMBERS OF THE COUNTY OFFICE OF ED SITE LEADERS IN THE BACK THERE AND OUR COUNTY OFFICE OF ED LEADER OVER I HIGH SCHOOL KNOW ALL THINGS COUNTY OFFICE OF ED YES RACHEL NADEAU AS WELL AS OUR HEAD OF SPECIAL EDUCATION JENNY HERMAN IS PAIN AND HUNG MAY OUR HEAD OF GOVERNANCE AND COMMUNICATION AND I'M GOING TO HAND IT OVER TO THEM TO WALK YOU THROUGH THE PRESENTATION. BUT I WILL SAY I'M JUST SUPER, SUPER PROUD THAT WE WERE ABLE
TO DO THIS BECAUSE OVER THE YEARS OVER THE YEARS, OVER THE YEAR AND A HALF THAT I'VE BEEN HERE, I'VE HEARD FROM SO MANY OF OUR SPECIAL ED FAMILIES OF JUST CAN YOU PLEASE TRY TO MAKE THINGS EASIER FOR US AND TRY TO HELP US RECEIVE THE CARE THAT WE WANT HERE SAFE CLOSER TO HOME? AND I BELIEVE THAT WE ARE MOVING IN THE RIGHT DIRECTION TO PROVIDE THAT FOR OUR FAMILIES. SO I'M GOING TO HAND THIS OVER TO JENNY. THANK YOU, DR. SUE. GOOD EVENING. BOARD COMMISSIONERS AND SUPERINTENDENT SUE AS A FEW AS THE COMMUNITY OUR TEAM BEHIND US AND MEMBERS OF THE PUBLIC I'M JENNY PAYNE. I'M THE HEAD OF SPECIAL EDUCATION AND DIRECTOR FOR OUR SPECIAL EDUCATION LOCAL AREA PLAN FOR SFI USD. AND I'M GOING TO TURN IT OVER TO MY COLLEAGUE HERE, RACHEL NOTO. HI EVERYONE, I'M RACHEL NOTO. I'M THE EXECUTIVE DIRECTOR FOR OUR ALTERNATIVE SCHOOLS AND COUNTY PROGRAMS. I ACTUALLY AM A SAN FRANCISCO
NATIVE MYSELF. I WENT TO S.F. SCHOOLS K-12 AND I HAVE TEN YEARS WORKING IN NONPUBLIC SCHOOLS ALONG WITH MATT WE ACTUALLY STARTED OUR FIRST OFFICE TOGETHER AT 22 AND 23 SO WE ARE THIS IS SOMETHING THAT WE HAVE A REALLY VESTED INTEREST IN. IT IS BRINGING THIS PROGRAMING TO OUR COUNTY OFFICE AND TO OUR SCHOOL DISTRICT AND I DID WANT TO SAY A HUGE APPRECIATION MOST OF MY ALL TO BOTH DISTRICT AND COUNTY OFFICE LEADERS ARE HERE TONIGHT TO SUPPORT AND WELL, I'LL TELL YOU VERY BRIEFLY ABOUT THEM MOMENTARILY . NEXT SLIDE PLEASE. SO OUR BOARD ACTUALLY YOU ALL SERVE BOTH AS USD AND AS OF CHLOE SAN FRANCISCO PUBLIC SCHOOLS IS ACTUALLY ONE AGENCY ENCOMPASSING USD AND SAN FRANCISCO COUNTY OFFICE OF EDUCATION. OUR COUNTY OFFICE OF EDUCATION OPERATES ALTERNATIVE EDUCATION SCHOOLS AND PROGRAMS FOR THE
YOUTH OF SAN FRANCISCO WHO ARE EXPELLED AND PREFERRED BY PROBATION SAAB PREFERRED FOSTER IN TRANSITION AND OR HOMELESS. WE ALSO HAVE ONE PROGRAM CURRENTLY WITH SPECIAL EDUCATION SERVICES FOR STUDENTS WITH SOCIAL EMOTIONAL NEEDS AND TWO OPPORTUNITY PROGRAMS ONE FOR PREGNANT AND PARENTING TEENS AND ANOTHER FOR NEWCOMER YOUTH. AND I'M GOING TO DIVE IN JUST A TINY BIT MORE TO THAT AS WE GO . NEXT SLIDE. SO AS A CEO WE ACTUALLY HAVE OUR OWN MISSION AND OUR OWN VISION. WE EVEN HAVE OUR OWN LOGO. IT DIDN'T MAKE THE CUT IN THE TEN SLIDES BUT IF YOU WANT TO SEE IT IT LOOKS VERY SIMILAR. >> IT'S TINY BUT THERE IS A BRIDGE UNDER THERE OR RATHER A NET UNDERNEATH THE BRIDGE BECAUSE WE ARE THE SAFETY NET. THE COUNTY OFFICE CATCHES THE KIDS THAT FALL OUT OF COMPREHENSIVE SCHOOLS, OUT OF DISTRICT SCHOOLS AND THAT'S OUR GOAL AND REALLY SORT OF BACKING UP AND KIND OF EXPLAINING ALTERNATIVE EDUCATION IS THE
UMBRELLA AND EACH SCHOOL SERVES A UNIQUE POPULATION, A VERY SPECIFIC POPULATION IN BOTH OUR DISTRICT AND ON THE COUNTY OFFICE SIDE. NEXT SLIDE PLEASE. SO WE HAVE THREE DISTRICT SCHOOLS AND I'M GOING TO LET OUR LEADERS WAVE IT. YOU JUST SO YOU GET A SENSE OF WHO THEY ARE. >> WE HAVE TWO CONTINUATION SCHOOLS. BOTH OF THOSE LEADERS WERE NOT ABLE TO BE HERE TONIGHT. THEY ARE INTENTIONALLY IN DIFFERENT PARTS OF THE CITY SO THAT YOUTH CAN GO TO SCHOOL CLOSER TO THEIR OWN HOME AND BECAUSE OUR YOUTH HAVE SIGNIFICANT SAFETY NEEDS SO THEY COULD NOT POSSIBLY ALL GO TO ONE CONTINUATION SCHOOL AND THIS ALLOWS THEM TO GRADUATE EITHER ON TIME OR CLOSER WHEN THEY'RE BEHIND IN CREDITS. AND WE HAVE ONE INDEPENDENT STUDY SCHOOL INDEPENDENT HIGH AND IS GOING TO WAVE AT YOU AND I WANTED TO HIGHLIGHT PARTICULARLY FOR INDEPENDENTS BECAUSE IT'S RELEVANT TO THE TOPIC TONIGHT WE ACTUALLY HAVE TWO COUNSELING ENRICHED CLASSROOMS THERE THAT ARE ALSO A PARTNERSHIP WITH SPECIAL EDUCATION AND WE ARE OPENING A
THIRD FOR THE FALL AND THAT IS ALREADY FULL AND ALL THREE OF THOSE COUNSELING ENRICHED CLASSROOMS SUPPORT STUDENTS THAT WOULD OTHERWISE NEED A NONPUBLIC SCHOOL OUT OF THE DISTRICT SO THEY ACTUALLY IT'S A WONDERFUL PROGRAM BECAUSE THE KIDS GET TO STAY RIGHT HERE IN SAN FRANCISCO. THEY DON'T HAVE TO GO ANYWHERE ELSE. AND IT ALSO OBVIOUSLY SAVES THE DISTRICT MONEY. WE HAVE NINE COUNTY SCHOOLS AND PROGRAMS THEY SHARE THREE CD'S CODES WHICH IS THE THE COUNTY DISTRICT CODE THAT THE CITY USES MEANING THEY ARE THE SAME SCHOOL IN SEVERAL LOCATIONS AND THIS IS A DESIGN THAT IS COMMON FOR COUNTY OFFICES SO THAT STUDENTS ACROSS LARGE GEOGRAPHICAL AREAS CAN STILL BE SERVED BY THE SAME TYPE OF PROGRAMING. SO TWO OF THOSE ARE HILLTOP AND EL CAMINO SERVING OUR PREGNANT PARENTING TEENS AND ALSO A NEWCOMER YOUTH PROGRAM THAT HAS HISTORICALLY SERVED PRIMARILY OLDER NEWCOMER YOUTH. BUT THIS YEAR WE ACTUALLY HAVE BEEN SUPPORTING STUDENTS WHO ARE LONGER TERM AND YOUNGER BUT
