AND S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION . >> STREET TO HONOR THE MURAL PROJECT STARTED BY AMOS GREGORY. WHAT BEGAN AS A BLIGHTED ALLEY ISN'T A PLAY ABOUT THE COMPTON'S CAFETERIA RIOT. WE STRIVE TO WORK WITH AS MANY LIKE NEIGHBORS AND NEIGHBORING ORGANIZATIONS AS POSSIBLE TO CREATE REALLY DIVERSEEA PROGRAMING FOR A DIVERSE NEIGHBORHOOD. TENURE ONLY IS LIKE AN INCREDIBLY CLOSE KNIT COMMUNITY AND JUST LIKE THE ALMOST DECADE I'VE BEENTO WORKING . OKAY, I'LL CHECK. CHECK, CHECK, CHECK. ONE, TWO. CHECK, CHECK, CHECK. ONE, TWO. CHECK, CHECK, CHECK. ONE, TWO. YOU GOT IT. OKAY, COOL . WOW. YEAH. >> YEAH
. S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION . OH ,I KNOW . >> S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION . >> S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION . >> UH . S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION . MM HMM. MM. MM HMM. WOW. YEAH.
YEAH. S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION AND AND FROM THE PUBLIC BEFORE WE CONDUCT BOARD BUSINESS, OUR GOAL IS TO CONDUCT OUR WORK IN AN EFFICIENT, EFFECTIVE AND ACCESSIBLE MANNER DURING REASONABLE HOURS WE AIM TO RESPECT STAFF, FAMILY AND COMMUNITY TIME BY ENSURING A MOVE TO BOARD BUSINESS AS SOON AS POSSIBLE. EACH PARTICIPANT MAY SPEAK FOR UP TO ONE MINUTE. STAFF WILL THINK THE PARTICIPANT AT THE ONE MINUTE MARK AT ONE MINUTE AND FIVE SECONDS. I'VE ASKED MR. TRUJILLO TO PLEASE TURN OFF THE MIC AND TRANSITION TO THE NEXT SPEAKER. I ASK 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 AS IF YOU SD YOU HAVING CONNECTED WITH MR. TRUJILLO. BEFORE THE MEETING I I IT'S MY UNDERSTANDING WE ALREADY HAVE A SIGNIFICANT NUMBER OF COMMENT CARDS SO IF THERE ARE FOLKS WHO WOULD LIKE TO GROUP THEIR COMMENTS TOGETHER PLEASE DO SO SO THAT WE CAN HEAR FROM AS MANY PEOPLE AS POSSIBLE. WE WILL FIRST HEAR 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 COMMENT IS COMPLETE, WE WILL SAVE 15 MINUTES FOR REMOTE PUBLIC COMMENT TO 7:30 P.M. TAKING COMMENTERS IN THE SAME ORDER AS IN PERSON TO THE MEMBERS OF THE PUBLIC ON THE RIGHT YOU'LL SEE 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 . >> IF APPROPRIATE, THE SUPERINTENDENT WILL ASK THAT STAFF FOLLOW UP WITH SPEAKERS. TODAY WE ALSO HAVE REPRESENTATIVES FROM UNITED EDUCATORS OF SAN FRANCISCO WHO WILL BE SPEAKING AT THE END OF OUR PUBLIC COMMENT. MR. TRIO. THANK YOU PRESIDENT KIM WE'LL START WITH STUDENTS. PLEASE LINE UP AS I CALL YOUR NAME. AMBERLY GARIBAY. MARTA RAFAEL, DERRIUS SIGNAL AND ANGELO QUINTO. PRESIDENT BUT HI, MY NAME IS AMBERLY AND I'M A FIFTH GRADER AT FLYNN ELEMENTARY. I AM A MATH PLANNING DISABILITY CARD DYSCALCULIA. THAT MEANS THAT SOMETIMES MATH CAN BE HARDER FOR MY BRAIN TO UNDERSTAND. THE TEACHER THAT HELPS WITH MATH TAKES A LOT OF TIME TO HELP UNDERSTAND ME AND HOW I LEARN. WHEN I GO TO MIDDLE SCHOOL NEXT YEAR I HOPE TO HAVE SOMEONE ELSE TO KEEP ME ON TRACK. I HOPE TO GET AHEAD IN MATH WITH THE EXTRA HELP THAT I GET IN MY IEP. >> THANK YOU.
GOOD EVENING. MY NAME IS RAFAEL AND I'M WITH JOHANNA AND I'M A STUDENT OF GALILEO. UH. >> WE ARE HERE BECAUSE EVERY STUDENT DESERVES TO LEARN IN AN ENVIRONMENT FREE FROM THE FEAR OF IMMIGRATION ENFORCEMENT. >> WE'RE CALLING ON SUPER THE SUPERINTENDENT MARIA SU AND BOARD OF EDUCATION TO MEET WITH US UITH PARENTS AND COMMUNITY GROUPS TO COMMIT TIME OF AS OF TUESDAY TO COLLABORATE TO CREATE A SCHOOL SAFETY PLAN A DOCTOR SCHOOL SAFETY PLAN AND THE BOARD POLICY AND THEN HAVE OTHER SCHOOL SITES IMPLEMENT THE SCHOOL SAFETY PLAN. JOHANNA HAS BEEN COLLECTING POSTCARDS FROM STUDENTS, TEACHERS, PARENTS AND COMMUNITY LEADERS ALL ACROSS THE CITY OF SAN FRANCISCO. SO FAR WE'VE ONLY GATHERED ONLY A THOUSAND TO DELIVER TO THE BOARD TODAY. >> EACH OF THESE POSTCARDS CARRIES PERSONAL MESSAGES, STORIES, FEARS AND HOPES FROM STUDENTS, PARENTS AND COMMUNITY MEMBERS EXPLAINING WHY WE NEED SAFER SCHOOLS. AND THESE ARE REAL VOICES FROM
OUR COMMUNITY AND THEY DESERVE TO BE HEARD. I URGE THE BOARD OF EDUCATION TO MEET WITH YOUR HINA. >> OH, THANK YOU. GOOD EVENING. MY NAME IS JAY AND I ATTEND GALILEO HIGH SCHOOL AND I'M WITH JOHANNA. I'M HERE TODAY TO CALL ON THE BOARD TO ESTABLISH ALL SEVEN YEARS THIS COURSE AS SAFE HAVENS EVERY STUDENTS DESERVE TO LEARN IN AN ENVIRONMENT WHERE THEY FEEL SAFE AND SUPPORTED. >> WITHOUT FEAR OF IMMIGRANT IMMIGRATION ENFORCEMENT RIGHT NOW MANY FAMILIES AND STUDENTS ARE LIVING WITH FEAR AND UNCERTAINTY. THIS AFFECTS STUDENTS MENTAL HEALTH PARTICIPATION AND ABILITY TO FOCUS IN SCHOOL. >> PERSONALLY THIS MATTERS TO ME BECAUSE I SEE HOW FEAR IMPACTS STUDENTS IN OUR COMMUNITY. SCHOOL SHOULD BE A PLACE WHERE WE FEEL SAFE AND SUPPORTED. WE ARE FEW TO COMMIT TIME TO COLLABORATIVELY CREATE A SCHOOL SAFETY PLAN WITH YOUTH, PARENTS AND COMMUNITY GROUPS. ADOPT THIS PLAN INTO WORD POLICY AND ENSURE ALL SCHOOLS SITES IMPLEMENT IT. I URGE THE BOARD TO PRIORITIZE THE SAFETY AND WELL-BEING OF
ALL STUDENTS. >> THANK YOU. HELLO. >> GOOD EVENING EVERYONE. MY NAME IS ANGELO. I AM ALSO FROM YOHANNA. I AM HERE BECAUSE I WANT EVERY STUDENT AND THEIR FAMILIES TO VOTE FREE FROM THE FEAR OF ICE AND IMMIGRATION ENFORCEMENT. MANY FAMILIES AND STUDENTS ARE STUCK WITH FEAR AND UNCERTAINTY TOWARDS ICE AND THIS ANXIETY AFFECTS THEIR DAILY LIFE. PARENTS AND STUDENTS FEEL THAT THEIR ORDINARY SCHOOL ROUTINE MAY LEAD THEM TO UNEXPECTED INTERACTIONS AGAINST IMMIGRATION AUTHORITIES. AND SO I URGE SUPERINTENDENT MARIA SU TO MEET WITH YOHANNA SAFETY, YOUTH, PARENTS AND COMMUNITY GROUPS TO DISCUSS ABOUT A SCHOOL SAFETY PLAN THAT WE CAN ADAPT, IMPLEMENT AND COMMIT TO. >> THANK YOU. PLEASE LINE UP AS I CALL THE NEXT GROUP OF STUDENTS. SORRY KATHERINE AND THEN THE GROUP OF EIGHT THAT STARTS WITH YOU LISA. SO TEACHER I DON'T KNOW WHERE YOU ARE BUT THAT'S THE GROUP THAT'S COMING UP.
OKAY. SORRY. GOOD. >> UM, GAMING BOARD MEMBERS. MY NAME IS AHOY. I'M A Y MAG MEMBER AND I GO TO JUNIOR AND HIGH SCHOOL. I AM I AM HERE TODAY BECAUSE OUR SCHOOLS ARE LIKE IN SAFETY WHEN OUR IMMIGRANT COMMUNITY IS BEING ATTACKED. SCHOOL SHOULD BE SAFE SHOULD BE A SAFE PLACE FOR US TO LEARN. WE ALREADY ARE GOING THROUGH A LOT BY GETTING EDUCATED IN SCHOOL DISTRICTS THAT CONTINUES TO PUT MORE MONEY INTO THE CENTRAL OFFICE AND KIND OF FROM OUR SCHOOLS. WE NEED TO MAKE A CHANGE AND PROVIDE MORE SERVICES FOR OUR COMMUNITY TO ENSURE THEY CAN SUCCEED. I ASK YOU TO COMMIT TIME TO CREATE A SCHOOL SAFETY PLAN. TO YOUR HAND YOU PARENTS AND COMMUNITY DO TO OUR COMMUNITY TO LEARN IN A SPACE THAT IS SUPPOSED TO CELEBRATE DIVERSITY PLEASE WELCOME ME WITH THE VIEW TO ENSURE PROTECTION FOR THE IMMIGRANT COMMUNITY. >> THANK YOU.
GOOD EVENING BOARD MEMBERS. MY NAME IS KATHERINE. I AM A Y MAC MEMBER AND I GO TO JORDAN SCHOOL FOR EQUITY. I'M HERE TODAY BECAUSE ACROSS THE SCHOOL DISTRICT FAMILIES AND STUDENTS ARE STRUGGLING WITH THE INCREASING FEAR OF UNCERTAINTY SURROUNDING IMMIGRATION ENFORCEMENT. WE WATCH THE NEWS AND IT MAKES ME NERVOUS. I KNOW IF IT MAKES ME NERVOUS AS A CITIZEN I CANNOT IMAGINE HOW IT FEELS FOR THE REST OF THE ON DOCUMENTED COMMUNITY. THIS ANXIETY IS NOT JUST AN ABSTRACT CONCERN IT'S AFFECTING DAILY LIVES AND DEEPEN IN PERSONAL WAYS. PARENTS WORRY ABOUT DROPPING OFF THEIR STUDENT S TO SCHOOL FEARING THAT THE ORDERED MARY ROUTINE MIGHT LEAD TO UNEXPECTED INTERACTIONS WITH AND WITH IMMIGRATION AUTHORITIES. >> WE THE YOUTH WORRY ABOUT BEING RACIALLY PROFILED AND BEING GRABBED AT OUR SPACES SUCH AS SCHOOL SAFE SPACES SUCH AS SCHOOL.
PLEASE WORK WITH US AND MAKE SCHOOL SAFETY PLAN. THANK YOU. >> HI DEAR. PHILIPPINES WHERE A STUDENT FROM SAN FRANCISCO INTERNATIONAL HIGH SCHOOL AND WE ARE TIRED OF. YEAH WE ARE TIRED BUT MORE SO IGNORING US. ON JANUARY 13TH FOUR STUDENT FROM OUR SCHOOL SPOKE THE BOARD OF EDUCATION MEETING WAS HERE TO EXPLAIN THE IMPACT OF IMPLEMENTING THE BUDGET FOR IMMIGRANT STUDENTS. ON JANUARY 25TH WE COME BACK FOR THE SAME REASONS 40 STUDENTS FROM OUR SCHOOL SPOKE HERE AND ASKED MARIA SU AND THE BOARD TO PASS BUDGET CUTS AND DEVELOP A PLAN TOGETHER. AND OUR CLASSMATE WRITE HUNDRED OF EMAILS AND SENT TO YOU GUYS AND THERE HAS BEEN NO RESPONSE . HI MY NAME IS GABRIELA FROM SAN FRANCISCO INTERNATIONAL HIGH SCHOOL. ON JANUARY 27TH 300 STUDENTS, PARENTS, NEIGHBORS AND TEACHERS COME TO OUR SCHOOL LIBRARY IN SHOW WITH THEIR SUPPORT OF OUR SCHOOL PLAYERS BLAMING WHY
NEWCOMERS PROGRAM ARE IMPORTANT FOR OUR EDUCATION. WE ASKED MARIA SU IN WILL KIM FOR A ONE YEAR POSE OF THE BUDGET CUTS AND THEY WERE NO ANSWERS. HI I AM A STUDENT FROM AN INTERNATIONAL HIGH SCHOOL AND I AM HERE TODAY TO ADVOCATE FOR MY SCHOOL. WE INVITED MARIA SU TO OUR EVENT LAST THURSDAY CONDUCT A SOLUTION WITH NEWCOMER EDUCATION IN SAN FRANCISCO US D PURSUING IGNORANT IGNORANCE AND THEIR INCOME. SO WE WANT TO KNOW IF THERE IS A PLAN FOR IMMIGRANT STUDENTS BECAUSE WE HAVE NO HERE ANY PLAN FOR THAT AND WE ARE WORRIED ABOUT HOW THEY MAKE IMPACT OR PUBLIC SCHOOL. SO WE WANT YOU TO POST THE PROJECT COST TO NEWCOMER EDUCATION AND CAN MAKE A PLAN TOGETHER FOR NEWCOMERS STUDENTS. >> THANK YOU. HI. I AM VALERIA.
AS A NEWCOMER STUDENT I DEEPLY UNDERSTAND THAT FOR NEWCOMER STUDENTS IT IS VERY IMPORTANT TO HAVE A BILINGUAL IN WELL-TRAINED TEACHERS WHO PATIENTLY INTRODUCE A NEW LANGUAGE TO STUDENTS. IT'S VERY SCARY TO BE IN A NEW SCHOOL, IN A NEW COUNTRY WITH A NEW LANGUAGE AND COME INTO A CLASSROOM WHERE NO ONE CAN UNDERSTAND YOU. IN OUR SCHOOL YOU CAN LEARN TOGETHER WITH ENGLISH AND OTHER ENGLISH LEARNERS. WE HAVE GROUP WORK THAT HELPS IMPROVE OUR ENGLISH AND THERE ARE ALWAYS DIFFERENT TRANSLATIONS FOR THE KEY WORDS IN CLASS SO EVERYONE CAN UNDERSTAND YOU MARITA. I KNOW OTHER COUNTRIES CHALLENGE EMOTIONAL SUPPORT SHOULD BE FUNDAMENTAL FOR NEWCOMERS AS IF I MIGHT INCLUDE A SUPPORT THAT HELPS YOUTH FEEL COMFORTABLE IN THE SAN FRANCISCO INTERNATIONAL. OH SO THE WORLD AT CENTER IS A SAFE SPACE WHERE SO MANY STUDENTS EXCLUDE INCLUDING MYSELF. CAN YOU TO TELL TO SOME WHEN WE MEET PLEASE REMEMBER TO GIVE US
YOUR NAME. OKAY BEFORE YOU START. HI, MY NAME IS MELANIE GOMEZ IS DOING AT SOME VERY GOOD NATIONAL HIGH SCHOOL AND >> BEING IN THE UNITED STATES AND ALWAYS HAS BEEN AND YOU SEE MODELING AND SPORT AND CLUBS HAVE HELPED ME FEEL SO FEEL COMFORTABLE AND WELCOME. I CAN MEET PEOPLE FROM DIFFERENT COUNTRIES CULTURE, LANGUAGE AND THAT MAKES ME FEEL PROUD. MY SCHOOL SUPPORT IS TO LIKE ME AND THAT IS VERY IMPORTANT. I WILL KEEP COMING BACK AND SPEAK UP FOR MY SCHOOL FOR NEW IMMIGRANT BOYS UNTIL WE GET THE SUPPORT WE NEED. THANK YOU. YES, HI, MY NAME IS LISA IN WE ARE HERE AGAIN FOR OUR TOPIC FOR BUDGET CUTS. BEING A STUDENT IN SAN FRANCISCO INTERNATIONAL AND HIGH SCHOOL WE HOPE HAS A BIG IMPACT UPON MY LIFE HAS BEEN I RECEIVE SUPPORT FOR ALL THE TEACHER COUNCIL IN OLDER ADULTS IN A VERY SPECIAL WAY THANKS TO MY KNOWLEDGE
AND SKILLS HUBBY HAS ENSURED THAT WE RECEIVE OUR STRONG FOUNDATION OR EDUCATION ESPECIALLY ALLOW US TO NAME OUR IMMIGRANT STUDENTS. >> IT IS DIFFICULT FOR US TO ADAPT TO A NEW ENVIRONMENT JUST LEARNING ENGLISH AND WHAT MAKES US IF I ESPECIALLY START OUR TEACHER HAVE EXPERIENCE TEACHING IN MULTIPLE LANGUAGES AND WE ARE LEARNING TOGETHER, I FEEL CONFIDENT IN IN MY ACADEMIC PROGRESS IN THIS ENVIRONMENT HAS PROVIDED ME WITH EVERYTHING I NEED EMOTIONAL AND ACADEMIC SUPPORT . I ALSO WANT TO SHARE THAT I PARTICIPATE IN PROGRAMS WHERE I LEARN ABOUT MULTICULTURALISM IN LEADERSHIP. THANK YOU. HI MY NAME IS STEVEN SPECIAL IN NEW COMMERCE JUNIOR RESEARCH SUCH AS LEGAL SUPPORT OR HELP WITH OUR HOUSING. MANY STUDENTS COME TO THE US WITHOUT HAVING A PLACE TO STAY. IF I HELP STUDENTS HOW COME TO YOU WITH ME? >> BEING HOMELESS OR CAN AFFORD A LAWYER TO HELP THEM WITH THEIR MIGRATORY PROCESS.
WE TRUST OUR TEACHERS AND COUNSEL LAWS AND WE CAN TALK TO THEM IN OUR LANGUAGE TO GET HELP. AND IN A FEW AS THE ENROLLMENT CENTER IS MAKING IT DIFFICULT FOR NEW STUDENTS TO COME TO OUR SCHOOL AND TO OTHER NEWCOMERS PROGRAMS SO WE DON'T HAVE ANY SPACE OR NOT TELLING FAMILIES ABOUT SCHOOLS FOR NEWCOMERS. WE HAVE MONTH ADMISSION EDUCATION CENTER TO THE ENROLLMENT CENTER TRY TO TRANSFER HER KID OUT OF THAT PROGRAM WITHOUT HER PERMISSION. WE KNOW THAT IMMIGRANT FAMILIES BATTLE WITH NEWCOMERS PARENTS WHEN THEY ARE GIVING GOOD INFORMATION AND NOT MISLEAD. THINK OUR SCHOOL AS AN INTERNATIONAL HAS BEEN RECOGNIZED ACROSS CALIFORNIA AND THE US AS A MODEL SCHOOL. BUT NOW AS THE U.S. IS NOT HELPING IMMIGRANTS WHEN WE NEED YOUR SUPPORT THE MOST. NBC, FOX TELEMUNDO UNIVISION MISSION LOCAL THE FRISK IN ITSELF THEY ARE COMING TO
OUR EVENTS BECAUSE PEOPLE WANT TO KNOW WHAT IS HAPPENING WITH IMMIGRANT STUDENTS. WE KNOW THAT SAN FRANCISCO COMMUNITY SUPPORT US AND WE WILL NOT GIVE UP FIGHTING FOR IMMIGRANT STUDENTS. FOR KIM SINCE MARIA SUE IS IGNORING US WE CALL ON YOU TO HELP US STOP THIS ATTACK ON IMMIGRANT STUDENTS. WE INVITE YOU TO MEET WITH A SMALL GROUP OF STUDENTS AT SAN FRANCISCO INTERNATIONAL HIGH SCHOOL ON APRIL 16TH AT 5 P.M.. WE WILL ALSO SEND YOU A FORMAL EMAIL INVITATION AND WE HOPE YOU WANT TO LISTEN TO US. THANK YOU. >> YEAH, PLEASE LINE UP THE FOLLOWING STUDENTS I CALL YOUR NAME ESTRELLA FLORES AND MARK. GOOD EVENING MY NAME IS MARK AND I'M WITH YOU OHANA. WE ARE HERE BECAUSE EVERY STUDENT DESERVES TO LEARN IN AN ENVIRONMENT FREE FROM THE FEAR OF IMMIGRATION ENFORCEMENT. WE ARE CALLING ON SUPERINTENDENT MARIA SU TO MEET WITH YOUR HANA YOUTH PARENTS AND COMMUNITY GROUPS TO COMMIT,
ADOPT AND IMPLEMENT THE SCHOOL SAFETY PLAN. MANY STUDENTS ARE SCARED TO FULLY PARTICIPATE IN SCHOOL ACTIVITIES BECAUSE OF FEARS THAT THEY COULD BE TARGETED OR IDENTIFIED BASED ON THEIR IMMIGRATION STATUS. AGAIN, I URGE SUPERINTENDENT MARIA SU TO MEET WITH YOUR HANA YOU PARENTS AND COMMUNITY GROUPS. THANK YOU. >> HELLO. I'M A STAY AFTER SCHOOL IN AN EIGHTH GRADER AT BBH. AND HOW MANY TIMES HAVE I BEEN HERE? HOW MANY TIMES HAVE I BEEN HERE FIGHTING FOR MY COMMUNITY? FOR MY FAMILY? YOU RIPPED US AWAY FROM THE MISSION SAYING THAT YOU WERE GOING TO MODERNIZE OUR BUILDING WHICH WE STILL DON'T KNOW ANYTHING ABOUT THAT. AND NOW WHEN WE BARELY GOT BACK ON OUR KNEES YOU CAME TO OUR COMMUNITY AND SAID WE'RE TAKING YOUR MONEY. WE'RE TAKING AWAY YOUR PEOPLE. WE'RE TAKING AWAY YOUR FAMILY. AND NOW HOW AM I SUPPOSED TO FEEL KNOWING THAT NEXT YEAR ANOTHER GIRL LIKE ME WHO HAD TO LEARN ENGLISH FROM SCRATCH NOT
BECAUSE I WAS AN IMMIGRANT BUT BECAUSE I WAS BORN TO IMMIGRANT PARENTS? HOW AM I SUPPOSED TO FEEL KNOWING THAT THERE'S ANOTHER KID OVER THERE THAT IS LEARNING THE BARE MINIMUM? HOW AM I SUPPOSED TO FEEL? YOU KNOW YOU DON'T GET TO DO THIS. YOU DON'T GET TO COME TO OUR COMMUNITY AND TELL US OH, WE'RE LOSING STUFF. NO, YOU DON'T GET TO DO THAT. YOU DON'T GET TO DO THAT UNLESS YOU COME HERE. YOU COME TO OUR SCHOOL AND YOU'RE GOING TO TELL US WHY YOU'RE GOING TO LOOK AT OUR FACES AND TELL US WHY AND HOW YOU'RE NOT GOING TO GET AWAY FROM THE SCOT FREE. OKAY. >> OF ALL THE POSITIONS WHERE WE WILL NOW MOVE TO ADULTS, MEMBERS OF THE PUBLIC PLEASE. LONG APPLAUSE I CALL YOUR NAME MONDAY RAHIMI. AUTUMN BROWN GOT AWAY I THINK DENISHA JOE COLEMAN MAKE PAUL GALLAGHER SCHNELL BE OUT WELL I THINK I APOLOGIZE ECHO HI COMMISSIONERS. >> MY NAME IS MADI RAHIMI. I AM THE PARENT OF AN SFE SD KINDERGARTEN THERE IT IS ENCOURAGING TO SEE THIS BOARD FINALLY PRIORITIZING LITERACY. WE KNOW THAT ILLITERACY IS A POLICY CHOICE.
SUCCESS REQUIRES THREE PILLARS A SCIENCE BASED PHONICS CURRICULUM, COMPREHENSIVE TRAINING, TEACHER TRAINING ON THAT CURRICULUM AND RIGOROUS ACCOUNTABLE FOR ALL THE DATA PRESENTED TONIGHT IS DEEPLY CONCERNING. ONE THIRD OF OUR TEACHERS ARE STILL NOT USING THE CURRICULUM THIS BOARD TO SPEND MILLIONS ON MY SON IS FORTUNATE TO HAVE AN INCREDIBLE TEACHER THIS YEAR AND IS THRIVING ON READING BUT A CHILD'S ABILITY TO READ SHOULD NOT BE LUCK OF THE DRAW BASED ON WHICH CLASSROOM THEY HAPPEN TO BE IN. OUR TEACHERS WORK HARD BUT THEY NEED THE CLARITY AND SUPPORT OF A UNIFIED SYSTEM. THAT IS WHY I SUPPORT AS A PARENTS KIDS CAN'T WAIT CAMPAIGN. MY QUESTION TO THE BOARD IS THIS WHAT IS THIS SPECIFIC PLAN TO ENSURE EVERY PRINCIPAL AND EVERY TEACHER IS HELD ACCOUNTABLE FOR USING THE APPROVED CURRICULUM CONSISTENTLY ACROSS EVERY SCHOOL OUR STUDENTS CANNOT AFFORD TO WAIT. >> THANK YOU. GOOD EVENING COMMISSIONERS. MY NAME IS AUTUMN BROWN GARIBAY
. >> I'M THE PARENT OF THREE S.F. STUDENTS. I'M HERE TO TALK ABOUT GOAL TWO FOR MATH. I WANT TO SHARE MY PERSPECTIVE ON MATH MATH OUTCOMES FOR STUDENTS WITH LEARNING DISABILITIES LIKE DYSCALCULIA. DYSCALCULIA IS A LEARNING DISABILITY THAT AFFECTS HOW PEOPLE UNDERSTAND NUMBERS AND BASIC MATH CONCEPTS. IT'S NOT ABOUT EFFORT. IT'S ABOUT HOW THE BRAIN PROCESSES MATH. I ALSO WANT TO SAY THAT THE TEACHERS AND RSP STAFF AT MY CHILD'S SCHOOL ARE DOING AN INCREDIBLE JOB WITH THE RESOURCES THAT THEY HAVE. >> AND I SEE THAT EVERY DAY. I ALSO HAVE DYSCALCULIA. I KNOW WHAT IT'S LIKE TO BE GIVEN INTERVENTIONS THAT DO NOT MATCH HOW YOU LEARN. YOU KEEP TRYING BUT YOU DON'T MAKE PROGRESS AND YOU'RE LEFT WITH GAPS IN YOUR UNDERSTANDING . WE KNOW FROM THE DISTRICT'S RECENT REPORT THAT MATH OUTCOMES HAVE REMAINED MOSTLY FLAT AND STRONG INSTRUCTION ISN'T CONSISTENT ACROSS OUR CLASSROOMS. FOR STUDENTS WITH LEARNING DISABILITIES STUDENTS LIKE ME AND MY CHILD THAT MATTERS EVEN MORE. WHAT IS NEEDED IS MORE CONSISTENT CORE INSTRUCTION
AND SUPPORT FOR TEACHERS AND RSP STAFF TO BETTER UNDERSTAND DYSCALCULIA. >> THANK YOU. HI MY NAME IS MY ACACIA AND I FIRST STOOD HERE IN THE FALL OF 2013 PLEADING WITH THE DISTRICT NOT TO DELAY ALGEBRA ONE. THE THEN SUPERINTENDENT WOULD INSULT PEOPLE DURING PUBLIC COMMENT. NO I'M NOT AN ELITE TIGER MOM WHO ONLY CARES ABOUT IVY EDUCATION. FAST FORWARD MY KIDS GRADUATED FROM A STRONG STEM COLLEGE NOT NAVY OR TOP TEN. THEY MOVED BACK TO THE CITY ARE LIVING THEIR BEST LIVES. MY CONCERN WAS AND REMAINS EQUITY. THIS MEANS ACCESS TO OPPORTUNITIES FOR THE UNDER-RESOURCED DISTRICT TALKS A GOOD GAME WHICH HAS DONE NOTHING TO MOVE THE NEEDLE FOR THE KIDS WHO DEPEND ON YOU. EVERY YEAR PEOPLE HAVE TO STAND HERE AND BEG FOR BASICS. YOU'VE LEFT GENERATIONS OF TALENT BEHIND. YET THERE'S NO SENSE OF URGENCY JUST A LOT OF PERFORMATIVE GRANDSTANDING. THE BUDGET MESS AND ASSOCIATED ENROLLMENT DECLINE IS A RESULT OF YEARS OF FOOLISH CHOICES. MAKING MORE WILL NOT SOLVE ANYTHING. FINALLY TO THE 2013 BOARD AND CENTRAL OFFICE I TOLD YOU
SO. >> THANK YOU. GOOD EVENING, COMMISSIONERS . MY NAME IS MS.. COLEMAN AND I'M A PARENT OF A THIRD GRADER IN ELEMENTARY SCHOOL. FOR ME THIS IS REALLY ABOUT READING. HOWEVER, I KNOW THERE'S A TON OF THINGS GOING ON IN THE DISTRICT. THIRD GRADE IS SUCH AN IMPORTANT MILESTONE AND IT'S HARD TO HEAR THAT WE ARE OFF TRACK IN THAT NOT ALL CLASSROOMS ARE USING THE CURRICULUM CONSISTENTLY. >> IF WE KNOW WHAT WORKS TO TEACH KIDS TO READ THEN EVERY CHILD SHOULD BE GETTING THAT INSTRUCTION ESPECIALLY STUDENTS WHO NEED THE MOST SUPPORT. I ALSO KNOW TEACHERS NEED TIME AND SUPPORT TO MAKE THAT HAPPEN. THIS ISN'T ABOUT PUTTING PRESSURE ON TEACHERS. IT'S ABOUT MAKING SURE THE SYSTEM IS SET UP SO THEY CAN SUCCEED AND SO STUDENTS CAN SUCCEED. THAT'S WHY I'M ALSO SUPPORTING S.F. PARENTS. KIDS S.F. PARENTS KIDS CAN'T WAIT CAMPAIGN. IT FOCUSES ON MAKING SURE STRONG INSTRUCTION IS ACTUALLY HAPPENING IN CLASSROOMS NOT JUST PLANT IT AT THE DISTRICT LEVEL BECAUSE OUR KIDS ESPECIALLY IN THE ELEMENTARY SCHOOL THESE YEARS REALLY MATTER. >> GOOD EVENING.
MY NAME IS PAUL GALLAGHER AND I'VE BEEN TEACHING EIGHTH GRADE MATH AND SFD WITH STEVE FOR TEN YEARS. FOR THE PAST TWO YEARS AT MY SCHOOL ABOUT HALF OUR EIGHTH GRADERS HAVE TAKEN BOTH MATH EIGHT AND ALGEBRA ONE. I HAD DOUBTS GOING IN BUT WHAT I'VE SEEN MATCHES THE STANFORD RESEARCH STUDENTS MAKE SIGNIFICANT GAINS WHEN THEY TAKE BOTH COURSES BECAUSE THEY HAVE MORE TIME, MORE SUPPORT AND A STRONGER FOUNDATION. THAT'S WHY I STRONGLY SUPPORT THE EXPANDED MATH MODEL. >> BUT I WANT TO BE CLEAR THIS MODEL WORKS BECAUSE STUDENTS TAKE MATH EIGHT AND ALGEBRA TOGETHER. IF THE STUDENTS SKIP MATH EIGHT THE MODEL BREAKS. MATH EIGHT INCLUDES A CENTRAL TOPICS LIKE SOLVING LINEAR EQUATIONS EXPONENTS THE PYTHAGOREAN THEOREM CONTENT ALGEBRA ALGEBRA BUILDS ON BUT DOES NOT RETEACH. SO SKIPPING MATH EIGHT IS NOT ACCELERATION. IT'S MISSING THE FOUNDATION. I URGE THE BOARD TO ADOPT EXTENDED EXPANDED MATH AND ENSURE ALL STUDENTS RECEIVE THE FULL MATH AID EXPERIENCE.
THANK YOU. >> HI, CHANEL BLACKWELL. SPEND A MINUTE AND WHAT THAT GUY JUST SAID. AND ALSO I JUST WANT TO ADDED ABOUT THE EIGHTH GRADE MATH. IT SHOWED THAT THE MATH DATA SHOWED THAT INCREASING CURRICULUM USE ALONE IS NOT IMPROVING STUDENT OUTCOMES. THE CORE ISSUE IS THE STUDENTS ARE NOT CONSISTENTLY EXPERIENCE STRONG MATH INSTRUCTION ESPECIALLY OPPORTUNITIES TO THINK AND ENGAGE IN PROBLEM SOLVING AND WORK WITH GRADE LEVEL IN CONTEXT. BUT PERSONALLY I JUST WANT TO SAY MY SON TOOK EIGHTH GRADE MATH LAST YEAR AND IN MIDDLE SCHOOL AND I REALIZED THAT THIS YEAR HE HAD HE STRUGGLED BECAUSE HE HE SKIPPED MOST HE DIDN'T GET ALL THE MATH THAT IT SHOULD BE IT SHOULD HAVE BEEN HE SHOULD HAVE SOME IN SIXTH AND SEVENTH GRADE AND THEN HAD THE EIGHTH GRADE MATH. SO I URGE YOU THAT THIS SLOW IT DOWN BECAUSE I KNOW THERE'S A LOT OF KINKS IN THE MATH BUT JUST TO SLOW IT DOWN AND HAVE IT IN SIX AND SEVEN AND THEN IN EIGHTH GRADE THAT CHILD WILL BE PREPARED. >> AND SO MY SON WENT PEOPLE
THE KIDS LIKE MY SON DID LIKE HE DOESN'T HAVE TO SUFFER. IT'S NOT. >> AND ALSO I WANT TO ADDRESS ADDITIONALLY ABOUT THE THIRD GRADE ON MY NOTICE THAT THE THIRD GRADE IS THE READ IS NOT DOING I MEAN IS IS IS DECREASING. >> AND IF YOU DON'T HAVE MATH I MEAN YOU DON'T HAVE THIRD GRADE LITERACY. HOW CAN YOU DO EIGHTH GRADE MATH? SO PLEASE GET ON THE BALL WITH THAT. THANK YOU. >> OKAY. WE WILL NOW MOVE TO KNOWLEDGE AND ITEMS. PLEASE LINE UP AS I CALL YOUR NAME. JESSICA AGNUS. DR. CHRISTINA VELASCO HOUDINI. AHA. CHRISTOPHER PEPPER. NAJWA AMEN. >> HI, MY NAME IS JESSICA AGNUS . I'M A PARENT OF TWO AND A COMMUNITY SCHOOLS COORDINATOR AT STARR KING AS WELL AS AN SEIU STEWARD. >> I WANT TO STAND IN FULL SUPPORT OF NEWCOMER PROGRAMS ESPECIALLY SINCE THEY ARE OVERWHELMINGLY RECIPIENTS OF THE STUDENT SUCCESS FUND TO IMPLEMENT THE COMMUNITY SCHOOLS MODEL. THESE SITES ARE RECEIVING VOTER APPROVED GRANT MONEY BECAUSE
THEY SERVE OUR MOST VULNERABLE STUDENTS TO UNDERMINE SCHOOLS AND PROGRAMS IDENTIFIED TO BE RECIPIENTS OF THIS GRANT IS ALSO UNDERMINING THE WILL OF SAN FRANCISCO VOTERS. THE QUESTIONABLE PRACTICES SURROUNDING THE ENROLLMENT OF THESE PROGRAMS IS ALARMING FOR SEVERAL REASONS NOT THE LEAST OF WHICH IS THE CLIMATE OF FEAR CREATED BY THE FEDERAL ADMINISTRATION NOW BEING UPHELD BY THE DISTRICT. THIS IS SAN FRANCISCO. OUR NEWCOMER PROGRAMS MAKE S.F. USD A SHINY EXAMPLE FOR THE COUNTRY AND THE WORLD. IT'S A TESTAMENT TO THE VALUES WE HOLD DEAR. THESE PROGRAMS ARE HIGHLY SPECIALIZED AND DESIGNED TO SUPPORT STUDENTS AND FAMILIES WHO NEED IT DESPERATELY SO THEY CAN THRIVE. >> WE NEED THESE PROGRAMS NOW MORE THAN EVER TO STAND AGAINST THE CRUELTY WE SEE HAPPENING ALL AROUND US. >> THANK YOU. GOOD EVENING. BOARD DR. SUE. MY NAME IS CRISTINA VELASCO AND I'VE SERVED THIS DISTRICT FOR 28 YEARS AS A TEACHER, COACH, PRINCIPAL AND TILLEY
LEADERSHIP COACH. >> I'M HERE TO ASK FOR A STRONG SUPPORT TO FULLY FUND TILLIE. TILLIE IT'S NOT JUST A PROGRAM. IT'S OUR LEADERSHIP PIPELINE A COHERENT STRATEGY. IF WE WERE TO HONOR OUR GUARDRAIL OF INCLUSIVE DECISION MAKING WE MUST ASK HAVE WE ACTUALLY INCLUDED THE VOICES OF OUR LEADERS? >> BECAUSE IF YOU ASK 100 AND 43 LEADERS THAT ARE CURRENTLY SERVING AT OUR SCHOOLS, THEY WOULD TELL YOU THAT REALLY MATTERS THAT TILLIE GROUNDS ITSELF AND ARE LEADERS IN AN EQUITY FOCUSED INDUCTION COACHING PROGRAM THAT IS CENTERED AROUND OUR DISTRICT'S VGS. >> WITHOUT IT AS OFFICE D WOULD BE THE ONLY BAY AREA COUNTY WITHOUT AN EQUITY CENTERED LEADER INDUCTION PROGRAM. THIS IS NOT PROGRESS IT'S A RISK. AND FROM A FISCAL LENS RESEARCH SHOWS THAT REPLACING A SINGLE LEADER COULD COST OVER $75,000. AND WE KNOW THAT THIS IS NOT JUST A FINANCIAL EXPENSE, IT'S
AN ACADEMIC EXPENSE. SO PLEASE CONSIDER INVITING US TO A CONVERSATION TO FULLY FUND OUR PROGRAM. YOU. GOOD EVENING. LET ME START. MY NAME IS HAD ANY AURA? THIS IS MY 18TH YEAR IN THIS DISTRICT AND I AM ALSO A LEADERSHIP COACH WITH THE TILLIE PROGRAM WHICH IS A COUNTY PROGRAM THAT PROVIDES COACHING PROFESSIONAL DEVELOPMENT AND CLEARING CREDENTIALS TO LEADERS THAT ARE NEW. RECENTLY WE WERE TOLD BY EXECUTIVE CABINET MEMBER THAT FUNDING FOR OUR PROGRAM HAS BEEN CUT. >> I BELIEVE THIS IS A DETRIMENT TO THE DISTRICT REACHING ITS GOALS FOR ACADEMIC FOR STUDENT ACADEMIC ACHIEVEMENT. OUR PROGRAM PROVIDES COACHING AROUND INSTRUCTIONAL LEADERSHIP, STRONG TEAM DEVELOPMENT AND WE HAVE WE HAVE DATA THAT SHOWS HIGH IMPACT ON STUDENT ACHIEVEMENT WITH A LOW COST. I ASK THAT YOU FOLLOW GUARDRAIL ONE OF INCLUSIVE DECISION MAKING BY INVITING US TO LEARN
ABOUT IN A CONVERSATION TO LEARN ABOUT THE PROGRAM, TO INVITE TELE LEADERS TO TALK ABOUT THEIR EXPERIENCE WITH THE PROGRAM. >> WE ASK THAT YOU FULLY FUND TO TILLEY PUBLIC RECORDS SHOW COUNTY FUND FIVE HAS MONEY. THANK YOU. >> HELLO. WELCOME. THANK YOU FOR HAVING US HERE. MY NAME IS CHRISTOPHER PEPPER. I'M A TEACHER ON SPECIAL ASSIGNMENT IN HEALTH EDUCATION AND I'VE BEEN WORKING FOR SAN FRANCISCO UNIFIED FOR 24 YEARS AS A NINTH GRADE HEALTH EDUCATION TEACHER AT LINCOLN HIGH SCHOOL AND AT BALBOA HIGH SCHOOL. I OFTEN FOUND THAT STUDENTS WERE ARRIVING IN MY CLASS HAVING NOT HAD MUCH OF ANY FORMAL HEALTH EDUCATION AT THAT POINT. SO THEY WERE COMING INTO NINTH GRADE AND SOME OF THEM HAD NEVER HAD ANY ANYONE ACTUALLY TELL THEM HOW PUBERTY HAPPENS. EXPLAIN FACTS ABOUT PREGNANCY. EXPLAIN. TALK ABOUT SUBSTANCE USE. SO THEY WERE LEARNING THOSE THAT INFORMATION FROM THEIR PEERS FROM FROM THE ENVIRONMENT
AROUND THEM. WE HAVE MADE GREAT STRIDES TO INCORPORATE THAT INTO A MIDDLE SCHOOL HEALTH CLASSES AT THIS POINT. BUT I'M HERE TO SAY THAT WE ARE FACING A CRISIS WHERE RIGHT NOW WE HAVE 11 MIDDLE SCHOOLS THAT HAVE FORMAL HEALTH CLASSES ON THEIR SCHEDULE. AND NEXT YEAR WE'RE LOOKING AT HAVING TWO TWO SCHOOLS THAT HAVE HEALTH CLASSES. PLEASE ADDRESS THAT ISSUE. IT FEELS LIKE A CRISIS. >> >> PLEASE LINE UP AS I CALL YOUR NAME KATRINA COVELLO. THERE IS RAHM. CHRIS CHILSON. MASON WALLER. HI, MY NAME IS KATRINA KABILA. I'M ALSO A HEALTH TEACHER ON SPECIAL ASSIGNMENT AS WELL AS AN SSD PARENT. I'M HERE TO CONTINUE TALKING ABOUT THE PROPOSED CUTS TO MIDDLE GRADE HEALTH EDUCATION. WHILE THEY MAY NOT BE FORMALLY ON PAPER, THERE IS NO FUNDING TO SUPPORT OUR HEALTH EDUCATION IN MIDDLE SCHOOL. THE VAST MAJORITY OF OUR DEDICATED MIDDLE SCHOOL CREDENTIALED HEALTH TEACHERS HAVE BEEN TOLD THAT THERE IS NO
ROOM IN THEIR SCHOOL SITE BUDGET FOR THEM NEXT YEAR. ADDITIONALLY, THE DISTRICT RECENTLY SHARED THAT THEY'RE KEEPING THE SEVENTH PERIOD IN MIDDLE GRADES MEANING THAT THERE IS SPACE IN THE AGENDA FOR A MIDDLE GRADE HEALTH COURSE BUT THERE IS NOT BUDGET AT THOSE SITES TO KEEP THOSE TEACHERS SO IF THERE IS AN EXTRA PERIOD WHERE IS THE FUNDING TO SUPPORT THAT EXTRA PERIOD? OR ARE THE KIDS JUST GOING TO SIT AROUND FOR A PERIOD? SO WITHOUT A DEDICATED HEALTH COURSE YOUNG PEOPLE WILL GET THEIR HEALTH EDUCATION FROM SOMEWHERE. I JUST WENT TO THE COMMON SENSE SUMMIT. KIDS ARE GOING TO GET FALSE INFORMATION FROM A.I. CHAT BOTS IF THEY DON'T HAVE ADEQUATE PEOPLE TO TALK TO. THAT'S HOW KIDS DIE. >> HELLO BOARD. GOOD EVENING. MY NAME IS DARIUSZ. MY PARENTS WERE BOTH TEACHERS. >> THEY COULDN'T AFFORD TO BUY A HOUSE. THEY HAD TO BUILD THEIR OWN
HOUSE. AND I COULDN'T UNDERSTAND WHY. UNTIL YEARS LATER AFTER THE PAYROLL DEBACLE IN 2022 I JOINED AS IF USED AS A DATA ENGINEER TO HELP WITH TAXES AND RETIREMENT DATA. >> WHAT I SAW FROM INSIDE WAS OUTRAGEOUS EXPENSIVE SYSTEMS SPITTING OUT WRONG PAYCHECKS CONSULTANTS THAT DON'T DELIVER AND PAYROLL LEADERSHIP THAT GETS OVERTIME JUST TO LAY OFF OUR TEACHERS. HERE IS AN AUDIT REPORT FROM STATE RETIREMENT SYSTEM FROM SEVEN YEARS AGO. AND UNTIL THIS MOMENT WE HAVEN'T EVEN FIXED ONE OF THE AUDIT ISSUES WE FOUND. THE NEXT ONE IS MY CO-FOUNDER ACTUALLY. SO THANK YOU FOR YOUR COMMENT. THAT CONCLUDES YOUR TIME HERE. THIS IS MY CO-FOUNDER. COME HERE IS THE NEXT PERSON. IS THAT HIM? YEAH. FROM YEAH. GOOD. SO HOW MUCH?
HOW? I'M SORRY. HE GETS TO SPEAK. SO ONE PERSON? YEAH. WE WANT A SECOND. OKAY. WE THANK YOU. AND I'LL BE ABLE TO PAY MORE FOR OUR TEACHERS. ARE YOU GOING TO SIGN DAVIS, PLEASE. GOOD EVENING, DR. SU BOARD MEMBERS. MY NAME IS CHRIS CHISHOLM. I'M A TEACHER AT GALILEO HIGH SCHOOL AND I'M HERE TO ADVOCATE FOR THE RETENTION OF DR. ROGERS AS SITE SUPERVISOR AT GALILEO. SHE'S THE FOURTH SITE SUPERVISOR THAT I'VE SEEN AT THE SCHOOL AND SHE'S BY FAR THE BEST. >> SHE'S A POWERFUL LEADER, EDUCATOR AND A FIERCE ADVOCATE FOR STUDENTS, FOR STAFF AND FOR THE SCHOOL IN GENERAL. >> EVERY TIME I HEAR ABOUT GALILEO INCLUDING THE OUTSTANDING STUDENTS WHO SPOKE BEFORE YOU TODAY I'M FILLED WITH PRIDE KNOWING THAT THERE'S AT LEAST IN PART DUE TO THE OUTSTANDING LEADERSHIP OF DR.
ROGERS. AND I HOPE THAT YOU WILL HAVE THE THE THE GOOD SENSE TO RETAIN HER. THANK YOU VERY MUCH. >> GOOD EVENING. I THINK IT'S TIME PEOPLE IN THIS DISTRICT STOP SAYING THAT THEY ACTUALLY CARE ABOUT TRANSPARENCY AND INCLUSION. PRESIDENT KIM, YOU RESPONDED TO PUBLIC COMMENTS THE LAST BOARD MEETING BY SAYING PEOPLE WERE CONFUSED IF THEY WERE CONCERNED ABOUT LOSING THE SUPPORT OF THEIR BILINGUAL STAFF BECAUSE BILINGUAL STAFF WASN'T ON THE AGENDA FOR THAT MEETING AND THE DISTRICT DOESN'T INTEND TO GET RID OF ANY. AND DR. SU, YOU AGREED. >> DR. SU YOU ARE LITERALLY PLANNING TO CUT NEWCOMER PROGRAMS THAT'S BILINGUAL SUPPORT. AND IT DOESN'T TAKE MUCH IMAGINATION TO SEE THAT IT'S AT LEAST RELATED. AND WHEN IT COMES TO IT'S NOT THE DISTRICT'S INTENT WAS IT THE DISTRICT'S INTENT TO AGREE TO AN EIGHT HOUR WORKDAY FOR T10 SECURITY AND THEN TURN AROUND AND SEND A BUNCH OF LAYOFF NOTICES TO T10 SECURITY ?
ALL THIS SAYS IS YOU AND ADMIN WANT TO BE THE ULTIMATE ARBITERS OF EVERY DECISION. YOU HAVE THE POWER TO DO JUST THAT AND EVERYONE ELSE WHO DOESN'T HAVE THAT POWER CAN JUST POUND SAND. STOP PRETENDING YOU DON'T GENUINELY VALUE TRANSPARENCY OR INCLUSION YOU JUST DON'T INCLUDE ANYONE IN ANY INFORMATION OR ANY DECISION UNLESS YOU'RE FORCED TO OR YOU ALREADY AGREE WITH THEM. >> MM. CRUISE LINE UP AS I CALL YOUR NAME JUMA OR PEACE. CLAUDIA BOLIVIA. BLANCA. G. ROBERTO. I'M NOT SURE. >> DNA PLUCK. HI. MY NAME IS HILMA ORTIZ AND I AM A RETIRED TEACHER OF 38 YEARS IN THIS DISTRICT. I WORKED MY FIRST YEAR AT NEW COMER CENTER AT MISSION EDUCATION CENTER. >> I WAS ALSO PROUD TO FINISH MY CAREER MY LAST FOUR YEARS THERE. AND I'M HERE BECAUSE THE DISTRICT IS DISMANTLING THIS NEWCOMER PROGRAM. >> THIS NEWCOMER PROGRAM HAD
HUNDREDS OF STUDENTS. THIS YEAR HAS 11 AND THE PROJECTION IS ZERO FOR NEXT YEAR. THIS IS UNACCEPTABLE. >> MSE IS A PLACE WHERE STUDENTS CAN RECEIVE A. >> I'M SORRY I'M JUST VERY EMOTIONAL. RECEIVE THE RESOURCES THAT THEY NEED TO TRANSITION INTO THE SYSTEM EDUCATIONAL SYSTEM AND ALSO TO ACCLIMATE TO THIS CITY AND TO THIS EDUCATIONAL SYSTEM. >> I ASKED THE DISTRICT TO RESTORE THESE SERVICES AND ACTUALLY PROVIDE A SAFE HAVEN AT THIS VERY CRITICAL TIME IN OUR HISTORY, ESPECIALLY HERE IN SAN FRANCISCO WHERE WE CLAIM TO BE SUPPORTERS OF IMMIGRANTS. >> THANK YOU. HELLO. MY NAME IS CLAUDIO OLIVER. MY SPEECH LANGUAGE PATHOLOGIST. >> AND I'M HERE TO ALSO REPRESENT THE COALITION OF THE SAFE SCHOOLS COMMITTEE. SO I HOPE EVERYONE ON THIS BOARD ALREADY KNOWS THAT THE DISTRICT HAS PROPOSED TO CLOSE MSE AND SLASH THE BUDGETS OF S.F. INTERNATIONAL AND VISIT VALLEY MIDDLE.
AT OUR MEETING TWO WEEKS AGO OR SO YOU SAID THAT IT WAS BECAUSE PARENTS ARE NO LONGER CHOOSING TO ATTEND NEWCOMER SCHOOLS. THAT'S BEEN THE JUSTIFICATION. HOWEVER WE HAVE NUMEROUS ACCOUNTS OF THE FOLLOWING MANY PARENTS HAVE TOLD US THIS THAT THEY ARE NOT TOLD ABOUT MSE OR OTHER NEWCOMER SCHOOLS WHEN THEY COME. AND SO YOU KNOW THAT'S NOT PARENT CHOICE IF THEY DON'T KNOW IT EXISTS THAT WE'RE FOR WE HAVE 11 STUDENTS. WE'RE NOT FOR THAT WE'RE NOT GOOD SCHOOLS. ACTUALLY WHEN THEY TRIED LIKE OH I WANT TO GO TO MSE OH THAT'S A BAD SCHOOL WE SHOULDN'T GO THERE. WE HAVE MULTIPLE ACCOUNTS OF THAT. AND ALSO IN OCTOBER ON A WEDNESDAY SUDDENLY EPIC CALLED THE 15 STUDENTS THAT WE HAD AT THAT TIME THAT THEY WERE SUDDENLY UNENROLLED THAT MSE I DON'T KNOW IF YOU BOARD MEMBERS KNOW THAT THAT HAPPENED BUT OUR PARENTS RECEIVED A COLD CALL. THAT'S NOT TRANSPARENCY. WELCOME I'LL BE CHATTING YOU A MESSAGE THERE'LL BE A STUDENT LED CONVERSATION WHERE WE HOPE TO GET YOUR SUPPORT IN TRYING TO GET THESE BUDGET CUTS
STOPPED. >> GOOD EVENING BOARD OF EDUCATION MEMBERS AND TO PRINT AND THEN DR. MARIA SUE MY NAME IS BLANCA CATALAN AND I'M I'M A MOTHER OF THREE STUDENTS AT SFO U.S. MY LITTLE ONE HAS AN IEP AND I'M HERE TODAY IN SUPPORT OF HAVING A STRONG SAFETY PLAN FOR STUDENTS AND FAMILY RESIDING. >> IMMIGRATION IS FOR ENFORCEMENT. AS PARENTS WE NEED CLEAR TWO WAY COMMUNICATION BETWEEN THIS DISTRICT AND OUR COMMUNITIES BECAUSE WHEN STUDENTS AND FAMILIES FEEL SAFE THEY SHOW UP TO SCHOOL, THEY ENGAGE AND THEY SUCCEED. FAMILIES ACROSS THE DISTRICT ARE ALREADY FACING FEAR AND UNCERTAINTY AT THE MEETING. WELL, CERTAINLY A SCHOOL SHOULD BE A SAFE SPACES WHERE EVERY CHILD FEELS PROTECTED AND WELCOMED REGARDLESS OF IMMIGRATION STATUS. I ALSO WANT TO HIGHLIGHT THE IMPORTANCE OF THE PROGRAM LIKE TILLY TILLY IS A MENTORSHIP. >> IS THIS IS ESSENTIAL
ESPECIALLY IN OUR CITY AS A DIVERSE AND RICH AS OURS. THROUGH THIS PROGRAM PRINCIPALS HAVE RECEIVED SUPPORT FROM THEM. PLEASE I HOPE THAT KEVIN SAFETY PLAN MUTUAL'S DIRECTORS AMBASSADOR PROGRAM AT TILLY HE SANTACON AND PATRICIA ARNOLD DISTRITO GRANITE BACK AT THE NEMOURS. THE MAESTRO SAYS FULL TIME MENTAL SIGI TRABALHANDO OUTDOOR MENTAL PARK AND MASS PROGRAM HAS COMMENCED A CONTINUING CHRISTINE DE FERTILIZATION. THOSE SAME MANY PRINCIPALS HAVE GONE THROUGH THE TILLY PROGRAM AND 143 OF THEM HAVE REMAINED IN THE DISTRICT WITH THE GREAT NEED THAT WE HAVE FOR TEACHERS IT'S ESSENTIAL THAT WE CONTINUE WORKING ARDUOUSLY FOR MORE PROGRAMS LIKE THIS ONE TO CONTINUE GROWING AND BECOMING STRONGER. M.S. ROBERTO MOM PATRICIA TORRES SAYS TO THE LET'S CALL OUR ALPHABET WHO SET THE SYSTEM PRESENT TANGENTYERE THE MONITORING EL BETTER MONITOR HERE NICE TO OUR BACK WALL
GUARDRAIL NUMERO UNO THESE ARE KILLER RESULTADOS THE LOSSES TO THE ANTIS MUST SUPPORT IT. SEE THOSE DEVASTATED LA LA PARA REALLY THAT MY NAME IS ROBERTO GUZMAN AND I'M A PARENT OF THREE STUDENTS AT GUADALUPE ELEMENTARY. YOU ARE PRESENTING A MONITORING WORKSHOP BUT MONITORING IS NOT TAKING ACTION UNDER GUARDRAIL ONE YOU SAY STUDENT OUTCOMES FOR THE MOST UNDERSERVED STUDENTS ARE THE PRIORITY INSTANCES PRE HUNTER CABLE CAN BE OUR MANANA PARALLEL TO THE ANTIS LATINOS STAND SET PENTAHO JOB PUNTOS BARCO Z ANY WELL HE POLICIES TO GIANTESS CON DISCAPACIDAD THIS MUST LET HIM PUNTOS FOR THE BARCO SO I ASK WHAT IS CHANGING TOMORROW FOR LATINO STUDENTS WHO ARE 78 POINTS BELOW STANDARD AND FOR STUDENTS WITH DISABILITIES WHO ARE OVER 100% 100 POINTS BELOW STANDARD. BARCO LAGARDERE OR NUMERO CINCO THIS LA FAMILIA SAYS DANCES AND DOING BALACLAVAS BATTLE DON'T I STYLE EVIDENCE HAVE INVESTORS OPINION IS REALLY
MEANT THEY CAN BE I DON'T U.S.S UNDER GUARDRAIL FIVE YOU SAY THAT FAMILIES ARE BEING ENGAGED BUT WHERE IS THE PROOF THAT OUR INPUT IS ACTUALLY CHANGING YOUR DECISIONS MARGINAL CAP WHO STUDIES SUSTAINABLE REGARDLESS HOW MANY ARE HOLD CLOSER BECAUSE THE LOSSES FOR THE ANTIS PERI PRETORIUS AND TONSILS SAYS COMO STAN MICHAELANGELO SERBISYO SCANDALOUS. ESPUELAS IS TOM PURDY THE PERSONAL BILINGUAL YES. >> SO THE PROGRAM US UNDER EL CAP YOU ARE REQUIRED TO INCREASE OR IMPROVE SERVICES FOR THOSE PRIORITIES. STUDENTS SO HOW ARE SERVICES IMPROVING WHEN SCHOOLS ARE LOSING BILINGUAL STAFF AND ACCESS TO PROGRAMS CARE FOR LITERALLY THE FINANCES AND NO SIGNIFICANT PAYMENT AND OR WHO STUDIES ARE PREP I'M POSITION AS CECI IN CONTESTS I PROVIDE SERVICES CAN CARDIAC ANALYSIS TO THE ANTIS AND TONSILS PREGNANT OR DIRECTAMENTE CALCIUM CORRECTIVE UP TO MY APPOINTMENT DADDIO TERMINATE
THE COMMENTARY PREPARATORY SERVICES ARE REALLY MEANT AS IMPLEMENTING PROGNOSIS TO THE IS NOT WITHIN WITHIN IS BETTER SO THE CASUALNESS DOCKERY AND DORA GARCIA'S BECAUSE HERE'S THE REALITY FUNDING DOES NOT MEAN IMPLEMENTING YOU HAVE PROOF POSITIONS THAT REMAIN VACANT YOU APPROVE SERVICES THAT NEVER REACH STUDENTS. SO I ASK YOU DIRECTLY WHAT CORRECTIVE ACTION WILL YOU TAKE AND WHEN TO ENSURE THESE SERVICES ARE ACTUALLY DELIVERED BECAUSE OUR STUDENTS CANNOT WAIT. >> THEIR EDUCATION IS RIGHT NOW . THANK YOU. MY NAME IS DANA PLUCK. I'M A PARENT OF A FORMER AS OF UCD HIGH SCHOOL STUDENT CLASS OF 2024. SHE HAS A OPEN LEGAL TITLE NINE CASE AGAINST THE DISTRICT AND HER FORMER COACH. TO DATE IT HAS NOT BEEN DISCUSSED AND HAS NOT BEEN LISTED AS A CLOSED SESSION AGENDA ITEM. WITH THE BOARD THE S.F. USD LEGAL TEAM HAS NOT RESPONDED TO MANY ATTEMPTS TO RESOLVE THIS
MATTER AND I WOULD LIKE TO KNOW WHY THIS HAS BEEN IGNORED AND WHEN IT WILL BE ADDRESSED. >> THANK YOU. PLEASE LINE UP AS I CALL YOUR NAME. OOPS SORRY SYLVIA DOLAN I THINK MANUEL DE LA ROSA. GENESIS SANCHEZ UH RAMON RAMON OR DAMON? I THINK I HIT THE COMMANDER. >> I'M MARIA MORENO AND CANNOT TOLERATE YOU. >> I FIRST OF ALL, THANK YOU FOR TAKING THE TIME TO LISTEN TO US. I'LL TRY TO MAKE THIS QUICK. I HOPE THAT YOU HAVE RECEIVED A NUMBER OF LETTERS FROM PARENTS AT BRYANT. WE RECEIVED THE HORRIBLE NEWS THAT ESSENTIALLY THE HEART OF OUR COMMUNITY IS BEING RIPPED OUT OF OUR SCHOOL. DURING THE STRIKE I WORKED WITH MISSION GRADS TO HELP MAKE SURE THAT KIDS WERE TAKEN CARE OF. >> HEARING PEOPLE TALK ABOUT ICE, THAT'S WHO WE WOULD WORK WITH.
YEAH, I'M SORRY. I'M GETTING A LITTLE EMOTIONAL. I ALSO AM QUITE SCARED OF TALKING PUBLICLY ABOUT THIS. THERE IS A CULTURE OF FEAR AT THE SCHOOL THAT NEEDS TO CHANGE. I WANT TO ACKNOWLEDGE HOW BRAVE IT IS OF ALL THE PARENTS WHO ARE SHOWING UP. A LOT OF THEM ARE ON ZOOM. >> IT'S HARD TO GET HERE IN PERSON BUT THIS IS THE TIP OF AN ICEBERG. I I WANT TO TAKE A MINUTE TO SAY HOW MUCH I LOVE MY COMMUNITY, HOW GRATEFUL I AM. I'M SORRY. MY NAME IS JOHN DOE AND I'M A PARENT OF A SECOND GRADER WHO HAS BEEN THERE SINCE PRE-K. IN THE BI LITERACY PROGRAM I WANT TO SAY THANK YOU TO ALL THE TEACHERS HE'S RECEIVING A WONDERFUL EDUCATION. I'M GRATEFUL FOR THE OPPORTUNITY THAT HE'S HAD IN A PUBLIC SYSTEM. HOWEVER, THANK YOU FOR YOUR COMMENT THAT CONCLUDES YOUR TIME. >> ALLOW ME NUMBERS MARIA DE LA ROSA. SO COMPADRE, INITIALLY UNTIL THEY RAN INTO BRAVO THE LUCKIEST RAPPER COPPERFIELD DE LA COMIDA BUT A PROFESSOR MAYBE UNTIL HE WAS ELECTED SOCIALIST
YOU KNOW EL NUEVO PRIMER PROBABLY OR THE PROGRAM EXTRA CURRICULAR THE BRYANT YOU KNOW . HI MY NAME IS MANUEL DE LA ROSA. I'M A PARENT OF A STUDENT AT BRYANT IN THE SECOND GRADE. I'M HERE TO EXPRESS MY CONCERN REGARDING THE COMMUNITY INVOLVEMENT IN THE PROCESS BY WHICH THE SELECTION WAS MADE FOR THE NEW PROVIDER OF THE BEACON PROGRAM AT THE SCHOOL LA COMUNIDAD FIRST ITS CREATOR PROFESSOR LASZLO MELIUS MADE IF HE IN SEVERE CASE THE DEFICIENCIES THAT WERE TOMANDO HE PARTICIPATED IN A PROFESSIONAL NOT OF THEIR SOLE CAREER WHICH IS THE COMMUNITY HE WAS EXCLUDED FROM THIS PROCESS. >> FAMILIES DESERVE TO KNOW WHAT DECISION WAS BEING MADE AND TO PARTICIPATE IN THE PROCESS. NONE OF THIS HAPPENED. THE ONLY CREDIBLE THAT PURPORTEDLY DISTRITO ELECTED QUELLA WAY WHEN I SAW LANGUAGE THEN BE OTHER ADAPT CORREO ELECTRONICO CANNOT MR. NAVA LA SHOULD'VE BEEN ON BEACON BEACON NEAR LATER THEY BECAUSE IT STARTED IN THE THE CONTRATO HISTORICAL ESTRADA CURRICULAR THE ONLY REALLY ONE YEAR A
STUDENT IS PARTY PARTICIPATION COMMUNITY AREA A SWAP AREA IN THIA THE ONLY OUTREACH THAT WAS DONE BY THE DISTRICT AND THE SCHOOL WAS A SINGLE SURVEY EMAILED THAT MADE NO MENTION OF BEACON AND IT WAS DECIDED ON A CONTRACT. IT WAS DECIDING ON A CONTRACT FOR A RELEVANT EXTRACURRICULAR. >> THIS IS NOT PARTICIPATION IN BY THE COMMUNITY, THIS IS THE APPEARANCE OF IT. WHEN THE LOS PADRES EMAIL RESPOND THEY ARE ON A STUDY BROKE UP PREOCCUPATIONS A LA REUNION FOR INTERACTION FOR A HIGH SCHOOLER THE RESPUESTA FOYER HISTORICA MAINTAINED NO SECOND PARTY PROFESSIONAL CONFIDENTIALITY IS TOTAL AND THEY ARE SERIOUS DO THE SOBRE LA PARTY PARTICIPATION DE LA COMUNIDAD DE LAS CUÉLLAR FOR POLITICAL VISION SIGNIFICATIVA AS TO WHAT REQUIREMENT THERE IS TO RESPECT WHAT I MEAN THEIR SOLICITOR WAS HONORABLY AND PURPORTEDLY DISTRITO SO VERY LOW WELL I THINK A SAFE THOUGH AN ACTIVE PROGRAM AND GRASP THE COMMENTARY TERMINATE WHEN PARENTS ASKED QUESTIONS ABOUT AND SHARED THEIR CONCERNS DURING THE
SCHOOL SITE COUNCIL MEETING THE RESPONSE WAS HISTORICALLY THIS IS NOT SHARED. >> IT'S A CONFIDENTIAL PROCESS. THIS RAISES SERIOUS DOUBTS REGARDING PARTICIPATE NATION BY THE COMMUNITY AT A SCHOOL THAT IS SIGNIFICANT, SIGNIFICANT AND WAS NOT SUPPORTED ADEQUATELY. WE RESPECTFULLY ASK THAT THERE IS A REVISION MADE IN THE EVALUATION OF PARTICIPATION IN THE COMMUNITY AT BRYANT. THANK YOU SO MUCH SO I YOU AND I PRESENT YOU WITH YOUR NAME NOT NOT JUST ME NUMBER IS HENNESSEY SANCHEZ. I DO TANGO DRISCOLL SAME YOUNG ELEMENTARY SCHOOL. GOOD EVENING. MY NAME IS DENNIS HENNESSEY SANCHEZ AND I HAVE THREE CHILDREN AT BRYANT ELEMENTARY SCHOOL. AS FOR JACKIE BUTLER, THE SUN IS PROPOSED BY THE POLICY WOULD BE THAT NBC BECAUSE THEY ARE GAY SEND THEY MUST MEET AT 30TH BUT A LATER THEY JOIN ME SEE HOSANNA RECEIVE COUNCIL I'M HERE BECAUSE I AM CONCERNED
ABOUT THE SECURITY OF MY CHILDREN BECAUSE I SPOKE OUT RELATED TO IMMIGRATION ISSUES MY CHILDREN HAVE BEEN HARASSED A ABELARDO A PRINCIPAL. YEAH THOSE BUSINESS IS A COMMON MOTHER. IT KNOWS I MISSED THE SCHOOL JUNGLE AND THE LEADER SIENTO MIDDLE CIRCLE THEY LOST THEIR ME SEQUEL. >> SAME BRIAN I'VE SPOKEN WITH THE PRINCIPAL TWICE AND I DON'T FEEL LIKE I'M BEING HEARD AS A MOTHER. I'M AFRAID FOR THE SECURITY OF MY CHILDREN. I AM. I'M BEING A BENJAMIN MIDDLE POLICY WOULD THEY USE J.K. ING IS THIS LA HUNG A FAMILIAR IS THE LAS PERSONAS CASE SANDY HE THOUGH DIRECTAMENTE THEY ARE MESSY HOLES IN PARTICIPANT OKAY BUT THIS ONE KNOWS MR. CHAN DOCOMO MADRID EAST MONKEY TO DOCOMO MR. RACHEL SUPPOSEDLY HERE THIS YEAR I'M ALSO AFRAID FOR MY CHILDREN'S SAFETY BECAUSE THE PEOPLE WHO HAVE
TARGETED MY CHILDREN HAVE RELATIVES THAT WORK AT THE SCHOOL AND I FEEL LIKE THAT IS THE REASON WHY I HAVE NOT BEEN LISTENED TO AS A MOTHER I FEEL THAT MY RIGHTS HAVE BEEN VIOLATED. GOODNESS PRESENTS EVERYTHING. THANK YOU. GOOD EVENING. MY NAME IS RAMONA AND I'M WITH YOU HODA AND AS WELL AS SOME SORT OF MARKET COMMITTEE ACTION NETWORK. AGAIN, WE JUST WANT TO REMIND YOU YOHANNA HAS BEEN COLLECTING POSTCARDS FROM STUDENTS, TEACHERS, PARENTS AND COMMUNITY MEMBERS ALL ACROSS THE CITY. SO FAR THEY HAVE GATHERED OVER THOUSANDS OF POSTCARDS TO DELIVER TO YOU TODAY. SO PLEASE, I WOULD LOVE FOR YOU GUYS TO READ THE MESSAGE FROM OUR FROM THE STUDENTS TEACHERS ,PARENTS AND COMMITTEE MEMBERS. EACH OF THOSE POSTCARDS CAME FIRST IN A MESSAGE HIS FEARS AND HOPE FROM STUDENTS, PARENTS AND COMMUNITY MEMBERS EXPLAINING WHY WE NEED A SAFER SCHOOL.
THOSE. THOSE ARE THE REAL VOICE FROM OUR COMMUNITY. >> THEY DESERVE TO BE HEARD AGAIN. WE ARE ALL HERE BECAUSE EVERY STUDENT DESERVES TO LEARN IN AN ENVIRONMENT FREE FROM FEAR OF IMMIGRATION ENFORCEMENT. WE WERE TOLD AS A PRETENDED MEMBER SO TO MEET WITH US THE YOUTH BUT WE AS THE PARENTS AND THE COMMUNITY GROUPS TOOK TIME TO SERVE US. IT TOOK LIVELY ADE AND SCHOOL SAFETY PLAN ABOUT SCHOOL SAFETY PLAN AND A BOARD POLICY AND HAVE US SCHOOL SITES IMPLEMENT THE SCHOOL SAFETY PLAN. SO AGAIN PLEASE RESPOND TO OUR EMAIL. WE HAVE BEEN EMAILING YOU FOR MONTHS NOW. THANK YOU FOR SO THANK YOU. >> GOOD EVENING. MY NAME IS ANGELICA KABBANI I'M THE DIRECTOR OF SOME CAN. SINCE 2007 THE BOARD OF EDUCATION HAS ADOPTED NUMEROUS RESOLUTIONS INCLUDING THE COMMITMENT TO THE EDUCATION OF ALL IMMIGRANT CHILDREN AND OPPOSITION TO RECENT ICE RAIDS FOR 19 YEARS TODAY THERE HAS BEEN LITTLE TO NO CLEAR COMMUNICATIONS TO FAMILIES AND STAFF ABOUT HOW THESE POLICIES ARE BEING IMPLEMENTED IMPACT THIS FROM THE STAFF
LEVEL TO STUDENT LEVEL. THAT IS WHY WE ARE DEMANDING SUPERINTENDENT MARIA SU TO MEET WITH AND COMMIT TIME OF THE SCHOOL DISTRICT TO COLLABORATE ONLY CREATE A SCHOOL SAFETY PLAN WITH OUR YOUTH GROUP YOHANNES STUDENTS, PARENTS AND COMMUNITY GROUPS AND AFTER WE COLLECTIVELY CREATE A DETAILED PLAN WE WANT TO COME BACK HERE AND HAVE YOU BOARD OF EDUCATION MEMBERS TO ADOPT THE SCHOOL SAFETY PLAN AND AFTER THAT'S VOTED WE WANT TO HAVE THE THAT ALL IMPLEMENTED AND ALL ACROSS THE SCHOOL SIDE LET'S NOT WAIT UNTIL ANOTHER PLAN OF MASSIVE ICE DEPLOYMENT IN SAN FRANCISCO FOR US TO ACT PRIORITIZING SAFETY OF OUR IMMIGRANT STUDENTS IS PRIORITIZING THE SAFETY OF OUR STUDENTS, THEIR FAMILIES AND OTHER STAFF OF AS OF US THE THANK YOU. HI, GOOD EVENING. MY NAME IS MARIA AND I'M THE CAMPAIGN DIRECTOR WITH JUDGE JUSTICE SAN FRANCISCO AND I'M WORKING WITH ORGANIZATIONS LIKE SAM CANNON, UNIONS LIKE YOU
KNOW, EDUCATORS OF SAN FRANCISCO ALL ACROSS THE CITY I'VE BEEN HELPING FAMILIES SCHOOLS AND CONCERNED COMMUNITY MEMBERS ORGANIZE SCHOOL PATROLS TO KEEP ICE WATCH OUT DIFFERENT SCHOOLS IN AN EFFORT TO HELP STUDENTS AND THEIR FAMILIES FEEL SAFE. >> I'M HERE BECAUSE THIS IS ONLY ONE PART OF A SAFETY PLAN THAT MANY SCHOOLS HAVE HAD TO FIGURE OUT THEMSELVES IN THE ABSENCE OF A MORE STRUCTURE PLAN, THE DISTRICT OF A SANCTUARY CITY SHOULD BE GUIDING THE WAY WE DEMAND THE DISTRICT TO MEET WITH YOHANNA AND OTHER COMMUNITY GROUPS TO FIGURE OUT A REAL PLAN AND IMPLEMENTATION ACROSS THE DISTRICT TO HELP SCHOOLS FEEL LIKE SAFE HAVENS. AND SECONDLY, I ALSO WANT TO ASK FOR FULL FUNDING FOR NEW PROGRAMS SINCE OUR FAMILIES HAVE ENOUGH TO WORRY ABOUT WITH ICE ON THE STREETS THOSE KIDS SHOULD THEIR KIDS SHOULD GET THE RESOURCES THEY NEED AT SCHOOL. >> THANK YOU, JANET TIANA I'M SORRY CAN YOU GO TO ONLINE PUBLIC COMMENT AND HAVE YOU COME AT THE END? OH, THANK YOU. I APOLOGIZE. OKAY WE WILL NOW MOVE TO ZOOM PUBLIC COMMENT IF YOU ARE A STUDENT AND WOULD LIKE TO SPEAK
IN ZOOM PLEASE RAISE YOUR HAND ONCE AGAIN IF YOU ARE A STUDENT OR WOULD LIKE TO SPEAK PLEASE RAISE YOUR HAND INTERPRETATION GO AHEAD WHEN THE SERVICE IS THERE SOME MOMENTS THAT'S PRESENTED STAND IN LINE? IT SEEMS THAT AS A STUDENT I WANT TO KNOW IS YOUR LEGACY HAWK SONG A COMEDIAN YOU LIKE TO GO IT'S OKAY. THANK YOU. OKAY WHO LATER WILL HEAR FROM YOU? GO AHEAD AND UNMUTE LATER MIRANDA WE CAN'T HEAR YOU IF YOU'RE SPEAKING OKAY LATER WE'LL HAVE TO COME BACK. WE'LL NOW MOVE TO MEMBERS OF THE PUBLIC ON ZOOM. THEY WOULD LIKE TO SPEAK. PLEASE RAISE YOUR HAND IF YOU ARE A MEMBER OF THE PUBLIC AND WOULD LIKE TO SPEAK. WE'LL START WITH MISS MARSHALL. MISS MARSHALL, GO AHEAD AND UNMUTE. THANK YOU SO MUCH TO PRESENT COMMISSIONERS DR. SUE ON BEHALF OF THE SAN FRANCISCO BRANCH OF THE NAACP, WE STRONGLY URGE AND ENCOURAGE YOU TO MAKE SURE TO USE EQUITY AS A FILTER
AND MAKE SURE EVERY STUDENT SFE WITH THE CONCURRENTLY ENROLL IN MATH AND ALGEBRA. OF COURSE THEY'LL NEED TO HAVE A CREDENTIAL MATH TEACHER AND SUPPORT FOR THOSE WHO MIGHT NEED THAT EXTRA HELP. IN THE WORDS OF THE REVEREND JESSE JACKSON HE TAUGHT US HE TAUGHT US A SERIOUS MANTRA. I AM SOMEBODY OUR SCHOOLS CAN PAY THAT MUCH FOR BECAUSE THEY CAN LEARN MATHEMATICS. IT'S NOT JUST FOR ONE ETHNIC GROUP. IT'S FOR EVERY CHILD IN THIS CITY. BUT THEY WILL NEED SUPPORT AND ALSO I'M THE SO WE WERE DISTURBED TO HEAR THE HEALTH IS ONLY TAUGHT IN TWO SCHOOLS YOU MUST PROVIDE HEALTH CLASSES FOR EVERY ASSET FOR US THE HIGH SCHOOLS DO IT THANK YOU SO MUCH . MM HMM. THANK YOU. WE'LL GO BACK TO WHO LATER WHO LET UP WITH BRENDA'S MICROPHONE . WE THINK THAT WHO WHO LATER ARE THE OLYMPIC? OKAY, SORRY. ON THE PREMISES OF WE'LL GO
WITH GINA GAGA'S GO AHEAD, GINA . HI. MY NAME'S GINA CURTIS. I AM THE TEACHER LIBRARIAN AT APTOS MIDDLE SCHOOL AND I WANTED TO TALK ABOUT THE NEW PROPOSAL TO INCREASE INSTRUCTIONAL MINUTES IN MIDDLE SCHOOL TO 220 AT MY SCHOOL AND AT MOST OTHERS. THE ONLY WAY TO MAKE THIS HAPPEN IS TO CUT LUNCH TO 30 MINUTES. THIS DOES A HUGE DISSERVICE TO OUR STUDENTS THEIR PHYSICAL, THEIR ACADEMIC, THEIR SOCIAL EMOTIONAL DEVELOPMENT AND WELL-BEING. IT ALREADY TAKES THEM LIKE 15 MINUTES TO GET THROUGH THE LUNCH LINE SO THAT IS GIVING THEM ALMOST NO TIME TO EAT AND ALMOST NO BREAK FOR THE ENTIRE DAY. I DON'T KNOW IF YOU'VE EVER TRIED TO TEACH A 13 YEAR OLD WHO HASN'T HAD TIME TO LIKE RUN AROUND, PLAY OR SOCIALIZE FOR HOURS BUT IT IS NOT AN EASY TASK. THIS PROPOSAL COMPLETELY NEGLECTS THE NEEDS OF OUR STUDENTS ESPECIALLY THOSE WHO
ARE NEURODIVERGENT AND NEED A BREAK FROM THE INTENSITY OF WHAT WILL NOW BE MAYBE FOUR STRAIGHT HOURS OF CLASSES. PLEASE RECONSIDER. I KNOW THE BOARD DOES NOT VOTE ON THIS BUT YOU DO. >> THANK YOU FOR YOUR COMMENT. THAT CONCLUDES OUR TIME. THANK YOU. WELL NOW HEAR FROM AARON AND CLIFF AARON, GO AHEAD AND UNMUTE. AARON KLINGER, CAN YOU HEAR ME? YES, GO AHEAD. GREAT. THANK YOU. MY NAME IS AARON AND I'M AN ASSET USD PARENT AND I AM HERE TO SPEAK ABOUT THE PROPOSED ELIMINATION OF THE K TO FIVE SPANISH NEWCOMER PROGRAM AT MISSION CENTER AND MORE IMPORTANTLY HOW THAT DECISION IS BEING HANDLED. SO NBC HAS SERVED SPANISH SPEAKING FAMILIES FOR OVER 50 YEARS AND YET STAFF AND FAMILIES ONLY LEARNED THAT THE PROGRAM WAS BEING CUT WHEN THE PRELIMINARY BUDGET ARRIVED WITH ZERO TEACHERS BUDGETED. SO I THINK THIS WAS NOT JUST A PROCESS FAILURE. IT WAS DEEPLY DISRESPECTFUL TO THE COMMUNITY AT MSE
AND ESPECIALLY TO THE STAFF THAT WE'RE WORKING WITH THESE FAMILIES EVERY DAY. SO WE WERE LEFT TRYING TO PIECE TOGETHER WHAT'S HAPPENING WITHOUT A CLEAR UNDERSTANDING OF ANY OF THE REASONS AND RATIONALE BEHIND THESE DECISIONS. I DID SOME PUBLIC DATA ANALYSIS WHICH SUGGESTED THAT ELIMINATING THIS PROGRAM MAY ACTUALLY LOSE THE DISTRICT OVER $1 MILLION ANNUALLY IN GRANTS AND FUNDING. SO IT DOESN'T SEEM LIKE WE'RE ELIMINATING THE PROGRAM FOR BUDGET REASONS. WE'RE BEING TOLD THAT DECLINING ENROLLMENT IS THE REASON FOR CLOSING IT BUT THERE'S BEEN NO TRANSFER PARENT INVESTIGATION INTO WHY. >> THANK YOU FOR A COMMENT. THAT CONCLUDES YOUR TIME. >> THANK YOU. WELL NOW HEAR FROM BERNICE CASEY BERNICE. GO AHEAD AND UNMUTE. >> WELL, MY NAME IS BERNICE CASEY. I'M A PARENT OF TWO S.F. U.S. SCHOOLS STUDENTS. UNLIKE THE OTHER PEOPLE WHO COME, I REALLY APPLAUD THEM COMING. I'M JUST ASKING YOU TO BE HONEST AND QUIT SAYING THINGS
THAT YOU ARE ALLOCATING YOUR RESOURCES EFFECTIVELY THAT YOU ARE EFFECTIVELY WORKING WITH COMMUNITIES THAT YOU ARE BEING TRANSPARENT. YOU ARE NOT. YOU ARE NOT PRIORITIZING THE CHILDREN THAT NEED THE MOST PROTECTION. VISITATION VALLEY KIDS HAVE SHOWN UP MULTIPLE TIMES. I STARTED CRYING TODAY SEEING THE SAN FRANCISCO INTERNATIONAL KIDS HERE AGAIN. DR. SUE IS NOT ENGAGING WITH THEM. WHAT ARE YOU AS SEATED BOARD MEMBERS DOING TO ENSURE THAT YOU'RE ACTUALLY LIVING UP TO THESE GUARDRAILS, THESE VISION YOU'VE HEARD FROM ALL OF THESE COMMUNITIES THAT ARE BEING IGNORED BY YOUR ADMINISTRATOR THAT YOU PUT IN POSITION OF POWER? AND I DON'T HEAR ANY OF YOU SAYING WHAT YOU'RE GOING TO DO. >> THANK YOU FOR A COMMENT THAT CONCLUDES YOUR TIME. YOU KNOW YOU WILL NOW GO TO ELLIOT KENT. PLEASE GO AHEAD AND UNMUTE. ARE YOU GOING INTO A TRIAL? YEAH. ELLIOT. MY NAME IS ELLIOT IN HERE TIM AND I'M SPEAKING ON BEHALF OF THE A PARENT COALITION. WE'VE SEEN THE DATA AS IF YOUR CITY IS OFF TRACK IN BOTH
READING AND MATH AND THE PATTERN IS CLEAR. THE DISTRICT HAS TAKEN IMPORTANT STEPS BY ADOPTING NEW CURRICULUM INVESTING IN COMMUNITY ARE BEING YOU CAN HELP BUT BUT THESE EFFORTS ARE NOT YET REACHING STUDENTS CONSISTENTLY IN CLASS CLASSROOMS. WE KNOW THAT ACCESS TO HIGH QUALITY INSTRUCTIONAL MATERIALS IS AN IMPORTANT PART OF THE SOLUTION BUT IT'S NOT ENOUGH ON ITS OWN. WHAT'S NEEDED IS GREATER COHERENCE, CLEAR EXPECTATIONS FOR INSTRUCTION, CONSISTENT IMPLEMENTATION ACROSS ALL SCHOOLS AND STRONG ONGOING SUPPORT FOR TEACHERS TO DELIVER HIGH QUALITY INSTRUCTION EVERY DAY. WE ALSO NEED A COMPLETE PICTURE. THE MATH REPORT INCLUDED ELEMENTARY CLASSROOM OBSERVATIONS BUT ALL DATA WAS NOT SHARED. FAMILIES DESERVE TRANSPARENCY ACROSS GRADES. PARENTS ARE READY TO BE PARTNERS IN THIS WORK WHEN YOU CAN BUT WE NEED CLARITY, CONSISTENCY AND URGENCY. THANK YOU. THANK YOU. WILL NOW HEAR FROM MARIA ANGIE MORENO. MARIA, GO AHEAD AND UNMUTE. HELLO MY NAME IS ANGIE MORENO AND I AM THE WELLNESS
HEALTH EDUCATION AND STEWARDSHIP COORDINATOR. I WORK SUPPORTING SECONDARY SCHOOL. AND I REALLY JUST WANT TO EMPHASIZE THE IMPORTANCE OF SAVING OUR HEALTH CLASSES IN OUR MIDDLE SCHOOLS AND THE IMPACT THAT IT WOULD BE IF WE ARE NOT ABLE TO FUND THOSE CLASSES AND TEACHERS TO SUPPORT STUDENTS WHO ARE GOING THROUGH THIS VERY, VERY, VERY IMPORTANT TRANSITION IN THEIR LIVES IN ADOLESCENCE FROM PUBERTY TO QUESTIONING AND ALL THESE DIFFERENT THINGS THAT OUR STUDENTS GO THROUGH AND NOT HAVING SOMEBODY THAT CAN PROVIDE THEM THE PROPER INFORMATION AND THEM GETTING IT ELSEWHERE IS VERY DANGEROUS AND IS VERY IRRESPONSIBLE FROM THE DISTRICT HONESTLY AS AN EDUCATOR. SO I REALLY WANT TO EMPHASIZE IMPORTANCE OF SAVING OUR HEALTH TEACHERS AND MIDDLE SCHOOLS AND MAKING SURE WE FIND SOME SORT OF FUNDING. I ALSO WANT TO EMPHASIZE THE IMPORTANCE OF SERVING ALL OUR NEWCOMER PROGRAMS. SOMEBODY FROM THE NEXT COMMUNITY IN A VERY IMPORTANT THAT WE HAVE THESE RESOURCES
AND WE HAVE ALL THESE PROGRAMS TO SUPPORT OUR STUDENTS AND OUR FAMILIES THAT ARE BEING TARGETED BY THE GOVERNMENT. AND I FEEL LIKE THE DISTRICT'S DOING THE SAME THAT THEIR TARGETING OUR FAMILIES BECAUSE OF UNDER DOCUMENTATION AND NOT UNDERSTANDING HOW THE SYSTEMS AND THE STRUCTURES OF THIS COUNTRY. THANK YOU FOR YOUR COMMENT. THAT CONCLUDES OUR TIME. WE'LL NOW HEAR FROM SARA MISKIN AS A LAST COMMENT ON PUBLIC SIDE OF MISKIN. GO AHEAD AND UNMUTE. >> HI, MY NAME IS SARAH MASKIN. I AM AN EDUCATOR MYSELF AND I'M ALSO THE PRESIDENT THE PTSA PRESIDENT AT JAMES LAKE. FIRST OF ALL I WANT TO THANK AS OF USD FOUR, YOU KNOW, KIND OF REINSTATING THE SEVEN YEAR SCHEDULE I THINK IT'S IMPORTANT FOR KIDS HAVE ACCESS TO ELECTIVES. I'M HERE TO SPEAK ON THE NEW MATH PLACEMENT POLICY. I THINK THIS IS A REALLY GOOD STEP IN THE RIGHT DIRECTION IN TERMS OF ATTEMPTING TO EXPAND ACCESS TO ALGEBRA. BUT I HAVE CONCERNS WITH THE ROLLOUT AND HOW IT'S GOING TO WORK.
THE PLAN SEEMS REALLY CONVOLUTED. IT SEEMS REALLY COMPLICATED. I'M SOMEONE WHO PAYS ATTENTION TO THIS STUFF AND UNDERSTANDS THE PUBLIC SYSTEM. AND I THINK THAT IT IS GOING TO BE HARD FOR PEOPLE TO ACCESS INFORMATION AND TO KIND OF FIGURE OUT WHAT PART THEY WANT TO TAKE. I THINK THAT ACCESS TO ALGEBRA IN MIDDLE SCHOOL SHOULD NOT BE, YOU KNOW, ONLY FOR KIDS WHOSE PARENTS ARE ABLE TO NAVIGATE THE SYSTEM. I THINK PARENTS REALLY NEED A CLEAR AND TRANSPARENT EXPLANATION OF HOW THIS IS GOING TO WORK. I ALSO HAVE CONCERNS ABOUT HOW THIS IS GOING TO IMPACT KIDS IN TERMS OF SCHEDULING. AND SO I WOULD PERSONALLY LIKE TO HEAR MORE FROM SAN FRANCISCO UNIFIED ABOUT HOW THANK YOU FOR A COMMENT THAT CONCLUDES YOUR TIME PRESENCE AND CONCERN FOR HEY HEY GOOD TO SEE EVERYBODY HERE TONIGHT. SO FOR THOSE OF YOU WHO DON'T KNOW YOU KNOW MY NAME IS THOMAS TILLERY. I'M THE VICE PRESIDENT OF EDUCATORS. I'M ALSO A LONG TIME PARENT EDUCATOR HERE AS OF USD. AND I'M HERE TONIGHT NOT JUST
FRUSTRATED, I'M EXHAUSTED. >> THIS IS MY FIFTH YEAR STANDING AT THE PODIUM TALKING ABOUT PERIODS EDUCATOR LAYOFFS. THE FIFTH YEAR THE SAME CONVERSATION THE FIFTH YEAR OF THE SAME FOR YOUR FIFTH YEAR OF PRELIMINARY LAYOFF NOTICES BEING SENT TO THE LOWEST PAID WORKERS IN THIS DISTRICT. AND THIS YEAR THE FRUSTRATION IS EVEN GREATER BECAUSE THE WRONG PARA EDUCATORS RECEIVED LAYOFF NOTICES BASED ON SENIORITY. PEOPLE WITH MORE SENIORITY RECEIVE NOTICES WHILE PEOPLE WITH LESS AND MINORITY DID NOT. THAT MISTAKE HAS CAUSED PANIC, CONFUSION, REAL EMOTIONAL HARM AS SCHOOL SITES ACROSS THIS DISTRICT. BUT TONIGHT I ALSO WANT TO TALK ABOUT SOMETHING THAT IS NOT BEING TALKED ABOUT ENOUGH THE IMPACT ON STUDENTS. WHEN AN EDUCATOR RECEIVES A LAYOFF NOTICE IT IS NOT IT IS NOT JUST THE FACT TO ONE ADULT IT AFFECTS THE STUDENTS THEY WORK WITH EVERY SINGLE DAY. >> PARA EDUCATORS ARE OFTEN THE ADULTS WHO WORK WITH OUR MOST VULNERABLE STUDENTS STUDENTS
WHO NEED EXTRA HELP LEARNING TO READ ACTUALLY HELP IN MATH EXTRA HELP MANAGING THEIR BEHAVIOR ACTUALLY HELP FEELING SAFE AT SCHOOL. THEY WERE IN SMALL GROUPS. THEY PROVIDE ONE ON ONE SUPPORT. THEY STEP IN WHEN A STUDENT IS OVERWHELMED. THEY BUILD RELATIONSHIPS WITH STUDENTS WHO SOMETIMES TRUST THEM MORE THAN ANYONE ELSE ON CAMPUS. AT CHARLES BROWN EXCUSE ME AT CHARLES DREW, EDUCATORS ARE RUNNING SMALL GROUP LEARNING CENTERS WITH WELL-DEVELOPED LESSON PLANS, SIGHT WORDS AND INTERACTIVE BOARDS. THEY'RE PROVIDING TARGETED INSTRUCTION AND INTERVENTION TO STUDENTS WHO ARE BEHIND AND TRYING TO CATCH UP. SO WHEN YOU SEND THOSE PRELIMINARY LAYOFF NOTICES TO EDUCATORS, YOU'RE NOT JUST SENDING THE LETTER TO AN EMPLOYEE, YOU'RE SENDING A MESSAGE TO THE STUDENTS WHO DEPEND ON THEM THAT THE SUPPORT THEY RECEIVE MIGHT DISAPPEAR.
AND LET'S TALK ABOUT WHAT HAPPENS WHEN EDUCATORS LEAVE BECAUSE THEY DO LEAVE. >> THIS CONSTANT CYCLE OF PRELIMINARY NOTICES IS CAUSING WHAT WE CALL LAYOFF NOTICE FATIGUE. >> AN EXPERIENCED OF EDUCATORS ARE LEAVING THIS DISTRICT FOR MORE STABLE JOBS. WHEN THEY LEAVE, STUDENTS LOSE SMALL GROUP INSTRUCTION. ONE ON ONE ACADEMIC SUPPORT BEHAVIOR SUPPORT RELATIONSHIP BASED SUPPORT FROM ADULTS THAT THEY TRUST SAFE CAMPUSES SUPPORTED BY SECURITY. AND THOSE LOSSES SHOW UP IN CLASSROOMS. >> THEY SHOW UP IN BEHAVIOR AND THEY SHOW UP IN ATTENDANCE . THEY SHOW UP IN ACADEMIC OUTCOMES. SO WHEN WE TALK ABOUT LAYOFFS, WE CANNOT JUST TALK ABOUT BUDGETS. WE HAVE TO TALK ABOUT STUDENTS BECAUSE THE REAL IMPACT OF THESE POTENTIAL LAYOFFS WILL BE FELT BY STUDENTS FIRST AND HARDEST. AND NOW ON TOP OF ALL THIS WE HAVE EDUCATORS WHO RECEIVED PRELIMINARY NOTICES WHO SHOULD NOT HAVE RECEIVED THEM BASED ON
SENIORITY. AND WE'RE TELLING THEM TO GO THROUGH THE HEARINGS TO FIX A MISTAKE THAT THEY DID NOT MAKE . >> YES, WE'RE RECOMMENDING FOR EDUCATORS TO REQUEST TO HEARING BECAUSE THEY HAVE THE RIGHT TO LIVE IN THEIR JOBS. BUT LET'S BE HONEST. MANY OF THESE HEARINGS SHOULD NOT EVEN BE NECESSARY. SO TONIGHT I'M ASKING THE BOARD AND THE DISTRICT FIXED TO SENIORITY LISTS. FIX THE MISTAKES. RESCIND THE LAYOFF NOTICES FOR THE PARENT EDUCATORS BECAUSE THIS IS NOT JUST ABOUT EMPLOYEES. THIS IS ABOUT STUDENTS. THIS IS ABOUT STABILITY. THIS IS THE KIND OF SCHOOL SYSTEM WE WANT TO BE. ONCE AGAIN, THIS IS MY FIFTH YEAR STANDING HERE ASKING YOU TO PROTECT OUR PEER EDUCATORS AND THE STUDENTS THEY SERVE. AND I'M ASKING YOU AGAIN TONIGHT PLEASE DO THE RIGHT THING AND RESCIND THESE NOTICES. THANK YOU. >> THANK YOU TO MEMBERS OF THE PUBLIC AND ESPECIALLY OUR STUDENTS FOR JOINING US TONIGHT TO SHARE EXPERIENCES AND PERSPECTIVES.