CANNOT ATTEND OUR COMPREHENSIVE SCHOOLS FOR A VARIETY OF REASONS CIVIC CENTER SECONDARY WHICH IS MIDDLE AND HIGH SCHOOL PRIMARILY EXPELLED YOUTH ARE SATELLITE WHICH IS OUR COUNTY SATELLITES THAT ARE CONNECTED TO CIVIC WHICH IS CARE, MIDDLE CARE, BAYVIEW CARE, BUCHANAN AND YOUTH CHANCE THE CARE PROGRAMS PRIMARILY SUPPORT STUDENTS WHO HAVE DROPPED OUT ENTIRELY OR HAVE SIGNIFICANT TRUANCY ISSUES SOMETIMES THREE, FOUR, FIVE YEARS HAVE NOT BEEN IN SCHOOL AND THEN YOUTH CHANCE, WHICH IS OUR OLDEST GROUP OF STUDENTS WHO WANT TO WORK AND EARN THEIR DIPLOMA AT THE SAME TIME AND MY COLLEAGUES KEEP OUR SPECIAL EDUCATION PROGRAM FOR STUDENTS WITH VERY SIGNIFICANT MENTAL HEALTH NEEDS WOODSIDE LEARNING CENTER, WHICH IS OUR COURT SCHOOL INSIDE JUVENILE HALL AND THEN COMING SOON IS OUR NEW COUNTY PROGRAM AT EDWIN EDWARDS ELDERLY AND I'LL PASS IT BACK TO JENNY. >> THANK YOU SO AS RACHEL
MENTIONED WE ALREADY HAVE WE HAVE TWO SPECIAL EDUCATION COUNTY PROGRAMS THAT SERVES BASICALLY OUR OUR MORE MILD MODERATE WITH SOCIAL EMOTIONAL BEHAVIORAL NEEDS. THIS IS THE FIRST TIME THAT THE DISTRICT IN PARTNERSHIP WITH OUR COUNTY PROGRAM IS GOING TO OPEN A SPECIAL EDUCATION PROGRAM SPECIFICALLY FOR OUR STUDENTS WITH COMPLEX ACADEMIC, BEHAVIORAL AND COMMUNICATION NEEDS THAT ARE WHAT WE CONSIDERED EXTENSIVE SUPPORT NEEDS STUDENTS PRIMARILY WITH AN ELIGIBILITY OF AUTISM AND INTELLECTUAL DISABILITY AS CURRENTLY WE DO NOT HAVE A NON PUBLIC SCHOOL THAT SERVES EXTENSIVE SUPPORT NEEDS WITHIN THE CITY LIMITS. IN FACT OUR KIDS ARE STILL OUR STUDENTS AS OF US THESE STUDENTS HAVE TO TRAVEL 3 TO 4 HOURS ROUNDTRIP PER DAY TO ACCESS THE NONPUBLIC SCHOOL OUTSIDE FAR OUTSIDE OF THE CITY LIMITS. SO THIS IS A STRATEGIC
OPPORTUNITY FOR S.F. USD TO DEVELOP AN EASTERN COUNTY PROGRAM THAT WILL INCREASE OUR LOCAL CAPACITY AND ALIGNED WITH STUDENT CENTERED NORMS. WHEN I CAME BACK TO SAN FRANCISCO I ALWAYS LIKE TO SAY THIS IN NOVEMBER I HAD THE MARCHING ORDER FROM DR. SUE AND SAID JENNY, WE GOT TO OPEN A COUNTY AND NPS PROGRAM TO SERVE OUR STUDENTS LOCALLY AND I TOOK IT TO HEART AND HERE WE ARE. THE PROGRAM WAS ALSO THIS PROGRAM WAS DIRECTLY RECOMMENDED BY FACT MAP IN THEIR REPORT IN 2025 TO IMPROVE OUR CAPACITY AND EXPAND OUR CONTINUUM OF SERVICES TO SERVE OUR STUDENTS HERE IN SAN FRANCISCO. SO OUR PROBLEM OUR PROGRAM GOAL IS TO REDUCE RELIANCE IN NONPUBLIC SCHOOL, AVOID LENGTHY TRAVEL FOR OUR STUDENTS OUTSIDE OF SAN FRANCISCO AND TO OFFER THE CONTINUUM OF SERVICE CURRENT DATA AND I KNOW THIS WAS ASKED BY THE COMMISSIONERS
CURRENT DATA INDICATES THAT OUR BIGGEST NEED CURRENTLY IS A PROGRAM THAT WILL SERVE OUR EXTENSIVE SUPPORT NEEDS. I KNOW THAT WE ALSO HAVE A NEED AS RACHEL MENTIONED AT OUR R C PROGRAMS OR C C PROGRAMS ARE FULL AND THAT'S OUR NEXT PROJECT. NEXT STEP. NEXT SLIDE PLEASE. SO WHAT IS THIS PROGRAM? THIS IS GOING TO BE A SELF-CONTAINED EXTENSIVE SUPPORT NEEDS CLASS DESIGNED TO BE ENRICHED WITH SOCIAL SKILLS AND BEHAVIOR BASED SUPPORT TO FACILITATE THE DEVELOPMENT OF OUR STUDENTS BY HIRING OUR TEACHER TEACHERS TO HAVE BEHAVIOR BACKGROUND AND EXPERIENCE TEACHING THIS POPULATION OF STUDENTS WE WILL INCORPORATE EVIDENCE BASED STRATEGIES AND POSITIVE BEHAVIOR INTERVENTION WITHIN THE CLASS. IT WILL FOCUS ON GENERALIZATION AND MAINTENANCE OF SKILLS THAT ARE TAUGHT USING APA STRATEGIES
AND WE WILL UTILIZE DIRECT EXPLICIT INSTRUCTION FOR SOCIAL SKILLS PRAGMATICS AND COMMUNICATION WHICH OFTEN INCLUDES GROUP SESSIONS FOR SOCIAL SKILLS AND CO FACILITATE THE CLASSROOM. >> IT WILL INCLUDE USE OF APPROPRIATE ACADEMIC INSTRUCTION USING TEACH TONE AND IT WILL HAVE A HIGH STUDENT RATIO TO ENSURE THAT STUDENTS WITH HIGH ACADEMIC AND BEHAVIORAL NEEDS CAN SAFELY ACCESS THEIR EDUCATION AND BE READY FOR COLLEGE AND CAREER. WE HOPE TO ACTUALLY GIVE THEM ALTERNATIVE PATHWAY TO DIPLOMA . NEXT SLIDE PLEASE. SO AS YOU CAN SEE IN APRIL WE SPENT A LOT OF TIME ON THE BUILDING PREPARATION. THE PLANNING PROCESS WAS EXTREMELY COLLABORATIVE WORKING BETWEEN SPECIAL EDUCATION FACILITIES AND THE COUNTY OFFICE. WE HAD OCCUPATIONAL THERAPISTS AND SEVERAL BOARD CERTIFIED BEHAVIOR ANALYSTS. BCBA IS CONSULT ON THE