AS A REMINDER, BOARD RULES AND CALIFORNIA LAW DO NOT ALLOW US TO RESPOND TO COMMENTS OR ENTER OR ANSWER QUESTIONS DURING PUBLIC COMMENT TIME. >> BUT WE THANK YOU FOR TAKING THE TIME TO BE WITH US HERE TODAY BOTH IN-PERSON AND VIRTUALLY. >> THE SUPERINTENDENT AND HER TEAM ARE TASKED PROVIDING A DRAFT OF EACH AGENDA 12 DAYS IN ADVANCE FOR BOARD MEMBERS TO REVIEW. ONCE THAT AGENDA IS MADE PUBLIC ON OUR WEBSITE BOARD MEMBERS HAVE SUBMITTED CLARIFYING AND TECHNICAL QUESTIONS AND STAFF HAVE RESPONDED TO THOSE QUESTIONS IN ADVANCE OF EACH BOARD MEETING. THIS Q&A IS LINKED INTO EACH BOARD AGENDA ON BOARD DOCS TODAY LINKED IN ITEM EACH ONE. WE INVITE THE PUBLIC TO VIEW THESE QUESTIONS AND ANSWERS ALONGSIDE OUR DISCUSSIONS TODAY . ADDITIONALLY, TO CREATE MORE SPACE FOCUSED ON STUDENT OUTCOMES WE WILL BE MOVING MOST OF OUR ITEMS TO CONSENT AND IDENTIFYING OUR HIGHEST PRIORITY AGENDAS TO DISCUSS. BOARD MEMBERS ARE REMINDED NOT TO RESTATE QUESTIONS IN ADVANCE OR ANSWERED IN ADVANCE BY STAFF BUT INSTEAD TO BRING FORWARD STRATEGIC QUESTIONS THAT ALLOW US TO BETTER UNDERSTAND OUR PROGRESS TOWARDS GOALS AND THE UNDERLYING STRATEGY SO WE CAN
BETTER BE BETTER INFORMED IN OUR DECISION MAKING AND PARTNER WITH THE SUPERINTENDENT AS YOU HOLD HER ACCOUNTABLE. MOVING TO ITEM D REPORT FROM CLOSED SESSION AND THE MATTERS OF ANTICIPATED LITIGATION CONCERNING K.W. AND THE BOARD BY A VOTE OF FIVE EYES. THE COMMISSIONERS AND COMMISSIONERS FISHER AND HULING VOTING NAY. >> THE BOARD GIVES DIRECTION TO THE GENERAL COUNCIL IN TWO MATTERS REGARDING EMPLOYEE DISCIPLINE, DISMISSAL AND RELEASE THE BOARD BY A VOTE OF SEVEN EYES AGREES TO ACCEPT THE RESIGNATION OF EMPLOYEES 17147 AND 041074 TO SETTLE A SETTLEMENT AGREEMENT THAT GIVES DIRECTION TO THE GENERAL COUNSEL. OKAY MOVING TO ITEM ONE. WORKSHOP ON STUDENT OUTCOMES GOAL ONE THIRD GRADE LITERACY AN INTERIM GUARDRAIL 3.2 USE OF DATA FOR INSTRUCTIONAL IMPROVEMENT CALL ON THE SUPERINTENDENT TO BRING THE SAME FORWARD WITH A GOOD LISTEN TO THIS MEETING SARA COMMUTE SORRY SO I'M SORRY THIS IS INTEROPERABILITY PUBLIC SARA MASKIN WAS STILL WITH HER MIKE
BUT IT SEEMS THAT SHE'S DONE THAT'S A GOOD YES WE MEET WITH THEM NOW SORRY ABOUT THAT. THANK YOU PRESIDENT KIM AS THE TEAM STARTS TO APPROACH THE DAIS I WANT TO INTRODUCE THE THE PRESENTATION OF GOAL THREE IN TONIGHT'S PRESENTATION. IT'S A LITTLE BIT LONGER THAN OUR USUAL GOAL THREE PRESENTATION BECAUSE WE WANT TO SPEND SOME TIME DIVING DEEPER INTO WHERE I'M SORRY GO ONE O THIRD GRADE THIRD GRADE GOAL. WHAT? THIS IS WHY MATH IS SO IMPORTANT. >> SORRY. YES WE WANTED TO SPEND A LITTLE EXTRA TIME DIVING INTO THE DATA REALLY LOOKING AT WHERE WE ARE DOING WELL AND TRYING TO UNDERSTAND AND LEARN ON WHERE WE CAN DO BETTER AS AS WE'VE HEARD FROM PUBLIC COMMENT THERE ARE LOTS OF LOTS OF ROOM TO GROW AND I JUST WANT TO START TO ACKNOWLEDGE THAT AND I KNOW THAT THERE'S A LOT OF WILLINGNESS AND A STRONG DESIRE FOR US TO CONTINUE TO PUSH THE NEEDLE FORWARD TO GROW TO MAKE SURE THAT WE REACH THE TARGETS THAT WE HAVE LAID FOR OURSELVES
AND AND MORE IMPORTANTLY TO FULFILL THE PROMISE THAT WE'VE MADE TO OUR FAMILIES AND TO OUR YOUNG PEOPLE. SO WITH THAT I'M GOING TO HAND IT OVER TO THE TEAM TO TO JEFFREY. >> DOCTOR, IS THIS DOCTOR REPRESENTING ON THIS ITEM AS WELL? IS THIS THE ONE? OKAY. OKAY. SO LET ME SPOTLIGHT GIVE ME ONE SECOND. SORRY. AND DR. CHRISTIE HERRERA IS ON ZOOM SO SHE WILL HAVE A VIRTUAL PERSON AND THEN WE'LL HAVE THE REST OF OUR TEAM HERE. BUT MAYBE JUST YOU CAN JUST START. OKAY. THANK YOU, DR. SUE AND GOOD EVENING FOR COMMISSIONERS AND MEMBERS OF THE PUBLIC. MY NAME IS JESS REYES AND RESEARCH, PLANNING AND ASSESSMENT ON BEHALF OF THE TEAM HERE, WE'RE GRATEFUL FOR THE OPPORTUNITY TO SHARE THIS CALL ONE PROGRESS MONITORING REPORT. >> NEXT SLIDE PLEASE. GREAT. SO WE BEGIN WITH OUR VISION VALUES, GOALS AND GUARDRAILS. GROUNDING THIS UPDATE IN GOAL
ONE GRADE THREE LITERACY AND AN INTERIM GUARDRAIL 3.2 WHICH IS AROUND THE USE OF DATA. THIS REPORT BRINGS TOGETHER THREE KEY DATA RESOURCES THE WINTER STAR RESULTS DECEMBER EDUCATOR SURVEY DATA AND JANUARY INSTRUCTIONAL WALK THROUGH OBSERVATIONS. THE INTENT IS TO CONNECT INSTRUCTIONAL PRACTICE TO STUDENT OUTCOMES BY EXAMINING PATTERNS AND CLASSROOM PRACTICE AND HOW THEY ALIGN WITH STUDENT LITERACY RESULTS. A SIDE NOTE INTERIM GUARDRAIL 3.2 SITS WITHIN GUARDRAIL THREE BUT IS REPORTED SEPARATELY BASED ON THE DATA AVAILABILITY. MOREOVER, THIS WORK IS DIRECTLY ALIGNED WITH GOAL ONE THROUGH PD AND DATA CYCLES TIED TO THE STAR ASSESSMENT WINDOWS. AND WITH THAT I WILL HAND IT OVER TO MY COLLEAGUE MONA KIM TO WALK THROUGH THE DATA. THANK YOU. YES, GOOD EVENING, COMMISSIONERS AND GREETINGS, SUPERINTENDENT SOUP. FOLLOWING THE USUAL STRUCTURE WE WILL START WITH DATA BUT WE'LL BE MORE INTENTIONAL. NEXT SLIDE PLEASE. ACTUALLY AND DISPLAYING THE THEORY OF ACTION TO CONNECT THE DOTS ACROSS OUR NARRATIVE AS WE GO THROUGH THE PRESENTATION. SO WE'RE STARTING FROM THE FAR
RIGHT SIDE OF THE THEORY OF ACTION WITH THE IMPACT ON STUDENT OUTCOMES AND WE WILL WORK BACKWARDS AND YOU WILL SEE THIS SLIDE POP UP THROUGHOUT THE PRESENTATION TO ANCHOR US. NEXT SLIDE PLEASE. >> OVERALL WE HAVE MIXED RESULTS AS YOU CAN SEE. THE OVERALL GOAL ONE AND THE FAR LEFT DECREASED SLIGHTLY AS THAT INTERIM GOAL 1.3 FOR THIRD GRADE YIELDS. ON THE OTHER HAND WE HAVE NOTICEABLE GAINS FOR ONE POINT ONE WHICH IS A KINDERGARTEN AFRICAN-AMERICAN AND PACIFIC ISLANDER STUDENTS START EARLY LITERACY ASSESSMENT AS WELL AS FOUR GOAL ONE POINT IN TERM GOAL 1.2 FOR FIRST GRADERS. GRADE ONE IS ESPECIALLY TO CELEBRATE GIVEN NOT ONLY TO THE CONTINUED GROWTH BUT WE CAN ACTUALLY SEE THE TWO PARALLEL LINES COMPARED TO THE PREVIOUS COHORTS PROGRESS THROUGH LAST YEAR. ONE THING TO NOTE AS WE NOTED IN THE REPORT IS THAT THE TEACHER STRIKE IN FEBRUARY LIKELY AFFECTED STUDENT
LEARNING AND CERTAINLY INTERRUPTED THE ASSESSMENT ADMINISTRATION. BUT OF COURSE TRYING TO UNDERSTAND EXACTLY THE AMOUNT OF THAT IMPACT IN THAT COUNTERFACTUAL IS IS CHALLENGING SINCE WE DON'T HAVE THAT ULTIMATE SCENARIO OF WHAT MIGHT HAVE HAPPENED. NEXT SLIDE PLEASE. >> THIS IS THE INTERIM GUARDRAIL 3.2 THAT I JUST TALKED ABOUT. SO IT'S MEASURED THROUGH A BI ANNUAL SURVEY ASKING TEACHERS STRATEGIES. AND WHAT THIS SHOWS IS THE PERCENTAGE OF TEACHERS WHO RESPONDED THAT THEY INDEPENDENTLY REVIEWED DATA AND MONITORED PROGRESS FOR CONTINUOUS IMPROVEMENT OF INSTRUCTION AT LEAST A FEW TIMES A MONTH OR MORE FREQUENTLY. SO THE DATA COMING AT DATA FROM AT THE END OF LAST SCHOOL YEAR JUNE 2025 WE CAME IN AT 57% DISTRICTWIDE AND THAT INCREASED NOTABLY IN THE DECEMBER 2025 DATA TO 67% OF TEACHERS RESPONDING IN THAT MANNER. >> THE TARGET THAT WE HAVE SET FOR THE END OF THIS YEAR IS 60%. SO YES WE ARE ALREADY HIGHER BUT OF COURSE DEPENDING ON HOW
THE SURVEY RESULTS COME BACK IN JUNE, WE MIGHT BE LOWER OR HIGHER BUT WE ARE SEEING SOME GOOD GAINS AND AS JUST WE'LL TALK ABOUT MORE LATER ARE CONTINUED PD IMPLEMENTATION HAS BEEN VERY FRUITFUL SO WE EXPECT TO SEE CONTINUED GROWTH AND NEXT SLIDE. >> AND WITH THAT I WILL ACTUALLY HAND IT OFF TO THE. >> THANK YOU. GOOD EVENING COMMISSIONERS. AS PREVIOUSLY SPOKEN TO BY MY COLLEAGUES IN RESEARCH, PLANNING AND ASSESSMENT FOR THIS PROGRESS MONITORING REPORT WE WANTED TO MAKE CLEAR AND MORE TRANSPARENT FOR THE AUDIENCE AND FOR THE COMMISSIONERS THE RELATIONSHIP BETWEEN EACH COMPONENT OF THE THEORY OF ACTION AND HOW OUR WORK ASSOCIATED WITH ORGANIZATIONAL CHANGE AND BUILDING CONSISTENCY AND COHERENCE IMPACTS STUDENT OUTCOMES. SO AS WAS JUST SPOKEN TO THE TEAM HIGHLIGHTED THE CURRENT DATA THAT WE HAVE WITH REGARDS TO WINTER ADMINISTRATION AND THE IMPACT ON GOALS 11.11.2 AND 1.3 AS WE TALK ABOUT OFTEN
AND STUDENT OUTCOMES FOCUS GOVERNANCE AND STUDENT OUTCOMES ARE A RESULT OF ADULT BEHAVIORS AND SO WE WANTED TO START BY EXPLICITLY BUILDING THE CONNECTION BETWEEN HIGH QUALITY INSTRUCTIONAL PRACTICE AND ITS RELATIONSHIP TO OUR STUDENT OUTCOMES. SO IN THIS SECTION WE ARE GOING TO START BY HIGHLIGHTING DATA FROM OUR JANUARY THREE ROUND OF LEARNING WALKS. >> SO AS A QUICK REMINDER AS A FEW OF THE CONTRACTS WITH AT&T P FOR A SERIES OF EXTERNAL LEARNING WALKS ACROSS CLASSROOMS IN LANGUAGE AND LITERACY AND MATH, THOSE LEARNING WALKS ARE CONDUCTED IN SEPTEMBER OR IN JANUARY AND JUST CONCLUDED IN MARCH. WE DO RUN THESE EXTERNAL LEARNING WALKS CONCURRENTLY TO DISTRICT LED LEARNING WALKS WITH SFD STAFF AND THE PURPOSE OF THIS IS HAVING TWO SYSTEMS THAT CAN SUPPORT OUR UNDERSTANDING OF CALIBRATION HOW WELL OUR SITE EDUCATORS ARE ALIGNED TO WHAT WE MIGHT CONSIDER OUR EXTERNAL AUDITORS TO HELP US UNDERSTAND HOW BETTER TO SUPPORT PROFESSIONAL
LEARNING AND INSTRUCTIONAL PRACTICE IN CLASSROOMS. NEXT SLIDE PLEASE. SO THE FIRST SERIES OF DATA POINTS AND I APOLOGIZE FOR THE VERY SMALL TEXT EVEN THOUGH THAT SLIDE IS QUITE LARGE IS A SERIES OF DATA POINTS RELATED TO ESSENTIAL CONTENT AND BOTH IN THE AREAS OF READING FOUNDATIONAL SKILLS AND COMPREHENSION AND YEAR ONE IS THE SUM OF LAST YEAR'S 2425 LEARNING WALK DATA AND YEAR TWO REFERS TO THE SOME OF THE SEPTEMBER. IN ADDITION TO JANUARY LEARNING WALKED DATA. SO ACROSS BOTH OF THESE FROM YEAR ONE TO YOUR TWO IT'S MEANT TO DEMONSTRATE HOW IMPLEMENTING OPEN AND HIGH QUALITY INSTRUCTIONAL PRACTICE HAS TRACKED OVER TIME AND IN THESE AREAS YOU CAN SEE BOTH SOME RELATIVE AREAS OF STRENGTH AS WELL AS GROWTH IN THE AREAS OF ESSENTIAL CONTENT WE HAVE SEEN ESPECIALLY IN COMPARISON TO OUR INITIAL AUDIT SOME SIGNIFICANT GROWTH IN THE FOUNDATIONAL SKILLS OBSERVED IN THE LESSON
MAKING SENSE FOR THE GRADE AND TIME OF YEAR WE DO WANT TO BUILD THAT CONNECTION TO SOME OF THE GROWTH WE'VE SEEN IN GOALS 1.1 WITH KINDERGARTNERS AND 1.2 WITH FIRST GRADERS. AND SIMILARLY WHERE STUDENTS SPEND THE MAJORITY OF TIME READING, LISTENING, SPEAKING AND WRITING ABOUT MENTOR FOCAL TEXTS. AND SIMILARLY WE DO SEE THAT AS RELATED TO HIGH QUALITY INSTRUCTIONAL MATERIALS WITH THE ADOPTION WE CAN GO TO THE NEXT SLIDE. >> HOWEVER, THERE IS SIGNIFICANT GROWTH NEEDED WITHIN THE AREAS RELATED TO ACADEMIC OWNERSHIP BOTH ACROSS READING AND FOUNDATIONAL SKILLS AND READING COMPREHENSION. AS NOTED IN THE SLIDE THESE WERE NOT OBSERVED AND THE DATA WAS NOT COLLECTED IN THE 2425 SCHOOL YEAR. SO THIS IS THE FIRST YEAR IN WHICH WE ARE COMPREHENSIVELY COLLECTING THIS DATA. AS YOU CAN SEE ACROSS ALMOST EVERY INDICATOR THERE IS NEED FOR SIGNIFICANT GROWTH. AND JUST AS SORT OF THE BACKGROUND TO KEEP IN MIND ACADEMIC OWNERSHIP REFERS TO
STUDENTS HAVING OPPORTUNITIES TO CARRY THE COGNITIVE LOAD IN THE CLASSROOM ALSO RECEIVE REFERRED TO AS OPPORTUNITIES FOR PRACTICE. IN PRIOR PRESENTATIONS THIS HAS ALSO BEEN REFERRED TO AS SIGNIFICANT OPPORTUNITIES FOR STUDENTS TO HAVE AT BATS WHERE THEY CAN DEMONSTRATE THAT PRACTICE AND RECEIVE CORRECTIVE FEEDBACK AS APPROPRIATE. IF WE CAN GO TO THE NEXT SLIDE. SO IN ORDER TO EVEN DEEPER ARTICULATE THE RELATIONSHIP BETWEEN STUDENT OUTCOMES IN THESE HIGH QUALITY INSTRUCTIONAL PRACTICES THAT WE WANT TO IMPROVE WITHIN THE CLASSROOM, WE WANTED TO START BY FOCUSING IN ON OUR THIRD GRADERS BOTH IN TERMS OF OVERARCHING GOAL THREE AS WELL AS 3.3 THIRD GRADE MULTILINGUAL LEARNERS. SO WITHIN THE STAR ASSESSMENT WE WANTED TO FIRST START BY DEMONSTRATING THE DIFFERENCE IN PROFICIENCY FOR THESE GROUPS ACROSS THE VARIOUS LANGUAGE AND LITERACY DOMAINS WITHIN STAR. AND THESE REFER TO THE DIFFERENT COMPONENTS OF THE STANDARDS IN THIS CASE SPECIFIC TO LANGUAGE AND READING COMPREHENSION. SO WE ARE LOOKING AT OUR
CURRENT THIRD GRADERS THERE WINTER THEIR FALL AND THEN ACTUALLY THEIR SECOND GRADE DATA AS WELL AND YOU CAN SEE BOTH OVERALL AND THEN MULTILINGUAL LEARNERS. SO IF WE START BY IDENTIFYING THOSE TWO DOMAINS WHERE THE PROFICIENCY LANDS EITHER BELOW OR SIGNIFICANTLY BELOW THE OVERALL PROFICIENCY RATE, THOSE TWO DOMAINS ARE BOTH RELATED TO THE COMPREHENSION OF INFORMATIONAL TEXT. SO NONFICTION AND THEN SPECIFICALLY RELATED TO STUDENT DEPTH OF UNDERSTANDING IN TERMS OF CRAFT AND STRUCTURE AND AN INTEGRATION OF KNOWLEDGE AND IDEAS WE CAN GO ON THE NEXT SLIDE WHEN WE COMPARE THIS RELATIONSHIP BETWEEN STUDENT PROFICIENCY ON THESE DOMAINS TO HIGH QUALITY INSTRUCTIONAL PRACTICES OH I'M SORRY IT'S GONE TOO FAST. WE BEGIN TO SEE THE WAYS IN WHICH INSTRUCTIONAL PRACTICE CAN IMPACT STUDENT OUTCOMES. SO THESE ARE SOME OF OUR LOWEST INDICATORS SPECIFICALLY RELATED TO ACADEMIC OWNERSHIP.
SO THE IDEA OF TEXT DEPENDENT QUESTIONS AND TASKS STUDENTS HAVING THE OPPORTUNITY TO SHARE EXPLANATION AND UNDERSTANDING. AND AGAIN REALLY THE EMPHASIS ON STUDENTS CARRYING THE COGNITIVE LOAD WITHIN THE CLASSROOM. WE CAN GO TO THE NEXT SLIDE. >> AND WHEN WE CONSIDER HOW THIS IS RELATED TO USE OF DATA, WE WANT TO MAKE SURE THAT WE HIGHLIGHT NOT JUST THE WAYS IN WHICH TEACHERS ARE DISAGGREGATING AND UNDERSTANDING STUDENT PROFICIENCY BUT USING THAT AT A SITE LEVEL TO INFORM INSTRUCTIONAL PRACTICE. >> YEAH. SO CONNECTING ADULT ACTIONS TO STUDENT OUTCOMES IS A KEY LEADERSHIP SKILL. AND FOR THE THIRD YEAR RPA AND LEAD HAVE LED USE OF DATA PDES WHICH OCCUR WHEN THE STAR RESULTS ARE AVAILABLE AND FOCUS ON COLLECTING IMPLEMENTATION DATA LINKING PRACTICE TO RESULTS. AND IN FORMING NEXT STEPS THE WORKING ASSUMPTION HERE IS THAT STRENGTHENING LEADERS DATA USE SUPPORTS STRONGER TEACHER PRACTICE WHICH IN TURN CONTRIBUTES TO IMPROVED
INSTRUCTION. AND AS PART OF THIS WORK LEADERS ENGAGE THEIR I'LL TEASE IN DATA REVIEW CYCLES SHARING THEIR ARTIFACTS AND REFLECTIONS AND THE PERCENTAGE OF SITES THAT WERE SUBMITTING THEIR DATA ANALYSIS ARTIFACTS HAS INCREASED FROM 41% IN THE FALL OF 2324 TO 53% IN FALL 2526. SO A NICE INCREASE. NEXT SLIDE PLEASE. SO AGAIN TO CONTINUE DOWN WITH OUR THEORY OF ACTION IN ORDER TO CHANGE STUDENT OUTCOMES, WE WANT TO SEE INCREASES SPECIFICALLY IN THE HIGH QUALITY INSTRUCTIONAL PRACTICES THAT OUR STUDENTS NEED MOST IN ORDER TO SHIFT THAT PROFICIENCY AND SHIFT IN THOSE INSTRUCTIONAL PRACTICES MEANS NUMBER ONE USE OF DATA BUT IT ALSO MEANS ENSURING THAT THE SITE CONDITIONS ARE PRESENT IN ORDER TO MAKE THE WORK OF INSTRUCTIONAL COHERENCE, INSTRUCTIONAL VISION AND INSTRUCTIONAL CONSISTENCY HAPPEN. AND SO THAT IS RELATED TO NOT
JUST CENTRALIZED OPPORTUNITIES FOR PROFESSIONAL LEARNING BUT ALSO SITE BASED INSTRUCTIONAL LEADERSHIP INSTRUCTIONAL LEADERSHIP TEAMS, TEACHER COLLABORATION, INDIVIDUAL COACHING AND AGAIN AS NAMED USING STUDENT DATA FOR PROGRESS MONITORING GO TO THE NEXT SLIDE . SO IF WE TAKE A DEEPER LOOK AT OUR SITE IMPLEMENTATION TRACKING IN RELATIONSHIP TO GOAL ONE WE DO SEE SOME INSTANCES LATENCY IN TERMS OF ENSURING THAT THE CONDITIONS ARE PRESENT ACROSS ALL SITES FOR TEACHERS TO FOCUS ON HIGH QUALITY INSTRUCTIONAL PRACTICES THROUGH THINGS LIKE TEACHER COLLABORATION AND 1 TO 1 COACHING HAVE INSUFFICIENT INSTRUCTIONAL MINUTES OR ENGAGING IN LESSON IN UNIT INTERNALIZATION WHERE WE SEE IN CONSISTENCY IN THESE IMPLEMENTATION ACTIONS WE DO REALIZE THAT WE NEED TO SHIFT OUR CENTRALIZED SYSTEMS SUPPORT AND ORGANIZATIONAL COHERENCE IN ORDER TO IMPROVE THE QUALITY OF IMPLEMENTATION AND THE SITE CONDITIONS NECESSARY FOR TEACHERS TO IMPROVE THE QUALITY OF THEIR PRACTICE AND THEREFORE SHIFT STUDENT OUTCOMES.
AND SO WITH THAT I'M GOING TO TURN IT OVER TO MY COLLEAGUE TO SPEAK TO THE PLAN SECTION. >> AWESOME. THANKS ESTEBAN. NEXT SLIDE PLEASE. SO JEN AND I ARE GOING TO TALK A LITTLE BIT ABOUT NOW WHAT NOW WHAT DO WE DO GIVEN THIS DATA AS TWO LEADERS WHO SUPPORT SCHOOLS? AND WE WANT TO KIND OF TALK ABOUT WHAT WE WOULD DO AND WHAT WE WILL DO AROUND THIS IMPLEMENTATION. SO WHEN WE GO BACK TO OUR THEORY OF ACTION, IF WE DO THESE THINGS AS A DEPARTMENT ESTABLISHING DATA AS IN THAT RED BOX PROVIDING ROBUST PROFESSIONAL LEARNING AND ENGAGE IN HIGH QUALITY SUPERVISION AND COACHING AND FEEDBACK AND CYCLES WITH OUR EDUCATOR GROUPS THEN OUR OUTPUT WILL BE HIGH QUALITY IMPLEMENTATION, HIGH QUALITY IMPLEMENTATION OF THE CURRICULUM, PROFESSIONAL DEVELOPMENT OUR LEADERS AND COACHES CAN SUPPORT TEACHERS IN THE CLASSROOMS. NEXT SLIDE PLEASE. SO WITH THAT IN MIND, THE FIRST PLAN THAT I'LL TALK ABOUT A NUMBER ONE IS ACTUALLY COMPLETELY LINE TO THE WORK THAT WE'RE DOING RIGHT NOW.
LAST WEEK WE HELD OUR SECOND LEADER IN COACH CITYWIDE PRE-K THROUGH FIVE WHEN ASKING THEM FOR FEEDBACK. THEY SHARED THE FOLLOWING WHICH WAS COMPLETELY ALIGNED TO NEXT STEPS AND PLANS THAT WE'VE HAD LISTED ON THIS SLIDE. ACROSS THE COHORTS THERE WAS A REQUEST FOR SUPPORT ON SITE BASED IMPLEMENTATION STRUCTURES AROUND GLASSES, ALTIS AND LEARNING WALKS AND UNIT LESSON INTERNALIZATION. AND WHILE MANY TEAMS ARE ENGAGING IN THIS QUALITY WORK, SOME LEADERS AND COACHES ARE ASKING FOR EXAMPLES ON WHAT STRONG PRACTICE LOOKS LIKE WITH AN EXAMPLE OF SCHOOLS WITH THIS STRONG IMPLEMENTATION ALONG WITH PRACTICAL TOOLS AND MODELS TO SUPPORT THIS ADDITIONAL FEEDBACK FROM OUR CITYWIDE HIGHLIGHTS THIS SHIFT THAT'S HAPPENING FROM PLANNING TO ACTION ENSURING THAT DATA DRIVEN INSTRUCTION VOCAL STUDENT WORK ARE ALIGNED WITH THE COACHING AND I.T SYSTEMS WHICH THEN LINKS DIRECTLY TO PROFESSIONAL LEARNING. SO IT'S CONSISTENTLY IMPLEMENTED IN THE CLASSROOM.
AND FINALLY THERE'S AN OPPORTUNITY TO CODIFY HOW SUPERVISORS SO LEADERS OPERATIONALIZE EXPECTATIONS THROUGH STRUCTURES AND PROTOCOLS THAT REINFORCE THE SHARED OWNERSHIP ACROSS THE CENTRAL TEAMS. SO LEAD SEE AND I PRINCIPALS AND COACHES SO WE'RE ALL WORKING TOGETHER TO HELP DEFINE WHAT THESE NON-NEGOTIABLES ARE AROUND REGULAR DATA CYCLES PROTECTED COLLABORATION ALIGNMENT, INSTRUCTIONAL PRIORITIES WHICH WILL ALL LEAD BACK TO ACADEMIC OWNERSHIP FOR OUR STUDENTS SPEAKING UP IN CLASS SHARING THEIR THOUGHTS ,TALKING TO A PARTNER, REALLY SHOWING WHAT THEY KNOW SO THAT THE TEACHER TALK GETS REPLACED WITH THE STUDENT IMPLEMENTATION OF WHAT THE CURRICULUM IS HAPPENING TO THEM IN THEIR CLASSROOM. HOW THEY'RE RECEIVING THE INFORMATION AND WHAT THEY'RE KNOWING. AND I'LL PASS IT OVER TO JEN FOR NUMBER TWO. >> GOOD EVENING ACTRESSES AND COMMISSIONERS. NICE TO SEE EVERYONE AGAIN.
YOU'RE GOING TO GET RATHER NICE AND SICK OF US THIS EVENING WHEN WE HAVE YOU ALL NIGHT. I'M GOING TO TALK A LITTLE BIT ABOUT THE LAST PART WHICH IS EXPANDING OUR PARTNERSHIPS AND INCREASING OUR COHERENCE. I THINK ONE OF THE THINGS THAT WE'RE REALIZING RIGHT NOW IS WE KNEW THAT WE WERE WHEN WE BEGAN IMPLEMENTING A MATH CURRICULUM THE YEAR AFTER WE IMPLEMENTED A LITERACY CURRICULUM THAT THERE MIGHT BE SOME THINGS THAT WE NEEDED TO DO BETTER TEACHERS ARE GOING TO LEARN SOMETHING THEN AS THEY LEARN SOMETHING NEW THEY MIGHT FORGET THE FIRST THING. AND SO NOW WHAT WE NEED TO DO IS FIGURE OUT ALL RIGHT, WHAT NEXT? SO OUR PLAN FOR THIS UPCOMING SPRING SEASON IS TO CONDUCT A SERIES OF FOCUS GROUPS AMONG THE ADMINISTRATORS TO BETTER UNDERSTAND AND DEEPER UNDERSTANDING WHAT IS THE ROLE OF THE ADMINISTRATOR? HOW DOES THE ADMINISTRATOR ESPECIALLY VETERAN NEW ETC. HOW DO THEY DEVELOP INSTRUCTIONAL LEADERSHIP IN THEIR SCHOOL? HOW DO THEY MAKE SURE THAT THEY'RE ALIGNED? HOW DO THEY INVEST FOLKS IN THAT PROCESS? AND THEN ALSO I THINK THE
SECOND THING IS AROUND ROLES AND CLARITY OF ROLES WHERE THERE'S A PRINCIPAL AND AN ASSISTANT PRINCIPAL AND A COACH WHO'S HOLDING WHAT IF THE IF THE PRINCIPAL IS HOLDING THE INSTRUCTIONAL VISION, WHAT DOES THAT MEAN FOR THE PRINCIPAL? WHAT DOES THAT MEAN FOR THE ASSISTANT PRINCIPAL IF THERE IS ONE? WHAT DOES THAT MEAN FOR THE COACH AND THEN WHAT DOES THAT MEAN FOR THE LEADERSHIP TEAM? AND I THINK AS WE GET CLEAR ON THAT WILL BEGIN TO SEE IMPROVEMENTS IN LITERACY AND IN MATH WHEN WE GET THERE. SO WE WANT TO USE THOSE FOCUS GROUPS TO INCREASE THE GUIDANCE TO COACHES, INCREASE THE GUIDANCE TO COACH PRINCIPAL PARTNERSHIPS AND CONTINUE TO BRING THEM TOGETHER. AND THEN I THINK FINALLY REALLY WORKING SIDE BY SIDE WITH C AND I AND SPECIAL EDUCATION TO THINK ABOUT ALL RIGHT WHAT IS THE TIER ONE INSTRUCTION FOR EVERYONE FOR OUR MULTILINGUAL LEARNERS, FOR OUR STUDENTS WITH IEPS FOR EVERY SINGLE STUDENT IN THE CLASSROOM AND THEN WHAT DO WE DO WHEN THAT'S NOT WORKING AND THEN HOW DO WE LOOK AT GROWTH? RIGHT. WE'RE OFTEN TALKING IN THIS MEETING ABOUT WHETHER OR NOT WE'RE MEETING OUR PROFICIENCY
GOALS AND I THINK THAT WE MISSED THE OPPORTUNITY TO TALK ABOUT HOW KIDS ARE INCREMENTALLY IMPROVING WITH THIS NEW CURRICULUM AND WHERE WE SEE IT SERVING OUR MOST VULNERABLE STUDENTS IN THOSE IMPROVEMENTS. THANKS. >> AND NOW I THINK WE OPEN IT UP TO YOUR QUESTIONS. SORRY, I'M SUPPOSED TO SAY THAT'S IT. >> THANK YOU. I'LL OPEN IT UP TO QUESTIONS FROM COMMISSIONERS. OKAY. SO FOR IT. COMMISSIONER I SUPPORT I HAVE A QUESTION. YEAH, I CAN I GO FIRST? OH, THANK YOU. I WAS JUST LOOKING FOR THE SLIDES. OH, THANK YOU SO MUCH FOR THE VERY DETAILED 19 SLIDE PRESENTATION OF THE EVIDENCE AND THE PLAN ALL NUMBERS ARE VERY HELPFUL AND I THINK THAT GRADE LITERACY IS OBVIOUSLY VERY IMPORTANT. I HAVE I DID NOT ATTEND THIRD GRADE AND AS OF YOUTH BUT MY I KNOW MY LITTLE SISTER DID SO VERY FULL CIRCLE MOMENT. THE ONLY QUESTION I HAVE AS OF RIGHT NOW IS LIKE WHAT EXACTLY THE DIFFERENCE BETWEEN THE STAR
TEST AND THE US BACK TEST AND HOW DOES THAT LIKE MEASURING BECAUSE I NOTICED LIKE IN THE FIRST COUPLE OF SLIDES THAT THOSE TWO WERE THE ONES WHERE IT WAS RED AND NEGATIVE AND LIKE SPECIFICALLY FOR GRADE THREE. SO I WAS JUST WONDERING HOW DOES EACH ONE OF THEM MEASURE THIRD GRADE LITERACY AND WHY DO WE HAVE TO KNOW? THANK YOU FOR THE QUESTION. SO THE DIFFERENCE BETWEEN THE S BACK AND THE STAR MATH OF THE STAR ASSESSMENTS IS BASICALLY THAT WELL, THE SIMILARITIES FIRST IS THAT THEY BOTH TEST THE COMMON CORE STANDARDS, THE CALIFORNIA STANDARDS AND THE A-SPEC ASSESSMENT IS DONE AT THE END OF THE YEAR. SO IT'S MORE SUMMATIVE IN NATURE WHEREAS THE STAR ASSESSMENT IS AN INTERIM ASSESSMENT AND ALLOWS FOR US TO KNOW ALONG THE WAY THROUGHOUT THE COURSE OF THE SCHOOL YEAR HOW STUDENTS ARE DOING TOWARDS THEIR PROFICIENCY IN THE STANDARDS AND SO THAT DISTINGUISHES THE TWO OF THEM AND BECAUSE THEY ARE BOTH WE'VE DONE STUDIES TO BASICALLY DETERMINE WHETHER THEY'RE HIGHLY CORRELATED WHICH THEY ARE AND THAT ALLOWS FOR US TO HAVE A SENSE OF WHETHER OR NOT
STUDENTS ACROSS THE COURSE OF THE YEAR ARE ON TRACK OR THE EXTENT TO WHICH THEY'RE ON TRACK TO DO WELL. ON THE A-SPEC ASSESSMENT. THANK YOU. AND QUICK FOLLOW UP SINCE ONE OF THEM IS LIKE MIDDLE OF THE YEAR WHEREAS TWO ONE BEING LIKE SUMMATIVE ARE THERE ADJUSTMENTS BEING MADE IN REAL TIME BASED ON THE STARTER SINCE IT IS MIDDLE OF THE YEAR OR IS IT MORE OF LIKE A LIKE END OF THE YEAR REFLECTION TYPE OF THING THAT WE'RE DOING RIGHT NOW? KRISTA OKAY IF I RESPOND OKAY, YEAH, ABSOLUTELY. THAT'S A PERFECT QUESTION. WE DO A COUPLE OF THINGS WITH THE START ASSESSMENTS ALONG THE WAY. FIRST, WE INVITE OUR RESEARCH, PLANNING AND ACCOUNTABILITY COLLEAGUES TO OUR COHORT MEETINGS SO WE ASK FIRST PRINCIPALS TO ENGAGE IN EXAMINING THEIR STAR TEST AND TO BETTER UNDERSTAND WHAT'S HAPPENING, WHAT'S HAPPENING AT THE GLOBAL LEVEL AND THEN HOW TO DRILL DOWN AND THEN IN THEORY WHAT WE'RE ASKING PRINCIPALS TO DO AND WE DO THE SAME THING WITH THE COACHES IS TO THEN GO BACK AND DO THE SAME THING WITH THEIR LEADERSHIP TEAMS AND THEN TO DO THE SAME THING AT THEIR GRADE LEVELS. SO THAT THEY CAN REALLY SAY ALL
RIGHT, WHAT ARE WE GOING TO DO DIFFERENTLY? HOW ARE WE GOING TO ADJUST SO THAT THAT IS THE THEORY. AND I THINK THAT LIKE AS PEOPLE GET BETTER LOOKING AT DATA WE GET BETTER AT THAT. SO IF YOU REMEMBER THE SLIDE THAT JUST SHOWED US WHERE WE WOULD SLIDE WAS IT SLIDE 14 WHERE IT SAID THAT WE WERE LOOKING AT DATA AT 41% AND NOW WE'RE LOOKING AT DATA 53% OF THE TIME WE'RE SLOWLY INCREMENTALLY, INCREMENTALLY SEEING THAT PEOPLE ARE GETTING MORE COMFORTABLE WITH LOOKING AT THAT DATA AND THAT'S WHAT WE HOPE TO BE TRUE IS THAT THEY UNDERSTAND WHAT TO DO WITH THE DATA. THANKS FOR THAT QUESTION. THANK YOU. THANK YOU. UM, I'M ALWAYS IMPRESSED BY AND I FEEL LIKE THE QUALITY OF THESE REPORTS HAS REALLY SHIFTED IN A WAY THAT IS WHEN I ACKNOWLEDGE THAT IT'S A LOT OF TIME AND IT'S REALLY LABOR INTENSIVE BUT I THINK IT IS REALLY HELPFUL TO US TO THE PUBLIC TO REALLY UNDERSTAND SORT OF WHAT'S HAPPENING, WHAT'S WORKING, WHAT'S NOT, WHAT SHIFTS ARE HAPPENING WHICH
SHIFTS OR NOT YET HAPPENING. SO THANK YOU. I THINK THAT'S PARTLY BECAUSE OF THE SECOND BEST AD HOC I JUST WANT TO NAME THAT I'M SORRY SPEAKER WAS NOT RECOGNIZED THE POINT OF ORDER SO MY QUITE SO THANK YOU TO STUDENT DELEGATE ONE FOR THE QUESTION ON SORT OF DATA USAGE I HAD A SIMILAR QUESTION. I'M GOING TO MOVE TO MY SECOND QUESTION WHICH IS ABOUT LIKE IMPLEMENTATION INTEGRITY AND WE SEE THAT YOU KNOW 67% OF CLASSROOMS ARE USING THE ADOPTED MATERIALS BUT RATINGS FOR THE ESSENTIAL CONTENT AND ACADEMIC OWNERSHIP REMAIN LOW OR ARE DROPPING. AND SO LIKE DOES THIS ARE WE DOES THIS SUGGEST THAT LIKE JUST USING THE MATERIALS IS JUST INSUFFICIENT AND THERE NEEDS TO BE SOME DEEPER SHIFT IN PEDAGOGY LIKE WHAT WHAT WHERE DO YOU GO IF FOLKS ARE USING THESE MATERIALS THE WAY AT LEAST 67% ARE, WE WANT THEM HIGHER. THAT DOESN'T SEEM TO BE ENOUGH . SO WHAT ARE WHAT ARE THE RECOMMENDATIONS AROUND MOVING FROM THERE TO ACTUALLY SEEING RESULTS FOR THE STUDENTS
BECAUSE IT SEEMS LIKE THERE'S THIS NOTABLE GAP BETWEEN THE ADULT BEHAVIORS WHICH SEEM TO BE ON TRACK AND THE STUDENT OUTCOMES WHICH ARE SIGNIFICANTLY OFF TRACK. YES, I'M HAPPY TO ANSWER THAT QUESTION. SO ONE OF THE THINGS I'LL SAY JUST TO START WITH IS THAT USE OF MATERIALS WELL LET ME SAY THIS ONE OF THE PHRASES THAT WE OFTEN SAY IS THAT CURRICULUM IS THE FLOOR NOT THE CEILING OF HIGH QUALITY INSTRUCTIONAL PRACTICE. HOWEVER YOU ESPECIALLY IN THE BAY AREA LIKE WOULD NOT BUILD A HOUSE ON A WEAK FOUNDATION AND SO WHEN WE TALK ABOUT USE OF MATERIALS WE'RE TALKING ABOUT I WOULD SAY LIKE THE LOWEST STEP OF THAT WHICH IS OBSERVERS SEEING THE MATERIALS IN USE IN THE CLASSROOM. HOWEVER HIGH QUALITY INSTRUCTIONAL MATERIALS PARTICULARLY IN LANGUAGE AND LITERACY HAVE SORT OF A JUST A TON OF COMPLEXITY. SO FOR EXAMPLE WITHIN LANGUAGE AND LITERACY THERE'S MULTIPLE COMPONENTS WE'RE LOOKING AT FOUNDATIONAL SKILLS, A
VOCABULARY INSTRUCTION AT READING COMPREHENSION AND AT WRITING INSTRUCTION AND SO THE QUALITY OF USE FOR AN INDIVIDUAL TEACHER MIGHT VARY ACROSS ALL OF THOSE COMPONENTS . IN ADDITION, IF FOR EXAMPLE A TEACHER IS NOT, YOU KNOW, REGULARLY ENGAGING IN UNIT OR LESSON INTERNALIZATION PROTOCOLS THEY'RE NOT DEEPLY STUDYING THE MATERIALS AND SO THEY MIGHT INTRODUCE THE COMPLEX TEXT BUT MISS THE TEXT DEPENDENT QUESTIONS THAT ARE BUILT INTO THAT TEACHER GUIDE AND SO THEREFORE NOT USE THEM WITHIN THE CLASSROOM. AND SO WHEN WE LOOK AT THESE DIFFERENT MEASURES OF ACADEMIC OWNERSHIP AND ESSENTIAL CONTENT AS WELL, WE CAN SORT OF THINK OF THEM AS THE VARIOUS COMPONENTS OF HIGH QUALITY WHICH ARE CURRICULUM RELATED BUT SORT OF HAVE TO DO WITH HOW MUCH THE MATERIALS TRANSLATE INTO PRACTICE WITH THAT INDIVIDUAL TEACHER WHERE WE SEE REALLY STRONG EXAMPLES OF THOSE MATERIALS TRANSLATING INTO HIGH QUALITY PRACTICE ARE OFTEN AT SITES WITH REALLY STRONG
ENABLING CONDITIONS FOR INSTRUCTIONAL LEADERSHIP OR INSTRUCTIONAL VISION. SO IF WE THINK OF SOME OF OUR REALLY STRONG SITES WHERE AT THE INSTRUCTIONAL COACH FOR EXAMPLE DOES A RELEASE DAY AND PULLS THE THIRD GRADE TEACHERS TOGETHER FOR A FULL DAY OF INSTRUCTIONAL PLANNING AND THEY DO UNIT INTERNALIZATION. THEY PLAN OUT THE PACING OF THEIR LESSONS. THEY HAVE A DEEP UNDERSTANDING OF THE DESIGN AND THE COMPLEXITY OF THE MATERIALS AND SO THEY KNOW BOTH HOW TO LOOK AT THE DATA AND BE RESPONSIVE TO THEIR STUDENTS BUT ALSO YOU KNOW, NOT TO SKIP THIS REALLY IMPORTANT PART OF THE LESSON BECAUSE THAT'S THE HEART AND IT'S SORT OF LIKE JENGA BLOCKS IF YOU PULL IT OUT THE KIDS ARE GOING TO MISS THE MAIN IDEA OF THE TEXT. SO IT COULD BE THAT STRONG YOU KNOW, INSTRUCTIONAL COACHING AND RELEASE DAY. IT COULD BE A SITE WITH A REALLY STRONG PRACTICE AROUND TEACHER COLLABORATION WHERE THE GRADE LEVEL TEAM MEETS EVERY SINGLE WEEK TO LOOK AT STUDENT WORK TOGETHER AND UNDERSTAND OKAY TO GO BACK TO THE SLIDE WE REALLY NEED TO FOCUS IN ON CRAFT AND STRUCTURE AND LET'S LOOK AT ALL THE TEXT DEPENDENT
QUESTIONS RELATED TO CRAFT AND STRUCTURE AND REALLY FIGURE OUT WHERE TO EXPAND OR GET DIFFERENT ROUTINES IN PLACE FOR STUDENTS TO ENGAGE WITH THOSE QUESTIONS. AND SO SO THAT COMPLEXITY IS IS BOTH RELATED TO DEPTH OF TEACHER UNDERSTANDING BUT VERY MUCH RELATED TO ENABLING CONDITIONS AT THE SITE AND ALL OF THOSE INSTRUCTIONAL SYSTEMS THAT KIND OF GIVE THEM ROOM TO BREATHE. CAN I ALSO ADD THAT WE'RE GETTING BETTER AT SUPPORTING OUR SITE LEADERS, OUR ADMINISTRATORS IN UNDERSTANDING THE CONTENT OF THE CURRICULUM SO WE ARE HAVING REGULAR PRE PROFESSIONAL DEVELOPMENT TRAININGS WITH SITE LEADERS SO THAT THEY CAN ON A REGULAR BASIS LOOK FOR CERTAIN THINGS WHEN THEY'RE WALKING INTO THEIR CLASSROOMS AND OBSERVING OUR EDUCATORS ADMINISTERING OR DELIVERING THE CURRICULUM. SO I THINK JUST CONSISTENCY IN TRAINING, CONSISTENCY IN MONITORING AND SUPPORTING OUR EDUCATORS IN DELIVERING ON
THE DIFFERENT ASPECTS OF THE CURRICULUM IS REALLY, REALLY KEY. AT THE SAME TIME MAKING SURE THAT WE ARE CLEAR ON THE EXPECTATIONS THAT WE'RE TRYING TO ACHIEVE AND AND I THINK THESE COMPONENTS COME TOGETHER WILL THEN CREATE GREATER COHERENCE ACROSS CLASSROOMS, ACROSS EDUCATORS AND THROUGHOUT THE ENTIRE SCHOOL AND THEN ACROSS SCHOOLS. >> I'M LIKE I HAVE A MINUTE 29 LEFT. DON'T WORRY. I'M NOT GOING TO IT ON NO, NO, NO. I NEVER USE ALL MY TIME NOW BUT NO THANK YOU AND I JUST WANT TO UNDERSCORE THE IDEA THAT YOU HAVE TO HAVE THESE INSTRUCTIONAL SYSTEMS IN PLACE LIKE YOU CAN HAVE ALL OF THE BEST MATERIALS IN THE WORLD IF THOSE SYSTEMS ARE NOT IN PLACE WE'RE JUST LIKE THROWING THINGS OUT THE WINDOW. SO I MEAN AND THAT SEEMS TO BE YOU KNOW WHERE THIS SPACE THIS SPACE COMES IN TO MAKE SURE THAT THAT THE SCHOOL LEADERSHIP AND OUR EDUCATORS REALLY HAVE THE SUPPORT AND THE SPACE AND THE TIME WHICH I KNOW THERE'S IT'S FLEETING BUT OKAY ,SO I'M GOING TO PICK UP RIGHT THERE BECAUSE YOU DON'T MY QUESTIONS I LOOK AT THE 6,567% IN YOUR ONE IN YOUR TWO SO I
FEEL THERE'S A COUPLE OF WAYS THIS COULD GO DOWN ASSUMING THAT 65% OF OUR CLASSROOMS ARE UTILIZING THE CURRICULA AND HAVE THE MATERIALS IN FRONT OF THEM, THERE'S A QUESTION OF IS IT THAT THE MATERIALS ARE NOT DEMANDING THIS KIND OF WORK THAT WE WOULD WANT TO SEE AND OR CENTRAL CONTENT OR IS IT THAT THAT THE DELIVERY OF THAT CURRICULA IS NOT ACTUALLY MATCHING WHAT THE CURRICULA IS ASKING FOR? WHAT WHICH ONE IS IT DO WE KNOW? I MEAN I THINK THE CURRICULUM IS VERY HIGH QUALITY AND IF FOLKS USE THE CURRICULUM AS INTENDED AND GET FAMILIAR WITH IT, I DO THINK WE'RE GOING TO START TO SEE AN INCREASE THERE. I THINK THERE'S A COUPLE OF THINGS AND DEVIN AND I HAVE TALKED A LOT ABOUT THIS THAT LIKE THIS PARTICULAR CURRICULUM AND THE WAY WE'RE NOW TEACHING LANGUAGE AND LITERACY IS A SHIFT FOR FOR FOLKS AND SO IT'S A BIG IT'S A BIG SHIFT FROM WHAT WE'VE BEEN DOING FOR A VERY LONG TIME.
SO FOR VETERAN FOLKS, ANYTIME WE IMPLEMENT A CHANGE IT LIKE YOU KNOW, COSTS US TO LET GO OF WHAT WE'VE ALWAYS KNOWN AND IT TAKES SOME TIME TO SAY I BELIEVE IN THIS NEW THING. MAYBE SOMETIMES PEOPLE LIKE I'M GOING TO PICK THIS PIECE UP BECAUSE THIS THIS FEELS FAMILIAR TO ME BUT I'M NOT GOING TO PICK THIS PIECE UP. AND SO TO DEVIN'S POINT, WE'RE NOT SEEING SOME CONSISTENCY. AND THEN I THINK THE SECOND PIECE OF THAT IS LIKE IF THERE AREN'T THE STRUCTURES ON THE CAMPUS FOR PEOPLE TO DEEPLY DIVE IN THERE ARE SO MANY COMPONENTS THAT OFTENTIMES ARE MISSING THE MOST THE PIECES THAT ARE GOING TO SUPPORT THE KIDS THE MOST. SO I DO THINK OVER TIME WE WILL SEE AN INCREASE OF THIS. I ALSO THINK THAT ANY TIME WE HAVE A TURNOVER OF A LEADER, ANY TIME WE HAVE A TURNOVER OF A COACH OR ANYTIME WE HAVE A TURNOVER OF A TEACHER ON A TEAM THAT THERE ARE SOME DISCREPANCIES THERE OR WHERE WE DON'T HAVE TEACHERS THAT ARE FULLY CREDENTIALED. SO THERE ARE SOME PLACES THERE WHERE WE HAVE MORE INVESTMENT TO DO AND IN ORDER TO SEE THAT NUMBER GO UP. BUT I DO THINK IT'S NOT RELATED TO THE QUALITY OF THE CURRICULUM BUT RATHER TO HOW WE
HELP PEOPLE TO GET TO BE USING IT CONSISTENTLY GREAT AND DR. YOU MENTIONED I MEAN YOU MENTIONED LEAD CNI PRINCIPALS AND COACHES LEAD PRIMARILY OVERSEES PRINCIPALS AND I KNOW OKAY SO LEAD LEAD PRINCIPALS CNI COACHES KNOW WHAT THAT SO I GUESS I'M TRYING TO FIGURE OUT LIKE WHAT IS THE GAP HERE THAT WE'RE TRYING TO CLOSE WHEN WE MENTIONED LEAD SEE AND I PRINCIPALS COACHES THOSE ARE ALL GROUPS OF PEOPLE WHO ARE DOING ENORMOUS WORK IN OUR SCHOOLS AND WHEN WE TALK ABOUT THE ALIGNMENT AND COHERENCE THAT NEED TO COME WITH FOCUSING ON SOMETHING AS SOMETHING LIKE INTERNALIZATION RIGHT LIKE WHEN WE TALK ABOUT LEAD CNI PRINCIPALS AND COACHES, WHAT IS THE ROLE THAT EACH OF THEM HAVE IN SUPPORTING INTERNALIZATION AT A SITE? >> YEAH, I MEAN I THINK AS FAR AS THE WORK THAT'S HAPPENING LEAD IN CNI WE WORK COLLABORATIVELY AROUND SUPPORTING LEADERS AND COACHES AS BOTH TEAMS TO MAKE SURE THAT WHEN WE'RE DOING OUR LEARNING
WALKS WITH THE COACHES, WHEN WE'RE DOING OUR LEARNING WALKS WITH THE PRINCIPALS THAT WE'RE LOOKING FOR THESE INDICATORS AROUND INTERNALIZATION. SO TO ME IT'S ONE LARGE COLLABORATION EFFORT BETWEEN CNI AND LEAD TO SUPPORT WHAT'S HAPPENING AT THE SCHOOL SITES. I THINK A BIG PIECE OF WHAT WE'VE BEEN IMPLEMENTING THIS YEAR THAT I MENTIONED IS CITYWIDE WHERE COACHES AND PRINCIPALS ARE COMING TOGETHER THREE TIMES A YEAR OF UNINTERRUPTED SPACES TO BE PLANNING AND IT'S ALL ALIGNED TO THE STAFF. SO THE FALL LITERACY STAR THE WINTER AND THEN THE SPRING WE COME TOGETHER, WE LOOK AT THOSE RESULTS. WE HAVE RPA IN THE ROOM. THEY'RE ABLE TO REALLY LOOK AND DO A DEEP DIVE OF THEIR DATA, MAKE A PLAN, BRING IT BACK TO THE SCHOOL. AND OUR JOB AS LEAD IS TO MAKE SURE THAT PRINCIPALS AND COACHES ARE HAVING THAT TIME TOGETHER BACK AT THE SITE THAT THEY'RE DOING THOSE WALKTHROUGHS THEY'RE IMPLEMENTING STRONG I'LL TEASE AND GLASSES I'M IN COLLABORATION WITH C AND I WHO'S DOING COACHING TRAINING WITH THE COACHES I THINK IT'S
TWICE A MONTH IF I'M NOT WRONG I'M DONE MAKING SURE THAT WHATEVER WE'RE TALKING ABOUT IN CITYWIDE IS THEN FOLLOWING THE COACHING MEETINGS WHICH IS THEN LEADING BACK INTO THE CLASSROOM WHICH IS THEN LEADING BACK INTO THE SCHOOLS. SO FOR US IT'S ONE LARGE COLLABORATION THAT WE ARE DOING TOGETHER. SO THAT TEACHERS COACHES FEEL SUPPORTED BUT ALSO HAVE HIGH EXPECTATION WHEN THEY ARE COMPLETING THEIR LEARNING WALKS ALTIS AND ANGLESEY'S SO I CAN TALK A LITTLE BIT ABOUT SPECIFICALLY TO CNI SO CNI DOES NOT SUPERVISE INSTRUCTIONAL COACHES BUT DOES PROVIDE PROFESSIONAL LEARNING AND GUIDANCE TO COACHES ON THEIR WORK. SO YOU CAN THINK OF THAT RELATIONSHIP AS BEING SORT OF LIKE A COACH OF COACHES BUT IS NOT A FORMAL SUPERVISOR OR EVALUATOR OF THE COACHES. AND I'LL JUST ADD THAT I THINK YOU KNOW, I'LL TALK SPECIFICALLY ABOUT THE MIDDLE SCHOOL COACH K COHORT FOR A SECOND IN THE MIDDLE SCHOOL COHORT THERE ARE EIGHT NEW
PRINCIPALS AND ALL OF THEM ATTEND TV AND PART OF WHAT THEY DO IN TV IS THEY THEY BETTER UNDERSTAND THEIR THEIR CURRICULUM SO I AM AND I HAVE TIME WITH THEM. THEY ATTEND MONTHLY MEETINGS WITH US DEVIN AND RENEE FROM CRICKET AND STRUCTURE AND COME AND DO WORK DURING THOSE MEETINGS TO HELP THEM UNDERSTAND THE CURRICULA AND THEN DURING TV THEY WATCH VIDEOS, THEY COLLABORATE WITH ONE ANOTHER, THEY TRY TO FIGURE OUT WHAT IS IT GOING TO LOOK LIKE SO THAT THERE IS SOME CROSS COLLABORATION. AND THEN I THINK THAT SOMETHING THAT CAME ABOUT THIS YEAR THAT I DON'T THINK WE WERE DOING AS WELL LAST YEAR. SO I THINK THAT THERE IS STILL ROOM FOR IMPROVEMENT AS SO WHAT IS IT IF IF CNI IS DOING X AND LEAD IS DOING Y AND TIWI IS DOING Z, HOW DO WE MAKE SURE THAT THEY'RE ALL COLLABORATING AND COHERING VERSUS LIKE EVERYONE'S DOING SOMETHING SEPARATE AND I THINK THAT THAT IS SOMETHING THAT WE HAVE A CONSISTENT TEAM THAT WE'RE GETTING BETTER AT AND I DO THINK THAT LIKE AGAIN TO GIVE ONE SPECIFIC EXAMPLE AT THE BEGINNING OF THIS YEAR WHEN WE INSTITUTED THE LEARNING WALKS K
FIVE RIGHT AWAY, PICKED UP THE LEARNING WALKS AND PICKED UP THE TOOL THAT WAS DEVELOPED IN CONJUNCTION WITH CNI AND RPA AND THE KIDS DID NOT BECAUSE WE HAD BEEN USING SOMETHING ELSE AND SO IT TOOK US A WHILE TO MAKE SURE THAT HEY, IF WE'RE GOING TO PICK UP THIS LEARNING WALK TOOL WE HAVE TO GIVE SOMETHING ELSE UP AND WE NEED TIME IN ORDER TO MAKE SURE THAT WE'RE NOT JUST GIVING SOMETHING TO SOMEONE FOR COMPLIANCE PURPOSES BUT THAT PEOPLE SEE THE PURPOSE. SO NOW THE REAL THE FOCUS IS EVERY MONTH WHEN WE'RE COMING TOGETHER WE'RE LOOKING AT A SPECIFIC COMPONENT OF THE CURRICULA THE NEW CURRICULA AND WE'RE SAYING WE'RE GOING TO INTERNALIZE AS PRINCIPLES AROUND THIS AND THEN THIS MONTH YOU'RE GOING TO GO AND YOU'RE GOING TO LOOK FOR THAT AND YOU'RE GOING TO USE THAT PART OF THE TOOL TO SEE IF YOU SAW IT. AND SO I THINK THAT THAT IS SLOWLY IMPROVING IMPLEMENTATION INTERNALIZATION OVER TIME AND I WONDER IF THIS IS PARTLY WHAT YOU ARE TALKING ABOUT WITH CREATING MORE TOOLS AND PROTOCOLS FOR THE INTERNALIZATION PROCESS ITSELF. BUT I'M LIKE DO WE HAVE A CONCRETE PICTURE OF JUST WHAT EXCELLENT COACHING LOOKS LIKE AND IS THAT LIKE A SHARED EXPECTATION ACROSS ALL THE
TEAMS OF WHAT WHAT EXCELLENT COACHING LOOKS LIKE? I CAN RESPOND TO THAT. I THINK YES. AND SO THERE IS CLARITY AROUND THE ROLES AND RESPONSIBILITY OF A COACH. THERE'S CLARITY ON THE EXPECTATIONS FOR A COACHING CYCLE AND WHAT THAT LOOKS LIKE, HOW MUCH TIME THE SPECIFIC ACTIONS ASSOCIATED WITH IT'S EACH STEP WHAT I WOULD SAY IS I THINK THERE IS SIGNIFICANT ROOM FOR GROWTH AROUND THE CONSISTENCY OF IMPLEMENTATION OF THOSE EXPECTATIONS AND SO BY THAT I MEAN IF WE SET AN EXPECTATION ON HOW OFTEN A COACH MIGHT BE FACILITATING THEIR TEACHER COLLABORATION IN TIME AND ONE SCHOOL HAS A WEEKLY STANDARD FOR THAT ANOTHER SCHOOL HAS A MONTHLY STANDARD FOR THAT AND WE SEE INCONSISTENCY IN THAT. WHAT I WOULD ALSO SAY IS THAT I THINK THERE IS A COMPONENT RELATED TO THE QUALITY OF COACHING THAT IS SORT OF THE NUANCED RELATIONSHIP BETWEEN THE SUPPORT PROVIDED BY C AND I
AND THEN THE RELATIONSHIP WITH THE PRINCIPAL WHO SUPERVISES THE COACH AND OUR COORDINATION WITH LEAD. WHAT I WOULD SAY IS THAT ONE OF OUR PRIMARY FOCUSES COMING OUT OF THIS PRIMARY THIS PROGRESS MONITORING REPORT ON GOAL ONE AS WELL AS PLANNING FOR 2627 IS IMPROVING AND CODIFYING LIKE THE SPECIFICITY OF INSTRUCTIONAL COACH EXPECTATIONS. I THINK THE CURRENT STANDARD IN PLACE CAN BE IT'S GOING TO SAY SPECIFIED AGAIN CAN BE FURTHER DETAILED IN ORDER TO LIKE MORE CLEARLY COMMUNICATE THE EXPECTATIONS IN IN A WAY THAT I HOPE WOULD BUILD MORE CONSISTENCY OVER TIME. SO FOR EXAMPLE ONE OF THE PIECES THAT WE'RE DOING IS AS PART OF OUR PARTNERSHIP WITH THE A.P. WE'RE WORKING ON THEM WITH THEM ON REVISING THE GUIDELINES AROUND COACHING CYCLES, THE TIME SPENT AND THE EXPECTATIONS REVISING THE GUIDELINES ON TEACHER COLLABORATION AND THE FREQUENCY AND THE CONTENT OF THOSE MEETINGS WE'VE WORKED WITH RESEARCH, PLANNING AND ASSESSMENT ON REVISING THE COACHING LOGS SO WE CAN GET A
BETTER SENSE OF WHICH ACTIONS NEED MORE SUPPORT OR OR NOT WHERE. I THINK THERE HAS BEEN A REALLY HIGH DEGREE OF TRAINING AND SPECIFICITY IS AROUND CULTURE OF COACHING AND COACHING STANCES AND UNDERSTANDING HOW TO MEDIATE CONVERSATIONS, HOW TO LIKE COACH INTO CHALLENGE. SO I THINK THOSE PIECES ARE REALLY STRONG. I THINK THE PIECES AROUND INSTRUCTIONAL SYSTEMS ARE WHERE SOME OF OUR REVISION WORK AND COACHING EXPECTATIONS CURRENTLY EXISTS. OKAY, THAT'S REALLY HELPFUL. I MEAN I THINK THAT'S THE AREA WHERE I'M MOST INTERESTED IN, RIGHT? BECAUSE IF WE'RE TALKING ABOUT THE CURRICULUM ITSELF IS NOT THERE'S A CONCERN AROUND THE QUALITY OF THAT CURRICULA THEN WHAT WE'RE TALKING ABOUT IS UNDERSTANDING HOW DO WE KNOW THAT TEACHER PRACTICE IS CHANGING WHICH WE CAN LOOK AT. I MEAN THIS EVIDENCE HERE IS REALLY INTERESTING BUT IT'S ALL KIND OF DOWNSTREAM FROM WHAT WE ACTUALLY WANT TO SEE SHIFTING IN OUR SYSTEM WHICH IS THE QUALITY OF THE COACHING THAT WE
BELIEVE IF IT'S GETTING BETTER AND BETTER THEN PRESUMABLY THE QUALITY OF TEACHING IS IMPROVING AND PRESUMABLY THE QUALITY OF TEACHING IS IMPROVING THEN WE CAN SEE THIS THESE INDICATORS IMPROVING. BUT I GUESS MY QUESTION WOULD BE HOW ARE WE UNDERSTANDING HOW THE QUALITY OF OUR COACHING IS IMPROVING AND THEN AS A CONSEQUENCE OF THAT HOW ARE WE UNDERSTANDING WHETHER OR NOT TEACHER BACKED PRACTICE IN BEHAVIOR IS IMPROVING SO THAT THESE THINGS GO UP? YOU KNOW, DOES THAT MAKE SENSE? SO SO I GUESS I'LL JUST END WITH THAT. I THINK IT'S JUST YOU KNOW THE ASSUMING THAT WE AND THE REASON I ASKED ABOUT LIKE DO WE HAVE A POINT OF VIEW ON COACHING IS LIKE IF WE WANT INTERNALIZATION TO IMPROVE THEN IN MANY WAYS IN ORDER FOR YOU KNOW, HUMANS OR HUMANS IN ORDER FOR YOU TO CHANGE YOUR PRACTICE AND BEHAVIOR OFTENTIMES WE NEED A MODEL THAT AND SO THEN THIS IS WHERE THE POWER OF COACHING COMES IN AND SO THEN I'M JUST MOST CURIOUS LIKE DO WE HAVE
ANY INDICATORS THAT WOULD SUGGEST THAT COACHING IS IMPROVING? RIGHT? LIKE AND AND AND WHO IS RESPONSIBLE FOR THAT AND HOW DO WE HOW DO WE SHOW THAT IN OUR SYSTEM YOU KNOW, I'M HAPPY TO SPEAK AT LEAST A PIECE OF THAT. SO SO ONE OF THE THINGS I WILL SAY AND WE'VE TOUCHED ON THIS I THINK IN VARIOUS WAYS IN SOME OF OUR PROGRESS MONITORING REPORTS BUT MAYBE NOT SORT OF THE DEPTH YOU'RE SPEAKING TO ARE ASKING WHICH IS HOW DO WE UNDERSTAND THE RELATIONSHIP BETWEEN VARIOUS LEVELS OF THE SYSTEM SUCH THAT IF WE IDENTIFY YOU KNOW, VIA OUR COACHING LOGS, VIA OUR FOCUS GROUPS, VIA THE SUPERVISION OR THE COACHING OF COACHES HIGH QUALITY COACHING, DO WE THEN SEE MEASURABLE SHIFTS IN TEACHER PRACTICE AT THOSE SITES? DO WE THEN SEE MEASURABLE SHIFTS IN STUDENT OUTCOMES AT THOSE SITES? AND SO I THINK WHAT WE HAVE DONE SOME STRONG WORK IN IS HIGHLIGHTING HIGH QUALITY EXAMPLES WHERE I KNOW WE KEEP COMING BACK TO THIS BUT WHERE THE PIPE ISN'T LEAKING AND THAT SYSTEM IS IN RELATIONSHIP WITH
ONE ANOTHER SUCH THAT STUDENT OUTCOMES ARE MOVING. SO I THINK WE DO HAVE YOU KNOW, VERY STRONG EXAMPLES OF HIGH QUALITY COACHING AND I WILL SAY A KEY COMPONENT OF THAT IS NOT JUST THE QUALITY OF THE COACHING BUT AT THOSE SITES WE TEND TO ALSO SEE REALLY STRONG POSITIVE RELATIONSHIPS BETWEEN THE COACH AND THE ADMINISTRATOR OWNERS WHERE THEY'RE VERY MUCH IN SYNC WITH ONE ANOTHER WITH SHARED EXPECTATIONS, SHARED MESSAGE IN ONE OF THE PIECES THAT I WILL SAY WHICH I THINK IS TRUE NOT JUST FOR INSTRUCTIONAL COACHING BUT WHEN WE TALK ABOUT ENABLING CONDITIONS AT SITES AND IS MOVING SORT OF BEYOND THE BIG PICTURE VISION INTO LIKE VERY CLEARLY MEASURABLE EXPECTATIONS THAT FOLKS ARE HELD ACCOUNTABLE FOR THAT ARE CLEARLY ARTICULATED AND CODIFIED AND I THINK THAT IS SORT OF A GROWING MUSCLE. AND SO IF YOU SEE CERTAINLY WITH RELATIONSHIP TO COACHING BUT YOU KNOW SIMILARLY WITH RELATIONSHIP TO LIKE INSTRUCTIONAL LEADERSHIP SOME OF OUR SITE SYSTEMS WE SEE IT
COME UP A LOT WITH YOU KNOW, CLASSROOM SCHEDULES OR WITH FREQUENCY OF TEACHER MEETING. AND SO I THINK FOR US THE MORE CONSISTENT AND EXPLICIT WE CAN BE YOU KNOW SOME FOLKS SAY LIKE WHAT'S CLEAR IS KIND YOU KNOW, WE ARE ABLE TO IMPROVE THAT CONSISTENCY WHEN WE'RE EXPLICIT AND CLEAR WITH THE CODIFICATION OF BEST PRACTICES STUDENT DELEGATE CREWS. SO ACTUALLY PRESIDENT KIM ACTUALLY TOOK ONE OF MY QUESTIONS WHICH WAS I WILL INCREASE YOU TO ACTUALLY BE USED TO LIKE INSTRUCT AND IMPROVE STUDENTS OUTCOMES WHICH I DID ANSWER ALREADY BUT MY MAIN QUESTION IS HOW WILL LIKE CONCRETE CHANGES WELL HOW WILL THE BE LIKE SEEN OR TRANSLATED IN AS A RESULT OF LIKE HOW THE SEAT IS BEING USED? SO PRETTY MUCH HOW WILL WE ACTUALLY SEE AND HOW WILL THESE LIKE SHOWN THROUGH MUTUALLY BY INSTRUCTOR AND STUDENTS WHICH WAS SOMETHING WE KIND OF ALL KIND OF BEEN ASKING. SO YEAH, THAT'S KIND OF PRETTY MUCH MY QUESTION IS TO GET A BETTER UNDERSTANDING OF HOW THE
ACTUAL CONCRETE CHANGE WILL AFFECT STUDENTS AND HOW THAT WOULD LOOK LIKE SO ONE OF THE AREAS IN STUDENT SO I'LL SORT OF ZERO IN ON SOME OF THE STUDENT INSTRUCTIONAL EXPERIENCES THAT WE NAMED IN THE REPORT BUT I THINK SPECIFICALLY WHERE I'M GOING TO FOCUS IN ON IS LIKE HIGH QUALITY INSTRUCTIONAL PRACTICE AND SORT OF THE THINKING AND DOING THAT'S ASKED OF STUDENTS. SO ONE OF THE PIECES THAT WE HIGHLIGHTED IN THE REPORT WAS SOME OF THE COMPONENTS RELATED TO STUDENT PROFICIENCY IN READING COMPREHENSION ON INFORMATIONAL TEXT. AND SO THE TWO AREAS WE HIGHLIGHTED WERE AROUND CRAFT AND STRUCTURE AND INTEGRATION OF KNOWLEDGE AND IDEAS AND THE NAME SOME OF THOSE PRACTICES THAT WE HAD LOWER FREQUENCY OF THAT WE NEEDED TO IMPROVE ON LIKE TEXT DEPENDENT QUESTIONS AND SO TO SORT OF ZERO IN ON THOSE WHAT THEY'RE ASKING STUDENTS TO DO IN A CLASSROOM TO DEMONSTRATE PROFICIENCY ON THOSE STANDARDS INCLUDE LIKE DETERMINE I'M JUST GOING TO READ FROM IT A LITTLE BIT BUT DETERMINE THE MEANING OF
GENERAL ACADEMIC AND DOMAIN SPECIFIC WORDS AND PHRASES IN A TEXT RELEVANT TO A GRADE THREE TOPIC OR SUBJECT AREA USE TEXT FEATURES AND SEARCH TOOLS TO LOCATE INFORMATION DISTINGUISH THEIR OWN POINT OF VIEW FROM THAT OF THE AUTHOR OF A TEXT IF YOU CAN IMAGINE FOR THIRD GRADERS. SO WHEN WE THINK ABOUT A STUDENT'S EXPERIENCE IN THE CLASSROOM, THEY'RE BEING ASKED TO TAKE ON THOSE KINDS OF ACTIONS. SO IT COULD BE THE TEACHER CHANGING THE KIND OF QUESTIONS THAT THEY ASK. IT COULD BE STUDENTS WORKING IN PAIRS OR IN SMALL GROUPS IN ORDER TO DETERMINE THE MEDIAN OF ACADEMIC VOCABULARY AND IT COULD BE THAT THEY HAVE A WRITING TASK WHERE THEY'RE ASKED TO DO THAT PIECE AROUND DISTINGUISHING THEIR OWN POINT OF VIEW FROM THAT OF THE AUTHOR OF A TEXT. SO WHEN WE TALK ABOUT WHAT'S DIFFERENT FOR STUDENTS, IT'S THE KINDS OF TASKS THEY'RE BEING ASKED TO DO IN THE CLASSROOM SHIFT IN OKAY, THANK YOU. I LOVE OUR QUESTIONS YOU GUYS. I LOVE THIS IS SUCH A GREAT
CONVERSATION AND THANK YOU ALL FOR THE WORK. YOU KNOW, I THINK COMMISSIONER WEISSMAN WARD I REALLY WANTED TO FOLLOW UP ON YOUR APPRECIATIONS THAT YOU STARTED WITH. I MEAN THE FACT THAT WE'RE USING DATA THIS WAY LIKE YOU KNOW, I'M AN OLD DINOSAUR WHO REMEMBERS YEARS WORTH OF PILOTS THAT COLLECTED TONS OF DATA THAT ABSOLUTELY WENT NOWHERE. SO THE FACT THAT WE'RE ACTUALLY USING DATA TO INFORM PRACTICES I THINK IS JUST MAKES ME WARM AND FUZZY. I THINK MY QUESTION IN MR. WINTER YOU KIND OF TOUCHED ON IT WHEN YOU STATED WHAT A HUGE SHIFT THIS IS. RIGHT? AND THESE LIKE THE FACT THAT WE'RE USING A STRUCTURED LITERACY CURRICULUM YOU KNOW LIKE THIS IS A HUGE SHIFT AND ALSO RELATED TO THAT IS A LOT OF OUR EDUCATORS LIKE YOU ONLY KNOW WHAT YOU KNOW WHEN YOU KNOW IT AND WE HAVE A LOT OF EDUCATORS WHO WENT THROUGH COLLEGE IN THE DAYS OF BALANCE LITERACY RIGHT IN THE DAYS OF WE TEACH STUDENTS BY THREE CUEING RIGHT AND SO I'M WONDERING IT'S GREAT THAT WE
HAVE INSTRUCTIONAL COACHING AND THAT WE'RE DOING BUT WHAT ARE WE DOING TO BUILD OUR RANGE STRUCTION? ARE OUR TEACHERS FOUNDATIONAL SKILLS IN WHAT ARE WE DOING TO BUILD THEIR WHY AND MAKING SURE THAT THEY UNDERSTAND LIKE THE PHONEMIC AWARENESS THEM SO THAT LIKE ALL OF THESE WE CAN'T BUILD THE ACADEMIC OWNERSHIP IF OUR EDUCATORS AND A LOT OF THEM HAVE TO THEIR CREDIT DONE GONE OUT AND DONE A LOT OF SKILL BUILDING ON THEIR OWN RIGHT. YOU KNOW AND WE SEE WHAT'S GOING ON AT DREW AND HOW MUCH TRAINING THEY'RE DOING FOR EXAMPLE AND HOW THAT'S REALLY LIKE ASPECT TEST SCORES INCREASED BY 40 POINTS LAST YEAR BECAUSE OF ALL THEIR WORK. SO I THINK REALLY BEYOND COACHING WHAT PATHWAYS DO WE HAVE FOR OUR EDUCATORS THEMSELVES TO ACTUALLY BUILD THEIR KNOWLEDGE OF WHAT STRUCTURED LITERACY IS AND THESE FOUNDATIONAL LEADING READING SKILLS THAT WE'RE ASKING THEM TO TEACH OUR KIDS. >> I'M HAPPY TO SPEAK TO THAT. SO ONE OF THE PIECES I'LL SAY AND I JUST TRIED TO REMEMBER THE EXACT SCHOOL YEAR AND THEN IT WENT OUT OF MY HEAD BUT 23
24, 23 TALK STARTING ON THE 2324 SCHOOL YEAR PRIOR TO THE FINAL ADOPTION AND IMPLEMENTATION OF THE NEWLY ADOPTED CURRICULUM WE ACTUALLY STARTED BY DOING A FULL YEAR. IT WAS THE FIRST YEAR OF ALIGNED PD BUT A FULL YEAR OF PROFESSIONAL LEARNING ON THE INSTRUCTIONAL SHIFTS ASSOCIATED WITH THE COMMON CORE ONE PILLAR OF WHICH IS FOUNDATIONAL SKILLS . SO WE DID A SEQUENCE OF PROFESSIONAL LEARNING ON FOUNDATIONAL SKILLS PHONEMIC AWARENESS, PHONICS FLUENCY LIKE THROUGH ON SINCE THEN THROUGH OUT SUMMER JANUARY INSTITUTE INCREMENTALLY ACROSS THE YEAR WE'VE CONTINUED TO DO ONGOING WORKSHOPS AND INSTITUTES SPECIFICALLY TARGETING FOUNDATIONAL SKILLS AND SPECIFICALLY RELATED TO KEY TO WHAT I WOULD SAY JUST TO CLARIFY AS FOUNDATIONAL SKILLS ARE TRUE ACROSS K FIVE WE HAVE FOCUSED IN HOWEVER ON K TWO IN PARTICULAR ONE OF THE PIECES THAT I WILL SEE RELATED TO THAT IS I THINK SHOWS UP IN THE DATA WHERE THAT INTENTIONAL FOCUS OF FOUNDATIONAL SKILLS
PROFESSIONAL LEARNING HAS BOTH RELATED TO SOME OF THE BUMPS WE SEE IN EXPLICIT AND APPROPRIATELY SEQUENCED FOUNDATIONAL SKILLS INSTRUCTION. I THINK WE SEE SOME GROWTH IN WHAT WE WOULD CALL LIKE OUT OF CONTEXT PRACTICE WHERE STUDENTS ARE DOING LET IT LETTER CARDS AND WORK TIME WHERE WE DEFINITELY HAVE ROOM FOR GROWTH IS IN THAT ACADEMIC OWNERSHIP WHERE STUDENTS HAVE APPROPRIATE OPPORTUNITIES FOR FLUENCY PRACTICE FOR SMALL GROUP INSTRUCTION AND I THINK THAT PIECE IS LIKE THE CURRENT SORT OF THE ZONE OF PROXIMAL DEVELOPMENT GROWTH AREA FOR TEACHERS WHERE THEY'RE STARTING TO FEEL MORE COMFORTABLE IN THE EXPLICIT INSTRUCTION. >> HOWEVER THEY NEED TO THEN TRANSITION THAT COMFORT INTO STUDENTS ACADEMIC OWNERSHIP AND IN A GRADUAL RELEASE MODEL. AND SO WHEN WE OBSERVE LESSONS WHAT WE MIGHT SEE IS TEACHERS, YOU KNOW, FEELING MORE CONFIDENT WITH THE FRONT OF ROOM COMPONENTS AND SORT OF STRUGGLING A LITTLE BIT WITH THE PACING AND NOT GETTING INTO THE GRADUAL RELEASE TIME OR NOT HAVING BUILT IN SIGNIFICANT
TIME FOR SMALL GROUP INSTRUCTION SO STUDENTS DON'T HAVE ENOUGH OPPORTUNITIES FOR INDEPENDENT PRACTICE WITH DAKOTA BOWL TEXT. AND SO THAT TRANSITIONAL PIECE IS WHAT I WOULD SAY IS LIKE OUR NEXT STAGE OF PROFESSIONAL LEARNING AFTER THE YOU KNOW, 2 TO 3 YEARS WE'VE DONE HOWEVER AS WE KNOW YOU KNOW WE INTRODUCED TO OUR SYSTEM A SIGNIFICANTLY SIZED COHORT OF NEW TEACHERS AND ADMINISTRATORS AND COACHES EVERY YEAR AND SO THE FOUNDATIONAL SKILLS PROFESSIONAL LEARNING AND UNDERSTANDING IN THE SCIENCE OF READING WILL CONTINUE TO BE CORE FOR EDUCATORS AS THEY ENTER THE SYSTEM AS A BASELINE EXPECTATION. BUT WE HAVE STARTED TO SHIFT SOME OF THAT PROFESSIONAL LEARNING TOWARDS SUPPORTING STUDENT INDEPENDENT PRACTICE ESPECIALLY WITH THE QUOTABLE TEXT WHICH I CANNOT EMPHASIZE ENOUGH. I APPRECIATE THAT BECAUSE MY NEXT QUESTION WAS THE DATA AROUND THE USAGE OF DECODE TEXT IS SCARY BAD YOU KNOW 0% FOR STUDENTS INDEPENDENTLY PRACTICING TARGETED SKILLS
IN THE CONTEXT OF DECODED TEXT AND THEN STUDENT PRACTICING NEWLY ACQUIRED TEXT WITHIN TWO QUOTABLE NEWLY ACQUIRED SKILLS WITHIN THE CODE WILL TEXT AND NINE SO I MEAN GRADUAL RELEASE OF RESPONSIBILITY I DO WE DO YOU DO RIGHT SO IF IF WE'RE NOT DOING THAT GRADUAL RELEASE OF RESPONSIBILITY HOW ARE THE STUDENTS GOING TO LIKE SO WHAT IS THE PLAN TO INCREASE THE USE OF DECODE TEXT? I THINK IN THAT GRADUAL RELEASE OF RESPONSIBILITY IS MY FOLLOW UP QUESTION. YES, I CAN DEFINITELY SPEAK TO THAT. I CAN KEEP TALKING. I JUST WANT TO DO OKAY SO I'LL SAY SORT OF TWO PARTS THAT ARE MATERIALS BASED. SO ONE PIECE IS I WOULD SAY YOU KNOW AS A VIEW IS D IS NOT UNIQUE IN THIS BEING A PRIMARY FOCUS AREA SINCE THE ADOPTION OF INTO READING AND ARIBA BUT SPECIFICALLY BECAUSE OF THE WAY FOUNDATIONAL SKILLS WORK INTO READING AND I'LL SPEAK TO NUMBER ONE I WOULD SAY IS THAT EACH IMAGE HAS REVISED THEIR FOUNDATIONAL SKILLS COMPONENT AND THERE IS THERE WAS SORT OF
AN INCREMENTAL STEP TOWARDS STRUCTURED LITERACY AND THEN A NEXT STEP TOWARDS A CALIFORNIA EDITION SPECIFICALLY IN ALIGNMENT WITH STATE GUIDELINES. AND SO WE HAVE GRADUALLY TRANSITIONED PAID STAFF ON TO THAT OR STUFF SITES ON TO THAT WHICH DOES IN COMPARISON TO THE INITIAL PROGRAM INCREASE THE AMOUNT OF TIME AND DIRECTION FOR STUDENT INDEPENDENT PRACTICE AND USE OF DAKOTA TEXT THE NEXT PIECE IS THEY'VE ACTUALLY DONE AN INCREASED RELEASE OF DAKOTA WILL TEXT SETS TO GO WITH THE MODULES THAT WE HAVE AS FUNDING HAS BECOME AVAILABLE CONTINUE TO DO WAVES OF PURCHASING OF I THINK ONE OF THE THINGS THAT WE STILL SEE IS TO DR. STEINER'S POINT IN SOME OF THESE KIND OF OLDER HABITS AND MINDSETS AROUND VOLUME OF READING AND LEVEL TEXT LIBRARIES AND FOLKS SORT OF STRUGGLING WITH UNDERSTANDING WHAT REPLACES THAT. AND SO YOU KNOW, AS MORE EQUITABLE TEXTS HAVE BEEN RELEASED, WE'VE MADE THOSE PURCHASES SO THAT TEACHERS HAVE
,YOU KNOW, STRONGER TEXT SETS TO WORK WITH FOR MORE STUDENT INDEPENDENT PRACTICE. >> ONE OF THE OTHER PIECES THAT IS, YOU KNOW, EXCITING FOR THAT INDEPENDENT PRACTICE COMPONENT IN THE BOTH CALIFORNIA FORTHCOMING CALIFORNIA EDITION BUT ALSO IN STRUCTURED LITERACY IS TWO CREDIBLE TEXT PRINTABLES THAT CAN BE A BACKPACK TOME TO INCREASE PRACTICE AND GUIDANCE FOR FAMILIES NOT JUST IN FLUENCY PRACTICE BUT ALSO IN TEXT DEPENDENT QUESTIONS WITH DAKOTA TEXT. SO THERE HAVE BEEN SOME NEW MATERIALS RELEASES THAT WE'VE PICKED UP IN ORDER TO SUPPORT THAT IN ADDITION TO SOME OF THE PROFESSIONAL LEARNING THAT WHEN IT COMES TO THAT I WOULD SAY NUMBER ONE HAS FOCUSED ON INDEPENDENT PRACTICE AND HAVING TEACHERS UNDERSTAND YOU KNOW, HOW TO APPROPRIATELY PACE SO THAT THEY SAVE ENOUGH TIME FOR THAT HOW TO SET UP SMALL GROUP INSTRUCTION AS AN INTERIM GOAL COMPONENT OF THEIR DAY SO THAT THEY'RE SEEING FLUENCY PRACTICE HAPPEN WITH KIDS. AND SO THAT HAS ALSO BEEN A PART OF BOTH THE MATERIALS AND PROFESSIONAL LEARNING. THANK YOU.
AND I DIDN'T MEAN TO MIS TITLE YOU. DR. STEINER APOLOGIES FOR THAT . SO COMMISSIONER RAY, I'M GOING TO I WILL ACKNOWLEDGE YOU AND IN PRESIDENT KIM'S ABSENCE . OKAY. THANK YOU. I ALSO JUST WANT TO THANK YOU ALL FOR THE DATA THAT'S PROVIDED AND FOR THE YOU KNOW, THE SPECIFIC ADDITION OF INFORMATION THAT WE DIDN'T HAVE BEFORE. I THINK THAT IS REALLY VALUABLE TO BE ADDING THIS ADDITIONAL INFORMATION ABOUT ACADEMIC OWNERSHIP FOR INSTANCE, BECAUSE THAT IS SO CRITICAL TO OUR STUDENTS ACTUALLY BEING ABLE TO IMPROVE THEIR SKILLS AND OUTCOMES SO I AM IN ACCORDANCE WITH WHAT WE HAVE BEEN LEARNING AND OUR PROGRESS MONITORING SUBCOMMITTEE GOING TO ADDRESS MY QUESTIONS AGAIN TO SUPERINTENDENT SUE. SO YOU'RE OFF THE HOT SEAT FOR NOW UNLESS SHE DECIDES TO TURN TO YOU SO SUPERINTENDENT SUE. SO I ALSO WANT TO NOD TO COMMISSIONER FISHER HERE
BECAUSE SHE ASKED ABOUT TWO SPECIFIC THINGS THAT I HAD ON MY LIST INCLUDING THE STUFF ABOUT THE QUOTABLE TEXTS AND TEACHER PREPARATION PROGRAMS BECAUSE FOR QUITE A LONG TIME THOSE PROGRAMS WERE NOT ACTUALLY INSTRUCTING TEACHERS IN THE FOUNDATIONAL SKILLS THAT KIDS NEED IN MOST KIDS NEED IN ORDER TO BE ABLE TO SUCCEED IN LITERACY SO THAT IS A BIG AND DIFFICULT GAP FOR ALL OF US TO STRUGGLE WITH AND FIGURE OUT HOW TO ADDRESS. SO DR. SUE, A COUPLE OF THINGS THAT I WANTED TO ASK HERE SORT OF FOLLOWING UP ON WHAT COMMISSIONER FISHER WAS ASKING ABOUT PRACTICE OPPORTUNITIES IF KIDS DON'T GET THE OPPORTUNITY TO PRACTICE, IT'S VERY, VERY HARD TO ACTUALLY INTERNALIZE THE SKILL THAT YOU'RE BEING TAUGHT. I AM WONDERING AS A PRACTICAL MATTER HOW WE CAN PROMOTE MORE PRACTICE OPPORTUNITIES ESPECIALLY GIVEN THE INSTRUCTIONAL MINUTES THAT WE CURRENTLY HAVE WHAT IS OUR CURRENT MINIMUM FOR INSTRUCTIONAL MINUTES IN IN READING AND DOES THAT TIME ALLOW FOR ADEQUATE PRACTICE? AND IF IT DOESN'T HOW CAN WE
HELP TO PROMOTE THAT? >> THAT'S MY FIRST QUESTION. THANK YOU COMMISSIONER RAY. ACTUALLY THAT'S A QUITE A TECHNICAL QUESTION ABOUT HOW MANY INSTRUCTIONAL MINUTES OUR STUDENTS HAVE. HOWEVER, I JUST WANT TO FIRST ADDRESS THE TEACHER PREP QUESTION AND I THINK THAT THAT IS A REALLY, REALLY IMPORTANT QUESTION. SO MAYBE YOU CAN USE YOUR TURN YOUR OKAY THERE IS AN ECHO BECAUSE IN ORDER FOR US TO TO CONTINUE TO LIFT THE QUALITY OF INSTRUCTION WE NEED TO CONTINUE TO DOUBLE DOWN ON SUPPORTING OUR EDUCATORS. BUT IN ORDER FOR US TO DO THAT WE NEED TO HAVE EVIDENCE BASED PRACTICES THAT WILL THEN MOVE THE NEEDLE. AND ONE OF WHICH WE'VE ALREADY TALKED ABOUT WHICH IS MOVING TO A NEW CURRICULUM. SO THIS IS A BRAND NEW CURRICULUM FOR ELA THAT HAS NOW BEEN IN PLACE FOR TWO YEARS. AND AS DR. STEINER HAS ALREADY ALLUDED TO, TEACHERS ARE SLOWLY LEARNING IT, EMBRACING IT AND FEELING CONFIDENT IN IT. I THINK AS WE CONTINUE TO
SUPPORT OUR EDUCATORS AND OUR TEACHERS IN DELIVERING THE CURRICULUM AND ALSO PROVIDING SUPPORTS AND GUIDANCE TO OUR ADMINISTRATORS IN GOING IN AND AND LOOKING FOR KEY COMPONENTS TO SEE HOW STUDENTS ARE PROGRESSING IN CLASSROOMS AS THEY'RE RECEIVING THE INFORMATION THAT'S GOING TO THEN BUILD THE MUSCLES TO GET BETTER AT DELIVERING THE CURRICULUM. SO IN TERMS OF TEACHER PREPARATION, IT IS A VERY ITERATIVE PROCESS WHERE WE HAVE TO JUST CONTINUE TO PROVIDE THAT SUPPORT, CONTINUE TO KEEP GOING BACK AND WORKING WITH PEOPLE THROUGHOUT OUR ENTIRE SYSTEM. AND SO THAT IS WHAT THE SECOND PART OF EFFECTIVE PRACTICE IS WHICH ARE THE INSTRUCTIONAL COACH COMPONENT. SO HAVING INSTRUCTIONAL COACH AVAILABLE TO OUR EDUCATORS, TO OUR IT ADMINISTRATORS AND THE LEARNING COMMUNITY THAT'S ON SCHOOL SITE THAT IS WHAT HELPS
BUILD THIS NEW THIS CULTURE OF LEARNING AND CULTURE OF IMPROVEMENT IN SCHOOLS. SO I BELIEVE THAT THOSE COMPONENTS TOGETHER WILL THEN MOVE THE NEEDLE FOR STUDENT OUTCOMES. AND PART OF THAT IS ENSURING THAT THERE IS COHERENCE ACROSS SUPPORTS FOR EDUCATORS FROM ROOM TO ROOM, FROM CLASSROOM TO CLASSROOM. AND SO THOSE ARE THE COMPONENTS THAT ARE REALLY IMPORTANT FOR US AND THEN OF COURSE FOR US TO STAY CONSISTENT. IF WE KEEP CHANGING OUR EFFECTIVE PRACTICES, IF WE KEEP CHANGING OUR GOALS AND AND DESIRED OUTCOMES, THAT'S NOT GOING TO GET US TO THE END TARGET OF PROFICIENCY BY THIRD GRADE. >> SO IN TERMS OF OF TEACHER PREP, THAT IS DEFINITELY WHERE I SEE WHERE THE DISTRICT NEEDS TO DOUBLE DOWN ON WE NEED TO STAY FOCUS. I'M ON PROVIDING THOSE TYPES OF PROFESSIONAL DEVELOPMENT SUPPORTS AND OPPORTUNITIES FOR FOR OUR TEACHERS FOR PRACTICE OPPORTUNITIES. >> I THINK THAT THERE'S TWO
TYPES OF PRACTICE OPPORTUNITIES. ONE IS IN THE CLASSROOM. SO HELPING OUR TEACHERS TO HAVE MORE ENGAGING QUESTION AND ANSWER BASED OPPORTUNITIES FOR STUDENTS. WHEN I GO INTO CLASSROOMS I OBSERVE I ACTUALLY OBSERVE THIS THIS BEAUTIFUL ENGAGEMENT AND INTERACTION BETWEEN THE TEACHER AT THE FRONT OF THE CLASSROOM AND TALKING TO STUDENTS. AND I CAN ACTUALLY SEE THE CURRICULUM IN ACTION. AND YOU SEE ACTUALLY STUDENTS BEING ABLE TO PLAY WITH AND ENGAGE AND THINK THROUGH THE QUESTIONS OR COMPLEX ACTIVITIES THAT TEACHERS ARE GIVING STUDENTS. BUT I THINK THE OTHER PART OF YOUR QUESTION IS ARE STUDENTS DO STUDENTS HAVE ENOUGH TIME IN THE CLASSROOM TO REALLY ENGAGE IN THAT CURRICULUM? SO I'M GOING TO ASK THE TEAM HERE HOW MANY MINUTES DO STUDENTS HAVE IN ELEMENTARY SCHOOL? >> ROUGHLY 120 MINUTES DAILY. SLIGHT DISTRIBUTION CHANGES FOR EVERY GRADE LEVEL IN THE
BALANCE OF FOUNDATIONAL SKILLS READING COMPREHENSION OR OTHER AREAS. >> SO 120 MINUTES. AND THESE ARE YOUNG STUDENTS. SO I BELIEVE THAT WITH THE CURRICULUM THAT WE HAVE THERE ARE SOME VERY CLEAR PIECE AND GUIDANCE IN THERE THAT ALLOCATES TO DIFFERENT TIMES AND DIFFERENT SEQUENCING IN HOW WE DELIVER THE CURRICULUM. NOW IF YOU IF THE QUESTION IS IS THAT ENOUGH TIME, WHAT SHOULD WE EXPAND OPPORTUNITIES FOR OUR YOUNG PEOPLE TO REALLY CRYSTALLIZE LEARNING THEN YES, WE NEED TO DO THAT AND WE COULD DO THAT IN THE BEFORE SCHOOL HOURS OR EVEN IN THE AFTER SCHOOL HOURS. YOU'VE HEARD ME TALK ABOUT HOW OUR CLASSROOMS ARE NOT CONTAINED BY THE FOUR WALLS OF OUR SCHOOLS. OUR CLASSROOMS ARE REALLY BRIGHT AND OPEN THROUGHOUT THE ENTIRE CITY SO THERE IS LOTS OF OPPORTUNITIES FOR US TO CONTINUE THE EDUCATION OF OUR STUDENTS WELL BEYOND THE FOUR WALLS OF OUR CLASSROOM. AND DO YOU THINK THAT WE DO NEED TO ADD INSTRUCTIONAL MINUTES OR IS THERE OR CAN SUFFICIENT PRACTICE BE WORKED
IN IN THE HUNDRED AND 20 MINUTES THAT EXISTS AT THIS MOMENT IN TIME BASED ON THE CURRICULUM THAT WE HAVE? I DON'T SEE US CHANGING THE INSTRUCTIONAL MINUTES IN ELEMENTARY SCHOOL. >> I'M GOING TO ASK OUR TEAM RIGHT NOW. I'M HAPPY TO TALK A LITTLE BIT ABOUT THIS COMPONENT SO INSTRUCTIONAL SCHEDULES AT ELEMENTARY FUNCTION PRETTY DIFFERENTLY THAN THEY DO AT SECONDARY BECAUSE THERE IS ONE CLASSROOM TEACHER AND SO THE BEST WAY TO CONSIDER IT IS THAT THERE IS A SET NUMBER OF MINUTES IN THE DAY AND EVERY EVERY CONTENT AREA HAS A TRADE OFF WITH ANOTHER. SO IF WE DEVOTE MINUTES TO ONE AREA THAT MEANS IT'S NOT GOING TO ANOTHER. GENERALLY JUST TO SORT OF DIG IN A LITTLE BIT DEEPER WHEN WE TALK ABOUT THIS ROUGHLY 120 MINUTES THAT DIFFERENCE SHIFTS OVER TIME. SO WE MIGHT SEE KINDERGARTNERS
WITH A RECOMMENDED 45 MINUTE DAILY BLOCK OF FOUNDATIONAL SKILLS INSTRUCTION THAT MIGHT BE A RECOMMENDED 30 MINUTES AT SECOND GRADE, 20 MINUTES AT THIRD GRADE AND 15 MINUTES AT FIFTH GRADE WHERE THE BALANCE AND THE TRADEOFF THERE IS THE FROM KINDERGARTEN TO FIFTH GRADE. THE AMOUNT OF TIME DEVOTED TO READING COMPREHENSION IS GOING TO INCREASE OVER TIME. SO THOSE MINUTES ARE A TRADE OFF WITH ONE ANOTHER AND MEANT TO BALANCE OUT IN RESPONSE TO THE STANDARDS. >> WHAT I WOULD SAY IS THAT ONE OF THE PIECES WHEN WE TALK ABOUT HIGH QUALITY INSTRUCTIONAL PRACTICE IS MAXIMIZING THE QUALITY OF THOSE MINUTES. AND SO WHERE WE SEE A STRONG CULTURE OF LEARNING FOR EXAMPLE WHERE THERE'S CLEAR ROUTINES AND TRANSITIONS WHERE THOSE MINUTES HAVE BEEN MAXIMIZED WITH HIGH QUALITY PRACTICE I WOULD SAY MATTER AS MUCH. OFTEN TIMES YOU KNOW MAYBE WE'LL JUST SAY WOULD MATTER AS MUCH AS THE QUANTITY OF MINUTES AND SO MINUTES IN AND OF THEMSELVES ARE ONE MEASURE BUT HOW WELL THEY'RE UTILIZED IN THE CLASSROOM IS RELATED TO THE QUALITY OF INSTRUCTIONAL PRACTICE. >> I JUST WANT TO ADD THAT YOU
KNOW, WE FOLLOW THIS THE STATE GUIDELINES FOR INSTRUCTIONAL MINUTES FOR ELEMENTARY SO WE'RE REQUIRED BY LAW TO LIKE TURN IN HOW MANY MINUTES ON SHORTENED DAYS, HOW MANY MINUTES IT IS AND HOW DO WE MAKE THAT UP FOR THE REST OF THE WEEK? SO IN TERMS OF LIKE INSTRUCTIONAL MINUTES IN A DAY WE'RE MEETING THOSE MINUTES. I THINK THE COMPLICATION COMES IN WHEN YOU ACTUALLY ENTER INTO A SCHOOL BUILDING AND YOU THINK ABOUT ALL RIGHT LAW ALSO REQUIRES US TO HAVE A MINIMUM OF D MINUTES PER DAY FOR STUDENTS THAT HAVE YELLED WE HAVE TO DO A REQUIRED NUMBER OF MINUTES FOR P.E. FOR ELEMENTARY SCHOOL THAT'S 200 MINUTES EVERY TEN DAYS OR SOMETHING LIKE THAT AND 400 MINUTES EVERY TEN DAYS FOR SIX THROUGH EIGHT. SO LIKE THOSE THINGS CONSTRAINTS ON THE RECOMMENDATIONS FOR OTHER SUBJECT AREAS WE HAVE 120 MINUTES FOR LITERACY AND 60 MINUTES FOR MATH AND THEN YOU HAVE 30 MINUTES FOR L.D. AND THEN YOU HAVE THE P.E. WHICH IS EVERY TEN DAYS. BUT IN ACTUALITY THAT'S JUST NOT HOW SCHOOL DAYS WORK. WHAT ABOUT SCIENCE AND SOCIAL STUDIES? SO I THINK THAT LIKE WHEN YOU WHEN YOU THINK ABOUT THIS AS A PUZZLE PIECE, THERE ARE SOME COMPLICATIONS THAT COME INTO
PLAY ESPECIALLY WHEN YOU THINK ABOUT KIDS WHO LEARN IN MULTIPLE LANGUAGES OR OPPORTUNITIES FOR ELECTIVES OR OPPORTUNITIES FOR GAMES, CONCERTS AND THINGS LIKE THAT THAT COME INTO A SCHOOL DAY AND THAT MIGHT DISRUPT A REGULAR BLOCK OF ELA. TO ANSWER YOUR QUESTION, DO THEY HAVE ENOUGH TIME? YES AND NO IS THE REAL ANSWER RIGHT? BECAUSE IF WE WANT KIDS TO HAVE FULL ROBUST WHOLE EXPERIENCES THAT INCLUDE THEM ENGAGING WITH ONE ANOTHER AND THEN INCLUDE THEM DEVELOPING THEIR SENSE OF BELONGING AND THEN INCLUDE COMMUNITY CIRCLES AND WE GIVE THEM 120 MINUTES BUT WE CAN'T WE DON'T WANT TO SHORTEN LUNCH TOO MUCH. THERE IS A CONUNDRUM WITH HOW MUCH TIME WE HAVE AND DIFFERENT SCHOOLS APPROACH IT DIFFERENTLY BUT WE'RE REALLY ATTEMPTING TO MAKE SURE THAT WE'RE STAYING ON PACE WITH WHAT'S RECOMMENDED SO THEY CAN GET THAT PRACTICE TIME . SO I MEAN I THINK I JUST I JUST WANT TO BE REAL THAT LIKE WE RECOMMEND A CERTAIN QUANTITY OF TIME AND WHEN YOU GO TO MAKE YOUR SCHEDULE YOU'RE LIKE OH SHOOT ON WEDNESDAYS I RUN OUT OF TIME BEFORE I GET TO EVERYTHING I WANT TO GET TO SO WHAT DO I DO?
OR THERE'S A FIRE DRILL. YES. WHAT A FIRE DRILL THAT HAPPENS ONCE A MONTH AT EVERY SINGLE ELEMENTARY SCHOOL FOR SOME REASON AT MY SCHOOL IT ALWAYS HAPPENED AT 10 A.M. RIGHT SMACK IN THE MIDDLE OF MY LITERACY BLOCK BUT LIKE IT WAS ALWAYS SO I THINK I JUST WANT TO BE REAL ABOUT THESE ARE CHILDREN AND THEY AND REAL SCHEDULES AND REAL THINGS KIDS GET NOSEBLEEDS AND I KNOW WE'RE NOT TALKING ABOUT THAT BUT I JUST WANT TO NAME THAT THAT LIKE IT'S EVEN IF WE HAVE THE EXACT RATE OF MINUTES ON THE SCHEDULE IT DOESN'T ALWAYS WORK OUT THAT WAY. SO IT'S A LITTLE SIDE NOTE, RIGHT? I JUST WHAT I DON'T I'M NOT FIXATED ON THE NUMBER OF MINUTES SO MUCH AS WHETHER OR NOT IT IS ADEQUATE TO PROVIDE PRACTICE TIME WHICH IS CRITICAL. SO THANK YOU. >> OKAY. MY OTHER QUESTIONS RELATE TO HOW ABSENTEEISM FIGURES INTO THIS AND I'VE ASKED THIS AT POINTS IN THE PAST BUT WHETHER WE'RE LOOKING AT THIS AND TRYING TO FIGURE OUT HOW MUCH OF A CORRELATION OR HOW MUCH WE CAN IMPROVE BY
IMPROVING ABSENTEEISM. AND THEN ALSO WITH REGARD TO HOW THE TEACHER EXPECTATIONS FACTOR IN TO THE RESULTS. THANK YOU. CHRISTY, YOU WANT TO TALK ABOUT ABSENTEEISM OR WOULD YOU LIKE ME TO JUST BECAUSE YOU'RE NOT PHYSICALLY HERE? I CAN BECAUSE IT YOU KNOW YOU'RE OKAY. >> GO AHEAD. I WILL SAY ABSENTEEISM IS IS A HOT TOPIC. CHRISTY AND I ATTEND THE ELEMENTARY WE CALL IT LIKE THE TIER THREE MEETING EACH WEEK WHERE WE TALK ABOUT STUDENTS THAT NEED ADDITIONAL SUPPORTS AND WE HAVE ONE MEMBER OF OUR TEAM THAT HAS THE ATTENDANCE DEPARTMENT TEAM. SHE'S THE THE THE ATTENDANCE TEAM AND WE TALK SPECIFICALLY ABOUT LIKE WHO ARE WE NOTICING ISN'T COMING TO SCHOOL? WHY ARE THEY NOT COMING TO SCHOOL? WE HAVE THE SAME STRUCTURE FOR MIDDLE SCHOOL FOR MIDDLE SCHOOL AS WELL SO I GET THE OPPORTUNITY TO ATTEND IT TWICE IN A WEEK BUT IT'S A REALLY IMPORTANT FACTOR, RIGHT? WE'RE TRYING TO IDENTIFY LIKE WHY KIDS MIGHT NOT BE COMING. IS IT A SAFETY FACTOR? DO WE NEED TO GIVE THEM A
DIFFERENT SCHOOL? IS THERE SOMETHING HAPPENING IN THEIR NEIGHBORHOOD THAT MAKES IT HARD FOR THEM TO GET TO SCHOOL? IS THERE SOMETHING HAPPENING AT HOME? IS IT SOMETHING HAPPENING AT SCHOOL THAT'S MAKING IT CHALLENGING? AND SO ESPECIALLY AT THE ELEMENTARY LEVEL LIKE OFTENTIMES WHEN KIDS AREN'T COMING TO SCHOOL IT'S NOT BECAUSE THEY'RE LIKE GOING TO THE BEACH MAYBE A MIDDLE SCHOOL HIGH SCHOOL PROBLEM AT THE ELEMENTARY LEVEL IT OFTEN IS A TRANSPORTATION ISSUE OR IT'S A WORK ISSUE OR IT'S A UM YOU KNOW, LOTS OF KIDS AND LET'S GET US OFF THE HOUSE ISSUES. SO TRYING TO REALLY GET UNDERNEATH WHAT'S HAPPENING IN EACH PARTICULAR CASE BOTH AT THE SCHOOL LEVEL AND THEN AT THE AT THE DISTRICT LEVEL CAN HELP US. BUT ABSOLUTELY IF KIDS ARE NOT IN SCHOOL WE CANNOT INSTRUCT THEM. SO ABSENTEEISM DEFINITELY FACTORS IN AND WE PARTNER CLOSELY WITH OUR COLLEAGUES AND STUDENT FAMILY STUDENT FAMILY SCHOOL DIVISION AND IT KEEPS CHANGING THE SFD SUPPORT DIVISION. THANK YOU. UM AND SO WE WORK REALLY CLOSELY WITH THEM AROUND ATTENDANCE AND TRYING TO FIGURE OUT WHAT WORKS BEST AND IT'S A WORK IN PROGRESS.