ENVIRONMENT TO ENSURE THAT THAT WOULD BE THERAPEUTIC ACCESSIBLE AND REALLY SUPPORT OUR STUDENTS TO BE ABLE TO SELF-REGULATE. SO AGAIN REALLY FOCUSED ON INTERIOR PAINTING, REINFORCING THE GLASS PANELS AND THE WINDOWS SOME MINOR ELECTRICAL WORK UPDATING TECHNOLOGY AND THEN THIS MONTH WE'VE STARTED ON THE HIRING PROCESS WHICH HAS BEEN REALLY EXCITING . >> WE HAVE ORDERED FURNITURE BOTH INDOOR AND OUTDOOR MAKING THE FACILITY BEAUTIFUL. JENNY HAS CONNECTED WITH THE LEE FAMILY. THEY ARE VERY EXCITED THAT THE BUILDING IS GOING TO BE IN USE AGAIN AND THE SUMMER IS GOING TO BE THE CONSTRUCTION PHASE. WE'RE REALLY EXCITED TO MAKE SURE THAT THE BUILD OUT MAKES IT A WONDERFUL SPACE AND LIKE I SAID HAVING ROOMS THAT ARE GOING TO BE ACCESSIBLE FOR THE STUDENTS TO USE TO HELP SELF-REGULATE THE BUILDING IS PLANNING THE CONSTRUCTION IS PLANNING TO BE DONE 828 AS IT SAYS IN THE TIMELINE AND WE REALLY WANT IT TO BE A ROBUST OPENING WHERE THE BUILDING IS
READY BEFORE WE'RE TWO TOURING FAMILIES SO THAT THEY CAN SEE THE CAMPUS FULLY READY TO GO AND MAKE THAT DECISION TO HOPEFULLY ACCEPT THAT PLACEMENT . SO OUR GOAL WOULD BE TO HAVE STUDENTS BY OCTOBER GIVEN THAT TIMELINE. NEXT SLIDE I REALLY WANT TO HIGHLIGHT THAT WE'RE GROUNDING OUR ENVIRONMENTAL DESIGN DECISIONS IN EVIDENCE BASED PRACTICES THAT JENNY MENTIONED SPECIFICALLY CENTERING NEURODIVERSITY SENSORY REGULATION AND STUDENT WELLBEING THE REALLY IMPORTANT CRITICAL PIECE FOR ME WAS THAT THE CLASSROOMS ALLOW MOVEMENT TO HAPPEN IN THE ROOM SO IT'S NOT JUST AN ADD ON BECAUSE IF KIDS HAVE TO LEAVE THEY'RE MISSING INSTRUCTION. SO GIVING THEM THAT MOVEMENT IN THE CLASSROOM SO THAT THEY CAN SELF-REGULATE BEFORE ESCALATING WAS REALLY CRITICAL FOR FOR ALL OF US ON THE TEAM AND SPECIFICALLY FOR THIS THIS POPULATION OF STUDENTS. SO YOU CAN SEE THIS IS WHAT IT LOOKS LIKE RIGHT NOW NICE AND CLEAN AND THEN THEY'RE
GOING TO WORK ON THE CONSTRUCTION PIECE AND I THINK THAT IS IT. SO NEXT SLIDE IS QUESTIONS. THANK YOU SO MUCH. I APPRECIATE THE PRESENTATION. I WILL OPEN IT UP FOR COMMISSIONERS SIMILAR AS WE'VE BEEN DOING WITH THE OTHER PREVIOUS DISCUSSIONS WE'LL DO QUESTIONS AND THEN WE'LL HAVE AN OPPORTUNITY FOR STAFF TO RESPOND SUPERINTENDENT'S RESPOND YOU WANT TO KICK OFF? NOT EVERYONE IS TO A QUESTION AND WE DON'T HAVE TO TALK THREE MINUTES JUST COULDN'T DO ANYTHING NOW COMMISSIONER RIGHT . >> HI. I JUST WANTED TO THANK YOU REALLY, REALLY APPRECIATE THIS EXCITING OPPORTUNITY THAT WE HAVE TO BRING KIDS BACK INTO THE DISTRICT. I HAVE I ASKED QUESTIONS IN ADVANCE BUT I HAVE ONE OTHER THING THAT I WANTED TO FOLLOW UP ON WHICH IS WITH REGARD TO HIRING, IF WE HAVE DIFFICULTY HIRING FOLKS SO WHAT IS OUR PLAN IN THE EVENT THAT WE HAVE DIFFICULTY HIRING FOLKS TO STAFF THE SCHOOL? THANKS. WELL, I'M SORRY.
OKAY. I ASKED IN THE QUESTION THE ADVANCED QUESTIONS KIND OF WHAT THE MAX CAPACITY TO GROW WAS AND THE ANSWER WAS THAT THE MAX CAPACITY OF THE BUILDING IS 11 CLASSROOMS. BUT MY QUESTION IS LIKE WHAT IS THE NEED OF OUR POPULATION AND IS THIS A PLAN TO MEET IT? HOW MANY STUDENTS ARE WE CURRENTLY SENDING OUT WHO WOULD BE BETTER SERVED IN SAN FRANCISCO AT THIS SCHOOL AND WHAT IS OUR PLAN TO ACTUALLY MEET OUR NEED LOCALLY ? LOVE IT FULL SUPPORT AND I ACTUALLY DON'T HAVE THAT MANY QUESTIONS. MY PRIMARY QUESTION IS AROUND STAFFING AND KNOWING THE CHALLENGES THAT WE HAVE AHEAD OF US WITH OUR STAFFING WORK AND SO WHAT I'M ABOUT TO ASK HAS ACTUALLY NOTHING TO DO NECESSARILY WITH THE COUNTY PROGRAM AND IN ITALY BUT I CONTINUE TO THINK THAT THERE'S A PART OF THIS CONVERSATION THAT'S MISSING A LITTLE BIT AROUND OUR ENROLLMENT STRATEGY AND THE CONVERSATIONS BECAUSE THIS IS COMING IN THE CONTEXT
OF OF OUR MAJOR DECISIONS WORK AND THERE'S NO BOARD ACTION THAT'S NEEDED ON THIS BECAUSE IT'S A PROGRAM THAT'S OPENING UP IN AN EXISTING SCHOOL SITE THAT'S SITTING VACANT RIGHT NOW. SO THERE'S NO SCHOOL IDEA THAT'S COMING ON OR OFF BUT THIS IS MORE OR LESS A PORTFOLIO CONVERSATION JUST WE'RE TALKING ABOUT IT IN THE CONTEXT OF A SINGLE PROGRAM AND AND I STILL FEEL LIKE WE'RE WE'RE NOT QUITE GETTING TO THE CONVERSATION AROUND THE ELEPHANT IN THE ROOM OF OF THE ENROLLMENT AND THE PORTFOLIO CONVERSATIONS THAT WE'RE GOING TO NEED TO ULTIMATELY GIVE DIRECTION ON AT THE LAST MEETING IN JUNE IN JUNE AND SO I SAW THAT THE SUPPLEMENTAL STUDENT ASSIGNMENT BRIEFING PACKET WAS ATTACHED BUT BUT NO ,THERE'S NOTHING SET UP NECESSARILY FOR US TO TALK ABOUT THAT RIGHT NOW. AND SO I JUST THINK THERE'S A MISMATCH HERE BETWEEN THE THING THAT WE'RE TALKING ABOUT NOW WHICH AGAIN FULL SUPPORT I DON'T AND I MENTIONED THIS AT THE TOP OF OUR MEETINGS A COUPLE OF WEEKS AGO I DON'T THINK ANY OF US ARE OPPOSED TO AND ARE QUITE THE OPPOSITE VERY EXCITED FOR AND LOVE THE I LOVE