I'D LIKE TO WEIGH IN AS WELL. SO ON OUR SCHOOLS DATA DESKS WE ALSO PROVIDE THAT SAME CROSS TAB ANALYSIS AS A WAY OF JUST GIVING SCHOOLS A SENSE OF WHAT HAPPENS WHEN STUDENTS AREN'T ABLE TO MAKE IT TO SCHOOL. AND SO WHAT WE HAVE WHEN WE LOOK AT IT ACROSS ANY MEASURE FOR ANY GRADE, FOR ANY GRADE SPAN IS THAT WHAT HAPPENS IF STUDENTS ARE WE BASICALLY BREAK DOWN THE ATTENDANCE BY DIFFERENT GRADATIONS FROM EXCEPTIONAL TO SATISFACTORY AND THEN YOU HAVE CHRONIC AND THEN YOU HAVE SEVERELY CHRONIC AND BASICALLY WHAT HAPPENS IS THE PERCENT OF STUDENTS IN EACH OF THOSE CATEGORIES THAT ARE PROFICIENT DECREASE AS YOU GO DOWN IN THE ATTENDANCE CATEGORIES. SO THAT IS DEFINITELY A CONCERN AND ONE THAT WE UPLIFT WITH OUR SCHOOL COMMUNITIES AS A WAY OF JUST EMPHASIZING THE POINT THAT ATTENDING SCHOOL DOES MATTER AND IT DOES HAVE AN IMPACT ON STUDENT OUTCOMES JUST TO JUST TO EMPHASIZE CHRONIC ABSENTEEISM. SO JUST LAST YEAR OVER THE LAST SEVERAL YEARS THE DISTRICT HAS
SEEN A SIGNIFICANT LOSS IN NUMBER OF STUDENTS WHO ATTEND SCHOOL ON A REGULAR BASIS. I THINK THE LAST NUMBER THAT WE CALCULATED WAS CLOSE TO UP TO 4,000,000 HOURS OF INSTRUCTION LOST WHEN STUDENTS DON'T COME ON A REGULAR BASIS. IF WE WERE TO CALCULATE BACK TO PREPRINT PRE-PANDEMIC DAYS WE'RE TALKING ABOUT ALMOST 5 MILLION INSTRUCTIONAL HOURS LOST BY OUR STUDENTS NOT COMING. AND THEN OF COURSE THERE'S A FINANCIAL SIDE TO THIS AS WELL, RIGHT? SO THERE'S LIKE 50 TO $60 MILLION LOST. BUT MORE IMPORTANTLY WHEN STUDENTS DON'T HAVE AND THEY'RE NOT ATTENDING SCHOOL, THEY DON'T HAVE THE OPPORTUNITIES TO LEARN FROM THEIR TEACHERS TO BUILD RELATIONSHIPS WITH THEIR STUDENTS, WITH THEIR COLLEAGUES AND FRIENDS. THERE'S THERE'S THERE'S A WELLBEING LOSS AS WELL. AND SO THAT IS EQUALLY SIGNIFICANT AND SOMETHING THAT YOU'VE HEARD OUR TEAM TALK ABOUT THAT IN ORDER FOR OUR STUDENTS TO FULLY EMBRACE THE EXPERIENCE AT SCHOOL THEY NEED TO FEEL WELCOMED AND SEEN AND LOVED AND CARED FOR SO THAT
THEY CAN THEN OPEN THEMSELVES TO RECEIVE THE THE LANGUAGE ARTS AND MATH AND SOCIAL SCIENCE AND ALL OF THOSE THINGS. SO THANK YOU COMMISSIONER RAY FOR BRINGING UP TO THE TOPIC OF OF CHRONIC ABSENTEEISM BECAUSE IT'S DEFINITELY SOMETHING THAT WE NEED TO SPEND MORE TIME IN. AS I SHARED WITH THE BOARD SORRY I'M LIKE LOOKING OVER HERE ONLY AS I SHARED WITH THE BOARD IN THE LAST BUDGET SESSION OUR BUDGET YEAR WE'RE WORKING WITH PHILANTHROPIC LEADERS TO HELP US IDENTIFY WAYS TO EITHER ONE INCENTIVIZE FOR SURE BUT ALSO FIGURE OUT HOW TO DO BETTER, A BETTER JOB AND AT ASSESSING THE VALUE THE DATA OF THE NUMBER OF STUDENTS WHO ARE NOT IN SCHOOL AND THEN TRYING TO FIGURE OUT WAYS TO ENGAGE OUR STUDENTS TO COME BACK TO SCHOOL. SO I CAN DEFINITELY SHARE WITH YOU MORE AT A DIFFERENT TIME ON WHAT WE'VE LEARNED SO FAR THROUGH OUR BE HERE CAMPAIGN BUT THEN ALSO WHERE WHERE WHERE WE'RE GOING NEXT BECAUSE IT'S
DEFINITELY SOMETHING THAT WE NEED TO ADDRESS HAVING STUDENTS LOSE 5,000,000 HOURS OF INSTRUCTION PER YEAR IS NOT OKAY. THANKS. I DON'T WANT TO TAKE MORE TIME BUT I HAD MENTIONED I'D ASKED ABOUT TEACHER EXPECTATIONS. I DON'T THINK ANYONE ADDRESSED THAT IF SOMEONE WOULD MIND ADDRESSING THAT. YEAH I WOULD SAY THAT WHILE I THINK THAT THE ANSWER WILL BE TOO LONG FOR THIS EVENING BUT I THINK THE THE IDEA OF TEACHER EXPECTATION IS A GOOD ONE, RIGHT? WE HAVE WE DO EXPECT ALL TEACHERS TO ENGAGE IN USING THE CURRICULUM AND WE EXPECT PRINCIPALS TO REGULARLY VISIT CLASSROOMS, OBSERVE WHAT THEY'RE SEEING AND PROVIDE FEEDBACK TO TEACHERS AROUND THE USE OF THE CURRICULUM. SIMILARLY WHEN PEOPLE ARE ON EVALUATION SCHEDULE WE WANT THEM TO TO EXAMINE THEIR PRACTICE ON THE DO CURRICULUM IN L.A. AND IN MATH AND WE EXPECT THAT PRINCIPALS ARE DOING THAT WITH TEACHERS. ADDITIONALLY, WE'VE ASKED PRINCIPALS TO ADD TO THEIR PRINCIPAL EXPECTATIONS THAT
EVERYONE USE THE REQUIRED CURRICULUM SO THAT THOSE ARE ALL PIECES THAT ARE THERE AND THEN THE IMPLEMENTATION OF THAT WE CAN TALK ABOUT AT LENGTH AT SOME POINT I WOULD LOVE TO DO THAT. ON THE FLIP SIDE OF THE EXPECTATIONS OF WHAT THE TEACHER EXPECTATIONS FOR THE STUDENTS OH YES. >> ALSO THAT YEAH I MEAN I THINK THAT YOU'RE ASKING WHETHER OR NOT TEACHERS HAVE EXPECTATIONS FOR STUDENTS OR ASKING ABOUT JUST LIKE WITH ABSENTEEISM RIGHT? THERE'S YEAH THERE'S AN IMPACT THERE T A.P. HAD PREVIOUSLY IN THE MATERIAL THEY HAD PROVIDED SET THE TEACHER EXPECTATIONS WAS THE MOST IMPORTANT FACTOR IN MOVING THE MOST DISADVANTAGED STUDENTS OR THE FOLKS I SHOULD SAY MORE PRECISELY THE STUDENTS WHO ARE MOST BEHIND THAT PROFICIENCY UP AND AT WHAT WORK ARE WE DOING AROUND THAT OR HOW CAN WE ENCOURAGE TEACHERS TO HAVE HIGHER EXPECTATIONS? >> YOU I MEAN I DEFINITELY THINK THAT'S A VERY BIG CONVERSATION. WELL COME BACK TO IT FOR SURE JUST IN LIGHT OF IT BEING NINE. BUT I WILL SAY THAT I'LL JUST GIVE YOU ONE LITTLE ANECDOTE
TODAY I HAD SOMEBODY SHADOWING ME AND THAT'S IN A PRINCIPAL PREPARATION PROGRAM AND WE WENT TO THREE SCHOOLS TOGETHER AND WE WENT INTO CLASSROOMS IN THREE SCHOOLS AND SHE AND I HAD THIS DISCUSSION AROUND OH WOW, IT'S WE SHOULD BE GOING ACROSS SCHOOLS MORE OFTEN TO SEE THE DIFFERENT EXPECTATIONS THAT TEACHERS HAVE FOR KIDS AND WHAT IT LOOK LIKE EVEN AMONG THE SAME IN THE SAME SCHOOL WHAT IT LOOKED LIKE IN THREE DIFFERENT SECOND GRADE CLASSROOMS. SO I THINK THAT THIS IDEA OF EDUCATOR MINDSET OF TEACHER OF EXPECTATIONS FOR STUDENTS IS A HOT TOPIC AND AS PEOPLE GET MORE COMFORTABLE WITH CURRICULUM BE PART OF ACADEMIC OWNERSHIP THAT WE'RE NOT SEEING COULD BE INDEED RELATED TO MINDSET AND TEACHER EXPECTATIONS THAT WE WANT TO PICK UP FOR SURE IT IS 10:00 SO I WANT TO THINK AND EXCUSE STUDENT DELEGATES. APPRECIATE YOU. THANK YOU FOR YOUR QUESTIONS. >> UM, COMMISSIONER GUPTA EVOKES I WANT TO ALSO SHARE MY APPRECIATION. I REALLY LIKE THIS FORMAT WITH THE THEORY OF CHANGE AND JUST GOING DOWN EACH ONE IT JUST CONNECTS REALLY WELL.
SO WELL DONE. SECOND BEST AD-HOC YEAH SORRY HAD TO GET THAT IN. >> WELL DONE TO ALL SO UH SO THE ONLY QUESTION I MEAN I THINK I THINK A LOT OF THE QUESTIONS THAT WERE ASKED HERE COVERED MOST OF IT AND FUNNY ENOUGH COMMISSIONER I WAS LOOKING FOR THAT VERY T.A.R.P. REPORT AROUND EXPECTATIONS TO UNDERSTAND HOW ARE YOU DOING AND I COULDN'T FIND IT SO I MAY REACH OUT TO YOU IF YOU IF YOU HAVE IT OR ANYONE HAS IT. I'D LOVE TO GO BACK AND LOOK AT THAT BECAUSE I WANTED TO SEE HOW WE WERE DOING WITH STUDENT EXPECTATIONS. I ALSO REALLY APPRECIATE THE FOLLOW UP ON THE Q&A BECAUSE I THOUGHT THE ANSWERS THERE THAT WERE PROVIDED INCLUDING IN SOME IN THE NEXT SESSION THAT SECTION THAT WE'RE GOING TO WERE SOMEWHAT INSTRUCTIVE FOR THIS SECTION PARTICULARLY THE DIFFERENCE BETWEEN MATH AND WHAT WE SEE IN THIRD GRADE LITERACY AND EIGHTH GRADE MATH AND WHERE WE MIGHT SEE SOME OF THOSE CHALLENGES. SO FOR FOLKS HERE THAT MAY NOT HAVE SEEN IT, I HIGHLY
RECOMMEND GOING THROUGH THE Q&A. THERE WAS SOMETHING IN THE Q&A THAT I WAS CURIOUS TO FOLLOW UP ON AND IT IS IN THE NEXT SECTION BUT I WAS CURIOUS HOW IT MIGHT PERTAIN TO HERE WHICH IS YOU MENTIONED THE TRACKER WHEN TALKING ABOUT EIGHTH GRADE MATH AND I SEE THERE IS SIMILARLY THIS ON PAGE PAGES 16 ACTION TRACKING. I WAS CURIOUS YOU KNOW IN IN THE Q&A IT MENTIONS BASELINE CONDITIONS WERE INCREDIBLY IMPORTANT FOR EIGHTH GRADE MATH AND I WAS CURIOUS IF THAT WAS ALSO TRUE. YOU KNOW I SEE A LOT THAT ARE VERY SIMILAR BETWEEN THE BASELINE CONDITIONS FOR THIRD GRADE LITERACY AND EIGHTH GRADE MATH. AND I WAS CURIOUS IF YOU FOUND THAT TO BE THE SORRY I GUESS I SHOULD BE ADDRESSING THE SUPERINTENDENT TO FOLLOW THE RECOMMENDATIONS OF THE SECOND BEST AD-HOC SO D DO YOU FIND THAT THE BASELINE CONDITIONS ALSO FOLLOW SUIT FOR GOAL ONE AS WE LOOK AT THAT AND THAT BEING INCREDIBLY IMPORTANT? THANK YOU. COMMISSIONER GUPTA FOR THE QUESTION. I WILL HAVE TO SAY THAT THE TRACKER IS PRETTY NEW FOR US
AND I KNOW THAT THERE ARE AGAIN A LOT OF OUR TEAMS ARE LEARNING HOW TO ENTER IN AND USE IT. >> SO I THINK THIS IS A GOOD START FOR US AS WE START PROVIDING THE ACCOUNTABILITY PART OF THIS WORK FOR OUR ENTIRE SYSTEM SO I THINK AS WE START BUILDING MORE AND MORE DATA AND INFORMATION WE WILL THEN BE ABLE TO TELL A MORE COMPLETE PICTURE OF THE NUMBER OF INSTRUCTIONAL COACHES THAT ARE MEETING ON A REGULAR BASIS WITH OUR SCHOOL COMMUNITY. THE NUMBER OF CHECK INS THAT THEY HAVE WITH TEACHERS, THE NUMBER OF OBSERVATION INS OUR OUR COACHES ARE MAKING THE NUMBER OF OUR ADMINISTRATORS ENTERING IN OR DOING THE WALKTHROUGHS. SO I THINK AS WE GET BETTER AT PUTTING TOGETHER THE THE THE COMPONENTS OF A HIGH QUALITY COHERENCE, I THINK THAT IT'S GOING TO IT'S GOING TO WE'RE GOING TO START SEEING THAT THROUGH OUR STUDENT OUTCOMES DATA.
YOU TALKED ABOUT TEACHER EXPECTATION AND STUDENT EXPECTATION. I JUST WANT TO GO BACK AND SAY THAT I TO ME THE COMPONENTS OF HIGH QUALITY COHERENT INSTRUCTION IS FOR US TO HAVE CLEAR EXPECTATIONS FOR BOTH OUR EDUCATORS AND OUR STUDENTS. EXTREMELY IMPORTANT. WE ALSO NEED TO MAKE SURE THAT PARTICULARLY FOR THIS IMPLEMENTATION ACTION TRACKING, MAKING SURE THAT WE ARE USING THE RIGHT EVIDENCE BASED PRACTICES BECAUSE WITHOUT THAT WITHOUT CONSTANT IMPROVEMENT AND EVALUATION AND ASSESSMENT WE'RE NOT GOING TO KNOW THAT WE'RE USING THE RIGHT TOOLS AND AS WE'RE USING THE RIGHT TOOLS WE NEED TO CONTINUE TO MONITOR HOW IT IS BEING USED AND IMPLEMENTED TO MOVE THE NEEDLE FOR OUR STUDENTS. AND IF THESE ARE THE RIGHT TOOLS, IF WE'RE USING THE RIGHT WAYS TO MONITOR OUR STUDENTS, THEN HOW ARE WE SUPPORTING OUR EDUCATORS AND HOW ARE WE SUPPORTING OUR ADMINISTRATORS TO CONTINUE TO STAY FOCUSED ON DOING THAT? I THINK THESE ARE THE COMPONENTS OF THAT WE NEED TO USE IN ORDER FOR US TO MOVE THE NEEDLE AT THE END GOAL THESE THESE BIG AUDACIOUS GOALS THAT
WE HAVE FOR OUR STUDENTS. DEVIN DO YOU HAVE ANYTHING ELSE? OH, SORRY. IT LOOKED LIKE YOU WERE GOING TO SAY SOMETHING AND OKAY, THANKS. AND THE REASON I ASK IS YOU KNOW, WHEN I LOOK AT, YOU KNOW, RETURNING PRINCIPAL RETURNING INSTRUCTIONAL COACH, FULLY STAFFED TEACHING TEAMS OF THE REGION ED AND SPECIAL AND THOSE THOSE FEEL LIKE COMPONENTS THAT WE AS A BOARD CAN ACTUALLY THEN LOOK TO PRIORITIZE SO IF WE HEAR FROM STAFF HEY THIS IS REALLY CRITICAL THEN YOU KNOW AS WE GO THROUGH BUDGET AND SO FORTH AND THAT THAT ACTUALLY IS IS GREAT GUIDING PRINCIPLE TO NOW IF IF THAT IS IN FACT IMPORTANT. SO THANK YOU. THANK YOU TEAM. THANK YOU SUPERINTENDENT, YOU HAVE NINE SECONDS. SO LET'S SEE IF I CAN DO IT IN THE NUMBERS DON'T LIE AND I REALLY APPRECIATE THIS CONVERSATION. THE ONE THING I JUST WANTED TO ADD IS WE HAVEN'T HAD ANY SIMILARLY RELATED CONVERSATION
ON MTS AND YOU KNOW I'D BE CURIOUS TO KNOW IF WE HAVE ANY DATA OR EVEN ANECDOTALLY AROUND YOU KNOW, THE CHANGE TO OUR TIFF NETWORKS AND OTHER THINGS THAT HAVE REALLY IMPACTED SOME OF OUR CHILDREN'S ABILITY TO GET DIFFERENTIATED INSTRUCTION . THAT'S NOT AS I'M NOT EXPECTING AN ANSWER RIGHT NOW IN ARE LIMITED TIME THAT'S JUST PUTTING A PIN IN THAT GRADE I JUST I, I KNOW I KNOW. I KNOW BUT I DO I AGREE AND I THINK WE DO NEED TO STRENGTHEN OUR GEN OUR GENERAL EDUCATION TEACHING AND BY BY REALLY FOCUSING IN ON THIS ACTION IMPLEMENTATION PLAN WE'RE GOING TO LIFT THE QUALITY OF EDUCATION FOR OUR STUDENTS WHICH MEANS OUR GENERAL ED STUDENTS ARE GOING TO BENEFIT WHICH INCLUDES STUDENTS WHO NEED ADDITIONAL SUPPORTS LIKE SPECIAL ED STUDENTS. SO I THINK IF WE DO IT RIGHT WE'RE GOING TO BE ABLE TO SUPPORT THE FULL SPECTRUM OF STUDENTS. >> I'M GOING TO JUST ROLL THIS
INTO GOAL TO EIGHTH GRADE MATH CANVAS SESSION AND COMMISSIONERS IF THERE'S NO OBJECTION HERE I'M GOING TO INTRODUCE AND UH I THINK I CLEARED THIS WITH COUNSEL BEFORE I'M GONNA INTRODUCE ITEM EQUAL TO EIGHTH GRADE MATH WITH ITEM F3263-24 SB TWO THE 2022 MATH POLICY SO YOU CAN HAVE A CONVERSATION TOGETHER ABOUT MATH AND THEN AND WITH AN ACTION AT THE END AND THE OBJECTIONS OKAY THIS IS GOING TO THROW OFF JUST TO WARN YOU IT'S GOING TO THROW OFF MY TIME MONITORING IF WE'RE DOING BOTH TOGETHER. BUT YOU WILL FIGURE THAT OUT LATER WHEN WE REPORT OUT MINUTES JUST ANYWAY I OKAY UH THAT BEING SAID, UM WITH THAT COMBINATION HERE CAN I HAVE A MOTION A SECOND TO INTRODUCE THIS ITEM SO MOVED SECOND IT HAS BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVE ITEM 263-24 SB TO ITEM NUMBER 2026 MATH PLACEMENT POLICY IN ADDITION TO THE DISCUSSION FOR STUDENT WORKSHOP ITEM GO TO EIGHTH GRADE MATH.
I'M SORRY PRESIDENT KIM FOR CLARIFICATION ARE YOU WANTING TO DO THE GOAL TWO PRESENTATION FIRST? YES. OKAY GREAT. WELL THEN I'M JUST GOING TO HAND IT OVER JUST TO TAKE IT AWAY TEAM THANK YOU AGAIN DR. SUE WE ARE IN ROUND TWO THIS TIME SHIFTING FROM LITERACY TO MATH AS WE SHARE THE PROGRESS REPORT MONITORING REPORT FOR GOAL TO NEXT CAN WE GET THE SLIDES UP NEXT SLIDE PLEASE. >> SO SIMILAR TO THE GOAL ONE PRESENTATION WE GROUND THIS UPDATE IN THE VISION VALUES GOALS AND GUARDRAILS FOCUSING HERE ON GRADE ON GOAL TWO WHICH IS GRADE EIGHT MATH. NOW THIS REPORT BRINGS TOGETHER SOME KEY DATA SOURCES INCLUDING THE WINTER STAR RESULTS AND THE JANUARY INSTRUCTIONAL WALKTHROUGH OBSERVATIONS. AS WITH GOAL ONE, THE INTENT IN GOAL TWO IS TO CONNECT INSTRUCTION AND PRACTICE TO STUDENT OUTCOMES BY EXAMINING PATTERNS IN CLASSROOM PRACTICE AND HOW THEY ALIGN WITH STUDENT PERFORMANCE IN MATH. THE REPORT ALSO HIGHLIGHTS KEY LEARNINGS AND CONCRETE NEXT STEPS FOR THE REMAINDER OF THIS
OF THIS YEAR AND INTO NEXT YEAR. AND SO WITH THAT I WILL HAND IT OFF TO MY COLLEAGUE ONCE AGAIN LOU TALK. >> THANK YOU, JESS. SO YEAH, THIS IS ROUND TWO SO WE'RE NOT TALKING ABOUT MATH DATA AND AS WITH GOAL ONE PRESENTATION WE ANCHOR OUR PRESENTATION WITH THE THEORY OF ACTION THROUGHOUT. AND THANK YOU COMMISSIONER GUPTA FOR SPECIFICALLY CALLING OUT TO THE VALUE OF INCLUDING THEORY OF ACTION CONSISTENTLY. SO WE'RE STARTING WITH THE STUDENT IMPACT ON OUTCOMES AND THEN WE'LL WORK BACKWARDS AS WE DID WITH GOAL ONE. NEXT SLIDE PLEASE. >> AND AS WITH GOAL ONE, WE SEE SOME MIXED RESULTS AND IN GOAL TWO. SO WE SEE SMALL INCREASES FOR OVERALL GOAL TWO ON THE FAR LEFT AND INTERIM GOAL 2.3 AND SMALL DIPS I'M SORRY THE NO THAT'S RIGHT SMALL INCREASES ON THE FAR LEFT AND IN THE FAR RIGHT AND THEN SMALL DIPS FOR INTERIM GOAL 2.1 AND 2.2 AND VICE PRESIDENT HULING. THESE ARE WITHIN MARGINS OF ERROR. >> SO MEANING THEY'RE NOT STATISTICALLY SIGNIFICANT. SO THESE ARE POTENTIALLY JUST KIND OF A RANDOM FLUKES THAT WE OBSERVE AS WE GO THROUGH THESE
TIMES. >> AND MORE SPECIFICALLY FOR GOAL 2.2 THIS COHORT LAST YEAR WHEN THERE ARE IN SIXTH GRADE HAD A SIMILAR PATTERN OF DIPPING FROM 42% IN THE FALL TO 41 IN THE WINTER AND THEN ENDED UP GOING UP TO 43% ON THE A-SPEC AT THE END OF THE YEAR. SO WE MIGHT EXPECT A SIMILAR PATTERN WHICH WE'VE TALKED ABOUT BEFORE FOR REASONS THAT WE'RE STILL TRYING TO UNDERSTAND AS YOU GO THROUGH THESE. THERE TENDS TO BE A DIP FROM FALL TO WINTER ESPECIALLY IN MATH THAT MOST COHORTS TEND TO SEEM TO RECOVER FROM BY THE END OF THE YEAR. SO WE'RE EXPECTING THE SIMILAR OR SIMILAR PATTERN TO HAPPEN BY THE END OF THE YEAR. >> AND AGAIN AS WITH START READING WE CAN'T QUITE DISMISS THE POTENTIAL ADVERSE IMPACT OF THE TEACHER STRIKE ON THESE INTERIM OUTCOMES THAT WE HAVE DOCUMENTED AND I'LL PASS IT ON TO DEVIN. THANK YOU SO MUCH. SO SIMILARLY TO GOAL ONE IF WE CAN GO TO THE NEXT SLIDE WE ARE GOING TO MAKE A DIRECT
CONNECTION BETWEEN STUDENT OUTCOMES AND HIGH QUALITY INSTRUCTIONAL PRACTICE IN THE CLASSROOM AS MEASURED BY THE TEN DEEP LEARNING WALKS THAT HAVE OCCURRED. UM IF WE CAN GO TO THE NEXT SLIDE UM HOWEVER WE'RE GOING TO LOOK AT A COUPLE DIFFERENT DATA POINTS. WE ARE CURRENTLY IN OUR FIRST YEAR OF OFFICIAL IMPLEMENTATION OF THE NEWLY ADOPTED K-8 MATH CURRICULUM. SO WE'RE GOING TO LOOK ACROSS THREE SEPARATE DATA POINTS IN EVALUATING THE LEARNING WALK DATA. THE FIRST DATA POINT IS FROM THE 2023 INSTRUCTIONAL AUDIT AND DIAGNOSTIC THAT WAS DONE BY AT&T. WE'RE THEN GOING TO COMPARE THE JANUARY 2025 AND SORRY SEPTEMBER 20TH, 25 AND JANUARY 2026 LEARNING WALK DATA AND AS SIMILARLY WAS JUST NAMED IN GOAL ONE AND THERE WAS IN MARCH ANOTHER SET OF WALKS THAT DID OCCUR. SO AGAIN WE SEE RELATIVELY IN SEPTEMBER SIMILAR USE OF
MATERIALS TO GO ONE HOWEVER WE DID SEE SIGNIFICANT INCREASES BOTH IN USE OF CURRICULUM MATERIALS BUT ALSO ALSO IN CULTURE OF LEARNING FROM SEPTEMBER TO JANUARY ACROSS THE MEASURES OF ESSENTIAL CONTENT OF FOCUS, COHERENCE AND RIGOR WHICH ARE PRIMARILY RELATED TO USE OF MATERIALS. WE DO SEE SIMILAR INCREASES OVER TIME. WE CAN GO TO THE NEXT SET. >> UM SO SLIGHTLY DIFFERENTLY ORGANIZED FROM GOAL ONE. BUT IN FOCUSING IN ON INSTRUCTIONAL PRACTICE AND THEN ACADEMIC OWNERSHIP WE DO SEE SOME RELATIVE STRENGTHS AND GROWTH AREAS. SO AS HIGHLIGHTED WE DO SEE ESPECIALLY IN COMPARISON TO THE 2023 DIAGNOSTIC REALLY STRONG INCREASE IN TEACHER PROVIDING OPPORTUNITIES FOR STUDENTS TO WORK WITH AND PRACTICE UM GRADE IN COURSE LEVEL PROBLEMS WITH APPROPRIATE NUMBERS AND NUMBER TYPES. AS ONE OF OUR STRENGTHS IN INSTRUCTIONAL PRACTICE HOWEVER AGAIN IN THINKING ABOUT
STUDENTS CARRYING THE COGNITIVE LOAD IN THE CLASSROOM AND WE DO SEE A SIGNIFICANT GROWTH AREA AROUND TEACHER DELIBERATELY POSING QUESTIONS AND TASKS TO MAKE STUDENTS CURRENT THINKING OR CURRENT UNDERSTANDING INCLUDING MISCONCEPTIONS OF THE BEST VISUAL VISIBLE AND ADAPTING THE LESSON TO SUPPORT STUDENT UNDERSTANDING. IF WE CAN GO TO THE NEXT ONE AND AGAIN AND FURTHER EVALUATING SOME OF THESE COMPONENTS OF ACADEMIC OWNERSHIP WHERE YOU SEE SOME OF THIS RELATIVE STRENGTH, HOWEVER WE WOULD STILL CONSIDER SOMETHING BELOW 50% OR EVEN 40% AS A GROWTH AREA. WE DO SEE SIGNIFICANT NEED ASSOCIATED WITH AGAIN SOME OF THESE COMPONENTS OF STUDENTS CARRYING THE COGNITIVE LOAD. SO IN THIS CASE STUDENTS TALKING ABOUT AND ASKING QUESTIONS ABOUT EACH OTHER'S THINKING RELATIVE NEED ALSO ASSOCIATE WITH STUDENTS EXPLAINING AND JUSTIFYING THEIR THINKING BEYOND JUST STATING ANSWERS. SO AGAIN, ZEROING IN ON THIS QUESTION OF HOW MUCH OUR
STUDENTS ASKED TO PRACTICE HAVE THOSE AT BATS CARRY THE COGNITIVE LOAD, DEMONSTRATE THEIR UNDERSTANDING AND HAVE ACADEMIC OWNERSHIP IN THE CLASSROOM. IF WE CAN GO TO THE NEXT SLIDE. >> SO AGAIN SIMILAR TO GOAL ONE THESE HIGH QUALITY INSTRUCTIONAL PRACTICES ARE PRESENT WHEN THERE ARE ENABLING CONDITIONS ACROSS PROFESSIONAL LEARNING AND SITE STRUCTURES AND NOT JUST KNOW USE OF CURRICULUM WITH INTEGRITY BUT AGAIN THESE SAME THINGS WE'VE BEEN NAMING AROUND TEACHER COLLABORATION, HIGH QUALITY INSTRUCTIONAL LEADERSHIP AT THE SITE. AND THEN IF WE GO TO THE NEXT SLIDE WE WANTED TO PROVIDE TWO SPECIFIC CALL OUTS OF HOW STUDENT OUTCOMES LEAD TO THESE PRACTICES AND HOW THESE PRACTICES ARE ADDRESSED ACROSS A SERIES OF SCHOOL AND DEPARTMENT SYSTEMS. SO THE FIRST ONE IS JUST A HIGHLIGHT OF THE TEACHER PROFESSIONAL LEARNING. >> SO AT THE MIDDLE GRADE LEVEL DIFFERENT THAN AT THE ELEMENTARY LEVEL WE CENTRALLY PULL TEACHERS TOGETHER. SO AT THE ELEMENTARY LEVEL
THESE COHORTS ARE SIGNIFICANT IN SIZE. SO WE WORK PRIMARILY THROUGH ADMINISTRATORS AND INSTRUCTIONAL COACHES SOMEWHAT DIFFERENTLY THAN WE DO AT MIDDLE SCHOOL. >> IN MIDDLE SCHOOL WE DO PULL BOTH GENERAL ED AND SPECIAL EDUCATION MATH TEACHERS INCLUDING OUR PEERS AND MILD BUT STC TEACHERS FOR RELEASE DAYS BOTH FOR FULL DAY IN-PERSON LEARNING BUT ALSO FOR VIRTUAL ENGAGEMENTS. YOU CAN SEE FROM SOME OF THE TOPICS LISTED THAT THE FOCUS OF THESE DAYS HAS BEEN IN ALIGNMENT TO SOME OF THE PRACTICES THAT WE HAVE IDENTIFIED AS GROWTH AREAS WITHIN THE LEARNING WALKS. SO FOR EXAMPLE SOME OF THIS WORK AROUND LIKE ORAL LANGUAGE PRODUCTION EXPLAINING AND JUSTIFYING THE THINKING THINKING IT'S NOT JUST A MATH PRACTICE BUT RELATED TO MATH LANGUAGE ROUTINES AND SUPPORT FOR MULTILINGUAL LEARNERS. SO WE HAVE HIGHLIGHTED THESE COMPONENTS ACROSS PROFESSIONAL LEARNING. IF WE CAN GO TO THE NEXT SLIDE . >> SIMILARLY WE HAVE FOCUSED ON IDENTIFYING THE ENABLING CONDITIONS AT SITES AND THIS
THROUGH SITE IMPLEMENTATION TRACKING WHICH MEASURES WE NEED TO IMPROVE UPON IN ORDER TO SIGNIFICANTLY GROW INSTRUCTIONAL PRACTICE AND THEREFORE STUDENT OUTCOMES. SO AGAIN SIMILAR TO GOAL ONE IN LOOKING AT THE IMPLEMENTATION TRACKER YOU CAN SEE SOME OF THESE AREAS OF NEED. THE PERCENTAGE OF TEACHERS AT A SCHOOL SITE ATTENDING REALLY STAYS THE PERCENTAGE OF CLASSROOMS ON PIECE AS FOCUS AREAS FOR US IN IMPROVING THE ENABLING CONDITIONS THAT GROW INSTRUCTIONAL PRACTICE AND THEREFORE STUDENT OUTCOMES . SO IN THE PLAN SECTION OUR HOPE IS TO ADDRESS THESE AREAS IN OUR STRATEGIC DEPARTMENT ACTIVITIES AND I'M GOING TO GO AHEAD AND PASS IT ON TO MY COLLEAGUE FOR THAT SECTION. YOU CAN GO TO THE NEXT SLIDE. SO CONTINUING BACK ALONG OUR THEORY OF ACTION, RIGHT? IF WE HOPE THAT STUDENTS ARE GOING TO DO SOMETHING THAT WE HOPE THAT THE TEACHERS ARE GOING TO BE CHANGING THEIR PRACTICE TO THE EARLIER THE EARLIER COMMENTS, THEN WE HAVE TO HAVE SCHOOLS ORGANIZED IN A CERTAIN WAY AND THEN IN THE CENTRAL OFFICE WE AS DEPARTMENTS NEED TO SUPPORT
THIS PRACTICE SO THAT PRACTICE CAN ACTUALLY CHANGE AND SYSTEMS CAN CHANGE AT THE SCHOOL LEVEL. SO I'M GOING TO TALK A LITTLE BIT ABOUT WHAT WE'VE BEEN DOING AND WHAT WE PLAN TO DO GOING FORWARD. YOU CAN GO TO THE NEXT SLIDE. SO ONE OF THE THINGS I'LL TALK ABOUT IS THIS IDEA OF THE LESSON INTERNALIZATION WITH LEADERS AND TEAMS. I THINK YOU KNOW THE K-5 STRUCTURE OF CITYWIDE BRINGS EVERY K-5 PRINCIPAL TOGETHER AND THE MIDDLE SCHOOL COHORT OF A COHORT THERE'S 21 OF THEM 13 MIDDLE SCHOOLS, EIGHT K-8 LEADERS. THEY COME TOGETHER SEPARATELY FROM THE ELEMENTARY FOLKS AND WE LAST YEAR DIDN'T HAVE A GREAT WAY OF MAKING SURE THAT LEADERS WERE REALLY INTERNALIZED IN THE NEW CURRICULA. AND SO THIS YEAR CURRICULUM AND INSTRUCTION AND LEE AND KATE MIDDLE SCHOOL K-8 WE'D GOT TOGETHER AND SAID LET'S FIX THAT. AND WE TRIED SOMETHING THAT INITIALLY DIDN'T WORK. WE TRIED SOME VIRTUAL MEETINGS AND WE TRIED TO BRING EVERYBODY TOGETHER. WE SAID LET'S BRING THE LEADERS TOGETHER ON ONE THURSDAY
VIRTUALLY AND THEN LET'S BRING THE MIDDLE SCHOOL LEADERS TOGETHER IN ANOTHER THURSDAY. AND IT JUST WAS LIKE NOT WORKING. AND SO THEN WE PUT OUR HEADS BACK TOGETHER AND SAID ALL RIGHT, LET'S TRY SOMETHING ELSE. AND SO FOR THE LAST COUPLE OF MONTHS CURRICULUM AND INSTRUCTION HAS BEEN JOINING LEAD AND OUR ASSISTANT PRINCIPAL MEETINGS AND REALLY GOING INTO DEEP WE'VE BEEN SEPARATING THE K-8 AND THE MIDDLE SCHOOL LEADERS INTO TWO GROUPS BECAUSE K-8 LEADERS DO HAVE SOME UNIQUE SPEC SPECIFIC THINGS THEY HAVE TO SET THE CURRICULUM IN NINE GRADES, TEN GRADES SOMETIMES SOMETIMES 11 GRADES AND SO THEY NEED A LITTLE BIT OF A DIFFERENT SPACE AND REALLY DIVING INTO ONE SPECIFIC PART OF THE CURRICULUM CURRICULAR AREA THAT I MENTIONED EARLIER AND THEN TRYING OUT THESE INTERNALIZATION PROTOCOLS THEMSELVES AND THEN WE'RE ASKING THEM TO GO BACK. SO DURING THAT YOU'VE SEEN IN THE IMPLEMENTATION TRACKER THAT THEY HAVE A JOURNAL WE WERE REALIZING PEOPLE WEREN'T REALLY USING THE JOURNAL. SO THEN WE PUT OUR HEADS TOGETHER AND SAID WHY AREN'T THEY USING THE JOURNAL? BECAUSE THEY SAW IT AS A COMPLIANCE TASK AND SO NOW WE'VE ADJUSTED ONCE AGAIN AND WE SAID ALL RIGHT, WHAT IF WE HAVE THEM START WITH THE JOURNAL AND SAY WHAT DID YOU DO
LAST MONTH AND THEN END WITH THE JOURNAL AND SAY WHAT ARE YOU GOING TO DO NEXT MONTH? AND THEN AFTER CURRICULUM INSTRUCTION TAKES THEIR LEAVE. AND THEN I WHO HAVE THEM FOR THE REST OF THE AFTERNOON SAY OKAY, NOW WE WANT YOU TO GET TOGETHER WITH YOUR CRITICAL FRIENDS AND MAKE A PLAN. WE WANT YOU TO CALENDAR OUT ON YOUR CALENDAR. WHEN ARE YOU GOING INTO CLASSROOMS TO TRY THIS OUT WITH THE LEARNING WALK TOOL? WHEN ARE YOU MEETING WITH YOUR PRINCIPAL TO BRING THIS BACK? WHEN ARE YOU MEETING WITH YOUR IOTTIE? SO THIS IDEA OF YOU KNOW ENSURING THAT WE CAN DEEPEN THE COMMON LEARNING WALK TOOL THAT WE CAN MAKE THE SPACE FOR REFLECTION AND THAT WE CAN THEN HOLD THEM RESPONSIBLE FOR THEIR ACTIONS. WE THEN ADDED ONE OTHER LAYER WHICH WAS NOW WHEN I GO TO SCHOOLS I DID IT THIS WEEK I FOR THE FIRST TIME I SAID TELL ME TO THE PRINCIPAL, TELL ME ABOUT WHAT YOUR APP TAUGHT YOU FROM THE INSTRUCTIONAL COHERENCE MEETINGS. I GOT A LOT OF BLANK STARES THIS WEEK BUT NEXT TIME I GO I'M NOT GOING TO GET THAT BECAUSE THEN WE CAME UP WITH THE PLAN THAT IF IF ON THE SECOND OR THE THIRD THURSDAY APPS GET THIS IMPACT WHEN IS YOUR ADMIN MEETING THE
FOLLOWING WEEK AND HOW WILL YOU INCORPORATE THAT INTO YOUR ADMIN MEETING? SO THIS IDEA OF LIKE HOW DO WE BACKWARDS MAP INTO THE SYSTEMS WHERE WE'RE STARTING TO GET BETTER AT THAT AT ALL THE OTHER LEVELS. AND WE THINK THAT THAT WILL THEN LEAD TO BETTER DEPARTMENT MEETINGS AT THE SITES AND IN TURN THAT WILL LEAD TO INSTRUCTION BEING HIGHER QUALITY. AND THEN I THINK I HAVE ONE MORE SLIDE THAT'S NOT SPECIFICALLY ABOUT THE SCHOOLS BUT RATHER ABOUT THE PROFESSIONAL DEVELOPMENT. AND THIS IS NOT ON SIMILAR TO WHAT I SAID DURING THE GOAL ONE PRESENTATION. RIGHT? WE WANT TO CONTINUE TO GET BETTER AT WORKING REALLY SHOULD HAVE BROUGHT MY WATER WITH ME. WE WANT TO GET BETTER AT WORKING WITH OUR MULTILINGUAL OUR ENGLISH LEARNER AND MULTILINGUAL DEPARTMENT TO ENSURE THAT WE'RE SUPPORTING OUR EMERGING BILINGUALS AND OUR MULTILINGUAL LEARNERS THAT WE'RE THINKING ABOUT TIER ONE INSTRUCTION BUT ALSO TIER TWO AND TIER THREE INSTRUCTION AND HOW TO SUPPORT STUDENTS WITH IEPS AND THAT WE'RE THINKING ABOUT HOW TO RELATE WHAT WE'RE DOING WITH COACHES
TO WHAT WE'RE DOING WITH PRINCIPALS, TO WHAT WE'RE DOING WITH TEACHERS. AND SO AS WE GET BETTER AT ALIGNING OUR EXPECTATIONS AND CLARIFYING WHO'S ROLE AS WHAT, WE KNOW THAT THE IMPLEMENTATION IS GOING TO CONTINUE TO IMPROVE AND THAT REALLY THE PIECE OF THIS BOTH THE ACADEMIC OWNERSHIP AND THE PACING IS WHAT WE REALLY WANT TO FOCUS ON. OH THANKS. THAT WAS REALLY NICE OF YOU AND THANKS. AND THEN I AND I THINK THAT THAT'S THE END OF THIS PART OF THIS TWO PART PRESENTATION. THANKS. I LOVE THAT. OH, SORRY. WHY DON'T WE GO INTO THE MATH PLACEMENT PRESENTATION FOR ALGEBRA AS WELL AND WE'LL JUST TALK ABOUT THAT ALL ALL TOGETHER WE HAVE. SURE. IF THAT'S THE CASE I WOULD LOVE TO INVITE PROFESSOR TOM DEE TO THE DAIS AS WELL. DO YOU ALL WANT TO STAY JUST IN CASE OR NO? >> YEAH. ARE YOU GOING TO STAY THERE? >> YOU'RE IN THE HOT SEAT, PROFESSOR. SORRY.
CAN I JUST JUST REALLY QUICKLY JUST JUST SAY THAT TONIGHT REALLY MARKS A MAJOR MILESTONE AND FOR FOR MANY, MANY PEOPLE IN THE ROOM STARTED THE ROOM OUT WITH AND REMAINING IN THE ROOM AND THE PEOPLE WHO ARE WATCHING ONLINE OF JUST ALL THE WORK THAT FOLKS HAVE DONE OVER THE YEARS FOR MORE THAN 1010 YEARS FOR FOR OVER A DECADE NOW SAN FRANCISCO STARTED OUT WITH A REALLY WELL INTENTIONED INTENDED PLAN REGARDING SUPPORTING OUR STUDENTS TO GAIN BETTER MATH PROFICIENCY. UNFORTUNATELY THE UNINTENDED CONSEQUENCE OF THAT MEANT THAT WE ACTUALLY LIMITED OR REDUCED OR TOOK AWAY OPPORTUNITIES FROM OUR STUDENTS WHICH IS NOT WHAT WE WANTED. AND SO LAST YEAR IF I'M IN FEBRUARY OF 2024 THE BOARD VOTED TO BRING BACK ALGEBRA ONE . WE SPENT THE PAST TWO YEARS LOOKING AT DIFFERENT MODELS TO BRING BACK PERMANENTLY ALGEBRA INTO EIGHTH GRADE.
AND THANKS TO THE SUPPORT OF STANFORD RESEARCHERS AS WELL AS OUR AMAZING ADMINISTRATIVE TEAM AND TEACHERS AND EDUCATORS THROUGHOUT THE ENTIRE DISTRICT PARTICULARLY IN MIDDLE SCHOOL AND K-8 SCHOOLS, WE TONIGHT ARE PROUD TO PRESENT A REVISED MATH PLACEMENT POLICY OPTION THAT WILL BRING BACK ALGEBRA ONE IN ALL OF OUR MIDDLE SCHOOL AND K-8 SCHOOLS STARTING IN 2627. I KNOW THAT THE ROAD TO GET TO THIS PLACE HAS NOT BEEN EASY, HAS NOT BEEN SIMPLE. WE'VE HAD MANY, MANY CONVERSATIONS WITH OUR COMMUNITY, OUR ADMINISTRATORS, OUR EDUCATORS, OUR PARENTS, OUR YOUNG PEOPLE. AND AT THE END OF THE DAY THE DECISION FOR THIS MATH POLICY CHANGE WHICH ESSENTIALLY IS A SEQUENCING CHANGE FOR HOW WE ADMINISTER OUR MATH COURSEWORK IS IS REALLY AGAIN CONTINUES TO BE ROOTED IN EQUITY, CONTINUES TO BE ROOTED IN WHAT IS BEST FOR OUR STUDENTS.
AND SO I AM JUST REALLY, REALLY PROUD OF THE TEAM THAT WE HAVE THAT'S BEEN WORKING ON THIS AND I'M REALLY PROUD OF THE FACT THAT WE ARE AT A PLACE WHERE WE WILL BE ABLE TO BRING THIS BRING ALGEBRA ONE BACK INTO EIGHTH GRADE FOR STUDENTS AND AND THAT WE'RE DOING IT IN A VERY THOUGHTFUL WAY. SO WITH THAT I JUST AGAIN THANK THE COMMUNITY FOR COMING AND JOINING AND WORKING TOGETHER WITH US WITH ME TO MAKE SURE THAT THIS OPPORTUNITY IS PROVIDED FOR OUR STUDENTS. SO I'M GOING TO HAND IT OVER FIRST TO PROFESSOR D FOR NO. I'M GOING TO HAND IT OVER. YEAH, THAT'D BE GREAT. I'M GOING TO HAND IT OVER AND STANFORD UNIVERSITY TAKE IT AWAY, PROFESSOR. >> THANK YOU SO MUCH SUPERINTENDENT SU AND COMMISSIONERS FOR HAVING ME HERE. I'M REALLY PLEASED FOR THE OPPORTUNITY TO DISCUSS THE RESULTS OF THE ALGEBRA PILOTS I CONDUCTED IN COLLABORATION WITH DR. ELIZABETH HUFFAKER WHO I
SEE IS ONLINE HERE AND ALSO AVAILABLE TO ANSWER QUESTIONS. YOU KNOW, IN MY WORK AT STANFORD AS A PROFESSOR, MY RESEARCH AND TEACHING FOCUSES LARGELY ON HOW DO WE DO GENUINELY CREDIBLE EVALUATIONS OF PROGRAMS AND POLICIES. AND BY AND LARGE THAT POSITIONS ME MORE OFTEN THAN I WOULD LIKE TO BE THE BEARER OF BAD NEWS TO FOLKS. SO I HAVE TO SAY TONIGHT I FEEL A SENSE OF SORT OF JOY AND A CAUSE FOR CELEBRATION FRANKLY IN TERMS OF WHAT WE'VE SEEN FROM THE OUTSET. THE FIRST ROUND OF ALGEBRA VIOLENCE. AND I SAY THAT PARTICULARLY BY BEING MINDFUL OF THE LONG HISTORICAL ARC THAT SUPERINTENDENTS WHO DESCRIBED AND THAT HAS BROUGHT US TO THIS POINT. AND REALLY I MEAN WHAT'S UNDERSCORING THAT FOR ME IS THAT OUR RESEARCH ON THE TWO MAJOR PILOTS FOUND THAT THERE WAS NO CLEAR ACADEMIC HARM OF UNIVERSAL ALGEBRA PARTICIPATION AT THE SELECT MIDDLE SCHOOLS THAT ADOPTED THE ALGEBRA FOR ALL MODEL. AND AT THE SCHOOLS WHERE STUDENTS WERE ABLE TO TAKE
ALGEBRA AS AN ELECTIVE, WE SAW GENUINELY SUBSTANTIAL LEARNING GAINS BOTH IN THE SPRING US BACK AND PERSISTENCE OF THOSE GREAT GAINS INTO THE CURRENT ACADEMIC YEAR. AND WHILE I WOULD ENCOURAGE YOU AND OTHERS TO JOIN ME IN FEELING GOOD ABOUT THE SUCCESS OF THOSE PILOTS, I ALSO RECOGNIZE THAT THERE'S REALLY IMPORTANT WORK GOING AHEAD AND I GUESS I WOULD LIKE TO UNDERSCORE WHAT I SEE AS FOUR CRITICAL NEEDS FOR THE PATH AHEAD IN LIGHT OF WHAT WE'VE LEARNED FROM THESE PILOTS. ONE, I THINK IT'S PARTICULARLY IMPORTANT TO BRING THE SAME KIND OF RESEARCH AND LEARNING AGENDA TO WHAT'S BEING PROPOSED FOR NEXT YEAR IN PARTICULAR. MY OWN PERSONAL VIEW IS THAT THE BRAIDED COMPRESSION PILOT THAT HAS BEEN PROPOSED IS EMINENTLY A SENSIBLE ONE. BUT THAT DOESN'T GUARANTEE IT'LL WORK OR THAT IT'LL BE IMPLEMENTED WELL. SO I WOULD LOVE TO SEE A LEARNING AGENDA LIKE THE ONE WE BROUGHT TO THESE 1.0 PILOTS OCCUR FOR THAT NEXT ROUND TOO IN LIGHT OF WHAT WE'RE SEEING
IN THESE PILOT RESULTS. I THINK THE IMPERATIVE TO MAKE SURE PARENTS ARE WELL EQUIPPED FOR THE INFORMED CONSENT PROCEDURE YOU ARTICULATED IS REALLY CRITICAL BECAUSE YOU'RE ASKING PARENTS TO CONFRONT SOME VERY SERIOUS TRADEOFFS IF THEY FOREGO TAKING MATH AID THE COMPARATIVE RESULTS ACROSS THE TWO PILOTS SUGGESTS THEY'RE LEAVING POTENTIAL LEARNING GAINS AND MATH ON THE TABLE FOR THEIR STUDENTS WHILE GAINING IN OTHER DOMAINS IN TERMS OF AN OPPORTUNITY, FOR EXAMPLE, TO TAKE AN ADDITIONAL ELECTIVE OUR MAKING SURE PARENTS UNDERSTAND THAT AND ALSO THE FACT THAT THERE MAY BE IMPLICATIONS FOR THE RISK OF HAVING TO REPEAT ALGEBRA IN NINTH GRADE AND FOR OTHER OUTCOMES THAT MAY MATTER TO THEM SUCH AS THE STRENGTH OF THEIR CHILD'S CANDIDACY FOR LEAD ADMISSIONS TO EXAM SCORES TO LOCAL HIGH SCHOOL IN PARTICULAR. THE THIRD IMPERATIVE I THINK IT'S REALLY IMPORTANT INVOLVES THE EQUITY ISSUE SUPERINTENDENTS WHO MENTIONED YOU KNOW, SO MUCH OF THE NATIONAL DISCOURSE AROUND
ALGEBRA I YOU KNOW I FIND TO BE SORT OF CRUDE AND REDUCTIVE BECAUSE IT FOCUSES SO NARROWLY ON WHEN AND WITH WHOM STUDENTS TAKE ALGEBRA BUT NOT THE PATH TOWARDS ALGEBRA READINESS THAT STUDENTS TAKE. AND WHAT WE SEE IN THE DATA IS TOO FEW OF S.F. CITIES MINORITIZED STUDENTS ARE REPRESENTED IN THE ALGEBRA PILOT. AND I. I THINK WE SHOULD TAKE SERIOUSLY THAT THE OPPORTUNITY TO HELP THEM REALIZE THEIR MATH POTENTIAL AND I COULD TALK AND I MENTIONED SOME OF THE SLIDES WHAT SOME OF THOSE AVENUES MIGHT BE INVOLVING EARLIER INSTRUCTIONAL TIME INSTRUCTIONAL SUPPORTS AND SOME OF THE YOU KNOW DISCUSSION ABOUT AROUND PEDAGOGY. I SEE YOU'RE ALREADY HAVING AND ACTUALLY I SEE SOME PARALLELS WITH THE NEEDS THERE AND THE EARLIER DISCUSSION AROUND LITERACY PEDAGOGY AS WELL. I MEAN THERE ARE NATIONAL DISCUSSIONS AROUND MATH PEDAGOGY THAT PARALLEL THOSE OCCURRING AROUND THE SCIENCE OF READING. SO AGAIN THINKING SERIOUSLY
ABOUT THE PATH TOWARDS BROADER ALGEBRA READINESS AMONG S.F. UCD STUDENTS IS THE THIRD ENCOURAGEMENT I WOULD OFFER YOU. AND THE FOURTH IS REALLY RECOMMITTING TO IMPLEMENTING AUTOMATIC ENROLLMENT. WELL. SO FOR THOSE OF YOU DON'T RECALL, AUTOMATIC ENROLLMENT IS A CLASS LIKE BEHAVIORAL ECONOMICS NUDGE AN OPT OUT DEFAULT WHERE INSTEAD OF ALLOWING PLACEMENTS INTO A COURSE LIKE ALGEBRA TO DEPEND ON PARENT REQUESTS OR TEACHER RECOMMENDATIONS, WE IDENTIFY ACADEMICALLY QUALIFIED STUDENTS AND PLACE THEM IN THOSE COURSES BY DEFAULT FROM WHICH THEY'RE FREE TO OPT OUT. NO ONE IS BEING CONSTRAINED. BUT THAT KIND OF AUTOMATIC PLACEMENT IS A REALLY COMPELLING SIGNAL TO STUDENTS ABOUT WHERE THEY BELONG AND IT COULD ALSO BE ANOTHER POWERFUL ARROW IN THE QUIVER IN TERMS OF ACHIEVING EQUITY GOALS. WE SAW EVIDENCE OF THIS IN THE PILOT WHERE AUTOMATIC ENROLLMENT WASN'T IMPLEMENTED AT THE SITES WHERE IT SHOULD HAVE BEEN BUT AT THREE OF THE SIX ALGEBRA AS AN ELECTIVE
SCHOOL THERE WAS ENCOURAGEMENT OF STUDENTS WHO MET THE AUTOMATIC ENROLLMENT CRITERIA TO TAKE ALGEBRA AND WE SAW THAT DRIVE PARTICIPATION IN THE COURSE AND IT HAD DRAMATIC EFFECTS AMONG VOCAL STUDENTS UNDERREPRESENTED MINORITIES WHO WERE ACADEMICALLY QUALIFIED AND ENCOURAGED THEM TO ACTUALLY TAKE ALGEBRA. SO ALGEBRA READINESS GETS YOU TO THE DOOR BUT OR THE GOAL LINE AND I THINK AUTOMATIC ENROLLMENT CAN HELP TAKE STUDENTS ACROSS THE GOAL LINE BY MAKING SURE THEY'RE IN THE COURSES FOR WHICH THEY'RE QUALIFIED. SO THERE ARE A NUMBER OF DIMENSIONS I THINK TO BUILDING ON THE EARLY SUCCESS AND INSIGHTS OF THESE PILOTS. THE SUMMIT OF RESULTS ARE ON THE SLIDE THAT'S IN FRONT OF YOU NOW AND I'D BE HAPPY ALONG WITH DR. HUFFAKER WHO'S ONLINE TO ANSWER ANY QUESTIONS YOU MAY HAVE AROUND OUR INTERPRETATION OF THESE RESULTS OR THE RESEARCH DESIGN THAT SUBSTANTIATES THOSE CLAIMS. THANK YOU, COMMISSIONER GUPTA YEAH, I HAPPY TO GO FIRST. SO THANK YOU SO MUCH FOR COMPLETING THE STUDY QUESTION
ON THE DESIGN I WAS SURPRISED TO LEARN THAT MIDDLE SCHOOLS SELF-SELECTED INTO MODELS. I THINK THAT WOULD POTENTIALLY CREATE A BIASED SAMPLE AND WE SAW ONE OF THE MODELS DIDN'T HAVE ENOUGH IN TERMS OF THE COMPRESSION MODEL FOR ROOFTOP. WAS THERE A REASON THAT WE DIDN'T EXPLORE THAT THAT YOU SAW? WE DIDN'T EXPLORE COMPRESSION OR BRAIDED MODEL EARLIER? >> WELL, I CAN'T SPEAK TO THAT EXACT CHOICE AROUND BUT MY UNDERSTANDING OF THE SORT OF GOVERNANCE STRUCTURE IN THE SCHOOL IS THAT SCHOOL SITES OFTEN HAVE SOME DEGREE OF AUTONOMY. SO THERE WAS DISCUSSIONS WITH THEM ABOUT WHICH OF THESE MODELS MIGHT SUIT YOUR NEEDS AND THAT LED TO THE CHARACTER UPTAKE. AS AN EVALUATION RESEARCHER I SEE THAT AS ELIMINATING NOT A LEMON BECAUSE THERE'S AN APHORISM AND EVALUATION RESEARCH EVALUATE NO PROGRAM UNTIL IT'S PROUD AND SO YOU WANT PEOPLE TO TAKE UP THE PROGRAM THAT THEY THINK IS BEST SUITED TO THEIR CAPACITIES
AND SERVES THEIR COMMUNITIES WELL AND THAT'S WHY YOU KNOW, THE ALGEBRA FOR ALL WAS WAS ALSO TAKEN BY A VERY SELECT SET OF MIDDLE SCHOOLS THAT I THINK ON ON AVERAGE WERE HIGHER ACHIEVING AT BASELINE SO I WOULD BE I WAS VERY GLAD TO NOT SEE NEGATIVE EFFECTS OF UNIVERSAL ALGEBRA FOR THEIR THERE BECAUSE THERE WAS EVIDENCE OF NEGATIVE EFFECTS FROM THE STATEWIDE EXPERIENCE WITH ALGEBRA FROM EARLIER IN EARLIER DECADES AND THE FACT THAT THERE WASN'T IN THE PILOT MIGHT REFLECT THE EXACT SITE SELECTION OF MODELS THAT YOU'RE DESCRIBING. YEAH I, I 100% AGREE WHICH YOU KNOW AS IN IT WOULD THAT HAVE BEEN GREAT? WELL WOULD HAVE BEEN BETTER TO SEE ACROSS A DIVERSITY OF DIFFERENT MIDDLE SCHOOLS WHAT EACH MODEL DID OR DIDN'T DO AND SO FORTH SO I TOTALLY BUT I AM I'M KIND OF CURIOUS SO WHEN WE SEE MATH AS AN ELECTIVE AND THAT MODEL I WOULD THINK
WELL WE WE'RE GIVING TWICE THE NUMBER OF MINUTES OF INSTRUCTION TO STUDENTS SO IS THAT WHAT FROM YOUR PERSPECTIVE ACCOUNTS FOR THAT TREMENDOUS INCREASE THAT WE SEE THE FACT THAT WE HAVE DOUBLED THE MINUTES? YEAH. WELL WE CAN'T BE EXACTLY SURE. I MEAN THAT'S AN EMINENTLY REASONABLE CONJECTURE AND SOMETIMES WHEN I'VE SPOKEN WITH PEOPLE ABOUT THESE RESULTS THEY'LL SAY WELL HOW IS THAT SURPRISING IF WE DOUBLE THE AMOUNT OF INSTRUCTIONAL TIME THAT WE WOULD SEE THESE GAINS AND AND CERTAINLY THERE'S REASON IN THAT. BUT I SOMETIMES WOULD CAUTION PEOPLE THE FIELD OF EDUCATION RESEARCH IS LITTERED WITH WELL-INTENTIONED INTERVENTIONS THAT EVERYONE THOUGHT WOULD WORK EX-ANTE ONLY TO BE DISAPPOINTED, EX-POST AND I WOULD ALSO STRESS THAT EVEN IF YOU'RE IN A WORLD WHERE YOU EXPECT THIS MODEL FOR ADDITIONAL ALGEBRA AS AN ELECTIVE MODEL TO DRIVE ACHIEVEMENT GAINS THROUGH ADDITIONAL INSTRUCTIONAL TIME,
THOSE GAINS ARE STILL REAL AND TRANSFORM MOTIVE IN THE LIVES OF STUDENTS AND MAP INTO OTHER OUTCOMES THAT MATTER. IN PARTICULAR I WANT TO UNDERSCORE THAT ON THOSE CAMPUSES WHERE KIDS WERE TAKING ALGEBRA AS AN ELECTIVE THEY HAD HALF THE RATE OF REPEATING ALGEBRA IN NINTH GRADE AS THE KIDS SAT ON THE ALGEBRA FOR ALL CAMPUSES. AND I THINK THAT'S ANOTHER COMPLICATING FACTOR IN THINKING ABOUT THE FACT THAT THEY ALSO LOST AN ELECTIVE. I THINK VIEWING IT OVER A LONGER TIME HORIZON IS GOING TO BE IMPORTANT BOTH FOR POLICYMAKERS AND FOR PARENTS WHO ARE ENGAGING RESPONSIBLY IN YOUR INFORMED CONSENT PROCEDURE AT 100%. AND I MEAN THAT ACTUALLY LEADS TO MY NEXT QUESTION WHICH IS IN OTHER SCHOOL DISTRICTS THAT ARE LARGER THAN SAY ELK GROVE OR LONG BEACH WHICH HAVE BETTER MATH OUTCOMES, LARGER DISTRICTS, MORE LOW INCOME STUDENTS, MORE FOCAL POPULATIONS THAN WE DO THAT
THAT ARE STILL DOING BETTER. I NOTICE THEY DO MORE COMPRESSION MODELS IN FACT LONG BEACH SEEMS TO HAVE TWO ACCELERATED PATHS ONE WHERE STUDENTS CAN JUMP IN AND MIDDLE SCHOOL ONE WHERE THEY CAN JUMP IN INTO 10TH GRADE. AND I'M CURIOUS I MEAN, YOU KNOW, SO THEY'RE NOT NECESSARILY SKIPPING MATH EIGHT IS JUST THEY'RE COMPRESSING THINGS TO A POINT WHERE THEN STUDENTS CAN COMPLETE MATH EIGHT AND GET IN AND DO ALGEBRA IN EIGHTH GRADE IN THESE MODELS SO THAT THAT'S THAT'S KIND OF WHERE I'M I WAS CURIOUS ABOUT THE COMPRESSION MODEL AND YOU KNOW KIND OF RUING THAT WE DIDN'T HAVE THAT IN THE INITIAL PILOT. YEAH. YEAH. I SHARE YOUR CURIOSITY ABOUT THAT AND I'M HOPEFUL THAT THERE WILL BE AN OPPORTUNITY TO STUDY IT NEXT YEAR IN PART BECAUSE MY UNDERSTANDING OF THE PROPOSED VERSION OF THIS BRAIDED COMPRESSION MODEL IS ONE THAT IT'S REALLY THOUGHTFUL IN HOW IT DOES THAT COMPRESSION. IT'S NOT JUST DROPPING SOME THINGS AND SLAPPING THEM ALL TOGETHER BUT REALLY BEING THOUGHTFUL ABOUT THE SCOPE AND SEQUENCE OF LESSON PLANS
WITHIN THOSE COURSES AND CERTAINLY THE ADDITIONAL MATH COURSE, THE ALGEBRA AS AN ELECTIVE MODEL I'M NOT HERE TO TELL YOU IT'S NATURE'S FINAL WORD ON HOW THIS SHOULD BE CONSTRUCTED AND AND LOOK FORWARD TO LEARNING FROM, YOU KNOW, A DIFFERENT MODEL AND SEEING WHETHER IT'S BETTER AND MIGHT COME WITH FEWER TRADEOFFS AND MAYBE PUTTING LESS OF A DECISION MAKING BURDEN ON PARENTS WHO MIGHT BE UNSURE HOW TO NAVIGATE THESE SPACES. YEAH, NO, I APPRECIATE THAT. I MEAN IN ALL TO SAY BASED ON THE FACT THAT WE DO HAVE AT SITE SITES SELECT THE MODEL THAT THEY SEE COMING, I HOPE PARENTS WILL APPRECIATE PRINCIPALS WHO YOU KNOW ARE ALLOWING ONE OF THE THINGS WE HAVE TO BALANCE OF COURSE IS IF STUDENT IS READY WE ALSO DON'T WANT TO HOLD THEM BACK. I UNDERSTAND THE CAUTION AGAINST IF A STUDENT IS NOT READY IF A STUDENT YOU KNOW WOULD BENEFIT FROM MATH, WE CERTAINLY DON'T WANT THEM TO POTENTIALLY SKIP THAT AND HAVE TO REPEAT IT AND YOU KNOW THEIR
NUM NUMBER OF FAMILIES. SO UNFORTUNATELY OVER THE LAST TEN YEARS HAVE CHOSEN TUTORS OR WHATEVER IT MIGHT BE ON THE SIDE BECAUSE THEY DIDN'T FEEL LIKE THERE WAS THAT OPTION FOR THAT MAN AND SO FORTH. SO I HOPE PARENTS WILL EXPRESS THEIR APPRECIATION FOR THEIR SITE LEADERS AND THEN ALSO IF THEY DO WANT TO SEE ANOTHER MODEL POTENTIALLY RAISE THAT AS WELL. THANK YOU. MR. ALEXANDER. I HAD A QUESTION YOU MENTIONED BRIEFLY YOU MADE A COMMENT ABOUT ADMISSION TO EXAM SCHOOLS. SO I'M CURIOUS WHAT THE DATA SHOWS ON THAT. I KNOW THAT IS A REFERENCE TO THE WINTER STAR SCORES. >> YEAH, IT'S HOW THEY'RE USING LOCAL ADMISSIONS IN THE SPRING OR SPRING STARTING GRADE EIGHT STAR SCORES. THEY WEREN'T SOMETHING WE CENTERED IN OUR ANALYSIS BUT WE DID EXAMINE THE EFFECTS THERE AND FOUND AS AN ASIDE I WANTED TO MENTION OUR ANALYSIS WAS BASED ON A PRE-REGISTRATION AS WELL. THIS IS NOT A STANDARD OF PRACTICE IN THIS FIELD BUT IT'S ONE THAT I FEEL THAT SHOULD EXIST WHERE BEFORE DOING THE
ANALYSIS WE ARTICULATED OUR RESEARCH QUESTIONS THE FOCAL OUTCOMES AND THE RESEARCH DESIGNS WE WOULD CONSIDER AND THEN OPENED UP THE DATA AND EXAM AND THEN WE DIDN'T PREREGISTER THE SPRING STAR SCORES AS A FOCAL OUTCOME BECAUSE THE COURSE WAS STILL IN PROGRESS AND INSTEAD PRE-REGISTERED THE FALL YOU KNOW GRADE NINE STAR SCORES BUT WE EXAMINED THEM AND FOUND DEFECTS AND THAT MATTERS BECAUSE I BELIEVE STUDENT PERFORMANCE ON THOSE MEASURES FEEDS INTO THEIR BAND DESIGNATION FOR ADMISSION TO LAW. SO THAT'S JUST ANOTHER ELEMENT OF INFORMED CONSENT THAT I THINK WILL MATTER TO PARENTS CONFRONTING THESE DECISIONS. >> SO SO TO CLARIFY, YOU'RE SAYING THAT THE STUDENTS THAT TOOK JUST ALGEBRA ON AVERAGE SCORED LOWER AND NO, NO EFFECT ON THEIR SPRING GRADE EIGHT STAR SCORES WHEREAS THE KIDS WHO TOOK ALGEBRA AS AN ELECTIVE ALONG WITH MATH EIGHT SAW LARGE GAINS. OOPS SORRY. AND SO THEN THEY WOULD PRESUMABLY HAVE A HIGHER CHANCE OF GETTING INTO LAW.
THAT'S WHAT I WAS JUST WANT TO MAKE SURE IT'S POSITIONAL GOT IT. I JUST WANT TO MAKE SURE I UNDERSTOOD THAT POINT. >> MY OTHER QUESTION I THINK WAS JUST I WANTED TO RAISE A QUESTION I RECEIVED FROM A NUMBER OF MIDDLE SCHOOL EDUCATORS AND IT HAS TO DO WITH THE CHANGE IN THE STAFF RECOMMENDATION BECAUSE THE ORIGINAL STAFF RECOMMENDATION MY UNDERSTANDING WAS IT DID NOT INCLUDE AN OPTION FOR OPTING OUT OF MATH EIGHT AND THEN THERE WAS A CHANGE TO ALLOW FOR OPTING OUT OF MATH. EIGHT AND AND AGAIN I THINK WHAT I'VE HEARD FROM EDUCATORS IS THERE'S SOME LEVEL OF CONCERN THAT THAT PARENTS MIGHT DO THAT NOT UNDERSTANDING KIND OF THE IMPLICATIONS GIVEN THE STRENGTH OF THE DATA. SO I'M CURIOUS LIKE WHY THIS MAYBE IS A QUESTION MORE FOR SUPERINTENDENT AS TO WHY WHY WAS THAT SHIFT MADE IN SPITE OF THE CONCERNS OF EDUCATORS? WELL, I KNOW THAT THERE WERE CONCERNS FROM EDUCATORS
ALTHOUGH AND THEN I ALSO KNOW THAT THERE WERE QUESTIONS FROM FROM PARENTS WHO WHO ALSO KNOW THEIR CHILDREN WELL WHO BELIEVE THAT THEIR CHILDREN YOU KNOW, WHO'S MONITORING THEIR STUDENTS OR THEIR CHILD'S PERFORMANCE THROUGH THEIR ELEMENTARY AND MIDDLE SCHOOL YEARS AND FEEL STRONGLY THAT PERHAPS SKIPPING MATH WAS GOING TO BE THE BEST ROUTE FOR THEIR CHILD. SO THAT THEIR CHILD COULD CONTINUE TO TO TAKE RIGOROUSLY ACADEMIC CLASSES AS WELL AS OTHER ELECTIVES AND OPTIONS THAT'S AVAILABLE AT SCHOOLS. SO WHEN I ASKED THE TEAM TO LOOK AT, YOU KNOW, WHAT WERE SOME WAYS FOR US TO CONSIDER STUDENTS PROFICIENCY AND READINESS FOR A PATH WHERE THEY WOULD OPT OUT OF MATH EIGHT THAT WAS WHEN WE STARTED TO LOOK AT PERHAPS PROFICIENCY ON STAR TESTING AND AND THEN ALSO NEEDING TO MAKE SURE THAT FAMILIES UNDERSTOOD THAT IF THEY DID CHOOSE TO OPT OUT OF MATH EIGHT THEN THEY UNDERSTOOD THAT THE RAMIFICATIONS OF THAT WHICH IS WHY WE'RE ASKING
FAMILIES TO MAKE SURE THAT THEIR STUDENTS TALK TO THEIR COUNSELOR AND THAT WE WANT TO MAKE SURE THAT PARENTS SIGN OFF ON CONSENT FOR THIS BECAUSE A AS WHAT PROFESSOR D IS SAYING, THERE IS SIGNIFICANT BENEFITS TO HAVING A STUDENT HAVE TAKE WHAT WE ARE NOW CALLING X-PAC CODED MATH WHICH IS MATH EIGHT AND ALGEBRA ONE AT THE SAME TIME. BUT WE HEARD I HEARD A LOT FROM FAMILIES WHO SAID THAT THEY TRULY BELIEVED THAT THEIR CHILD WAS READY TO GO STRAIGHT INTO ALGEBRA ONE AND WE DID NOT WANT TO TAKE THAT OPPORTUNITY AWAY FROM THAT STUDENT. AND SO WE CREATED THIS OTHER ADDITIONAL PATH SO THAT STUDENTS WHO MET THE PROFICIENCY BENCHMARK WOULD BE ABLE TO OPT OUT AND AND WE WILL CONTINUE TO OF COURSE PROVIDE SUPPORTS TO OUR STUDENTS. BUT GIVE GIVE STUDENTS ANOTHER AVENUE TO TAKE ALGEBRA ONE. SO IT SOUNDS LIKE THERE WILL BE SOME PROCESS FOR TO MAKE SURE THAT FAMILIES ARE INFORMED ABOUT THE FACT THAT THERE MAY BE A HIGHER CHANCE OF HAVING TO REPEAT ALGEBRA IN NINTH GRADE.
THERE MAY BE A LOWER CHANCE OF GETTING INTO LAW, THINGS LIKE THAT SO THAT THEY DON'T SO THEY UNDERSTAND THOSE THERE WILL BE SOME KIND OF A PROCESS FOR THAT . YES. SO THAT IS PART OF THE CONVERSATION WITH THE COUNSELOR . SO WE'RE ASKING THAT STUDENTS WHO AND THEIR FAMILIES ARE TO COME TO THIS CONFERENCE, THIS DECISION TOGETHER, HAVE THAT CONVERSATION WITH THE COUNSELOR TO MAKE SURE THAT THEY FULLY ARE AWARE OF WHAT THIS MEANS. WE DO HAVE TWO SCHOOLS THAT WE ARE PROPOSING TO HAVE THE BRAIDED COMPRESSION MODEL AND WE WANT TO SEE HOW THAT YIELDS AND WHAT THAT PANS OUT. WE ARE WORKING VERY CLOSELY WITH OUR NEW MATH CURRICULUM PROVIDER TO CHANGE THE COURSE AND SEQUENCE OF THE CURRICULUM AND SO I THINK WE'RE TRYING TO BE VERY, VERY THOUGHTFUL ON HOW WE'RE IMPLEMENTING BOTH STRANDS HERE. YEAH, I APPRECIATE THAT AND I'M I THINK THE FAMILY
CHOICE IS IMPORTANT BUT I DO THINK IT'S ALSO IMPORTANT THAT IT'S INFORMED CHOICE AND I THINK YOU KNOW, WE HEARD EARLIER TONIGHT ALSO AGAIN ABOUT THE PROBLEM WITH NEWCOMER FAMILIES BEING APPARENTLY DIRECTED AWAY FROM PROGRAMS THAT WERE SPECIALLY DESIGNED TO SUPPORT THEIR KIDS. I WOULDN'T WANT THE SAME THING TO HAPPEN WITH MIDDLE SCHOOL STUDENTS BEING DIRECTED AWAY FROM MATH EIGHT AND ALGEBRA BEING TAKEN TOGETHER. SO I GUESS I JUST I WANT TO BE REALLY CAUTIOUS ABOUT THIS POINT AROUND WHAT IS INFORMED CHOICE LOOK LIKE, RIGHT? AND HOW DO WE MAKE SURE THAT FAMILIES ACTUALLY UNDERSTAND THAT THE FROM EDUCATORS THE IMPLICATIONS OF THEIR OPTIONS. RIGHT BECAUSE THE EDUCATORS ARE THE EXPERTS HERE AND AGAIN IT MAY WELL BE THAT A PARENT SAYS I KNOW MY KID BETTER THAN YOU DO AND I, I AS AN EDUCATOR ABSOLUTELY RESPECT THAT AND I'VE HAD THAT CONVERSATION WITH FAMILIES WHEN I WAS AN EDUCATOR. SO BUT I WANT BUT BUT IT DOES REQUIRE THAT INFORMED YOU KNOW LIKE LOOK HERE'S HERE ARE THE OPTIONS RIGHT WITH A NEWCOMER FAMILY HERE ARE SPECIALIZED PROGRAMS THAT WILL BENEFIT YOUR KID IF YOU OPT OUT GREAT. BUT YOU NEED TO UNDERSTAND
WHAT'S OFFERED. SAME WITH WITH MIDDLE SCHOOL MATH. I JUST WANT TO WE DON'T ALWAYS HAVE A GREAT TRACK RECORD WITH THAT SO I JUST WANT TO MAKE SURE THAT THAT POINT IS FOLLOWED UP ON WITH FAMILIES MUCH, MUCH MORE. >> THANK YOU. I'M GOING TO FOLLOW UP WITH MY COLLEAGUE MICHELLE ALEXANDER'S POINT AND ALSO JUST START FULL DISCLOSURE I HAVE A KIDDO IN EIGHTH GRADE AT PRESIDIO WHO IS DOING MATH EIGHT AND ALGEBRA AND WE'RE THRILLED AND I DON'T KNOW I MEAN HE SAID I'M GOING TO TAKE MATH ISN'T LIKE I SAID RIGHT ON. I THINK THAT IN THAT MOMENT IF HE HAD BEEN LIKE OH I THINK I CAN JUST TAKE ALGEBRA, I PROBABLY WOULD HAVE BEEN LIKE COOL, TAKE ALGEBRA, RIGHT? AND I AM BUT I AM SEEING AS THE PARENT AND NOW I'M ALSO SEEING THINGS TO THIS THIS AMAZING WORK OF ALL OF YOU UP HERE JUST HOW IMPORTANT IT IS THAT HE IS ALSO TAKING A MATH EIGHT LIKE SURE HE PROBABLY COULD HAVE BEEN OKAY IN ALGEBRA PROBABLY BUT MAYBE NOT AND I THINK HE'S GOING TO BE BETTER OFF BECAUSE HE'S HAD THE OPPORTUNITY TO TAKE TO SO I JUST WANT TO REITERATE THE IDEA OF THIS
INFORMED CONSENT SEEMS SO, SO SO KEY AND SUPERINTENDENT TOO I APPRECIATE THAT THE COUNSELORS ARE BRILLIANT AND THEY'RE AMAZING AND THEY'RE DOING, YOU KNOW, GOD'S WORK AT THE SCHOOL AND I ALSO WANT TO MAKE SURE THAT THEY HAVE THE INFORMATION BECAUSE IF IT'S BEING HELD HERE AND HERE THAT'S NOT HELPFUL. AND IF IT'S JUST LIKE SORT OF YOU KNOW, THE SORT OF IT'S NOT ACTUALLY IT'S TRICKLING DOWN LITTLE BIT BY LITTLE BIT THEN YOU MAY HAVE ONE COUNSELOR WHO'S GOT IT ALL AND IS ABLE TO REALLY GIVE ALL OF THIS INFORMATION SO THAT THE KIDDO AND THEIR PARENT, THEIR GUARDIAN CAN MAKE THAT DECISION AND ANOTHER SCHOOL AND MAYBE THE COUNSELOR DOESN'T HAVE ACCESS TO THAT INFORMATION. THAT'S WHAT I WORRY ABOUT. SO I THINK IF THERE IS GOING TO BE THIS OPT OUT IT NEEDS TO BE REALLY INTENTIONAL AND IT NEEDS TO BE REALLY, REALLY CONSISTENT IN TERMS OF WHAT INFORMATION IS BEING GIVEN SO THAT THE SAME INFORMATION IS BEING GIVEN AT EVERY SCHOOL SITE SO THAT EVERYONE HAS THE SAME ACCESS TO THAT INFORMATION AS THEY MAKE THEIR DECISIONS BECAUSE I DON'T HAD I NOT SORT OF READ THE
REPORT I WOULDN'T HAVE KNOWN AS MUCH AND HAD I NOT SORT OF BEEN WATCHING MY KID DO THESE THINGS I WOULDN'T HAVE KNOWN AS MUCH. SO I'D LIKE TO ADD ON THIS POINT OF DOING INFORMED CONSENT. WELL IT REALLY UNDERSCORES THE VALUE OF HAVING AUTOMATIC ENROLLMENT, HAVING SOME AUTOMATICITY IN MAKING SURE MANIFESTLY CAPABLE STUDENTS ARE PLACED THERE INITIALLY AND THEN HAVE THAT OPT OUT BECAUSE THAT'S GOING TO BE A SIGNAL AND THAT'S GOING TO I THINK SHAPE DECISIONS IN POWERFUL AND APPROPRIATE WAYS. THANK YOU. I HAVE SO I GUESS THAT WAS AN ASK I WOULD NOT DO YOU HAVE DONE WELL ON OUR SCORING BECAUSE THAT DIDN'T I DIDN'T ASK A QUESTION. I'M SORRY BUT I JUST WANT TO UNDERSCORE LIKE JUST I MEAN TO USE YOUR TIME. >> OKAY. NO YEAH BUT PLEASE CAN WE MAKE SURE THAT THERE IS A PROCESS THAT IS CONSISTENT THAT IS CLEAR SO THAT FOLKS ACTUALLY HAVE THE INFORMATION TO BE ABLE TO MAKE THAT DECISION. AND THEN MY MY QUESTION, PROFESSOR D I THINK IS FOR YOU
ABOUT THE STUDY SO ONE OF THE SLIDES NOTES THAT OR WHATEVER THE STUDY NOTES THAT EVEN SOME STUDENTS WHO DIDN'T NECESSARILY MEET THE ELIGIBILITY CRITERIA EXPERIENCED SIGNIFICANT LEARNING GAINS WHEN TAKING ALGEBRA AS THE ELECTIVE. I WANT TO STOP CALLING IT ELECTIVE BECAUSE I FEEL LIKE THAT'S PART OF OUR PROBLEM. >> BUT WHATEVER DOES EXPAND IN MATH, DO YOU THINK THAT THIS LIKE IS THERE ANY INDICATION THAT LIKE STUDENT MOTIVATION MIGHT BE A POWERFUL PREDICTOR RATHER THAN PRIOR TEST SCORES AND MAYBE THE MOTIVATION IS I MEAN I HEAR YOU SAYING LIKE IF YOU'RE THE OPT OUT VERSUS OPT IN BUT I COULD SEE IT SORT OF WORKING BOTH WAYS AND SAYING YES, I'M GOING TO DO THIS OR A STUDENT SAYING REALLY MY YOU KNOW SOME IS THAT A STUDENT BEING LIKE OH MY SCHOOL BELIEVES I CAN DO THIS. YEAH RIGHT. AND THAT ALSO SEEMS LIKE A GOOD PREDICTOR OF OR POTENTIALLY A PREDICTOR OF I WANT TO DO WELL IT ABSOLUTELY DOES AND IN THE IN THE TAKE UP OF AUTOMATIC ENROLLMENT THAT WE'RE SEEING
ACROSS THE COUNTRY TYPICALLY TEST SCORES ARE USED AND THAT'S IN PART BECAUSE THEY'RE POWERFULLY PREDICTIVE OF SUCCESS AND IN LATER ACADEMIC COURSES. BUT THEY'RE UNIVERSALLY AVAILABLE TOO. AND I THINK I THINK YOU'RE RIGHT TO POINT OUT THAT THERE ARE OTHER METRICS THAT COULD CONCEIVABLY BE USED LIKE MOTIVATION THAT ARE RELEVANT TO FUTURE SUCCESS AND COULD BE USED IN AN AUTOMATIC ENROLLMENT CRITERIA. I JUST WORRY ABOUT THE LOGISTICAL IMPEDIMENTS TO THAT I THINK ARE NONTRIVIAL IN TERMS OF YEAH, I GET JUST GETTING ACCESS TO THE DATA IN A TIMELY WAY WE COULD TALK ABOUT THE COMPANY THAT FIELDS THE SURVEYS THAT ARE OFTEN USED BUT SO I THINK THAT'S ONE OF THE REASONS YOU SEE JUST THE LOGISTICAL EASE AND AND AND THE WELL-ESTABLISHED VALIDITY OF TEST SCORES AND SOMETIMES GRADES. BUT IT'S NOT THAT OTHER METRICS AREN'T APPROPRIATE. YEAH. SORRY. AND CAN I GET IN REAL QUICK IF I WAS ALSO HEARING THAT MAYBE
PART OF YOUR THINKING MAYBE PART OF THE MECHANISM THAT'S LIKE INDUCING THOSE LARGER GAINS. RIGHT. WE SEE THAT THE STUDENTS WHO ARE ABOVE THE THRESHOLD GAINED EVEN MORE ALL OF THE STUDENTS WHO OPT IN AND ALSO SOME BENEFITS FROM THE ADDITIONAL MATH CLASS. YOU KNOW, IF WE'RE SEEING THIS PROGRAM IMPLEMENTED AT MORE CAMPUSES NEXT YEAR, THERE'S ANOTHER DESIGN THAT WE'D HOPE TO USE THAT WOULD POTENTIALLY BE AVAILABLE TO US NEXT YEAR WHERE WE REALLY ARE LOOKING AT EFFECTS OF THOSE STUDENTS WHO ARE JUST BARELY ABOVE THAT AUTOMATIC ENROLLMENT THRESHOLD. >> SO HOPEFULLY THERE WILL BE AN OPPORTUNITY IN THE FUTURE TO LOOK AT THOSE STUDENTS WHO MAYBE JUST GET THAT NUDGE AND GET NUDGED INTO THE ALGEBRA ONE AS AN EXPANDED MATH CLASS SO WE MIGHT BE ABLE TO SEE MORE ABOUT THAT KIND OF MARGINAL STUDENT IN FUTURE STUDY. CAN I JUST SHARE THAT IN TALKING TO THE PRINCIPAL OVER AT APTOS HE ACTUALLY SAID THAT INITIALLY HE WAS ONLY PREPARED FOR ONE. I THINK ONE SESSION OF OF EXPANDED MATH BUT BUT AT THE END OF THE ENROLLMENT PERIOD HE
ENDED UP HAVING TO OPEN UP SEVERAL MORE SESSIONS FIVE TOTAL CLASSES FOR EXPANDED MATH JUST BECAUSE I KNOW EXACTLY IT MEANS THAT OUR STUDENTS WITH THAT GENTLE NUDGE WHERE THERE'S SOMEONE IN SCHOOL SAYS I BELIEVE THAT YOU COULD DO THIS. YEAH I ACTUALLY I KNOW YOU CAN DO THIS SO DO IT. JUST TRY IT. AND THEN WHEN THEY DO THEY EXCEL AND THEN THEY CAN SEE THEY CAN THEY BUILD THE CONFIDENCE AND THEY SEE THE POTENTIAL INSIDE THEM AND I THINK THAT'S WHAT THAT'S WHAT EDUCATION THAT'S WHAT WORKS WHERE SUPPORT HAS TO DO IS TO HELP STUDENTS SEE THE FULLEST POTENTIAL OF THEMSELVES TO BE ABLE TO EXTEND PLEASE I MOVED TO EXTEND THE MEETING PAST 10 P.M. SECONDED ALL I MOVED OKAY SO A CONDITIONAL RIGHT YES I CAN I THINK OTHER PEOPLE HAVE THEIR MIKES ON THERE WE COULD FROM COMMISSIONER ALEXANDER YES . VICE PRESIDENT HEALING YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN WARD YES. COMMISSIONER GUPTA YES. COMMISSIONER FISHER YES.
VICE PRESIDENT HULING THANK YOU. I'M SO GLAD THAT WE'RE YOU KNOW, CELEBRATING THE VAST NUMBER OF STUDENTS WHO WANT ACCESS TO ALGEBRA AND ARE CLAMORING FOR IT. >> AND AS I'VE USED UP I'LL SAY I LOOKED AT YOUR DATA AND I INTERPRET IT A BIT DIFFERENTLY. I SAW FOR EXAMPLE THAT AT SCHOOLS WITH ALGEBRA FOR ALL 89% OF STUDENTS ENROLLED IN ALGEBRA AND AT SCHOOLS WITH ALGEBRA AS AN ELECTIVE ONLY 29% OF STUDENTS DID IF YOU INCLUDE ALL GROUPS OF STUDENTS I THINK YOU HAVE 36%. BUT THAT EXCLUDES STUDENTS WHO ARE IN SOME MORE REMEDIAL COURSES AND EVEN WITH THE HIGHER REPEAT RATE OF ALGEBRA ONE IN NINTH GRADE OVERALL IN ALGEBRA FOR ALL SCHOOLS, 72% OF ALL STUDENTS IN THOSE SCHOOLS SUCCEEDED IN GOING STRAIGHT TO ALGEBRA ONE IN EIGHTH GRADE AND THEN TO ALGEBRA TWO IN NINTH GRADE WHEREAS A HUGE NUMBER OF STUDENTS WERE DID NOT TAKE ALGEBRA AT ALL IN THE ALGEBRA AS AN ELECTIVE CLASSES SUCH THAT ONLY EVEN WITH THE LOWER
CAN FAIL RATE A REPEAT RATE WITH ALGEBRA AS AN ELECTIVE ONLY 26% OF ALL STUDENTS AT ALGEBRA AS AN ELECTIVE SCHOOLS HAD SUCCESS IN ALGEBRA IN NINTH GRADE AND DIDN'T HAVE TO REPEAT. SO THAT'S A DIFFERENCE OF 46% OF STUDENTS WHO DIDN'T HAVE ACCESS TO ALGEBRA TWO IN NINTH GRADE AND THEREFORE ARE NOT GOING TO BE ABLE TO GET TO CALCULUS FOR THEIR COLLEGE APPLICATIONS AND THE ABSOLUTE DIFFERENCE IN THAT PERCENTAGE THE EFFECT OF THAT IS THAT 603 KIDS AT THE ALGEBRA AS AN ELECTIVE SCHOOLS DID NOT HAVE ACCESS TO ALGEBRA AT ALL. SO WHILE I UNDERSTAND COMMISSIONER ALEXANDER'S CONCERN THAT STUDENTS MIGHT BE DIRECTED AWAY FROM ALGEBRA AS AN ELECTIVE TOWARD JUST DIRECTLY TAKING ALGEBRA IF THEY'RE GIVEN AN OPT OUT. MY CONCERN IS FOR THE MUCH, MUCH LARGER PORTION OF STUDENTS WHO WON'T HAVE ACCESS TO ALGEBRA AT ALL IF THEY HAVE TO
TAKE IT AS AN ELECTIVE. WE HAVE TWO SCHOOLS WHERE STUDENTS WON'T BE ABLE TO TAKE ALGEBRA PLUS ANY OTHER ELECTIVE AND IF THEY HAVE D, C OR L D THEY WON'T BE ABLE TO TAKE EVEN ALGEBRA. AND THEN WE HAVE MANY I BELIEVE HALF 10 OR 11 OF OUR 21 MIDDLE SCHOOLS HAVE LANGUAGE PATHWAYS. SO IF KIDS IN THOSE LANGUAGE PATHWAY PROGRAMS WANT TO TAKE ALGEBRA ALL OF THOSE KIDS ARE GOING TO BE PREVENTED FROM TAKING ARTS WHICH THEN ALSO PREVENTS THEM FROM ACCESSING A SELECTIVE EXAM SCHOOL WHICH IS SODA WHERE THEY NEED A PORTFOLIO SO MY QUESTION IS, YOU KNOW, IF THERE'S NO ACADEMIC HARM TO TAKING ALGEBRA ONE DIRECTLY, WHY WOULD WE RESTRICT ANY STUDENT WHO IS SO MOTIVATE ED TO BE ABLE TO TAKE ART AND ALGEBRA AND LANGUAGE FROM DOING SO? YEAH, I REALLY APPRECIATE THAT QUESTION AND SHARE YOUR INTEREST IN HOW WELL THAT PARTICULAR GROUP OF STUDENTS IS BEING SERVED AND THAT'S WHY I UNDERSCORE IT AS ONE OF WHAT I
SEE AS A KEY STEP GOING FORWARD. IT'S HOW DO WE SUPPORT THEIR PREPAREDNESS FOR ALGEBRA? BUT I THINK TO YOUR OTHER QUESTIONS OF WELL IF THERE WAS NO HARM, WHY DIDN'T WE EXTEND IT TO THESE KIDS WHO DIDN'T HAVE IT THERE? WE FIND NO EVIDENCE OF HARM AT THE CAMPUSES THAT SELECTED INTO THE ALGEBRA FOR ALL PILOT. WE CAN'T NECESSARILY INFER THAT THE ABSENCE OF HARM WOULD GENERALIZE TO THE CAMPUSES THAT DIDN'T CHOOSE THAT MODEL. AND SO THE GROUP OF STUDENTS ABOUT WHOM YOU RIGHT RIGHTFULLY UNDERSCORE AND OUR SHARED CONCERN SO SO YOU KNOW THAT'S WHY I REALLY THINK IT'S IMPORTANT TO THINK ABOUT THEIR PATHWAYS TOWARDS THE READINESS DECISION PARTICULARLY IN AN ENVIRONMENT WHERE PARENTS ARE GOING TO BE ARE GOING TO HAVE MORE LATITUDE TO HELP GUIDE THAT DECISION FOR THEIR CHILDREN. BUT I WOULD BE CAUTIOUS ABOUT GENERALIZING FROM THE EVALUATION RESULTS FROM THE THREE SELECT SCHOOLS THAT QUITE INTENTIONALLY CHOSE UNIVERSAL ALGEBRA TO THE SITES THAT DIDN'T AND I SUSPECT THAT THOSE
SCHOOLS PROBABLY HAVE HIGHER STAR SCORES GOING IN. AND SO MY QUESTION IS WOULD WE BE ABLE TO TELL OF THE 81% OF STUDENTS IN ALGEBRA FOR ALL WHO DIDN'T HAVE TO REPEAT ALGEBRA, WHO HAD SUCCESS, WHAT A PREDICTIVE STAR ASSESSMENT IN SEVENTH GRADE WOULD BE THAT WOULD PREDICT WHICH OF THE WHICH OF THOSE STUDENTS ARE IN THAT 81% LIKE IS THERE A THRESHOLD WHERE ABOVE A CERTAIN STAR SCORE AND SEVENTH GRADE GOING IN YOU'D BE LIKELY TO HAVE SUCCESS WITH THAT MODEL? THERE MAY WELL BE AND I THINK MY RECOMMENDATION AROUND THAT WOULD BE TO ADOPT A KIND OF CONTINUOUS IMPROVEMENT MINDSET LIKE IF WE HAVE LET'S GET GOOD IDEAS ABOUT WHAT THOSE KINDS OF ASSESSMENTS MIGHT BE, PILOT THEM AND EVALUATE THEM IN TERMS OF THEIR EFFICACY. I'M A COMMITTED EMPIRICIST IN THAT REGARD. I THINK ANYONE WHO'S MAKING BROAD EX-ANTE CONJECTURES ABOUT IT, YOU KNOW, CAN'T REALLY POINT TO DATA THAT SUBSTANTIATE THOSE CLAIMS.
PROFESSOR DO I WHAT IS EX-ANTE I'M SORRY I'M NOT A LATIN MAJOR. >> OH, SORRY MEANING BEFORE THANK YOU. YEAH. AS OPPOSED TO EX POST WHICH IS AFTER. THANK YOU. YOUR TIMER IS GOING TO GO NOW, SIR. WOULD YOU LIKE THAT? WELL, I THINK YOU TEMPUS. >> TEMPUS FUGIT AS TIME FLIES ACROSS I'M NOT DONE BUT MY TIME IS JUST SO THE COMMISSIONERS KNOW I KNOW THAT WE COMBINED TWO TOPICS SO AFTER THIS FIRST ROUND IF THERE ARE ADDITIONAL QUESTIONS WE'LL DO A SECOND ROUND. COMMISSIONER RAY, THANK YOU SO MUCH. FIRST I JUST WANT TO SAY A GIANT PLUS ONE TO THE COMMISSIONER HEARINGS COMMENTS I REALLY APPRECIATE WHAT SHE'S POINTING OUT THERE AND I'M ALSO INTERESTED PROFESSOR D IN WHAT YOUR RESPONSES WERE. BUT I THINK IT'S CRITICAL HOW MANY MORE STUDENTS WERE REACHED THROUGH THE ALGEBRA FOR ALL THAN THROUGH ALGEBRA AS AN ELECTIVE? I HAVE A COUPLE OF QUESTIONS, SOME COMMENTS AS WELL BUT I WANT START WITH THE QUESTIONS
FIRST ONE IS AROUND COMPRESSION VERSUS COMPACTION. I'VE SPOKEN TO SOME FOLKS WHO'VE TOLD ME THAT THERE IS A DIFFERENCE BETWEEN THOSE TWO. CAN YOU AND THAT WHAT MANY OTHER SCHOOLS DO IS ACTUALLY A COMPACTION TAKING SAY BASIC SEVENTH AND EIGHTH AND PUTTING IT KEEPING ALL THOSE STANDARDS WITHIN THOSE BUT PUTTING IT INTO TWO YEARS WHEREAS A COMPRESSION MODEL ACTUALLY SKIPS SOME NUMBER OF STANDARDS. CAN YOU JUST CAN YOU COMMENT ON THAT OR ANYONE WHO KNOWS ABOUT THAT? THANK YOU SO MUCH. I'M HAPPY TO ANSWER THAT QUESTION. IF WE CAN GO TO THE APPENDIX WE'RE GOING TO START ON SLIDE 40 WHICH OF THE MATH POLICY DECK THAT'S THE ONE. THANK YOU. >> SO ONE OF THE THINGS THAT I WANT TO START WITH IS JUST THE CONCEPT OF COMPRESSION AND COURSE COMPRESSION IN GENERAL WHICH IS A FAIRLY GENERALIZED TERM. SIMPLY WHAT COURSE COMPRESSION REFERS TO IS THE IDEA THAT STUDENTS WOULD BE COVERING AND TEACHERS WOULD BE COVERING CONTENT FOR MORE THAN ONE GRADE
LEVEL SET OF STANDARDS WITHIN A YEAR. AND WHAT'S HIGHLIGHTED ON THE SCREEN RIGHT NOW IS FOR AMPLIFIED DOES MS. MATH THE SCOPE AND SEQUENCE FOR UNIT DESIGN ACROSS WHAT IS COMMONLY REFERRED TO AS MATH SIX SEVEN MATH EIGHT AND ALGEBRA ONE. WHAT I WOULD SAY IS THAT UNIVERSAL UMBRELLA AND THE CONCEPT OF COMPRESSION IS NOT USED IN THE SAME WAY ACROSS ALL DISTRICTS AND ACROSS ALL COMPRESSION MODELS. THE DESIGN OF THAT COMPRESSION COURSE OR WHICHEVER COURSES THEY MAY BE IT COULD BE MATH SIX, SEVEN, EIGHT AND ALGEBRA ONE IS GOING TO VARY DISTRICT BY DISTRICT NOT JUST IN TERMS OF THE DESIGN OF THE CURRICULUM BUT ALSO THE DESIGN OF THE COMPRESSION. SO IN SOME CASES YOU MIGHT SEE A DESIGN WHERE IF WE'RE TALKING ABOUT THE COMPRESSION OF MATH EIGHT AND ALGEBRA ONE YOU MIGHT SEE FOUR UNITS OF MATH EIGHT FOLLOWED BY FOUR UNITS OF ALGEBRA ONE ANOTHER DISTRICT MIGHT HAVE A SIMILAR MATH TITLED SIMILARLY MATH EIGHT ALGEBRA ONE COMPRESSION BUT
THEY MIGHT ALTERNATE BETWEEN MATH EIGHT AND ALGEBRA ONE UNITS. AND SO I WANT TO JUST NAME SPECIFICALLY AND THIS CONCEPT OF COMPRESSION IS NOT DEFINED NAMED AND EXECUTED IN THE SAME WAY ACROSS ALL COURSES ACROSS ALL DISTRICTS. >> IF WE CAN GO TO THE NEXT SLIDE. >> SO IN THIS CASE JUST TO HIGHLIGHT OUR ADOPTED CURRICULUM, MIDDLE SCHOOL IS AMPLIFIED AS MS. MATH WHICH PROVIDES A PUBLISHER READY COMPRESSION COURSE THAT IS A TWO YEAR SEQUENCE. SO ESSENTIALLY THREE COURSES ACROSS TWO YEARS. THE ACCELERATED SIX REFERS TO A COMPRESSION OF MATH SIX AND SEVEN AND THE ACCELERATED SEVEN REFERS TO A COMPRESSION OF MATH SEVEN AND MATH EIGHT WITHIN THE DESIGN OF AMPLIFIED DOES MOST MATH COMPRESSION COURSES THEY HAVE UTILIZED WHAT WE WOULD HAVE BEEN COMMONLY REFERRED TO AS A BRAIDED MODEL WHERE WITHIN A UNIT OF INSTRUCTION THEY HAVE LINKED
TOGETHER STANDARDS ACROSS GRADE LEVELS THAT ARE SEQUENCED AND MEANT TO COHERENTLY BUILD ON ONE ANOTHER. SO YOU'LL SEE WITHIN FOR EXAMPLE UNIT ONE OF ACCELERATED SEVEN CONTENT RELATED TO MATH SIX AND MATH SEVEN THAT IS A SPECIFIC DESIGN FOR AMPLIFY DOES MOST MATH THAT IS PROVIDED BY THE PUBLISHER. OKAY. JUST TO CLARIFY WOULD WOULD WE BE ABLE TO USE THIS AMPLIFY DECIMALS SEQUENCE? IS THIS WHAT WE WOULD PLAN TO USE IN THE SIX, SEVEN, EIGHT COMPRESSION THAT'S REFERENCED IN THE POLICY AND WOULD THAT COVER ALL OF THE STANDARDS IN MATH SIXTH, SEVENTH AND EIGHTH OR WOULD IT OMIT SOME IT IS THE CURRICULUM THAT WE WOULD USE WITHIN THE PILOTING OF COMPRESSION. WHAT I WOULD SAY IS THAT WITHIN COMPRESSION DESIGN THERE WILL ALWAYS BE THIS SKIPPING OF SOMETHING WHETHER THAT IS A LESSON, WHETHER THAT IS A STANDARD, WHETHER THAT IS A UNIT IT IS IMPOSSIBLE TO COVER 100% OF MATH SIX PLUS 50% OF MATH 7 IN 1 SCHOOL YEAR.