THE WORK THAT'S TAKING PLACE BUT IT DOES SEEM MISALIGNED TO THE THE CONVERSATION TOPIC HERE OF OF OUR MAJOR DECISIONS AND WORK. SO I THINK I CONTINUE TO EXPERIENCE THAT AND I DON'T KNOW IF THERE IS AN INTENTION TO LEAN INTO THAT CONVERSATION RIGHT NOW OR IF WE'RE PREPARED TO EVEN HAVE THAT. BUT I AM CONCERNED THAT WE HAVE ESSENTIALLY ONE MORE MEETING BEFORE THE FINAL MEETING WHERE THEN WE HAVE TO MAKE SOME SORT OF CALL ON THIS LONG TERM TRAJECTORY OF A TIMELINE THAT SEEMS RATHER SIGNIFICANT FOR US. SO I'LL JUST I'LL LEAVE IT AT THAT. IT'S NOT REALLY A QUESTION BECAUSE AGAIN, FULL SUPPORT OF EVERYTHING THERE. DO I THINK THIS IS GREAT SUPER EXCITED AND IT'S BEEN A LONG TIME COMING. WE'VE BEEN TALKING ABOUT THIS SO THANK YOU FOR FOLLOWING THROUGH JENNY ON THIS WORK AND FOR BOTH OF YOU ON THIS WORK AND YOUR TEAMS. SO THAT'S ALL I'LL SHARE FOR NOW. ACTUALLY THAT WAS MY QUESTION. PRESIDENT KIM AND SUPERINTENDENT SU WHETHER RIGHT NOW GIVEN THE SUPPLEMENTAL ENROLLMENT PIECE OF INFORMATION THAT WE RECEIVED
WHICH IS A GREAT RESOURCE IN TERMS OF ALL THE INFORMATION I THERE WASN'T A SO WHAT THERE WASN'T A MEMO ATTACHED TO IT IN TERMS OF WHAT WE'RE SUPPOSED TO DO WITH THAT IF WE IF WE WERE TO COME UP WITH OUR OWN CONCLUSIONS FROM THAT OR OUR OWN ANALYSIS THEN WE CAN DO SO. I HAVE A COUPLE OF QUESTIONS ON THAT. I APPRECIATE ALL THE WORK THAT'S GOING ON HERE IN A WAY I MEAN THE ONLY REAL QUESTION I HAVE IS WHY DIDN'T WE DO THIS SOONER AND A LITTLE BIT OF A SHOUT OUT TO THE UNITED EDUCATORS ACTUALLY BECAUSE I THINK THEY'VE BEEN CLAMORING FOR THIS FOR A WHILE AND I KNOW THAT WAS PART OF THEIR COLLECTIVE BARGAINING AGREEMENT OR SOMETHING THAT THEY PUT IN THERE AS WELL. SO SO NOTHING REALLY SPECIFICALLY ON THIS. BUT IF THE FLOOR IS OPEN LATER TO TALK ABOUT STRUCTURALLY OR STRATEGICALLY WHAT ARE WE DOING IN TERMS OF SOME OF THESE MAJOR DECISIONS, I WOULD CERTAINLY WELCOME THAT CONVERSATION AND IF NOT TODAY I'M STILL UNCLEAR AS FAR AS WHEN ARE WE
GOING TO HAVE THESE CONVERSATIONS BECAUSE WE REALLY HAVE TO HAVE THEM SOON. I'M VERY EXCITED TO BE HERE AND HAVING THIS CONVERSATION IN. MS.. NADEAU, I REALLY APPRECIATE YOUR POINTING OUT THE SAFETY NET IN THE LOGO BECAUSE THAT'S SO TRUE THAT OUR COUNTY SCHOOLS ARE ABSOLUTELY OUR SAFETY NET AND UNFORTUNATELY IT'S TRUE THAT MANY OF YOU HAVE TO FAIL IN SOME CASES TO ACTUALLY GET ACCESS TO THAT SAFETY NET. AND SO I APPRECIATE THAT THIS IS ONE OF THOSE OPPORTUNITIES TO PREVENT FAILURE AND SET OUR STUDENTS UP FOR SUCCESS. FIRST OF ALL AND THE THE FOCUS ON THE ALTERNATIVE PATHWAY TO DIPLOMA AND YOU KNOW, JUST SO MANY DIFFERENT WAYS WE CAN SET OUR STUDENTS UP FOR SUCCESS HERE I THINK IS AWESOME. I THINK MY QUESTION JUST LOOKING AT THE STAFFING MODEL, YOU KNOW WE HAVE SEEN THAT LIKE FOR EXAMPLE WHEN WE OPENED WILLIE BROWN MIDDLE SCHOOL RIGHT THAT I THINK WE UNDERESTIMATED THE STAFFING NEEDS AND THE REQUIREMENTS OF STUDENTS AT THE SCHOOL AT THE TIME AND IT TOOK QUITE A FEW YEARS TO STABILIZE THAT SCHOOL RIGHT. >> AND ESPECIALLY WHEN WE'RE
TALKING ABOUT, YOU KNOW, STUDENTS THAT FIT THE STEREOTYPICAL PROTO PROFILE OF BOTH AUTISM AND ID, YOU KNOW, WE WOULD EXPECT SOME BIG EXTINGUISHING BEHAVIORS AS THEY TRANSITION INTO A NEW PROGRAM AND A NEW SPACE. AND SO I WONDER IF ONE BCBA AND EVEN I MEAN THE SB TEN Q I UNDERSTAND THAT IS THE SAW THE THE THE CODE FOR A PAIR OF EDUCATORS WHO DO HAVE ADDITIONAL BEHAVIOR TRAINING YOU KNOW BUT I'M WONDERING ARE THESE STAFFING LEVELS GOING TO BE ENOUGH TO SET OUR KIDS UP FOR SUCCESS AND LAUNCH THEM? I'M WONDERING IF WE MIGHT NEED TO PUT A LITTLE BIT ADDITIONAL SUPPORT IN PLACE ADDITIONALLY IT TO ENSURE SUCCESS AND THEN HOPEFULLY FADE IT BACK QUICKLY BUT IT JUST I WANT TO MAKE SURE THE SCHOOL SUCCEEDS AND THESE STUDENTS ARE GIVEN ALL THE ALL THE OPPORTUNITIES FOR SUCCESS IN THE WORLD AND I REALLY APPRECIATE THAT. HOPEFULLY THIS IS THE FIRST OF MANY THAT WE HAVE. I THINK MY QUESTION TO FOLLOW
UP ON VICE PRESIDENT HULING IS WE DO HAVE A LOT OF STUDENTS OUT AT PUBLIC SCHOOLS WHO COULD ABSOLUTELY AND THEY ARE SPENDING, AS YOU SAID, UP TO THREE HOURS A DAY IN THE BUS EVERY DAY. SO WHAT WHAT ELSE WHAT'S THE NEXT STEP? HOW MUCH FARTHER CAN WE TAKE THIS TO ACTUALLY BRING OUR KIDS BACK INTO THE CITY? IT'S REALLY AS A PARENT WHO'S PUT A KID ON A BUS IN THE PAST LIKE I MENTIONED THIS WHEN WE WERE AT ZOOM IT'S A LEAP OF FAITH AND IT'S A MUCH BIGGER LEAP OF FAITH WHEN YOU'RE SENDING YOUR KID ACROSS THE BRIDGE, YOU KNOW OR YEAH, IT'S A LOT SO IT CAN BE VERY, VERY DIFFICULT ON THE FAMILIES AS WELL AS THE STUDENTS TO GO THAT FAR. SO THE MORE MORE THE MERRIER. LET'S KEEP GOING. SO THERE WERE A FEW QUESTIONS IN THERE. PRESIDENT KIM FOR WHAT IT'S WORTH ABOVE AND BEYOND THE MONOLOGUING SO YEAH SO I'LL LEAVE IT TO DR. SU HOWEVER YOU WANT TO MANAGE THE TIME IN THAT. YES. SO THIS IS REALLY EXCITING AND HONESTLY I WOULD LOVE TO HAVE MORE BUT JUST LEARNING FROM THE PAST WE HAVE TO GO
SLOW TO GO FAR BECAUSE WE CANNOT. YOU BROUGHT UP WILLIE BROWN. WE CANNOT JUST SAY WE'RE OPENING UP A SCHOOL AND IT'S FULLY OPENED TO FULL CAPACITY AND THEN STRUGGLE TO STOP IT AND STRUGGLE TO MAKE SURE THAT OUR STUDENTS HAVE WHAT THEY NEED TO BE SUCCESSFUL WHICH IS WHY WE'RE GOING TO BE VERY METHODICAL, VERY INTENTIONAL IN RAMPING UP THIS IS THE FIRST TIME WE'RE DOING THIS SO WE WANT TO DO IT RIGHT AND WHY WE HAVEN'T DONE IT BEFORE I DON'T KNOW. BUT HERE WE ARE AND WE'RE SO EXCITED THAT WE'RE DOING IT NOW BECAUSE OUR STUDENTS DESERVE IT NOW AND AND SO YOU'RE GOING TO SEE THE SLOW RAMPING UP OF THIS. >> I WILL SAY THAT I'VE ALREADY BEEN CONTACTED BY SOME OTHER SCHOOLS THAT WE HAVE THAT SAYS HEY LOOK, I YOU KNOW, THERE ARE TWO SEPARATE ENTRIES TO MY TO MY BUILDING. MAYBE YOU CAN TAKE ANOTHER PART OF THE BUILDING TO TO TO EXPAND SO THAT WE CAN USE BETTER USE OUR FACILITIES TO MEET THE NEEDS OF OUR STUDENTS SO SO THERE ARE LOTS OF PRINCIPALS COMING TO ME TO SAY THERE'S YOU
KNOW, WOULD THIS BE APPROPRIATE FOR MY SCHOOL? AND THAT'S EXCITING. THAT'S REALLY EXCITING TO TO SEE THE PARTNERSHIP AND THE ENGAGEMENT AND IN TERMS OF THE HIRING HIRING PLAN. >> YES, HIRING IS A IS A CONCERN WHICH IS ONE OF THE REASONS WHY JENNY WHEN SHE WHEN WE GOT REALLY CLOSE TO A POINT WHERE WE SAID THIS IS A GREEN LIGHT GO WORKED VERY CLOSELY WITH AMY ASSOCIATE SUPERINTENDENT OF H.R. TO MAKE SURE THAT WE CAN HIRE THAT WE'RE I THINK IT'S PRIORITY FIRST IN LINE TO HIRE OUR THE STAFF AND I BELIEVE YOU HAVE JENNY IDENTIFY WE HAVE STAFF IDENTIFIED SO WHERE WE BELIEVE THAT WE HAVE THE STAFF READY TO GO AND WE WILL FOR ALL THE POSITIONS ARE JUST FOR SOME OF THEM. >> CAN I JUMP IN JUST THE TIME I JUST WANTED TO GO BACK TO WHAT YOU WERE SAYING, COMMISSIONER FISHER ABOUT WANTING TO MAKE SURE IT'S SUCCESSFUL. THE NICE THING IS ABOUT THE COUNTY NETWORK IS REALLY TINY SO WE HAVE TO BCBA IS ALREADY
AND THREE REGISTERED BEHAVIOR TECHNICIANS WHO ARE SUPPORTED BY THE BCBA AND THEY CAN KIND OF FLEX A LITTLE BIT I DON'T WANT TO PULL THEM OUT OF MY OTHER SIDE SO THAT THE OTHER SIDE STRUGGLE BUT THEY DEFINITELY CAN FLEX TO SUPPORT A NEW PROGRAM AND THEY WANT TO THEY WANT TO THEY ALL WANT IT TO BE SUCCESSFUL SO I'M NOT AS WORRIED ABOUT THAT PART. I'VE ALSO OPENED THREE OTHER TINY PROGRAMS AT THIS POINT SO I FEEL FAIRLY CONFIDENT AND I CAN ALWAYS LEAN ON JENNY AND MATT OF LIKE OKAY YOU KNOW WE'RE NOT SURE THIS IS WORKING LIKE WHERE CAN WE REALLOCATE RESOURCES IF NEEDED JUST BECAUSE WE DO WANT IT TO BE SUCCESSFUL FOR SURE AND I CAN JUST JUMP IN. WE HAVE SEVERAL PARA SORT OF LIKE TENTATIVELY INTERESTED I'VE HAD MULTIPLE PEOPLE REACH OUT PARTICULARLY IN THE LAST TWO WEEKS AND FOLKS WITH REALLY GOOD EXPERIENCE EITHER WHO ARE VITIS THEMSELVES OR MAYBE SOME OF THEM ARE COMING FROM OTHER NON PUBLIC AGENCIES AND CURRENTLY WORK IN OUR CLASSROOMS AND TEACHERS ACTUALLY HAVE IDENTIFIED LIKE THIS IS A REALLY STRONG STAFF
MEMBER. WOULD YOU BE INTERESTED? SO THAT'S EXCITING NEWS BUT THEY'RE NOT ALL HIRED. WE HAVE AN ASSISTANT PRINCIPAL ALSO TENTATIVELY IDENTIFIED STILL WORKING THROUGH THE PROCESS TO SUPPORT THE SCHOOL AND THE AP WILL REPORT DIRECTLY TO ME WHICH IS THE STRUCTURE WE HAVE IN COUNTY WHERE WE DON'T NECESSARILY HAVE A PRINCIPAL WHO'S SUPPORTING THAT. SO EXCITING PROGRESS AND THEN TO VICE PRESIDENT HEALINGS QUESTION DO WE KNOW WHAT THE ACTUAL NEED IS? >> WELL CURRENTLY WE HAVE 162 STUDENTS PLACED IN NONPUBLIC SCHOOL AROUND POTENTIALLY AROUND I WOULD SAY 50% MAYBE LESS EXTENSIVE SUPPORT NEEDS. BUT OUR FIRST YEAR BECAUSE WE'RE OPENING TWO CLASSES WITH 16 SPOTS THERE ARE 26 STUDENTS THAT ARE IN THAT PIPELINE. RIGHT. AND THEN WE'LL INCREASE AGAIN FOR FOR THE SECOND YEAR TO OPEN UP TO FOUR CLASSROOMS WHICH IS GOING TO HOLD 32 IN US STUDENTS NOW OBVIOUSLY THIS WILL NOT ALL BE THE FIRST YEAR NOT ALL 16 STUDENTS WILL NOT BE COMING AT THE SAME TIME JUST LIKE NONPUBLIC SCHOOL IT WILL BE A ROLLING ENROLLMENT AND SO THEY START MAY BE WILL HAVE TWO
STUDENTS THEN THREE LIKE YOU KNOW SO IT ALSO GIVES OUR OUR STAFF A CHANCE TO LIKE STRENGTHEN BECAUSE THIS WILL BE A NEW TEAM RIGHT TWO NEW TEACHERS AND AS I MENTIONED TO DR. SUE WE HAVE SIX WHO WHO SAID I WOULD LIKE TO APPLY INTERNAL CANDIDATES AND WE NARROWED IT DOWN TO TWO AND SO AND THIS TWO FOLKS ARE VERY EXPERIENCED AND IN FACT ONE OF THEM IS ABOUT TO BECOME A BCBA. >> SO BUT IN THE EVENT THAT WE HAVE HIRING CHALLENGES WE DO HAVE TWO NONPUBLIC AGENCY AGENCIES READY THAT I HAVE LINED UP TO WORK WITH US. CAN I JUST ASK A FOLLOW UP ON THAT? SO SO WE HAVE EIGHT STUDENTS PER CLASSROOM SO IN TWO YEARS WE'LL BE AT 32 STUDENTS WHICH IT SOUNDS LIKE IS 39 PERCENT OF OUR 81 STUDENT DEMAND FOR OF STUDENTS WHO ARE IN NPS IS WITH EXTENSIVE SUPPORT NEEDS WHO WOULD BENEFIT FROM THIS MODEL LOCALLY. SO DO WE HAVE A PLAN TO CONTINUE TO EXPAND TO SERVE ALL 81 STUDENTS SO WE'VE HEARD I THINK THAT YOU KNOW RIGHT NOW WHEN WE SEND STUDENTS TO NPS IS