SO THERE WILL ALWAYS BE SOMETHING SKIPPED WITHIN COMPRESSION WHAT IS SKIPPED AND HOW MUCH IS SKIPPED DEPENDS ON THE DESIGN OF THAT COMPRESSION. THANK YOU. MY NEXT QUESTION IS ABOUT TRANSFER STUDENTS. >> SO IN THE POLICY AS CURRENTLY DRAFTED IT'S NOT CLEAR TO ME HOW THAT WOULD COVER TRANSFER STUDENTS. >> CAN YOU JUST SAY MORE ABOUT THAT QUESTION SO WE BETTER UNDERSTAND WHAT AT WHAT GRADE LEVEL YOU'RE TALKING ABOUT TRANSFER AND WHAT SPECIFICALLY IS THE CONCERN? >> SURE. LET'S SAY STUDENTS TRANSFER AND S.W.A.T. AT EIGHTH GRADE. WHAT DO THEY DO IN TERMS OF GETTING INTO ALGEBRA JUST BASED ON WHAT'S CURRENTLY IN THE POLICY? FOR EXAMPLE, IF THEY DON'T HAVE A STAR ASSESSMENT FROM MATH SEVEN THEN HOW WOULD WE DETERMINE WHETHER THEY'RE ELIGIBLE TO OPT OUT OF MATH? >> EIGHT I'M HAPPY TO ADDRESS THE CURRICULUM AND INSTRUCTION QUESTION IF YOU WANT TO TALK ABOUT THE ASSESSMENT QUESTION WITH STUDENTS TRANSFERRING IN,
I THINK WE'D HAVE TO CONSIDER WHEN THEY'RE TRANSFERRING IN. SO IF THEY'RE TRANSFERRING IN AT THE BEGINNING OF THE YEAR PARTICULARLY WHEN WORTH ADMINISTERING ASSESSMENTS WE CAN CERTAINLY DO AN OFF BOOK OR OFF THE WINDOW TYPE OF ASSESSMENT FOR THAT STUDENT AND THEN BE ABLE TO LOOK AT IT FROM THAT PERSPECTIVE BASED ON WHATEVER THRESHOLDS ARE CURRENTLY APPLIED. I WOULD WOULD IMAGINE THAT STUDENTS WOULD BE TRANSFERRING IN WITH GRADES FROM THEIR PREVIOUS SCHOOL DISTRICT THAT WE COULD ALSO ENTER IN BECAUSE THE CURRENT CRITERIA TO GET INTO THE AUTOMATIC ENROLLMENT PIECES THAT PROFESSOR D TALKED ABOUT IS TO HAVE A BASICALLY A GRADE OF C OR BETTER IN THE MATH COURSE AND THEN BASICALLY THE ASSESSMENT SCORE. AND SO THEN WE'D HAVE TO THINK ABOUT WHAT THE PROXY FOR THE ASSESSMENT SCORE WOULD BE. OKAY SO OKAY SO IT'S NOT ADDRESSED HERE BUT WE WOULD FIGURE SOMETHING OUT IS THE BASIC ANSWER. OKAY. >> SO SPEAKING OF THE ASSESSMENT SCORE, WHAT'S CURRENTLY IN THE POLICY C REFERS TO DEMONSTRATING AN OVERALL SCORE OF LEVEL FOUR
AND QUOTE UNQUOTE SECURE IN ALL THE C C US MATH STANDARDS ET CETERA ETC. AND THIS WOULD BE ON THE FALL AND WINTER SCORE REPORTS. THIS SEEMS LIKE AN EXTREMELY HIGH STANDARD TO BE APPLYING AND IT REALLY MAKES ME WONDER HOW MANY STUDENTS WOULD EVEN QUALIFY BASED ON THAT. WHEN I LOOK AT THE FACT THAT YOU KNOW, STUDENTS WHO HAVE A D IN ALGEBRA EIGHT I MEAN EXCUSE ME IN MATH EIGHT GO ON TO ALGEBRA ONE IN NINTH GRADE I'M A LITTLE PUZZLED BY THE EXTREME WHAT SEEMS TO BE A VERY, VERY PERHAPS EXCEPTIONALLY DEFINED LEVEL FOR STUDENTS TO REACH TO GET INTO MATH ONE I MEAN TWO ALGEBRA ONE CAN ANYONE COMMENT ON THAT? COMMISSIONER RAY CAN I CAN I JUST I'LL TAKE THAT FIRST AND THEN STAFF YOU CAN THE TEAM CAN CAN ADD MORE ACTUALLY TONIGHT I WAS GOING TO RECOMMEND A CHANGE IN THAT BUT BOARD POLICY AROUND THE WORDS AND SECURE BECAUSE WE ARE I WOULD LIKE TO PROPOSE TO REMOVE THAT THOSE TWO WORDS FROM THE BOARD POLICY BECAUSE WHEN WE RAN THE DATA WE DID SEE EXACTLY
THAT COMMISSIONER RAY THAT IT WAS EXTREMELY RESTRICTIVE. IT WOULD HAVE PREVENTED STUDENTS FROM ACCESSING THE OPT OUT OPTION. SO THAT'S WHY WE WERE RECOMMENDING TO REMOVE THOSE WORDS. WE ARE STILL RECOMMENDING TO TO MOVE FORWARD WITH KEEPING THE OTHER CRITERIA TO ESTABLISH ELIGIBILITY FOR OPTING OUT THOUGH. >> BUT FOR THOSE TWO WORDS AND SECURE WE WE ARE RECOMMENDING TO REMOVE OKAY THANK YOU FOR THAT ADDITIONAL INFORMATION. SPEAKING OF THE OTHER PARTS WHICH FOLKS WERE RAISING HERE ON INFORMED CONSENT, THE LANGUAGE HERE ALSO CAUSES ME CONCERN. THERE'S A REFERENCE TO STUDENTS AND PARENTS AND GUARDIANS OR GUARDIANS MUST MEET WITH OUR COUNSELOR TO OBTAIN SIGN PARENT GUARDIAN CONSENT FOR THE EXEMPTION. >> THAT STRIKES ME AS A PRETTY SIGNIFICANT POTENTIAL OBSTACLE ESPECIALLY FOR MANY WORKING
PARENTS AND ESPECIALLY GIVEN OUR COUNSELOR TO STUDENT RATIOS WHICH ARE QUITE HIGH. >> SO I'LL START AND THEN I WOULD LOVE TO MAYBE HAND IT OFF TO DR. STEINER TO FINISH BUT AGAIN THIS IS IN THE SPIRIT OF OF HAVING PARENTS AND YOUNG PEOPLE BE FULLY FULLY AWARE OF WHAT IT MEANS FOR THEM TO TO TAKE ON THE OPT OUT OPTION IF AGAIN IF THEY'RE ELIGIBLE FOR IT. SO WE JUST WANT TO MAKE SURE THAT YOUNG PEOPLE ARE MAKING DECISIONS BASED ON ACCURATE INFORMATION AND DATA THAT'S IN FRONT OF THEM IN TERMS OF HAVING THE OPPORTUNITY TO SIT DOWN WITH THEIR COUNSELORS AND AND HEAR THIS INFORMATION FROM COUNSELORS. IT'S VERY IMPORTANT. AND THEN FROM THERE IT'S MAKING SURE THAT PARENTS SIGN OFF ON THIS THE WAY THAT WE ENGAGE PARENTS TO SIGN OFF ON THIS, I AM GOING TO HAND IT BACK TO THE TEAM TO EXPLAIN BECAUSE I THINK WE WERE BACK AND FORTH ON WHAT WOULD THAT ACTUALLY LOOK LIKE TAKING INTO CONSIDERATION THAT PARENTS AND FAMILIES HAVE VERY RESTRICTED TIME AVAILABILITIES
AS WELL AS OUR COUNSELORS? >> DR. STEINER I MEAN MY BIAS IS GOING TO COME OUT HERE. I DISAGREE WITH THE INFORMED CONSENT AND THE OPTING OUT. SO I'M JUST GOING TO START BY SAYING I DON'T THINK ACADEMICALLY THIS IS GOING TO BE GOOD FOR STUDENTS AND OPERATIONALIZING IT IS GOING TO BE A CHALLENGE BECAUSE NOT ONLY WILL COUNSELORS NEED TO MEET AND WILL HAVE TO ENSURE THAT COUNSELORS HAVE INFORMED CONSENT TO THE POINT THAT SOMEBODY EARLIER MADE THAT WE NEED TO MAKE SURE THAT THEY'RE ROBUSTLY INFORMED WHICH IS GOING TO BE A CHALLENGE AND WILL LIKELY FALL ON PRINCIPALS ALREADY VERY FULL PLATES. I ALSO THINK IT'S GOING TO BE AN OPERATIONAL CHALLENGE OF WHAT WE'RE OFFERING BECAUSE WHEN WE BUILD A MASTER SCHEDULE RIGHT THE IDEA BEHIND THE SEVENTH PERIOD DAY WAS THAT THERE WAS A PERIOD OF ELECTIVE AND A PERIOD OF ACCELERATION NOT TO ELECTIVES OVER TIME THAT SHIFTED RIGHT BECAUSE WE DIDN'T HAVE ENOUGH ACADEMIC COURSES TO OFFER KIDS AND WE HAD MORE ELECTIVES BECAUSE OF THE WAY FUNDING SOURCES DEVELOPED AND BECAUSE THERE WAS A SHIFT IN LEADERSHIP AND WE PAUSED
INITIATE WONDER. AND SO WHILE WE WERE MOVING TOWARD EVERYBODY GETTING A SEVENTH PERIOD DAY, WE DID SLOW THAT DOWN AND POSIT AND WE STOPPED HAVING AS MANY ACCELERATION COURSES. >> IN AN IDEAL WORLD EVERY STUDENT WOULD HAVE ONE ACCELERATION COURSE AND ONE ELECTIVE COURSE AND WE'D ALL BE SEVEN PERIOD DAYS BUT IN ACTUALITY THAT'S NOT OPERATIONALLY POSSIBLE. CURRENTLY IN OUR FIXED FISCAL SITUATION. SO TO ANSWER YOUR OPERATIONAL QUESTION IT IS GOING TO BE CHALLENGING BECAUSE WHEN THEY BUILD THE SCHEDULE IF YOU'RE IN A SCHOOL LET'S TAKE APG FOR EXAMPLE AND THERE ARE 300 OR 400 EIGHTH GRADE STUDENTS AND 90 OF THEM ARE MEETING THE ACADEMIC THRESHOLD TO OPT OUT. THAT'S AN OPERATIONAL CHALLENGE TO MEET WITH 90 STUDENTS. BUT A BIGGER ACTUAL OPERATIONAL CHALLENGE IS WHAT ELECTIVE ARE THEY GOING TO HAVE DURING THE MATH AID PERIOD? BECAUSE WHEN WE BUILD A MASTER SCHEDULE WE ACTUALLY BUILD IT SO THAT MATH EIGHT ELA SOCIAL STUDIES ETC. ARE THERE AND THAT THEIR ELECTIVES ARE IN OTHER
PERIODS BECAUSE THEY DON'T NEED AN ELECTIVE DURING THAT BLOCK. SO IT IS GOING TO REQUIRE A LOT OF OPERATIONAL WORK BETWEEN NOW AND THE END OF THE YEAR TO MAKE THIS FEASIBLE. THIS WASN'T PART OF OUR ORIGINAL POLICY SO HAVING AN EXACT ANSWER RIGHT NOW ISN'T POSSIBLE BECAUSE I HAVEN'T ACTUALLY MET WITH THE PRINCIPALS ABOUT THIS YET. PRINCIPALS ARE GOING TO NEED TO THINK COLLECTIVE WITH ONE ANOTHER ABOUT HOW TO MAKE THIS WORK AND HOW TO DO THIS IN A WAY THAT ALSO DOESN'T SEGREGATE STUDENTS INTO PARTICULAR CLASSES BY RACIAL DEMOGRAPHICS. AND WE'RE GOING TO NEED TO BE REALLY CAREFUL ABOUT THAT WHEN WHEN THIS COMES TO PLAY AND WE'RE GOING TO HAVE TO TAKE IT INTO CONSIDERATION AS WE LOOK AT EACH STUDENT THAT MEETS THE ACADEMIC THRESHOLD TO OPT OUT THE INFORMED CONSENT PROCESS AND THEN WHAT THE OPTIONS ARE BECAUSE ALL OF THAT WILL IMPACT THEIR MASTER SCHEDULES AND THEIR FEES FOR ELECTIVES AS WELL. SO I DON'T HAVE AN EXACT ANSWER OF WHAT IT WILL LOOK LIKE YET BECAUSE I'M GOING TO NEED TO WORK WITH THE PRINCIPALS TO FIGURE THAT OUT. BUT WE WILL WE WILL DO THAT TO
ENSURE FAIR. I THINK I ALREADY USED THREE SECONDS OF MY TIME ASKING MY LATIN QUESTION BUT IT WAS FOUR BUT OKAY OKAY. >> OKAY. YEAH. DR. STEINER, I APPRECIATE IT BECAUSE I THINK THAT THE BARRIER TO OPTING OUT SHOULD BE VERY, VERY, VERY HIGH. WHAT WE'RE HEARING FROM ALL OF OUR PRINCIPALS, ALL OF THEIR TEACHERS, ALL OF OUR CENTRAL OFFICE STAFF, OUR RESEARCHERS ARE THAT MATH AID IS CRITICAL AND WE HAD SOME GREAT WEBINARS AND I APPRECIATE PRINCIPAL SHUMAN FROM APG REALLY HIGHLIGHTING THE FACT THAT THERE'S CERTAIN PARTS OF THE STUDENTS AT EPG WHO TOOK THE COURSE MS. LIKE AND IT'S NOT JUST ALGEBRA ALGEBRA ONE BUT WHAT THEY'RE SEEING THERE IS STUDENTS IN GEOMETRY NOW WHO OPTED OUT OF MATH EIGHT EVEN LIKE THERE'S SO MANY REPERCUSSIONS THAT WE'RE SEEING AFTER THE FACT SO THAT INFORMED CONSENT IS REALLY, REALLY KEY. AND I ALSO WANT TO POINT OUT NOT ALL STUDENTS WANT TO GET TO AP CALCULUS. I MEAN WE SHOULDN'T MAKE THE WE SHOULDN'T PREVENT STUDENTS FROM GETTING THE AP CALCULUS FOR SURE.
BUT NOT ALL STUDENTS WANT TO GET TO AP CALCULUS AND IN FACT AP STATISTICS OR PROBABILITY AND STATISTICS ARE EVEN MORE REAL WORLD RELEVANT FOR A LOT OF OUR KIDS. EVEN AS A MECHANICAL ENGINEER I CAN'T TELL YOU HOW MANY TIMES I USED MY CALCULUS IN MY REAL WORLD LIFE SO BUT I USED TO TEST X EVERY DAY. SO DOES IT MEAN YOU SHOULDN'T TAKE IT IF YOU WANT TO BE AN ENGINEER YOU ABSOLUTELY SHOULD. BUT I ALSO REALLY JUST APPRECIATE EVERYTHING WE'VE HEARD FROM OUR COMMUNITY AND AROUND THIS AND I'M REALLY, REALLY GRATEFUL FOR THIS POLICY COMING FORWARD NOW AND THE FACT THAT WE'RE ADDRESSING IT. >> WHAT I THINK I'M REALLY MOST APPRECIATIVE IS I THINK PROFESSOR D YOU MENTIONED IT IS THAT YOU KNOW, JUST TO CONTINUE WITH THE RESEARCH AND LEARNING AGENDA, RIGHT, THE FACT THAT WE WILL DO A MUCH LARGER PILOT OF COMPRESSION I MEAN LIKE AS WE'RE SEEING AS WE JUST SAW WITH OUR OUR GUARDRAILS OR OUR GOAL ONE AND GOAL TWO
CONVERSATIONS WE'RE ACTUALLY TAKING DATA AND WE'RE USING IT TO MAKE ADJUSTMENTS. I THINK THAT'S THAT IS A BIG CHANGE. I THINK IN PRACTICES THAT I'M SEEING IN OUR DISTRICT AND GIVES ME A LOT MORE CONFIDENCE MOVING FORWARD THAT WE ARE ACTUALLY GOING TO TAKE THE DATA FROM THE COMPRESSION PILOT OVER THE NEXT YEAR OR TWO YEARS AND ACTUALLY USE IT TO DRIVE PROGRAMING THAT WORKS BETTER FOR OUR STUDENTS. SO MY REAL QUESTION HERE IS THOUGH MOVING FORWARD ESPECIALLY BRADY EXPANDED WHATEVER IT IS LIKE DO WE HAVE ENOUGH CREDENTIALED MATH TEACHERS TO DO THIS? LIKE WHAT WE TALK ABOUT STRONG IMPLEMENTATION BUT LIKE WHAT PIVOTS DO WE NEED TO MAKE TO REALLY DO THIS WITH FIDELITY? IT'S A FANTASTIC QUESTION. COMMISSIONER FISCHER AS YOU SAID OUR ASSOCIATE SUPERINTENDENT OF H.R. JUST WALKED OUT OF THE ROOM. I KNOW THAT THIS IS SOMETHING THAT SHE'S VERY CONCERNED ABOUT
AND WE ARE WE YOU KNOW WE HAD A BUDGET MEETING WITH OUR OR WITH OUR ED SERVICES TEAM TODAY WE'RE SITTING DOWN WITH WITH OUR OUR STAFF AGAIN TOMORROW MORNING TO REALLY MAP THROUGH MAP OUT WHAT ARE THE NUMBER OF TEACHERS WE WOULD NEED TO MAKE THIS A REALITY AGAIN, THIS WAS HOW WE REALIZED THAT HAVING THE WORDS AND SECURE WAS TOO RESTRICTIVE BECAUSE THEY DIDN'T ALLOW ENOUGH STUDENTS THE OPTION TO OPT OUT AND AND SO WE ARE REGULARLY GOING THROUGH AND RUNNING THE DATA TO MAKE SURE THAT WE ALLOW STUDENTS WHO HAVE THEM WHO'VE DEMONSTRATED THEIR PROFICIENCY TO TO BE ABLE TO TO TAKE THE OPT OUT AND STUDENTS WHO NEED THE ADDITIONAL SUPPORTS TO BE ABLE TO STAY AND GET THAT ADDITIONAL SUPPORTS IN EXPANDED MATH. BUT WE ARE WORKING VERY HARD TO MAKE SURE THAT WE HAVE ENOUGH MATH TEACHERS IN ORDER TO FULLY IMPLEMENT THIS MEASURE FOR SURE. GOOD.
OKAY. OKAY. SO THERE ARE WELL FIRST AND FOREMOST THANK YOU SO MUCH FOR PRESENTING YOUR RESEARCH AND AND THANK YOU TO STAFF FOR FOUR FOR BRINGING FORWARD A PLAN THAT THAT I'M REALLY EXCITED BY AND I'LL SAY THIS SO THERE ARE A NUMBER OF FACTORS CHANGING FOR NEXT YEAR FOR MATH IN OUR SCHOOLS WE HAVE AN INCREASE IN MINUTES. WE HAVE CURRICULUM NEW CURRICULUM BEING IMPLEMENTED. WE HAVE PROFESSIONAL LEARNING THAT'S A CORE FOCUS AND AND COACHING THE COURSE PROGRESSION IS CHANGING ACROSS OUR SCHOOLS THE AND THEN WE TALKED A LITTLE BIT ABOUT MOTIVATION AND STUDENTS ABILITY TO TO OPT IN OPT OUT INTO THAT MOTIVATION CHOICE AND INVESTMENT FROM STUDENTS IS CHANGING HOW ARE WE UNDERSTANDING WHAT WILL ACTUALLY IMPROVE OUTCOMES NEXT YEAR AS ALL OF THOSE FACTORS CHANGE? LIKE CAN YOU WALK US THROUGH JUST HOW ARE WE THINKING THROUGH BECAUSE THERE'S A LEVEL
OF CHANGE MANAGEMENT HERE THAT IS QUITE SIGNIFICANT FOR OUR SCHOOLS AND OUR STUDENTS AND FAMILIES. HOW DO WE KNOW WHAT WORKS? WELL, I THINK I COULD ANSWER THAT BECAUSE I THINK THERE ARE SOME REALLY COMPELLING DESIGN OPPORTUNITIES TO GENERATE CREDIBLE EVIDENCE AROUND KEY DESIGN FEATURES OF THE EXPANDED PATH PILOT AND MY COLLABORATOR DR. HUFFAKER REFERENCED ONE OF THEM WHICH IS THAT OUR EXPECTATION IS THAT IF AUTOMATIC ENROLLMENT IS PROPERLY IMPLEMENTED THAT CREATES A UNIQUELY COMPELLING RESEARCH DESIGN BECAUSE YOU HAVE STUDENTS WHO ARE LIKELY TO FALL ON EITHER SIDE OF A THRESHOLD WHERE THEY'LL BE STRONGLY ENCOURAGED THROUGH THE OPT OUT DEFAULT TO PARTICIPATE IN ALGEBRA AND THAT'LL BE HAPPENING AT A LARGER SCALE THROUGHOUT THE DISTRICT UNDER THIS PROPOSAL. SO THAT IS A REALLY UNIQUE OPPORTUNITY TO SEE WHETHER THE
SUBSTANTIAL GAINS WE SAW IN THIS 1.0 PILOT SCHOOLS THAT HAD THE ALGEBRA ELECTIVE WILL GENERALLY RISE ACROSS THE DISTRICT AND PARTICULARLY THAT THAT EVIDENCE OF IMPACT WILL BE DEFINED FOR STUDENTS WHO ARE RIGHT AT THE MARGIN OF THE THRESHOLD. SO THERE'S ALSO A COMPELLING LEARNING AGENDA AROUND AROUND WHETHER WE HAVE THE THRESHOLD RIGHT BECAUSE AT SOME LEVEL IF YOU SEE STUDENTS ON JUST ONE SIDE OF A THRESHOLD OR ARE THRIVING RELATIVE TO STUDENTS ON JUST THE OTHER SIDE, THERE'S A CASE TO BE MADE FOR LOWERING THAT THRESHOLD IN A WAY THAT EXPANDS, YOU KNOW, THE TAKE UP OF MATH. SO SO I THINK THAT'S REALLY IMPORTANT. AND THEN ALSO ON THE BRAIDED COMPRESSION PILOT, TWO SCHOOLS WILL CREATE SOME OPPORTUNITY FOR LEARNING THERE AND IN PARTICULAR I THINK THE WORK THAT RESEARCHERS LIKE DR. HUFFAKER AND AND I WOULD UNDERTAKE WOULD BE HOW DO YOU CONSTRUCT A CREDIBLE COMPARISON
GROUP FOR THE CHANGE YOU OBSERVE AMONG STUDENTS PARTICIPATING IN THE BRAIDED COMPRESSION MODEL, YOU KNOW, AND AND THOSE WHO DON'T. AND SO WE WOULD HAVE TO LOOK TO OTHER CAMPUSES AND MAYBE AMONG SUBGROUPS OF STUDENTS WHO FOR WHATEVER REASON AREN'T PARTICIPATING IN ALGEBRA AND TRY TO IDENTIFY SOMETHING THAT MEETS HIGH RESEARCH STANDARDS FOR A COMPARISON GROUP. SO I THINK AROUND THOSE TWO KEY FEATURES OF THE PROPOSAL THERE ARE REALLY COMPELLING LEARNING OPPORTUNITIES THAT I KNOW WE AND I'M SURE OTHER RESEARCHERS WOULD LOVE TO TAKE UP. I WAS JUST ALSO GOING TO BUILD ON THAT BRIEFLY BY NAMING A LITTLE BIT ABOUT WHAT HASN'T CHANGED. SO JUST ONE OF THE POINTS OF COMPARISON THAT I DON'T ACTUALLY BELIEVE WE INCLUDED IN THE SLIDES BUT I WANTED TO NAME IS THAT AS FOLKS MAY REMEMBER WHILE THIS IS TECHNICALLY OUR FIRST YEAR OF IMPLEMENTATION OF AMPLIFIED DOES MOST MATH, WE DID HAVE A PRETTY EXPANSIVE PILOT OF
AMPLIFIED DOES MOST MATH IN THE 2425 SCHOOL YEAR AND ONE OF THE REQUIREMENTS WAS ACTUALLY THAT ALL TEACHERS ACROSS ALL OF THE ALGEBRA ONE PILOTS WERE ALL USED AMPLIFIED AS MOST MATH. SO WHETHER THEY WERE CONCURRENTLY ENROLLED IN MATH EIGHT AND ALGEBRA ONE OR SKIPPED MATH EIGHT OR WERE IN THE MATH EIGHT AND ALGEBRA ONE COMPRESSION COURSE AT ROOFTOP ALL OF THOSE TEACHERS OF ALGEBRA ONE ALL USED AMPLIFIED DECIMUS MATH SO THEY ACTUALLY DID EXPERIENCE SOME LEVEL OF CONSISTENCY ACROSS. AND THEN THE ONE OTHER PIECE THAT I DID WANT TO BUILD ON AND JUST TO GO BACK TO THAT COMPRESSION SCOPE AND SEQUENCE THAT WE ARE VERY EXCITED ABOUT IS THAT ONE OF THE BENEFITS IN THIS CASE IS THAT WHILE IT IS A COMPRESSION COURSE THAT MAKES USE OF MATERIALS ACROSS TWO COURSES IT DOES MAINTAIN THE SAME LESSON IN UNIT DESIGN AS THE MATH SIX SEVEN MATH EIGHT ALGEBRA ONE AND SO WITHIN
THE CONTEXT OF PROFESSIONAL LEARNING AND TEACHER COLLABORATION IT DOES PROVIDE US A SHARED CONSISTENT STARTING POINT FOR UNDERSTANDING DESIGN AND INSTRUCTIONAL PRACTICE AS RELATED TO GOAL TWO. AND I ALSO PIGGY BACK REAL QUICK ON THE THE LEVEL SETTING QUESTION. SO OBVIOUSLY WHEN WE WERE PUTTING THESE SLIDES TOGETHER THE OPTION TO OPT IN TO OPTING OUT OF THE EXPANDED MATH I CAN ALREADY TELL WE'RE GOING TO NEED TO REFINE OUR LANGUAGE A LITTLE TALKING ABOUT THIS IF WE HAVE AN OPT OUT THRESHOLD AND OPT IN TO OPT OUT THRESHOLD BUT WE DIDN'T TALK ABOUT THAT IN THE SLIDES BECAUSE THAT WAS A NEWER ADDITION BUT I CAN SHARE SINCE IT DOES SEEM LIKE THAT OTHER LEVEL THAT STAR WINTER SCORE POTENTIALLY DETERMINING THAT SECONDARY THRESHOLD TO ONLY TAKE ALGEBRA 1ST MAY BE RELEVANT JUST DESCRIPTIVELY BECAUSE IT MAYBE SPEAKS TO I THINK SOME OF THESE BROADER QUESTIONS WE DO SEE VERY LOW ALGEBRA REPETITION RATES AMONG STUDENTS THAT MEET ABOUT 8% AND EXCEED THAT SET LEVEL FOR ABOUT 3%. BUT AMONG STUDENTS AT THE
ALGEBRA FOR ALL CAMPUSES THAT WE'RE ONLY AT THAT APPROACHING THE LEVEL TWO IT WAS ABOUT 27% AND UP TO 53% AMONG STUDENTS WHO ARE AT THAT LEVEL ONE SO NOT YET BANNED OR BELOW LEVEL ONE I SUPPOSE THAT NOT YET BANNED. SO IT DOES SEEM LIKE THE LEVEL SETTING ON THAT OTHER THRESHOLD THAT IS BEING INTRODUCED IS ALSO GOING TO BE SOMETHING THAT HAS TO BE A PART OF THE LEARNING AGENDA. THANKS. VERY INTERESTING. I'M I WANT TO ASK ABOUT ALGEBRA PREPAREDNESS AND FOUNDATIONAL MATH. >> SO WE'VE TALKED A LOT ABOUT ALGEBRA ITSELF BEYOND THE IMPLEMENTATION OF CURRICULA AND ALL THE KIND OF MORE OBVIOUS THINGS AROUND TALK ABOUT COACHING AND LIKE CAN WE CAN WE JUST BRIEFLY TOUCH ON WHAT WHAT IS TAKING PLACE AROUND OUR EFFORTS AROUND FOUNDATIONAL MATH BECAUSE I THINK THERE'S SO MUCH ATTENTION ON WHAT'S HAPPENING IN EIGHTH GRADE AND IN THE MIDDLE YEARS BUT I'M VERY MUCH INTERESTED IN UNDERSTANDING WHAT IS OUR STRATEGY ON ENSURING FOUNDATIONAL MATH AND IN
STRENGTHENING THAT IN OUR MODEL . JUST AS ONE CLARIFICATION IN REFERENCING FOUNDATIONAL MATH, ARE YOU JUST WANT TO ARE WE TALKING ABOUT A GRADE BAND STANDARD SEQUENCE? >> I AM MOSTLY THINKING ABOUT K1 TO THANK YOU SO MUCH FOR THAT. I JUST WANTED TO CLARIFY SO ONE OF THE PIECES THAT I WILL JUST NAME IS WHILE WITHIN THE CONTEXT OF THE GOAL TO REPORT WE'VE REALLY FOCUSED BECAUSE OF GOAL TWO ON MIDDLE SCHOOL DATA WE HAVE CONTINUED TO COLLECT THAT SAME DATA ACROSS K FIVE FOR MATH AS WELL. SO WE HAVE ALL OF THE LEARNING WALK DATA IN BOTH ESSENTIAL CONTENT AND ACADEMIC OWNERSHIP ALSO PRESENT FOR K FIVE MATH I APOLOGIES FOR HAVING NOT INCLUDED AND SO ONE OF THE THINGS I WANTED TO JUST NAME WAS THAT AS ONE PART BUT ALSO TO SAY WE DO DEEPLY ANALYZE THAT DATA AS PART OF OUR WORK IN INSTRUCTIONAL CABINET AS
PART OF PROFESSIONAL DEVELOPMENT AND THEN TO NAME SPECIFICALLY AGAIN APOLOGIES FOR SORT OF THE BACK END FROM THE PROGRESS MONITORING IS THAT AT THE ELEMENTARY LEVEL IN K FIVE FOR EXAMPLE OUR INSTRUCTIONAL COACHES ACTUALLY ATTEND TO COACH NETWORK DAYS A MONTH ONE WITH A MATH FOCUS AND ONE WITH A LANGUAGE AND LITERACY FOCUS. SO AT THE ELEMENTARY LEVEL INSTRUCTIONAL COACHES DO SUPPORT IN THOSE TWO CONTENT AREAS AND WHAT I WOULD SAY FOR BETTER OR WORSE IS THAT AT THE ELEMENTARY LEVEL I THINK IN THE REALM OF ACADEMIC OWNERSHIP WE DO SEE SOMEWHAT SIMILAR TRENDS IN TERMS OF NEED TO STRENGTHEN THE PRACTICES RELATED TO ACADEMIC OWNERSHIP. STUDENTS EXPLAINING AND JUSTIFYING THEIR THINKING AND I WOULD SAY AT THE ELEMENTARY LEVEL THERE IS SORT OF THIS ADDITIONAL COMPONENT AND THAT HAS TWO DIFFERENT PIECES. ONE IS CERTAINLY OUR ELEMENTARY EDUCATORS HAVE GONE NOW THROUGH TO BACK TO BACK CURRICULUM ADOPTIONS WHICH IS NOT NOTHING
AND SO THERE IS A FAIR BIT OF WORK IN THE REALM OF INSTRUCTIONAL COACHES AROUND HOW DO YOU BALANCE TIME AND ENERGY IN YOUR ONE YEAR OR TWO? HOW DO WE YOU KNOW CERTAINLY WITHIN THE CASE OF ELEMENTARY AND IMAGINE LEARNING ILLUSTRATIVE MATH THAT IS I DON'T WANT TO SAY SIMPLE BUT IT IS A SIMPLER CURRICULUM DESIGN THAN LANGUAGE AND LITERACY BECAUSE IT DOESN'T HAVE THE SAME SET OF COMPONENTS AND SO YOU KNOW WHAT I WOULD SAY IS A FAIR BIT OF INSTRUCTIONAL WORK IS TRYING TO BOTH, YOU KNOW, BUILD CURRICULUM SPECIFIC PRACTICE WHILE ALSO YOU KNOW, SUPPORTING SOME OF THE SAME TRENDS AROUND INTERNALIZATION AND INQUIRY CYCLES AND COACHING. I WOULD SAY THE ONE OTHER PIECE THAT DOES SHOW UP A LITTLE BIT MORE IN THE ELEMENTARY REALM WHICH I THINK IS NOT A UNIQUE TO SAN FRANCISCO SITUATION IS BUILDING TEACHER CONTENT EXPERTISE IN MATH. I WOULD SAY SPECIFICALLY AT THE UPPER GRADES IN THREE 4 OR 5 WE DO FIND OUR TEACHERS TO BE I
THINK SOMEWHAT LESS COMFORTABLE WITH THE CONTENT AND DEPTH OF KNOWLEDGE IN THE STANDARDS AND SO THERE IS A COMPONENT RELATED TO THAT SUPPORT THAT IS AROUND SPECIFICALLY BUILDING TEACHER CONTENT EXPERTISE AND AS PART OF THE WORK OF SUPPORTING IMPLEMENTATION AND PROFESSIONAL LEARNING I FEELINGS ABOUT THAT BUT MOSTLY ROOTED AND NO SURPRISE INTERNALIZATION BUT I WILL TALK ABOUT THAT IN A SECOND. SO I WANT TO YOU KNOW JUST KIND OF TWO THINGS THAT I'M HEARING IN THIS AND GOING BACK TO ULTRAPAR A LITTLE BIT THAT I JUST WANT TO ACKNOWLEDGE ONE I FEEL LIKE ONE OF THE WE TALKED ABOUT THIS LAST TIME YOU PRESENTED MR. DR. D AROUND PART OF THIS CHALLENGE WITH ACCESS TO ALGEBRA WAS THAT WAS THAT IN PREVIOUS YEARS PREVIOUS MODELS, PREVIOUS GENERATIONS THERE USED TO BE SOMEONE AT A YOUNG AGE FOR A STUDENT WHO TOLD THEM THAT THEY COULD NOT DO MATH RIGHT AND SO THERE IS SOMETHING REALLY AMAZING ABOUT THE PROPOSAL IN FRONT OF US TODAY WHERE THIS AUTO ENROLL FUTURE ALLOWS FOR STUDENT WITHOUT SOME ADULT RANDOMLY TELLING THEM THAT THEY CAN'T DO
MATH BEING TOLD THAT THEY CAN WRITE. SO I THINK THAT'S A REALLY AMAZING INNOVATION PERHAPS OF THIS MODEL HERE WHERE WE'RE TELLING STUDENTS NO, SOME RANDOM ADULT IN YOUR COUNTRY FOR A SECOND YEARS IS NOT TELLING YOU WHETHER OR NOT YOU CAN DO MATH IF YOU CAN DEMONSTRATE MASTERY TO A CERTAIN EXTENT BY A CERTAIN TIME YOU SHOULD BE ABLE TO HAVE ACCESS TO ALGEBRA AND THAT MAKES SENSE AND I'M REALLY EXCITED TO HEAR THAT AND AND PERHAPS MOST EXCITED THEN ABOUT THIS OTHER UNREAL FUTURE THAT'S PART OF OUR PART OF OUR WORK. >> THE SECOND THING I WANT TO HOLD IS ALSO AND I'M GOING TO JUST TAKE ON THE LIBERTY OF BEING PRESIDENT RIGHT NOW THE SECOND THING BUT THE SECOND THING I'M GOING TO JUST LIKE HOLD AS A TENSION IS OUR CITY MADE A VERY CLEAR STATEMENT ABOUT WANTING ACCESS TO ALGEBRA FOR ALL KIDS WHO ARE READY. >> RIGHT.
AND AND I THINK WE CAN REASONABLY HOLD THAT DESIRE ALONGSIDE THIS OTHER DESIRE OF AGENCY FOR A STUDENT TO CHOOSE WHAT COURSE THEY TAKE AND AND WHAT IT MEANS TO TO OFFER A COURSE PROGRESSION MODEL THAT HONORS THAT RIGHT AND WE HAVE PUT A STAKE IN THE GROUND ALREADY JUST TO BE REALLY CLEAR ON EIGHTH GRADE ALGEBRA SUCCESS BEING A HUGE MILESTONE FOR OURSELVES SO MUCH SO THAT IT'S A GOAL ONE OF THREE AND IN THE SAME WAY THAT WE THINK OF THE BRILLIANCE OF TELLING A STUDENT THAT NO YOU CAN DO MATH. >> I THINK THERE'S THERE'S A THERE'S A FUTURE HERE IN OUR PROPOSAL WHERE WE CAN ALLOW A STUDENT TO SAY AND I WANT TO TO JUST DO THIS SO I CAN DO THIS OTHER THING WHETHER THAT'S A LANGUAGE OR AN ADDITIONAL ELECTIVE ART OR WHAT HAVE YOU THAT I DO THINK IS WORTH EXPLORING. RIGHT. AND AND IN THIS CASE OFFERING. SO I JUST WANT TO ACKNOWLEDGE THERE'S THAT TENSION AND AND DESIRE THAT LIKE IS BEING SOLVED FOR I THINK IN WHAT'S BEING PROPOSED WHICH WHICH I
CAN APPRECIATE AS AS SOMETHING THAT TO YOUR POINT IS SOMETHING TO BE STUDIED THIS COMING YEAR RIGHT WHICH GOES BACK TO THIS INFORMED CONSENT OF AS LONG AS FAMILIES ARE AWARE AND LONG AS STUDENTS ARE INFORMED OF WHAT IT MEANS TO NAVIGATE THIS TRADEOFF, IT MAKES SENSE TO ME THAT WE WOULD ALLOW THEM TO MAKE THAT TRADEOFF RIGHT. BUT I WILL GET OFF MY LITTLE SOAPBOX HERE AND SAY ANY OTHER QUESTIONS? OH OKAY. SO MANY QUESTIONS INCLUDING WELL TO TO THAT POINT I WOULD LIKE TO MOVE TO MAKE AN AMENDMENT TO THE EIGHTH GRADE MATH BOARD POLICY AND I HAVE GOT LANGUAGE THAT I PROVIDE ID TO MANUAL OR TO OUR COUNCIL MARK MR. MARTINEZ AND TO MR. TO HEO THAT PERHAPS THEY COULD HELP ME BY PROJECTING SO I CAN FOLLOW ALONG. IS THERE A UM YEAH I THINK I MEAN I DON'T HAVE PROJECTS. UM ONE THING I CAN ANSWER BUT ARE WE DOING THE MOTION FIRST
BEFORE PRESENTING OR SO COULD I COULD I WELL OH SORRY FOR OKAY. YES, I NEED A COPY. OKAY. COMMISSIONER RAY SECONDED DID SOMEONE MOTION DO YOU MOTIONED FOR THE AMENDMENT? YEAH I'D LIKE TO MOVE IT. JUST THE AMENDMENT AND HOPEFULLY EXPLAIN ITS CONTENT AND ALSO IF WE COULD GET PRINTOUTS THAT WOULD BE OH IDEAL. HOWEVER I GAVE AGAIN CAN WE PUT ON BOARD NEXT? I CAN WELL CAN I ADD IT TO THE YEAH CAN WE GIVE ME THREE MINUTES PLACES LIKE AN HOUR WITH ALL THE UM I GUESS I JUST HAVE TO I MEAN NORMALLY WE I JUST WE DON'T TWO AMENDMENTS AT NIGHT. OKAY SO WELL WHILE WE'RE WAITING TO GET THE THAT I'M JUST SAYING I'D LIKE TO JUST GIVE IT YEAH IT'S FRUSTRATING TO NOT HAVE SEEN IT I'M SURE THIS STUFF I'M HAPPY TO SHARE MAY I'M WONDERING CONSIDERING WE'RE WAITING FOR PRINTOUTS AND IT LOOKED LIKE A BUNCH OF US HAD HANDS RAISED IS THERE COULD WE WITHDRAW THE MOTION FOR NOW OR TABLE IT FOR NOW
AND LET THE REST OF US ASK OUR QUESTIONS WHILE WE WAIT? OTHERWISE I COULD YOU KNOW ME I COULD GIVE YOU I'VE GOT A BUNCH OF BAD MOM JOKES I CAN TELL YOU ALL WHILE WE WAIT BUT SO I DON'T THINK ANY INDIVIDUAL WHY DON'T WE JUST MOVE ON TO WHAT WHILE THE THERE'S A PRINTOUT BEING MADE IS THAT RIGHT? YES. OKAY. SO WHILE WE WAIT FOR THAT, WHY DON'T WE MOVE TO COMMISSIONER RAY TO ANSWER ANY YOU HAD A QUESTION. OH, I DO. BUT IF COMMISSIONER FISHER WANTS TO GO FIRST IT'S FINE WITH ME. I EITHER FIND REGARDLESS OF THE I DON'T THINK IT'S RELATED TO YOUR YOUR MOTION SO IT'S MORE JUST MY MY LAST QUESTION IS REALLY THE GOING BACK TO THE INTENT OF MOVING TO MATH 678A BIG PART OF IT WAS TO REDUCE THE TRACKING OF ALGEBRA IN EIGHTH GRADE AND THE HUGE DISPARITIES THAT WE HAD SO SUPERINTENDENTS SUE AND TEAM BUT SUPERINTENDENT SO WHAT ARE WE DOING WITH THE IMPLEMENTATION OF THIS NEW METHODOLOGY TO ENSURE WE DON'T JUST END UP BACK ON A TWO TIER
TRACT SYSTEM? >> OH WELL AS YOU HEARD FROM THE TEAM, THIS IS TECHNICALLY THE FIRST YEAR OF US TRANSITIONING INTO A NEW CURRICULUM, A NEW MATH CURRICULUM. FROM WHAT I'M HEARING AND WHAT I'M SEEING THERE'S THERE'S A LOT OF EXCITEMENT ABOUT IT, I THINK WELL, I DON'T THINK I BELIEVE THAT EDUCATORS ARE OUR TEACHERS ARE OUR LEARNING IT AND USING IT. I THINK THEY'RE THEY'RE STILL MORE PROFESSIONAL DEVELOPMENT THAT WE WOULD NEED TO PROVIDE SO THAT OUR TEACHERS WILL CONTINUE TO BUILD THEIR TOOLKIT TO TO TO IMPLEMENT IT. BUT HONESTLY IN ALL OF THE OBSERVATIONS THAT I'VE GONE INTO A CLASSROOM OBSERVATIONS THAT I'VE GONE INTO STUDENTS ARE REALLY, REALLY ENGAGED. THEY'RE THEY'RE THEY'RE USING ALL THE DIFFERENT TOOLS THAT COME WITH IMAGINE MATH. SO BECAUSE OF THAT BECAUSE OUR STUDENTS ARE REALLY ENGAGING IN OUR NEW MATH CURRICULUM, I FIRMLY BELIEVE THAT OVER TIME
WE'RE GOING TO BUILD LIFELONG MATH LEARNERS AND SO WE'RE GOING TO SLOWLY ROLL INTO A WORLD WHERE WE'RE GOING TO HAVE A LOT OF STUDENTS WHO ARE VERY CONFIDENT AND COMPETENT AND ARE ABLE TO GO RIGHT INTO ALGEBRA ONE AT A LATER TIME AND AND WE'RE GOING TO CONTINUE TO IMPROVE THE NEEDLE FOR ALL OF OUR STUDENTS. I BELIEVE THAT WE NEED TO CONTINUE TO FOCUS ON DELIVERING HIGH QUALITY INSTRUCTIONS AND THAT IS HOW WE'RE GOING TO NOT MOVE INTO TRACKING. HAVING SAID THAT, I ALSO KNOW THAT STUDENTS AND FAMILIES WHO CHOOSE TO REALLY FOCUS ON THE ARTS THEY'RE GOING TO MAKE DECISIONS FOR THEIR STUDENTS THAT IS GOING TO EMPHASIZE HAVING MORE OPPORTUNITIES AND ENGAGING IN THE ARTS OR STUDENTS WHO AND THEIR FAMILIES ARE GOING TO MAKE A DECISION THAT'S FOCUSED ON PARTICULAR ACADEMICS OR A PARTICULAR TYPE OF A CLASS BY THE TIME OF THEIR HIGH SCHOOL YEAR THEY'RE GOING
TO THEN FOCUS THEIR ENERGY INTO GETTING INTO THAT PARTICULAR PATHWAY. THOSE ARE OPTIONS IN MY MIND THOSE ARE HOW FAMILIES GET TO CHOOSE AND THOSE ARE THE OPTIONS THAT WE'RE GOING TO MAKE AVAILABLE TO OUR STUDENTS AND TO OUR STUDENT COMMUNITY. HAVING OPTIONS WITHIN SFE SD WILL LIFT ALL BOATS AND IN THOSE OPTIONS MEANS THAT WE NEED TO CONTINUE TO PROVIDE HIGH QUALITY INSTRUCTION. A RISING TIDE ONLY LIFTS THE BOATS THAT DON'T HAVE HOLES IN THEM SO I THINK THAT TO TO SO HENCE THE IMPORTANCE ON A HIGH QUALITY CURRICULUM IN THE EARLY GRADES TO MAKE SURE THAT EVERYONE IS READY. AND AS WE DISCUSSED EARLIER A ROBUST MTSU SYSTEM TO ENSURE THAT EVERYONE HAS ACCELERATION OPTIONS IF THEY'RE NOT WHERE THEY NEED TO BE. SO I THINK THE LAST PART OF MY QUESTION IS REALLY IN THE SPIRIT OF LEARNING WHAT WILL BE OUR INFLECTION POINTS TO MAKE SURE THAT WE'RE NOT CREATING THIS TWO TIERED SYSTEM. I CAN TAKE THAT IF YOU WANT. SURE.
I MEAN I THINK COMMISSIONER FOR YOU BRING UP A REALLY GOOD POINT THAT'S VERY INTERESTING TO ALL OF US THAT ARE SITTING HERE. I MEAN I THINK WE'RE REALLY INTERESTED TO TO PROFESSOR DEE'S POINT OF LIKE WHAT ARE THE QUESTIONS AROUND CONTINUOUS IMPROVEMENT THAT WE WANT TO PUT INTO PLACE TO STUDY THE EFFECTS OF THIS NEW POLICY ON OUR STUDENTS AS THEY GO FORWARD? AND I MEAN PART OF A SPIRIT OF THIS TO GO BACK TO WHAT I SAID EARLIER AROUND THE SEVENTH PERIOD DAY IS ACCELERATION AND ELECTIVE. AND SO IF WE FUND IF WE PASS THIS MATH POLICY AND THEN WE FUND THE AFTER RELATED ONE OF THE THINGS THAT I THINK DEVIN DID A REALLY GOOD JOB IN THINKING ABOUT IS WE DON'T GIVE A SCHOOL THE POINT TO THEY MIGHT NEED FOUR WHO'S MEETING THE MINIMUM THRESHOLD OR WHATEVER WE'RE CALLING IT CRITERIA FOR FOR AUTOMATIC ENROLLMENT BUT RATHER WHEN YOU GET TO POINT TWO YOU GET THE 1.0 AND THAT 1.0 THEN OFFERS OPPORTUNITIES FOR ACCELERATION IN SIXTH GRADE AND SEVENTH GRADE SO THAT MORE AND MORE STUDENTS ARE ABLE TO ACCESS ALGEBRA IN THE EIGHTH GRADE AND THAT SIMILARLY AS WE
CONTINUE TO GET BETTER ILLUSTRATIVE MATH AT THE AT THE TK5 LEVEL THAT WE'RE HOPING MORE AND MORE STUDENTS ARE GOING TO BE PREPARED AS THEY GET INTO MIDDLE SCHOOL. RIGHT. IF WE'RE JUST FOCUSED ON ALGEBRA WE'RE MISSING THE POINT COMPLETELY BECAUSE BY THE TIME KIDS ARE READY FOR ALGEBRA, READY FOR ALGEBRA IN THE EIGHTH GRADE WE'VE ALREADY TRACKED THEM AND SO WE REALLY WANT TO PAY ATTENTION TO THAT WAY EARLIER FROM MY PERSPECTIVE AND I KNOW THAT PROFESSOR D ALSO MIGHT HAVE HAD SOMETHING THAT I JUST BRIEFLY WANTED TO ADD THE THE EMBRACE OF DISTRICT WIDE AUTOMATIC ENROLLMENT IN THE PROPOSAL ALSO SPEAKS DIRECTLY TO THIS CONCERN BECAUSE IT HELPS ENSURE ACADEMICALLY QUALIFIED STUDENTS REGARDLESS OF THEIR BACKGROUND AND YOU KNOW THE OTHER BIASES AND FACTORS THAT MIGHT EXIST ARE GOING TO BE NUDGED IN TO TAKING ALGEBRA AND WE GOT A KIND OF LOWER BOUND PROOF ON THE POWER OF THAT JUST BY LOOKING ACROSS THE SIX ALGEBRA AS AN ELECTIVE CLASSES I
MENTIONED THREE OF THEM DID SOMETHING WEAKER THAN AUTOMATIC ENROLLMENT. THEY ENCOURAGE STUDENTS WHO MET THE CRITERIA TO TAKE ALGEBRA AND WE SAW AS WE LOOKED ACROSS THE THREE CAMPUSES THAT OFFERED NO ENCOURAGEMENT TO THE THREE THAT DID THAT ACADEMICALLY QUALIFIED VOCAL STUDENTS PARTICIPATION IN ALGEBRA INCREASED FROM 59% TO 85%. AND SO I THINK THAT'S A LOWER BOUND ON THAT KIND OF LAST MILE PROBLEM WE OFTEN HAVE WITH WITH INNOVATIONS EVEN IF WE WE DO ALL THE HARD WORK OF GETTING KIDS TO WHERE THEY SHOULD BE IN ALGEBRA READINESS, AUTOMATIC ENROLLMENT CAN HELP ENSURE THEY THEY END UP IN THE CLASS FOR WHICH THEY'RE QUALIFIED. THANK YOU. THAT HELPS AND A DATA POINT THAT GOES TO THAT IS PRINCIPAL ROSEBORO SAID DURING THE THE CONVERSATION ABOUT APTOS THAT OUT OF THE TWO YEARS OF THEIR PILOT AND THEY WERE ONE OF THE SCHOOLS THAT HIGHLY ENCOURAGED OR AUTO I THINK AUTO ENROLLED ACTUALLY THEY ONLY HAD THREE
STUDENTS WHO ENROLLED WHO ENDED UP LEAVING THE CLASS OR OPTING OUT THROUGH. SO I THOUGHT THAT WAS REALLY FASCINATING AND WONDERFUL TO HEAR. I'M STARTING OVER WITH THREE, RIGHT? I'M NOT OH, OKAY. >> OKAY. I WASN'T SURE IF WE HAD A LIMIT OR NOT. OKAY. I WOULD LIKE TO FOLLOW UP ON THE QUESTION I ASKED EARLIER. SUPERINTENDENT SUE, YOU MENTIONED DELETING TWO OF THE WORDS THAT RESTRICTED THE POOL TOO MUCH. CAN I ASK WHAT NUMBER DO YOU BELIEVE STUDENTS WOULD BE ENROLLING OR WOULD BE ELIGIBLE WITH THOSE WORDS DELETED YOU WERE INDICATING THAT YOU HAD SOME TYPE OF THING TO DETERMINE BUT WELL IT JUST IT WAS TOO RESTRICTIVE OF A CRITERIA AND SO THAT'S WHY WE ARE PROPOSING TO WE REMOVE THOSE TWO WORDS FROM THE ORIGINAL BOARD POLICY FROM THE BOARD POLICY THAT I HAD ISSUED LAST WEEK WHAT MY MY GOAL IS TO MAKE SURE THAT WE ALLOW STUDENTS WHO
ARE PROFICIENT TO BE ABLE TO OPT OUT. WE WANT TO MAKE SURE THAT STUDENTS HAVE THE THE THE CONFIDENCE AND THE SKILL SETS IN ORDER TO BE SUCCESSFUL. WE DO NOT WANT TO SET UP STUDENTS TO BE FRUSTRATED AND TO FAIL. WHAT YOU'VE HEARD FROM PROFESSOR D IS THAT IF STUDENTS MISS OUT ON FUNDAMENTAL COMPONENTS OF MATH EIGHT THEY'RE GOING TO STRUGGLE NOT ONLY IN ALGEBRA BUT ALSO IN THEIR HIGH SCHOOL CAREER FOR SUBSEQUENT MATH CLASSES. AND I KNOW THAT WE ALL THINK OUR OUR CHILD CAN CAN DO AMAZING THINGS BUT UNFORTUNATELY IT IS GOING TO BE BASED ON SOME LEVEL OF PROFICIENCY. AND SO WE WERE LOOKING AT THE STAR TEST AND I AM LOOKING AT THIS AS WELL NOW BUT WE'RE LOOKING WE WERE LOOKING AT STAR TEST RESULTS IN THE SEVENTH GRADE IN THE FALL AND THE WINTER TEST RESULTS BECAUSE
THAT IS GOING TO GIVE US A GLIMPSE INTO OUR STUDENTS ABILITY TO REALLY GRASP COMPLEX CONCEPTS THAT WILL THEN SET THEM UP TO TO ENTER INTO ALGEBRA ONE AT A MINIMUM WITH WITH WITH BASELINE SKILLS AND BASELINE KNOWLEDGE. WE DO NOT WANT TO SET THEM UP TO FAIL WAS THERE SO JUST TO GET A BALLPARK WAS THERE A BALLPARK FIGURE OF HOW MANY STUDENTS YOU FELT WOULD QUALIFY IF YOU TOOK OUT THOSE WORDS? NO, THERE IS NO THERE'S NO CAP. I'M SURE YOU GUYS THERE'S NO CAP BUT THERE WAS DEFINITELY A MINIMUM I THINK WITH THE WORDS IN IT. I THINK WE ONLY WE WOULD ONLY QUALIFY LIKE 23 STUDENTS WHICH JUST DOESN'T SEEM APPROPRIATE WITHOUT THE WORDS IN IT. THERE'S A MUCH LARGER PERCENTAGE OF STUDENTS JUST DO YOU WANT TO ADD BOY YEAH. >> WHEN YOU LOOK AT LEVEL FOUR FOR BOTH STAR ASSESSMENTS IN THE SEVENTH GRADE IT WOULD BE ABOUT 499 STUDENTS IS WHAT WE'VE MODELED AT THIS POINT. THANK YOU. OKAY. SO MY NEXT QUESTION ON TO FOLLOW UP ON THAT.