WE ARE PAYING QUITE A LOT LIKE $200,000 PLUS EXPENSIVE TRANSPORTATION AND IN SOME INSTANCES PER YEAR FOR THOSE STUDENTS AND WE'VE HEARD THAT WE MAY ACTUALLY BE ABLE TO ENROLL STUDENTS FROM OUTSIDE SIDE DISTRICTS WHO ARE CLOSER TO COME TO SAN FRANCISCO THAN SEND THEIR STUDENTS THE SAME THREE HOURS THAT WE'RE SENDING HOURS ROUNDTRIP. BUT IT SOUNDS LIKE IF THERE'S ONLY 11 CLASSROOMS HERE, THE MAXIMUM CAPACITY WOULD BE 88. SO IT DOESN'T ACTUALLY SOUND LIKE THIS BUILDING HAS CAPACITY TO REALLY TAKE IN OUTSIDE STUDENTS. I GUESS I'M JUST WONDERING IF WE HAVE A LONG TERM PLAN TO MEET OUR OUR OWN NEED AS WELL AS EXPAND TO POTENTIALLY MEET OTHER LIKE LOCAL ISED NEED OUTSIDE OF OUR CELL FOR WELL YEAH SO THAT'S WHY I REFERENCED EARLIER THAT THERE ARE LOTS OF PRINCIPALS WHO ARE REACHING OUT TO ME SAYING I THINK I MIGHT BE ABLE TO HOST OR HOUSE THIS TYPE OF PROGRAM BECAUSE I HAVE TO SEPARATE ENTRANCE TO OUR BUILDING OR THEY CAN TAKE A WHOLE WING OF OUR BUILDING OR
THEY CAN TAKE A WHOLE FLOOR OF OUR BUILDING. I THINK I THINK PEOPLE ARE JUST EXCITED AND AND ENERGIZED BY THE FACT THAT WE'RE BRINGING SOMETHING THAT PEOPLE JUST KNOW OUR STUDENTS NEED AND THEY WANT TO BE A PART OF IT. AND SO BUT BUT WE DON'T WANT TO GO TOO FAST BECAUSE SERVING THESE STUDENTS ARE REALLY, REALLY COMPLICATED AND IT'S VERY COMPLEX AND SO WE HAVE TO DO IT RIGHT. WE CANNOT CANNOT RUSH TO SERVE AND THEN END UP, YOU KNOW, ACCIDENTALLY CAUSING MORE HARM THAN GOOD. AND SO DO YOU WANT TO SPEAK ABOUT JUST THE PLAN FOR ROLLOUT? >> YEAH. AND I GUESS ONE OF THE SUCCESS FACTORS OF NONPUBLIC SCHOOL SCHOOLS ARE BECAUSE THEY'RE SMALL SO WE TRULY DO NOT WANT TO OPEN A BIG PROGRAM BECAUSE THAT MAKES A NON PUBLIC SCHOOL. AND WHAT WE'RE TRYING TO CREATE HERE IS LIKE A VERY LOW STAFF TO STUDENT RATIO RIGHT? SO YES WE CAN OPEN UP TO 11
CLASSROOMS BUT WE REALLY SHOULDN'T LIKE WE WILL MAKE THAT DECISION AFTER YEAR TWO AND SEE HOW WE'RE DOING AND NOT LIKE NECESSARILY OPEN JUST TO OPEN. I APPRECIATE THAT AND I'M REALLY GLAD THAT WE ARE OPENING THE SCHOOL. I THINK IT'S A LONG TIME COMING. I THINK IT'S GREAT THAT THE DISTRICT IS DOING STRATEGIC PLANNING TO MEET THE NEEDS OF OUR STUDENTS AND IS YOU KNOW, RESPONDING TO AUDIT FINDINGS FROM THE THICK REPORT AND THINGS LIKE THAT. BUT I THINK AS A BOARD IT'S INCUMBENT UPON US TO ASK THE QUESTIONS ABOUT IF OUR STRATEGIES ARE ACTUALLY SUFFICIENT TO MEET THE NEED AND I THINK SIMILAR TO LAST WEEK WHEN WE HAD AS HE EXPANSION PROPOSAL THAT SEEMS TO FALL 300 STUDENTS SHORT OF OUR CURRENT T K DEMAND YOU KNOW I JUST WANT TO MAKE SURE THAT WHEN WE TAKE ON THIS CHALLENGE OF RIGHTSIZING OUR PORTFOLIO THAT WE ARE ACTUALLY MEETING THE NEEDS OF OUR STUDENTS WITH OUR INVESTMENTS. I HAVE ONE FOLLOW UP QUESTION ESPECIALLY BECAUSE
THIS IS GOING TO BE A PROGRAM THAT'S GOING TO BE FOCUSED ON STUDENTS WITH AUTISM. ABA IS A BIT OF A FLASHPOINT IN THE IN THE AUTISTIC COMMUNITY, RIGHT? CAN YOU. SO WHEN I SEE BCBA IS AND YOU KNOW OUR TEN CUES CAN YOU HELP US UNDERSTAND A LITTLE BIT MORE ABOUT WHAT ABA IS GOING TO LOOK LIKE IN OUR IN THIS NEW SCHOOL IF IT WILL BE THERE AT ALL FOR SURE AND I DO THINK THAT THAT'S GOING TO BE PART OF THE IEP. IEP PROCESS IS SOME FAMILIES ARE NOT GOING TO WANT TO CHOOSE THAT. THEY MAY WANT TO STAY WITH OUR NONPUBLIC SCHOOLS AND YOU KNOW, THAT'S A CONSIDERATION THAT WE OBVIOUSLY HAVE TO TO TAKE INTO ACCOUNT RIGHT NOW THE EVIDENCE BASE SHOWS THAT THAT IS WHAT'S APPROPRIATE AND I THINK ONE OF THE BIGGEST PIECES AND ACTUALLY ONE OF OUR CURRENT BCBA HAS DONE A LOT OF RESEARCH ON THIS IS HOW TO SUPPORT PEOPLE WHO ARE NEURO SPICY IN A WAY THAT FEELS APPROPRIATE FOR THEM AND REALLY ENGAGING WITH KIDS WITH YOUNG PEOPLE AND WHAT DO YOU WANT LIKE HOW DOES THIS FEEL FOR YOU? WHAT ARE THE THE WAYS THAT YOU FEEL LIKE YOUR NEEDS ARE MET AND NOT HAVING IT BE THIS KIND
OF LIKE CLINICAL STERILE PROCESS AND AND ARE LIKE ARE ONE IS LIKE VERY VERY TALENTED AT THAT AND ACTUALLY WE ARE SHE'S DONE SOME RESEARCH ON THE ETHICS AROUND THIS AND WHERE SHE LOOKED AT IT TOMORROW VERY TIMELY SO I THINK IT'S KIND OF A IT'S A TWOFOLD THING. >> IT'S LIKE MAKING SURE THAT IT'S THE RIGHT FIT FOR EVERY STUDENT AND FAMILY. YOU KNOW, THIS PARTICULAR SCHOOL AND THEN ALSO MAKING SURE THAT THE WAY THAT WE DO THE ABA IS IS WELL DONE AND IS TAKING INTO ACCOUNT STUDENT NEEDS AND RECOGNIZING THE CHANGE IN ABA OVER THE PAST 30 YEARS IN THE MOVE TOWARDS ETHICAL AS YOU MENTIONED YOU KNOW AFFIRMING THE PERSON YOU KNOW AND YEAH NOT TRYING TO ON AUTISM THEM RIGHT SO YEAH THANK YOU MAYBE I'LL JUST END WITH JUST AN AFFIRMATION OF THIS WORK. I THINK IT'S SUPER EXCITING. WE'VE BEEN TALKING ABOUT THIS I KNOW FOR SOME TIME AND AS OTHERS HAVE MENTIONED TOO BUT LABOR PARTIES, LABOR PARTNERS, STAFF THE BOARD HAVE ALL BEEN SUPER JUST ENERGIZED BY THIS
WORK. SO I JUST WANT TO THANK YOU SO MUCH FOR THESE PLANS. THANK YOU. OKAY. UM AS I MOVE TO ACTION ITEMS H ONE UM SUPERINTENDENT STUFF IS IT OKAY IF I COMBINE EACH ONE INTO IS THAT YEAH. OKAY SO I'LL COMBINE. THANK YOU SO MUCH COUNSEL I'LL COMBINE ACTION ITEM H ONE UH 265-26 SP ONE APPROVAL OF RESOLUTION AUTHORIZING DOCUMENTS FOR THE ISSUANCE AND SALE. YOU KNOW IT'S A OH SO UM ISSUANCE AND SALE THE SAME SCHOOL UNIFIED SCHOOL DISTRICT'S GENERAL OBLIGATION BONDS IN AN AMOUNT NOT TO EXCEED $270 MILLION BY NEGOTIATED SALE 2020 FOR SALE 2024 BONDS SERIES B AN ITEM H226526 SB TO APPROVAL OF RESOLUTION AND AUTHORIZING DOCUMENTS FOR THE ISSUANCE AND SALE OF A SCHOOL UNIFIED SCHOOL DISTRICT'S GENERAL OBLIGATION REFUNDING BONDS IN THE AMOUNT NOT TO EXCEED $235 MILLION BY NEGOTIATED SALE . >> DO I HAVE A MOTION AND A SECOND SO MOVED SECOND I WILL PASS IT TO YOU DR. SUE I'M
ACTUALLY GOING TO HAND IT OVER TO OUR VERY AMAZING BOND STAFF . >> THANKS. GOOD EVENING, COMMISSIONERS. I'M ALSO GOING TO DEFER BUT I WANT TO INTRODUCE TO YOU ARIEL IS RICHARD SANTO, EXECUTIVE DIRECTOR OF BOND AND FACILITIES FINANCE AND ADMINISTRATION TO PRESENT THE ITEM. >> GOOD EVENING COMMISSIONERS. MY NAME IS ARIEL SPEAR TO SANTO . SO WE ARE HERE TONIGHT TO DISCUSS THE SERIES B ISSUANCE FOR OUR 2024 BOND. >> NEXT SLIDE. SO TO REMIND YOU ALL IN 2024 A BOND MEASURE PASSED AUTHORIZING $790 MILLION TO INVEST IN OUR FACILITIES HERE WE ISSUED SERIES A WHICH WAS 160 MILLION IN APRIL 20TH 24TH APRIL 2025 SORRY. AND WE ARE HERE NOW TO TALK ABOUT OUR SERIES B SERIES B WILL FUND PROJECTS THAT WILL SPAN TWO YEARS WORTH OF WORK STARTING THIS FALL AND THOSE FUNDS ARE NEEDED AS EARLY AS JANUARY OF NEXT YEAR. WE ARE ALSO IN THE ITEMS TONIGHT GOING TO DISCUSS A REFUNDING OR REFINANCING OPPORTUNITY.
SO THIS IS PART OF OUR STRATEGY THAT WHENEVER WE GO OUT FOR NEW MONEY WE ALSO LOOK FOR OPPORTUNITIES TO ESSENTIALLY REFINANCE OUR OUTSTANDING BONDS THEREFORE SAVING MONEY FOR OUR TAXPAYERS . SO TONIGHT THERE ARE TWO ACTION ITEMS IN FRONT OF YOU. THE FIRST IS TO AUTHORIZE OUR SERIES B ISSUANCE WHICH IS FOR $270 MILLION. AND THE SECOND IS TO ALLOW THE DISTRICT TO TAKE ANY REFUNDING OPPORTUNITIES DEPENDING ON WHAT THEY SEE IN THE MARKET AT THE TIME OF THAT SALE. NOTE THAT IN THE ATTACHMENTS TO THIS ITEM THERE ARE SOME BLANKS WHICH WILL BE FILLED OUT AS WE GET CLOSER TO THE FINANCING. NEXT SLIDE. SO THIS IS JUST TO GIVE YOU A BIT OF AN IDEA OF WHAT WILL BE PAYING FOR WITH THIS NEXT ISSUANCE WITH THESE TAX EXEMPT BONDS WE ARE REQUIRED TO SPEND 85% OF THE MONEY WITHIN THREE YEARS OF ISSUING. SO WE'VE LOOKED AT TWO YEARS WORTH OF CASH FLOW JUST SO YOU KNOW, CASH FLOW IS THE ACTUAL
MONEY THAT WE ARE SPENDING ON INVOICES. THIS ISN'T JUST MAKING A CONSTRUCTION COMMITMENT. SO YOU CAN SEE HERE FOR THE TWO YEAR PERIOD STARTING THIS FALL WE'VE CALLED OUT THERE ARE MANY MORE PROJECTS THAT ARE ON THIS SLIDE BUT WE JUST WANTED TO SHOW YOU AT THE BOTTOM THERE ARE A NUMBER OF LARGE PROJECTS THAT ARE CURRENTLY UNDERWAY THAT WILL BE COMPLETED DURING THIS ISSUANCE. SO YOU'LL SEE PROJECTS LISTED THERE THAT YOU'RE ALREADY AWARE OF CONSTRUCTION HAPPENING AND IN THE GROUND AT THE TOP WE HAVE SEVERAL CALLED OUT AS KEY PROJECT DRIVERS. THESE ARE LARGE PROJECTS THAT ARE GOING TO BE ENTERING CONSTRUCTION DURING THE TWO YEAR PERIOD. OUR LARGEST ONE THERE IS THE S.A. HOBSON SHOPPES PROJECT WHICH WE EXPECT TO ENTER CONSTRUCTION AND YOU CAN SEE THAT IT WILL BE RAMPING UP TO SPENDING ALMOST $20 MILLION PER QUARTER. >> SO THAT PROJECT ALONE IS
MAKING UP OVER $110 MILLION OF THE $270 MILLION ISSUANCE. SO WE HAVE CHOSEN THIS TWO YEAR PERIOD WHICH GIVES US SOME FLEXIBILITY. >> IF IT TURNS OUT THAT OUR PROJECTS ARE MOVING FASTER THAN INTENDED, THEN WE HAVE THE OPPORTUNITY TO COME BACK A BIT SOONER FOR OUR SERIES B SERIES C ISSUANCE IF WE FIND THAT THERE ARE UNANTICIPATED DELAYS IN SPENDING THEN WE'LL STILL BE ABLE TO MEET OUR SPENDING TARGET WITHIN THE THREE YEARS. SO WE LOOK AT THAT FULL NEED OF 450 MILLION ACROSS THE TWO YEARS. SUBTRACT THE MONEY THAT WE CURRENTLY HAVE ON HAND AND THAT IS HOW WE GOT TO OUR 270 DOLLARS MILLION FIGURE. NEXT SLIDE. >> HIGH LEVEL HERE IS OUR SCHEDULE OF BETWEEN TODAY AND GETTING TO THE ACTUAL ISSUANCE OF OUR MONEY. SO WE ARE HERE TODAY GETTING YOUR BOARD'S AUTHORIZATION IN JULY WE WILL BE GOING TO THE CITY AND COUNTY TO GET THEIR APPROVAL.
DURING THAT PERIOD WE'LL ALSO BE GOING THROUGH A BOND RATING PROCESS. >> WE HAVE TENTATIVELY ASSUMING YOU ALL HAVE A JULY 28TH BOARD MEETING I'M SEEING SHAKING AHEAD OF NO. SO WE WILL ADJUST THE SCHEDULE ACCORDINGLY. BUT WE WILL NEED TO COME BACK TO YOU ALL TO GET YOUR APPROVAL OF THE PRELIMINARY OFFICIAL STATEMENT. >> ONCE THAT IS POSTED AND DISTRIBUTED TO POTENTIAL INVESTORS WE WILL THEN MOVE FORWARD WITH BOND PRICING AND THEN BE ABLE TO CLOSE THE BOND ISSUANCE SOMETIME THIS FALL. AND WITH THAT WE WILL CLOSE IT AND OPEN IT UP TO ANY QUESTIONS. >> THANK YOU VERY MUCH. COMMISSIONERS, I WILL OPEN IT FOR COMMENTS AND QUESTIONS FOR COMMENTS AND QUESTIONS THAT MAY INFLUENCE THE OUTCOME OF YOUR DECISION ON THIS VOTE. C. C. SEEING NONE OF OUR ANSWER I NEED TO GO BACK TO MY SCRIPT HERE.
UM UH I AM NOW GOING TO DO THIS REMEMBERING SEEING NONE. I NOW CLOSED DISCUSSION ON THIS ITEM FOR ITEM H ONE AND H TWO. UM I JUST CLOSED IT THAT YOU'RE GOING TO D OH, NO, NO. WE CAN BRING IT A FINE. >> UM I WILL MOTION FOR OR ASK FOR A ROLL CALL VOTE PLEASE. >> OH ANY SECOND I MOVED AND COMMISSIONER FISCHER SECONDED AT THE BEGINNING. ROLL CALL. VOTE PLEASE. COMMISSIONER ALEXANDER? YES. COMMISSIONER FISCHER. YES. AND THANK YOU FOR BEING HERE TONIGHT. COMMISSIONER GUPTA? YES. VICE PRESIDENT HULING? YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WARD YES. PRESIDENT KIM YES. >> THANK YOU. THANK YOU SO MUCH FOR YOUR WORK. SUPER EXCITING. MOVING TO ITEM H THREE IMPLEMENT CONTRACTS FOR DISTRICT EXECUTIVE EMPLOYEES DR. SUE I'M GOING TO HAND IT OVER TO MM THANK YOU, MADAM SUPERINTENDENT. SO THE GOVERNMENT CODE REQUIRES THAT THE BOARD PROVIDE THE PUBLIC WITH AN ORAL SUMMARY
REPORT OF THE COST OF THE EMPLOYMENT AGREEMENT. THIS IS AN EMPLOYMENT AGREEMENT FOR THE ASSISTANCE OF TECHNOLOGY. AND SO THE AGREEMENT WOULD BE BETWEEN THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT AND RANGANATH SUNDARAM AN INDIVIDUAL WHO WOULD BE ASSUMING THE TITLE OF THE ASSISTANT SUPERINTENDENT OF TECHNOLOGY. IT'S A TWO YEAR CONTRACT STARTING ON JULY 1ST, 2026, GOING THROUGH JUNE 30TH, 2028. THE SO THE CONTRACT CALLS FOR PLACEMENT OF SALARY ON GRADE SIX STEP EIGHT OF THE MANAGEMENT SALARY SCHEDULE WHICH IS $248,112 AND 0.1%. IT'S A 260 DAY CALENDAR WITH THE EMPLOYEE GETTING BENEFITS WITH RESPECT TO VACATION AS WELL AS HEALTH AND WELFARE BENEFITS IN COMPLIANCE WITH THE CLASSIFIED MANAGEMENT EMPLOYEES ACROSS THE DISTRICT AND THE BUYOUT PROVISION IN THIS AGREEMENT IS FOR SIX MONTHS IT'S A SIX MONTH BUYOUT PROVISION. THE REST OF THE PROVISION ARTICLE THE REST OF THE ARTICLES IN THE AGREEMENT ARE VERY STANDARD ARE BASICALLY
PROTECT THE DISTRICT AND ASCERTAIN THAT IF PARTS OF THE CONTRACT ARE STRUCK AS ILLEGAL THE CONTRACTS FOR THE REMAINDER OF THE CONTRACT STANDS AS IS. SO THAT IS THE TOTAL BENEFITS PACKAGE AND TERM OF THE AGREEMENT THAT YOU ARE VOTING ON TONIGHT. WITH RESPECT TO THE ASSISTANT SUPERINTENDENT OF TECHNOLOGY AND THE APPLICANT'S NAME IS RANGANATHAN SIMPSON THE ROOM THANK YOU AND SORRY THIS IS A LITTLE OUT OF PROCESS HERE SO I WILL MOTION TO APPROVE IT. I WILL ASK FOR A MOTION IN THE SECOND MOTION TO DISMISS ITEM THANK YOU. OKAY I'LL SECOND I JUST TRYING TO MAKE IT FASTER. ANY QUESTIONS OR COMMENTS FROM STAFF THAT MAY INFLUENCE THE OUTCOME OF YOUR DECISION? >> SEEING NONE COVER PLEASE. COMMISSIONER ALEXANDER YES. COMMISSIONER FISHER YES. COMMISSIONER GUPTA YES. VICE PRESIDENT EWING. YES. COMMISSIONER RAY YES.
COMMISSIONER WISEMAN WARD YES. PRESIDENT KIM YES. THANK YOU VERY MUCH. MOVING TO ITEM I CONSENT CALENDAR AND I WILL PRESIDENT KIM HAS A STANDING RECUSAL FROM THE CONSENT CALENDAR DUE TO HIS EMPLOYMENT WITH THE CITY COUNTY OF SAN FRANCISCO WHICH IS A FREQUENT CONTRACTOR WITH S.F. USED IN ORDER TO AVOID ANY APPEARANCE OF A CONFLICT. ARE THERE ANY CHANGES TO THE CONSENT CALENDAR, SUPERINTENDENT? >> THERE ARE NONE. THANK YOU. THEN I MOVE APPROVAL OF THE CONSENT CALENDAR. IS THERE A SECOND? SECOND WE HAVE A ROLL CALL VOTE PLEASE. COMMISSIONER ALEXANDER? YES. COMMISSIONER FISHER? YES. COMMISSIONER GUPTA. YES. VICE PRESIDENT HULING. YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WARD YES. DO YOU OKAY ITEM J INFORMATION CAN BE FOUND ON OUR AGENDA UNDER ITEM J AND THIS MEETING IS ADJOURNED AT 10:01 P.M.. I HAVE ONE MINUTE. OKAY