DO YOU KNOW WHAT PERCENTAGE OF UH STUDENTS IN A GIVEN GRADE LEVEL THAT IS IN MIDDLE SCHOOL SAY 3900 SO ABOUT 1,718%, 20% AT MOST APPRECIATE THAT. SO WITHOUT WITHOUT THE AND SECURE AS PART OF THE IMPLEMENTATION STRATEGY WE'RE LOOKING AT AROUND 500 STUDENTS THAT WOULD QUALIFY SO IT'S 500 OUT OF APPROXIMATELY 4,008TH GRADERS IS THAT CORRECT RENE 13% SOMEONE SOMEONE TOOK 12.5% . SO AS OF MARCH 18TH THERE'S 3286 SEVENTH GRADERS CURRENTLY. SO THAT WOULD BE 15%. >> I JUST DID THE CALCULATION OKAY THAT HAVE THE LEVEL FOUR IN BOTH FALL AND WINTER STAR FOR SEVENTH GRADE. OKAY. THAT'S STILL A QUITE HIGH THRESHOLD ESPECIALLY SINCE IT'S FALLEN WINTER OF SEVENTH GRADE. BUT I APPRECIATE THE INFORMATION. >> >> I HAVE A COUPLE OF OTHER QUESTIONS AS WELL. UH, I WANTED TO FOLLOW UP ON SOMETHING THAT COMMISSIONER FISHER WAS SAYING, YOU KNOW,
ABOUT EQUITY AND SO FORTH AND AVOIDING A TWO TIER SYSTEM AND JUST NOTE THAT THE THERE WAS LEGISLATION INTRODUCED A WHILE BACK BY SENATOR BOOKER AND REPRESENTATIVE CASTRO AROUND THIS TYPE OF PROBLEM IS AIMED AT INCREASING ACCESS TO YOU KNOW, ACCESS TO HISTORICALLY DISADVANTAGED GROUPS FOR INSTANCE TO ALGEBRA AND THEY WERE POINTING OUT THAT THE LACK OF ALGEBRA ACTUALLY IS WHAT DISADVANTAGES STUDENTS WHO ARE FROM THOSE GROUPS THE LACK OF ALGEBRA IN EIGHTH GRADE IF THEY DON'T GET THESE OPPORTUNITY IS IN OUR PUBLIC SCHOOLS. MANY KIDS TEND NOT TO GET THEM AT ALL. SO I THINK THAT'S ACTUALLY A REALLY IMPORTANT THING IN THE AUTO ENROLLMENT STRATEGY REALLY HELPS TO BOOST IN THAT IN THAT RESPECT. SO OKAY, SOMETHING ELSE I WAS CONCERNED ABOUT AROUND THIS IS ACTUALLY THE IMPACT ON OUR ON OUR ARTS PROGRAMS ON ARTS AND MUSIC AND VARIOUS OTHER THINGS IF WE ARE ESSENTIALLY FORCING KIDS WHO WANT TO TAKE ALGEBRA INTO TO TAKING TO MATH
CLASSES IN ORDER TO DO THAT WE ARE PUTTING PEOPLE TO A CHOICE THAT I FEEL IS NOT APPROPRIATE FOR PERSONALLY FOR THE SCHOOL DISTRICT TO MAKE. I FEEL THAT WE SHOULD LEAVE THAT TO INDIVIDUAL STUDENTS AND FAMILIES TO DECIDE WHAT'S BEST FOR THEM. BUT I ALSO WORRY A GREAT DEAL THAT THIS WILL HAVE A HEAVY IMPACT. WE ARE IT'S ACTUALLY A VERY POSITIVE THING. IT'S ONE OF THE MAJOR DRAWS IN OUR SCHOOL DISTRICT THAT WE HAVE SUCH GOOD ARTS AND MUSIC PROGRAMS AND PUTTING THOSE TWO THINGS AGAINST EACH OTHER IS REALLY TROUBLING TO ME. SO YOU KNOW, HAVING THE OPPORTUNITY FOR KIDS THAT ARE DECIDE TO TAKE ALGEBRA INSTEAD OF MATH EIGHT MEANS THAT THEY COULD CONTINUE TO TAKE THOSE OTHER ELECTIVE COURSES AND THAT WE COULD CONTINUE TO HAVE STRONG PROGRAMS IN THOSE AREAS WHICH I THINK ARE SIGNIFICANT STRENGTHS OF OUR SCHOOL SYSTEM. SO I WANTED TO ASK IF ANYBODY HAD LOOKED AT THIS ASPECT LIKE ANALYZED WHAT THE IMPACT WOULD BE ON OUR ARTS AND MUSIC PROGRAMS, YOU KNOW IN A MORE LIKE FORCED CHOICE SYSTEM VERSUS WHERE FOLKS COULD CHOOSE TO TAKE ALGEBRA INSTEAD OF MATH
EIGHT I MEAN I CAN JUST SPEAK TO WHAT IT LOOKS LIKE RIGHT NOW IN THE SCHOOLS THAT HAVE ALGEBRA WHAT WE CALLED AS AN ELECTIVE VERSUS EXPANDED MATH IS WHAT WE'LL CALL IT NOW WE'RE NOT SEEING A REDUCTION IN ARTS PARTICIPATION IN PLACES LIKE APTOS WHERE MR. ROSEBORO HAS NOW NAMED RENAMED HIS SCHOOL AFFECTIONATELY THE AFTER SCHOOL OF PERFORMING ARTS. YOU KNOW KIDS HAVE SEVEN PERIODS AND THERE ARE TIMES WHERE A STUDENT NEEDS TO TAKE HIM AT LIKE AS I MENTIONED BEFORE AN ACCELERATION OR AN INTERVENTION CLASS DURING ONE OF THOSE SEVEN PERIODS AND THEN THE OTHER CLASS THEY HAVE OPEN TO TAKE ANY NUMBER OF COURSES THAT SOMETIMES ARE ARTS BASED AND SOMETIMES THEY'RE OTHER BASED, RIGHT? THERE ARE KIDS WHO CHOOSE NOT TO TAKE AN ARTS ELECTIVE IN ALL THREE YEARS OF THEIR OF THEIR MIDDLE SCHOOL THEY TAKE AN EXTRA COMPUTER SCIENCE CLASS OR A STEAM CLASS OR A STEM CLASS. SO THAT'S TRUE AND IN SOME CASES THEY TAKE MULTIPLE ELECTIVES BECAUSE THEY DON'T REQUIRE AN ACCELERATION OR AN INTERVENTION CLASS. SO WE HAVEN'T SEEN A REDUCTION
IN ARTS PARTICIPATION IN THE PLACES WHERE THE ELECTIVE EXISTS RIGHT NOW. >> THAT COULD BE TRUE IN A SEVEN PERIOD DAY CLASS. >> I CAN'T REALLY SPEAK TO THAT BUT MY DAUGHTER GOES TO AP UNITY WHERE THERE IS NOT SEVEN PERIODS. THERE IS NO QUESTION THAT IF SHE WERE IN THIS SITUATION WHICH SHE WE WILL BE DECIDING IF SHE'LL BE DECIDING WHAT SHE WANTS TO DO AND YOU KNOW, WE WILL PROBABLY DEFER TO WHAT SHE WOULD LIKE TO DO ON THAT. SHE WOULD EITHER HAVE TO CHOOSE CHOIR OR ALGEBRA. THERE WOULDN'T BE ANOTHER WAY THAT I KNOW OF FOR HER TO BE ABLE TO TAKE THAT. >> YEAH. I MEAN I THINK AT APOGEE IT'S A PARTICULARLY INTERESTING SITUATION, RIGHT? STUDENTS AT AP RIGHT NOW NOT ALL OF THEM HAVE ACCESS TO AN ELECTIVE. RIGHT? BECAUSE IN THE SIXTH PERIOD DAY STUDENTS THAT ARE REQUIRED TO TAKE AN L D COURSE DON'T GET AN OPTION TO TAKE A A CHOIR COURSE OR TO ACTIVE THEY HAVE TO TAKE THEIR L D COURSE. SO RIGHT NOW WITH PRINCIPAL SCHUMANN WE'RE TALKING ABOUT HOW TO ADD A ZERO PERIOD SO THAT STUDENTS WHO WANT TO TAKE THE ALGEBRA ELECTIVE STILL HAVE
THE OPPORTUNITY TO HAVE AN ELECTIVE AND ALSO THE ALGEBRA COURSE AND SO WE HAVEN'T YET FIGURED THAT OUT. RIGHT BECAUSE AGAIN THIS THIS CONVERSATION IS IS NASCENT AND SO FIRST WE NEED TO ENSURE THAT WE HAVE PROPER FUNDING WHICH WE ONCE THIS MATH POLICY WILL HAVE IN PLACE AND THAT WE NEED TO WORK ON THE MASTER SCHEDULE AND THE IMPLICATIONS ON THOSE MASTER SCHEDULE. BUT WE'RE LOOKING TO SCHOOLS LIKE HOOVER WHO RUN A WHO RUN A SIX PERIOD PLUS TO ZERO PERIOD AND ONE OF THE REASONS WE CHOSE HOOVER FOR THE BRAIDED COMPRESSION IS BECAUSE NOT ONLY DO THEY HAVE A SIX PERIOD PLUS ZERO PERIOD BUT THEY ALSO HAVE A LANGUAGE PROGRAM THAT IMPACTS THREE QUARTERS OF THEIR SCHOOL. SO EVEN WITH THE ZERO PERIOD AND AND THE LANGUAGE PROGRAM THEY WERE STILL HAVING A FORCED CHOICE TO COMMISSIONER HOLDING'S POINT ABOUT LANGUAGE VERSUS VERSUS ALGEBRA WHEREAS IN OTHER PLACES THEY DON'T HAVE THAT FORCED CHOICE BECAUSE THEY ACTUALLY HAVE THE SEVEN PERIODS. SO WE WANT TO MODEL WHAT WE'RE GOING TO DO AT A PG AFTER WHAT WE'RE THINKING ABOUT IN HOOVER AND ENSURE THAT THERE'S ACCESS FOR STUDENTS IN EIGHTH GRADE TO
TAKE BOTH IF THEY WANT TO. WE JUST DON'T YET HAVE THAT PLANNED OUT BUT WE WILL THANK YOU FOR THE INFO. I THINK MY LAST QUESTION AT LEAST THAT I CAN THINK OF FOR NOW IS I GUESS ANY MORE OF A COM IS ALSO BUILDING I THINK ON COMMISSIONER FISHER I THINK YOU WERE THE ONE WHO MENTIONED IT BUT ABOUT YOU KNOW BUILDING A BETTER EARLY LEARNING EXPERIENCE I CAN'T IMAGINE THAT ANYBODY WOULD DESIGN THE MATH SYSTEM TO SAY THAT THE WAY THAT WE'RE GOING TO FIX OUR PROBLEMS IN MATH IS BY HAVING KIDS TAKE TWO MATH CLASSES IN EIGHTH GRADE LIKE THIS IS NOT THIS SEEMS TO BE LIKE AN SFD THING AND A SOLUTION TO A PROBLEM THAT THAT WE OURSELVES HAVE CREATED OVER THE YEARS. HOWEVER WELL-INTENTIONED PEOPLE'S YOU KNOW, PEOPLE'S IDEAS MAY HAVE BEEN THEY DIDN'T ACTUALLY WORK OUT. THEY DIDN'T ACTUALLY PRODUCE A MORE EQUITABLE SYSTEM OR REDUCE THE ACHIEVEMENT OR OPPORTUNITY GAP. SO I WOULD VERY MUCH LIKE TO SEE US BUILD A MUCH BETTER FOUNDATION ON THE WAY UP AND FRANKLY CATCH UP WITH OTHER SCHOOL DISTRICTS THAT ARE
AROUND US AND LIKE WE WE ARE BEHIND WE ARE DISADVANTAGING OUR KIDS BY WHAT WE'RE DOING COMPARED TO MANY OTHER SCHOOL DISTRICTS RIGHT AROUND US AND CERTAINLY COMPARED TO THE REST OF THE WORLD. I'M ALWAYS KIND OF SURPRISED BY HOW PEOPLE THINK ABOUT ALGEBRA HERE IS IT'S BEEN SOME TERRIBLY DIFFICULT THING. I FEEL LIKE IN MY OWN EXPERIENCE AND IN MANY OTHER PLACES AROUND THE WORLD THIS IS A NORMAL PART OF A MATH SEQUENCE. IT'S NOT VIEWED AS SOME TREMENDOUS THING AND ALONG WITH THE EXPECTATIONS IDEA IT'S LIKE IF THAT'S THE WAY THAT YOU TREAT IT AND YOU BUILD UP TO IT AND TEACH PEOPLE TO DO IT, IT'S JUST PART OF WHAT THEY DO. THANKS COMMISSIONER ALEXANDER I'M STRUGGLING WITH THIS CONVERSATION BECAUSE I FEEL LIKE WE HAVE SERIOUS ASLI DEVIATED FROM STUDENT OUTCOMES FOCUS GOVERNANCE. I FEEL LIKE WE'RE HAVING A CONVERSATION THAT IS TRYING TO MICROMANAGE STAFF ON HOW TO MEET OUR GOAL TOO AND IT'S DEEPLY CONCERNING TO ME BECAUSE I THINK THAT IF WE'RE GOING TO DO THAT LIKE IF WE'RE GOING TO
AND RESPECTFULLY I THINK THIS AMENDMENT, YOU KNOW, EXEMPLIFIES THAT LIKE I THINK IF WE'RE GOING TO GOVERN FROM THE DAIS AND MANDATE HOW THEY DO ALGEBRA THAT THAT IS THAT'S THE BOARD RUNNING OUR SCHOOLS. AND SO IF WE'RE DECIDING AS A BOARD THAT WE WANT TO ABANDON STUDENT OUTCOMES FOCUSED GOVERNANCE AND SAY YOU KNOW WHAT SUPERINTENDENT, WE GOT THIS YOU DON'T HAVE TO FIGURE THIS OUT ANYMORE BECAUSE WE'RE GOING TO MAKE THE DECISIONS THEN LET'S JUST SAY THAT AND I'VE GOT LOTS OF ISSUES AS AN EDUCATOR I GOT LOTS OF OPINIONS THAT I WOULD LOVE TO GIVE AND I'D BE HAPPY TO ENGAGE IN THESE DEBATES. BUT I THOUGHT THAT WE SAID WE WEREN'T GOING TO DO THIS. I THOUGHT WE SAID WE WERE GOING TO SET BACK OF THEM OF GOALS AND TRUST THE SUPERINTENDENT TO COME UP WITH STRATEGIES AND THEN VOTE THEM UP OR DOWN AND SHE'S COME TO US WITH A STRATEGY WHICH FRANKLY MY UNDERSTANDING IS BOARD MEMBERS ALREADY INFLUENCE THE PROCESS BECAUSE THE EDUCATORS SAID THEY DIDN'T WANT TO HAVE AN OPT OUT. CORRECT ME IF I'M WRONG ASSISTANCE TO BRILLIANT SIGNER
BUT BASED ON YOUR COMMENTS EARLIER IT SOUNDED LIKE THE OUR EDUCATORS WHO ARE THE EXPERTS WHO ARE DEVELOPING AN EDUCATIONAL STRATEGY TO MEET GOAL TWO SAID WE DON'T WANT AN OPT OUT BECAUSE WE LOOKED AT THE DATA FROM STANFORD AND WE SAID THAT THE BEST WAY TO SERVE OUR KIDS IS TO HAVE EXPANDED MATH. YOU HAVE TO HAVE THE TWO PERIODS. SO NOW WE'VE ALREADY BASED ON BEHIND THE SCENES BOARD PRESSURE SAID OKAY, WE'VE PRESSURED THE SUPERINTENDENT TO CHANGE YOUR MIND SO NOW SHE'S SHE'S SHIFTED AND HAD AN OPT OUT WHICH OKAY FINE YOU KNOW THAT'S ME THAT WAS HER DECISION AND NOW WE'RE LOOKING AT AN AMENDMENT WE'RE CRITICIZING THE THE DECISION. SO AGAIN, IF IF WHAT WE'RE SAYING IS WE WANT TO ABANDON STUDENT CONTROL BECAUSE GOVERNANCE BUT BUT IF WE'RE GOING TO DO THIS, I THINK IT ALSO IT'S HARD TO HOLD OUR SUPERINTENDENT ACCOUNTABLE FOR RESULTS BECAUSE WE'RE NOT ALLOWING HER TO TO TRY THE STRATEGY AND LOOK AT THE DATA SHE'S PRESENTED US WITH DATA. >> SHE'S BROUGHT A PROFESSOR FROM STANFORD SAYING LOOK, THIS IS MY DATA BASE STRATEGY AND WE AS THE BOARD ARE SAYING WE WANT TO WE KNOW BETTER.
I HAVE REAL CONCERNS WITH THIS RESCHEDULING. SO I IF NOW THAT EVERYONE DOES HAVE A WRITTEN COPY I WOULD LIKE TO JUST DESCRIBE THE AMENDMENT AND THE PURPOSE AND RESPOND I THINK TO COMMISSIONER ALEXANDER'S CONCERNS. SO MY GOAL IS NOT TO MICROMANAGE THE SUPERINTENDENT AND I HAVE SPECIFICALLY DRAFTED AN AMENDMENT THAT DOES NOT ACTUALLY DESCRIBE ANY PARTICULAR CUT OFF FOR ELIGIBILITY TO OPT OUT. MY GOAL IS TO REPRESENT COMMUNITY VALUES ON THE BOARD AND WHAT I HAVE HEARD VERY LOUD AND CLEAR AND WHAT I SEE REFLECTED IN THE DATA IS THAT MORE STUDENTS WILL ACCESS ALGEBRA IF THEY'RE ABLE TO MAKE THE CHOICE OF WHAT IS BEST FOR THEM AND THAT THERE IS NO HARM TO STUDENT OUTCOMES IN DOING THAT. AND SO THIS AMENDMENT RATHER THAN REQUIRING STUDENTS TO HAVE BOTH A FOUR ON THE FALL AND WINTER STAR ASSESSMENT WHICH WE HEARD I BELIEVE FROM PROFESSOR HUFFAKER WAS NOT PREDICTIVE OF SUCCESS IN THE
ALGEBRA FOR ALL PILOT. BUT I BELIEVE SHE SAID THAT ACTUALLY STUDENTS WHO HAD THREE YEARS WERE ALSO SUCCESSFUL IN DIRECTLY ACCESSING ALGEBRA IN THE ALGEBRA FOR ALL PILOT AND WE KNOW STUDENTS LEARN THROUGHOUT THE YEAR AND I WOULDN'T WANT TO REQUIRE STUDENTS TO ESSENTIALLY COME INTO SEVENTH GRADE ALREADY KNOWING ALL OF SEVENTH GRADE MATH LIKE THAT SORT OF THREE MEANS OR THREE MEANS THAT YOU'RE PROFICIENT IN THE END OF YOUR STANDARDS. BUT TO SAY FOR STUDENTS WHO ARE ABLE TO MEET PROFICIENCY STANDARDS IN SEVENTH GRADE THAT THE DISTRICT DETERMINES BASED ON THE DATA THAT THEY'VE COLLECTED IS PREDICTIVE OF THEM HAVING SUCCESS IN ALGEBRA ONE. THOSE ARE THE STUDENTS WHO SHOULD BE ABLE TO OPT OUT WHICH I THINK TO MY MIND WHAT I TRIED TO ACCOMPLISH IS BALANCING THE COMMUNITY'S DESIRE FOR STUDENTS TO HAVE FLEXIBILITY WITH THE STAFF SUBJECT AREA KNOWLEDGE ABOUT WHAT THE APPROPRIATE THRESHOLDS ARE AND FLEXIBILITY
FOR THEM TO DETERMINE THAT AND THEN THE OTHER THINGS THAT IT DOES ARE ALLOW STUDENTS TO HAVE STUDENTS AND PARENTS TO HAVE THAT COUNSELOR MEETING BEFORE EIGHTH GRADE BECAUSE IF THOSE STAR AND ASPECT ASSESSMENTS COME BACK IN SEVENTH GRADE AND OUR COUNSELORS ARE HEAVILY IMPACTED ,IT SEEMS TO ME THAT STUDENTS MIGHT WANT TO HAVE THOSE BEGIN HAVING THOSE CONVERSATIONS IN SEVENTH GRADE AND NOT HAVE A RUSH. I'VE HEARD CONCERNS FROM FAMILIES THAT IF STUDENTS ARE ALL AUTO ENROLLED, THE STUDENTS WHO SEEK TO OPT OUT THEN WON'T ACTUALLY HAVE ANY CLASSES THAT THEY CAN ENROLL IN OR BY THE TIME THEY ALL TRY AND MEET WITH COUNSELORS IT'LL BE TOO LATE TO ENROLL IN OTHER CLASSES OR FROM AN EDUCATOR'S PERSPECTIVE THEY MIGHT NOT HAVE AN IDEA OF HOW MANY STUDENTS SEEK TO OPT OUT BECAUSE THOSE OPT OUTS WON'T BE APPROVED UNTIL WEEKS INTO THE SCHOOL YEAR. SO JUST GIVING MORE FLEXIBILITY FOR ALL PARTIES THERE IS ALSO ANOTHER COMMUNITY CONCERN WE HEARD WAS THAT THERE WAS NO KIND OF THRESHOLD FOR STUDENTS WHO ENTER AS IF USED
IN EIGHTH GRADE TO DETERMINE WHETHER THEY'RE ELIGIBLE IF THEY DON'T HAVE A SEVENTH GRADE STAR ASSESSMENT. SO THIS JUST SIMPLY SAYS STAFF SHOULD DETERMINE WHAT THE OPT OUT MECHANISM IS FOR STUDENTS WHO COME IN IN EIGHTH GRADE WHO DON'T HAVE A STAFF ASSESSMENT AND THAT IT SHALL BE INTERPRETED IN A MANNER THAT EXPANDS RATHER THAN RESTRICTS STUDENTS ABILITY TO ACCESS ALGEBRA ONE I THINK THERE'S A HISTORY IN US OF USD OF PARENTS BEING ASKED TO TAKE CLASSES OUTSIDE OR BEING ASKED TO TAKE TESTS AND THEN THE TEST ISN'T RECOGNIZED AND HAVING TO JUMP THROUGH HOOPS AND REALLY INEQUITABLE PRACTICES THAT REQUIRE KNOWLEDGE DEEP KNOWLEDGE OF SYSTEMS AND HOW TO NAVIGATE THEM AND HOW TO ADVOCATE AND WE WANT TO JUST MAKE SURE THAT THIS IS JUST THIS IS A CUTOFF IF YOUR ASPECT SCORES WHATEVER YOU CAN GO TO YOUR COUNSELOR, GET YOUR INFORMED COUNSELING CONSENT AND MAKE YOUR CHOICE AND EVERYONE SHOULD HAVE THAT
OPTION. THEY SHOULDN'T HAVE TO, YOU KNOW, JUMP THROUGH ADDITIONAL HOPES. SO THAT THAT'S MY GOAL. IT'S VERY HIGH LEVEL AND I THINK KEEPING WITH THE POLICY ROLE OF THE BOARD BUT ALSO TO MY MIND BETTER REFLECTING THE DIVERSE STUDENTS WE HAVE ACROSS SCHOOLS WHO ARE SUCCESSFUL AT WHO ARE ABLE TO ACCESS ALGEBRA ONE SUCCESSFULLY. AND I DO HAVE REAL CONCERNS THAT, YOU KNOW, WE ONLY HAD 29% OF STUDENTS TAKE UP ALGEBRA IN WHEN WE REQUIRE THEM TO TAKE AN ELECTIVE AND WE HAD 72% WHEN WE DIDN'T. AND I JUST WANT US TO BE ABLE TO REACH AS MANY STUDENTS AS POSSIBLE ESPECIALLY BECAUSE YOU KNOW, OUR GOAL TO POINT THREE OUR INTERIM GOAL 2.3 OR THE SUPERINTENDENT'S INTERIM GOAL 2.3 IS SPECIFICALLY ABOUT NEXT STUDENTS AND MANY OF OUR LATIN STUDENTS ARE IN DUAL LANGUAGE IMMERSION PROGRAMS BUT THEY MAY NOT WANT TO AND STUDENTS WHO ARE IN MY TO MY UNDERSTANDING DUAL LANGUAGE PROGRAMS DON'T HAVE THE OPTION TO OPT OUT OF THAT PATHWAY IN EIGHTH GRADE
THEY'VE SELECTED IT FOR THEIR ENTIRE MIDDLE SCHOOL. SO I DON'T WANT US TO ADOPT A POLICY THAT HAS AN UNINTENDED CONSEQUENCE OF EXCLUDING THE VERY PEOPLE WE'RE TRYING TO INCLUDE IN ACCESS TO ALGEBRA BECAUSE WE HAVEN'T THOUGHT THROUGH HOW IT'S COHERENT WITH ALL OF THE OTHER THINGS THAT WE ASK STUDENTS TO DO AND OTHER THRESHOLDS FOR DECISION POINTS AND THINGS LIKE THAT. SO THAT THAT IS THE GOAL AND THERE WAS ALSO A TYPO THAT I COULDN'T STOP MYSELF FROM FIXING BECAUSE I AM A COMPULSIVE EDITOR. I JUST WANT TO SAY SOMETHING I REALLY RESPECT ALL OF THAT. I NEVER WANT TO BE OPPOSING YOU IN COURT AS IF YOUR YOUR YOUR YOUR I MEAN NO IT'S ALL MIX. EVERYTHING YOU SAID MAKES PERFECT SENSE. I THINK MY POINT WAS MORE AROUND THE PROCESS AND THAT THE CLEAR INTENTION OF THIS AND IT SAYS IT IN THE LAST BULLET POINT OF THE PROPOSED AMENDMENT IS TO EXPAND ACCESS TO ALGEBRA ONE WITHOUT TAKING MATH A RIGHT SO IT'S IT'S ESSENTIALLY DOING THE OPPOSITE OF WHAT STAFF IS
RECOMMENDING WHICH IS I CAN FIND LIKE I THINK YOU HAVE A LOT OF GOOD ARGUMENTS FOR THAT. MY POINT IS IF WE'RE GOING TO START DOING THAT AS A BOARD THAT IS I THINK SAYING WE DON'T WE NO LONGER ARE GOING TO STICK TO THE STUDENT OUTCOMES FOCUS GOVERNANCE WHERE WE LET THEM LET THE SUPERINTENDENT SET THE STRATEGY AND THEN EVALUATE RIGHT AND THEN HOLD HER ACCOUNTABLE IF IT DOESN'T WORK. SO I THINK THAT THAT WAS MY ISSUE WAS MORE I THINK YOUR ARGUMENTS MAKE SENSE. I MAY HAVE DIFFERENT ONES BUT THAT'S AND I GUESS WHAT I'M SAYING IS THAT'S WHAT WE'RE DOING AS A BOARD. I WOULD LOVE TO HEAR FROM OTHER COLLEAGUES BECAUSE THAT'S WE'RE GOING TO DO LET'S DO IT. >> BUT IF BUT IF WE'RE GOING TO STICK TO STUDENT OUTCOMES FOCUS GOVERNANCE I THINK WE NEED TO SUPPORT THE SUPERINTENDENT'S RECOMMENDATION IF ONLY TO LET HER DO IT AND SEE WHAT THE RESULTS ARE. AND WE HAVE PEOPLE OFFERING TO STANFORD OFFERING TO EVALUATE COME BACK IN A YEAR AND THEN LET'S MAKE ANOTHER DECISION AS A BOARD BASED ON THE DATA. >> THAT WOULD BE MY REQUEST. I MEAN I CERTAINLY WOULD HAVE, YOU KNOW, BROUGHT THIS FORWARD
EARLIER IF WE HAD GOTTEN THE POLICY EARLIER. WE DIDN'T SEE IT UNTIL 70 TWO HOURS BEFORE THIS MEETING THE FINAL POLICY AND I WILL SAY I THINK YOU AND I MAYBE JUST HAVE A SLIGHT DISAGREEMENT ABOUT HOW SOON OUTCOMES FOCUSED GOVERNANCE WORKS BECAUSE TO MY MIND IT'S REALLY LIKE A SEPARATION OF POWERS ANALOGY AND THE BOARD POLICY IS THE BOARD'S IS NOT FOR THE SUPERINTENDENT TO ACTUALLY DICTATE BOARD POLICY. >> AND SO I THINK THAT THAT IS FIRMLY WITHIN OUR VIEW ESPECIALLY AS IT GOES TO REFLECTING COMMUNITY DESIRES AND VALUES AROUND THESE TYPES OF THINGS. I THINK ALSO JUST TO ACKNOWLEDGE I MEAN THAT THE LAST THREE WEEKS WERE DIFFERENT INTO HOW WE GOT HERE AND AND WE YOU KNOW IN AN IDEAL SITUATION WE WOULD HAVE HAD THIS COME WITH THE DRAFT MATERIALS, THERE WOULD HAVE BEEN QUESTIONS OPPORTUNITIES FOR CONVERSATION AND AMENDMENT WE WOULD BRIEFED ON THE POLICY ETC. IT JUST IT DID NOT HAPPEN IN THAT WAY. AND SO I THINK THAT IS JUST
WORTH RECOGNIZING THAT THE PROCESS CHANGE THERE. I'LL DO LET'S JUST GO DOWN HERE YEAH. COMMISSIONER WEISSMAN OH OKAY. I I'LL JUST SAY I, I AGREE WITH COMMISSIONER ALEXANDER. I DO APPRECIATE THAT THIS BOARD POLICY HOWEVER THE LANGUAGE THAT IS IN THERE IS SO IN THE WEEDS AND SO OUTSIDE OF WHAT OUR SCOPE AND EXPERTISE IS SUPPOSED TO BE FOR FOR THAT REASON IT FEELS REALLY INAPPROPRIATE. SO THAT'S THAT'S JUST WHERE I AM ON THAT AND WOULD NOT SUPPORT THE AMENDMENT SO SO ALL I'LL NAME COMMISSIONERS AFTER I STRUGGLE WITH THIS FOR A BIT BUT I, I THINK WHERE I WHERE I LANDED WAS THE CRITICAL PART OF STUDENT OUTCOME FOCUSED GOVERNANCE IS MAKING SURE WE HAVE PROPER PROPER PUBLIC ENGAGEMENT. AND WHEN I LOOK AT THE SURVEY THAT WAS RELEASED, WHEN I LOOK AT OTHER METRICS OTHER IF YOU WILL POLLS ACTUAL DATA FROM,
YOU KNOW, PROP G LAST YEAR IF I LOOK AT YOU KNOW, THE LAST SURVEY THAT SFI USD DID, IF I LOOK AT OTHER SURVEYS THAT WERE DONE, WE DON'T HAVE A MAJORITY OF PEOPLE WHO SUPPORT THIS. WE ALSO HAVE A LOT OF FOLKS WHO SAID THEY VALUE THEIR ELECTIVES. WE HAVE YOU KNOW, IT DOES FEEL A LITTLE LIKE WE'RE TRYING TO MAKE A DECISION FOR A FAMILY. I LIKE THE IDEA OF INFORMED CONSENT MUCH LIKE WHEN YOU GO TO A DOCTOR DOCTORS SHOULD GIVE YOU ALL THE INFORMATION BUT ULTIMATELY IT IS UP TO A FAMILY AND A STUDENT. A LOT OF THE CONVERSATION HERE I'LL JUST NAME I MEAN YOU KNOW WE'VE TALKED ABOUT SITES SELECTING WHAT MODEL THEY SEEK . WE'VE TALKED ABOUT WELL WE HAVE ENOUGH STAFF. WE'VE TALKED ABOUT MASTER CLASS SCHEDULE. IF I'M A STUDENT, IF I'M A PARENT, IF I'M A FAMILY, WHAT I'M LOOKING AT IS WHAT IS THE MATH COURSE THAT MY CHILD WILL TAKE, RIGHT. I'M NOT LOOKING AT IT FROM THE PERSPECTIVE OF THE ADULT INPUTS THAT GO INTO IT. I WANT TO KNOW WHAT IS THAT MATH COURSE THAT I WILL TAKE. AND SO WHEN WE DON'T HAVE PROPER PUBLIC ENGAGEMENT THAT IS WHERE WE THEN HAVE TO BE.
UNFORTUNATELY A LITTLE MORE DIRECTIVE I'M NOT SAYING AND WHAT THAT ACADEMIC PIECE SHOULD BE AND IF ANYTHING YOU KNOW I WOULD LOVE YOU KNOW IT ALSO I MEAN RELATED TO THE OUTCOMES WHERE IF WE WANT TO TALK ABOUT OUTCOMES WE SEE OTHER MODELS THAT HAVE FOR EXAMPLE COMPRESSION. UNFORTUNATELY WE DON'T HAVE DATA AROUND THE COMPRESSION MODEL OTHERWISE WE HAVE ELK GROVE, WE HAVE LONG BEACH THAT DO WELL WITH THOSE MODELS AND UNFORTUNATELY WE DON'T HAVE WHAT THAT WOULD LOOK LIKE IN IN S.F. UCD OUR MATH OUT OUR MATH OUTCOMES FOR VOCAL POPULATIONS ARE WORSE THAN AREAS IN THE SOUTH FOR EXAMPLE. SO I THINK WE JUST NEED TO BE OPEN TO WHAT ARE OTHER MODELS THAT WE CAN TRY. I APPRECIATE THAT THIS IS NOT DICTATING BUT RATHER ASKING FOR STAFF TO SHARE WHAT THEY THINK IT SHOULD BE. I WILL ALSO SAY THAT YOU KNOW, ONE OF THE ONE OF THE OUTSTANDING QUESTIONS I HAVE IS YOU KNOW, WHAT ARE OUR METRICS FOR EVALUATION AS WE LOOK THROUGH THESE UM, WHAT ARE WE
LOOKING FOR WHEN WE TRY THE NEW MODEL OF FOUR THREE COMPRESSION WHEN WE LOOK AT AND WE AS WE LEARN AROUND ALGEBRA AS AN ELECTIVE OR THOSE WHO DO TAKE EIGHTH GRADE MATH ALONE, THE ONLY ONE THAT I'VE HEARD SO FAR IS THE NUMBER OF REPEATS FOR NINTH GRADE ALGEBRA AND I FEAR THAT IF WE'RE ONLY LOOKING AT THAT METRIC IT MAY BECOME A BIT OF A I DON'T KNOW IT'S SORT OF PREDICTING YOU KNOW, FOR JUST TAKING THAT RAW NUMBER I WORRY WE'RE ALREADY BIASING AGAINST MODELS THAT YOU KNOW TO TO COMMISSIONER TO VICE PRESIDENT HULING POINT YOU KNOW WE MAY ENCOURAGE MORE PEOPLE AND PERHAPS PEOPLE ALREADY BUT IF WE'RE ONLY LOOKING AT THAT SO I GUESS MY QUESTION TO STAFF AND THEN ALSO PROFESSOR D AS WELL AS PROFESSOR HUFFAKER IF THERE ARE METRICS THAT YOU'D RECOMMEND I WOULD LOVE TO HEAR THEM AND AT WHAT FREQUENCY SO THAT WE CAN REALLY OBJECTIVELY EVALUATE THIS TO SEE WHAT IS SUCCESSFUL, WHAT IS WORKING
BOTH FROM AN ACADEMIC OUTCOME PERSPECTIVE BUT ALSO FROM YOU KNOW, WHAT WORKS FOR OUR FAMILIES IN TERMS OF THEM OPTING TO STAY IN S.F. FOR USD BECAUSE I DON'T WANT TO CREATE SEGREGATION WHERE STUDENTS ARE LEAVING THE SCHOOL DISTRICT BECAUSE THEY'RE NOT GETTING WHAT THEY SEEK IN TERMS OF US MEETING THEIR STUDENTS WHERE THEY ARE. THERE ARE METRICS THAT THAT YOU ALL HAVE. YEAH, I MEAN I'LL JUMP IN. I THINK THE ONES THAT INTERESTS US ARE UNFORTUNATELY THE ONES THAT WILL TAKE TIME TO BECOME AVAILABLE TO US. I MEAN WE REALLY WANT TO FOLLOW THESE COHORTS BEYOND THIS CURRENT ACADEMIC YEAR. I MEAN THIS PILOT THE PILOT COHORTS ARE CURRENTLY IN NINTH GRADE AND IT'S GOING TO TAKE A WHILE TO OBSERVE THEIR OTHER LONG RUN INDICATORS THROUGH HIGH SCHOOL AND BEYOND. YOU KNOW, IN THE NATIONAL STUDENT CLEARINGHOUSE, FOR EXAMPLE, WE CAN TRACK POST-SECONDARY OUTCOMES BUT WE
DO ALWAYS TRY TO INCLUDE DISTRICT RETENTION AS AN OUTCOME MEASURE BOTH BECAUSE IT'S INSTRUMENTALLY RELEVANT TO THE DISTRICT BUT ALSO IMPORTANT FOR ASSESSING THREATS TO CAUSAL INFERENCE BECAUSE IF THERE'S A DIFFERENTIAL ATTRITION FROM SAY A TREATED VERSUS A CONTROL GROUP THAT'S A POTENTIAL THREAT TO THE INFERENCES WE MAKE. >> BUT UNFORTUNATELY THERE'S NO WAY TO DO THIS IN GIVEN THE NEED FOR OUTCOMES TO MATURE TO DO IT AND THE MORE RAPID CYCLE WAY I SENSE FOLKS HERE MIGHT ONE RIGHT NOW SO I MENTIONED ATTENDANCE. YEAH WE DO SEE SOME GOOD ACTS ON ATTENDANCE. YOU HAVE COMMISSIONER FISHER ASK THE LAST QUESTION HERE AND WE CAN DO A VOTE ON THE AMENDMENT ITSELF. I DIDN'T GET TO COME IN. OH I'M SO SORRY. I THOUGHT I THOUGHT YOU DID. COMMISSIONER FISHER, COMMISSIONER REY AND THEN WE'LL DO THE VOTE ON THE AMENDMENT AND THEN WE'LL VOTE ON THE ACTUAL VOTE WHATEVER THE OUTCOMES OF THAT I'M GO AHEAD. MY APOLOGIES. COMMISSIONER GUPTA YOU HAD MENTIONED STAFF'S PERSPECTIVE
ON THIS AS WELL. SO THANK YOU PROFESSOR D FOR FOR SHARING THAT. >> AND I WANT TO UNDERSCORE THE PIECE THAT DR. D KIND OF SPOKE TO AND THAT IS KIND OF THE TIME BOUND ASPECT OF THIS. AND I'M ALSO GOING TO KIND OF GO BACK TO SOMETHING THAT COMMISSIONER ALEXANDER SAID EARLIER AND THAT IS THAT THIS OPTION ONLY BECAME AVAILABLE TO US VERY RECENTLY AND THE ABILITY TO THINK THROUGH THE KINDS OF CRITERIA THAT WOULD ALLOW FOR US TO KNOW THAT A STUDENT IS PROFICIENT IN MATH EIGHT IN THE WAYS THAT WE WOULD HAVE TO KIND OF THINK THROUGH ALL OF DIFFERENT VARIABLES AND THINGS OF THAT NATURE THAT TAKES TIME TO DO. WE DON'T HAVE CURRENTLY A FACSIMILE IN FOR THIS IN THAT KIND OF WAY TO BE ABLE TO REPLICATE SOMETHING AND THEN DO A DEEP STUDY WHICH QUITE FRANKLY I'M LOOKING TO OUR COLLEAGUES HERE TO ACTUALLY HELP US WITH. SO I FEEL LIKE IN THE IN THE CONTEXT OF ALL OF THIS I JUST WANT TO SAY FROM THE STAFF'S PERSPECTIVE WE'RE PROVIDING SOME IDEAS OF WHAT SOME OF WHAT SOME CRITERIA COULD LOOK LIKE IN THE ORDER OF EXPEDIENT. SEE FOR OUR REQUEST THAT WE'RE
BEING ASKED TO FULFILL TO MAKE THIS OPTION WORK. BUT IF I WERE TO TELL YOU THAT I HAVE FULL CONFIDENCE THAT THESE ARE ALL THE THINGS THAT ALLOW FOR US TO KNOW THAT A STUDENT HAS COMMAND OF MATH EIGHT WHICH IS WHAT WE'RE TRYING TO GUARD AGAINST GIVEN THE ALGEBRA FOR ALL KIND OF LESSONS THAT WE LEARNED PREVIOUSLY, THEN I THINK THAT'S THE PART WHERE I'M FEELING SLIGHTLY UNCOMFORTABLE ABOUT THAT BECAUSE I WOULD LOVE TO BE ABLE TO LOOK AND MODEL THAT A LITTLE BIT MORE BUT ALSO TO BE ABLE TO FOR THE VARIOUS WAYS THAT WE LOOK AT IT DO THE KINDS OF LONGITUDINAL ANALYZES THAT ARE REALLY REQUIRED TO HAVE A BETTER SENSE OF THAT. THAT'S NOT TO SAY THAT IF THIS ENDS UP PASSING THAT WE WOULDN'T START WITH SOMETHING AND THEN HAVE A WAY TO KIND OF STUDY THAT AND KIND OF HAVE THAT EVOLVE IN THE FUTURE. BUT YOU KNOW, THE THE TURNAROUND OF THIS IS IS ATTENTION FOR US TO TRY TO THINK OF SOMETHING THAT MAKES SENSE WHILE WE'RE TRYING TO ATTEND TO THE MULTIPLE LAYERS OF GUARDRAILS FOR ENSURING THAT STUDENTS HAVE COMMAND OF MATH
EIGHT WHICH I THINK IS AN IMPORTANT PART OF THE PURPOSE OF THE EXERCISE AND WHY ORIGINALLY IT WAS LEVEL FOUR AGAIN THAT IS WITHOUT HAVING HAD A TON OF TIME TO DO ALL THE STUDYING THAT WE NEED TO DO. SO I JUST I WANT TO PUT THAT CAVEAT OUT THERE BECAUSE YOU ASKED FOR STAFF'S PERSPECTIVE AND I'M SITTING IN THE SEAT OF THE PERSON THAT IS ACTUALLY TRYING TO THINK THROUGH THAT AND JUST UNDERSTANDING HOW MONUMENTAL OF A CHALLENGE IT IS IN THREE DAYS TIME TO TRY TO THINK ABOUT THAT. I, I APPRECIATE THAT AND I APPRECIATE YOU BRINGING FORTH A POLICY IN A VERY SHORT PERIOD OF TIME. I THINK THIS IS MORE OF A CONDENSED PROCESS THAN ALMOST ANYONE HERE WOULD HAVE LIKED FOR SURE AND I THINK IT'S MORE JUST AN ASSURANCE THAT SHOULD THIS PASS THERE WILL BE THOUGHT THAT IS GOING TO BE PUT PUT AT THAT. >> SO THANK YOU. SO SORRY THAT CLARIFICATION WHEN YOU SAID THAT THIS PASSING IS THAT THE ONE THAT WAS ON BOARD DOCS OR THE AMENDMENT IF
THE AMENDMENT DOES GOT THANK YOU SO MUCH OKAY I'M SORRY CLARIFICATION I WAS JUST I WASN'T EVEN TALKING ABOUT THE AMENDMENT. I JUST MEAN THE GENERAL POLICY . >> BUT I ASSUME THIS THE ANSWER IS THE SAME IN TERMS OF WHETHER THIS AMENDMENT YES. I MEAN IT'S TIED TO KIND OF THE EXPEDIENCY OF HOW THINGS HAVE BEEN MOVING IN IN A WAY THAT WE WANT TO WE WANT TO FEEL CONFIDENT THAT WHAT WE'RE LOOKING AT IS GOING TO GIVE US THE SENSE OF STUDENTS HAVING THAT COMMAND. AND I THINK THAT'S AN IMPORTANT PART OF LESSONS LEARNED. AND HAVING BEEN A FORMER MATH TEACHER MYSELF THAT I KIND OF REALLY INTERNALIZE AS I TRY TO THINK THROUGH THIS WORK. COMMISSIONER FISHER, THANK YOU. YEAH, I HAVE TO SAY I AGREE WITH COMMISSIONER ALEXANDER. UM, OUR GOAL NUMBER TWO IS AROUND EIGHTH GRADE MATH. THE PERCENTAGE OF EIGHTH GRADE STUDENTS PERFORMING AT MATH PERFORMING MATH AT GRADE LEVEL AS MEASURED BY THE STATE TEST ASPECT MATH WILL INCREASE FROM 42% PROFICIENCY RATE IN OCTOBER 20TH 22 TO 65% PROFICIENCY BY OCTOBER 2027.
THAT IS WHAT WE ARE MEASURING THE SUPERINTENDENT ON THAT AND IN FACT TO TIE IT BACK FURTHER TO DO NOW COMES FOCUS GOVERNANCE. AS SOMEONE WHO WENT THROUGH THE WHOLE YEAR LONG SBI COHORT IN THIS WE ACTUALLY HAVE NOT DONE THE WORK WE NEED TO DO TO BE FULLY IMPLEMENTING LIKE WE DON'T HAVE BOARD GUARDRAILS AND FRANKLY SOMETHING LIKE THIS SHOULD BE COVERED BY A BOARD GUARDRAIL. AND TWO, WE HAVE NOT DONE THE POLICY DIET THAT WE SHOULD A BIG PART OF THE POLICY DIET THAT WE SHOULD BE DOING OUR OWN BOARD WORK AS PART OF THE STUDENT OUTCOMES FOCUSED GOVERNANCE WOULD ACTUALLY BE TO REMOVE THINGS LIKE THIS BECAUSE IT IS OVERREACH. SO AND I UNDERSTAND THAT AGE IS ACTUALLY ONLINE. >> I DON'T KNOW IF HE HAS MORE TO SAY IF WE WANT TO LET HIM SAY IT BUT IF WE REALLY WANT TO FOLLOW THIS PROCESS WITH RIDDLE AND WITH THE LAST POINT I WILL MAKE WHEN WE TALK ABOUT TECHNICAL TACTICAL
AND STRATEGIC CONVERSATIONS, ALL OF THIS IS TECHNICAL AND TACTICAL AND THOSE ARE NOT CONVERSATIONS WE SHOULD BE HAVING HERE AT THE DYESS. THOSE I RECOGNIZE AND SO I DO APPRECIATE 72 HOUR LIKE WE DIDN'T HAVE ENOUGH TIME TO HAVE THIS CONVERSATION FULLY. SO BY DEFAULT WE'RE HAVING IT HERE. BUT I AGREE THIS IS NOT THIS IS NOT OUR WORK. THIS IS NOT BOARD WORK. THIS IS SUPERINTENDENT WORK. FRANKLY, A WHOLE LOT OF THIS POLICY IS NOT BOARD WORK. A WHOLE LOT OF THIS POLICY IS SUPERINTENDENT WORK. >> BUT WHEN IT COMES TO REFLECTING THE VALUES OF THE COMMUNITY AND HERE WE ARE SO I'LL STOP THERE. >> THANKS EVERYONE. I JUST WANT TO SAY I REALLY APPRECIATE THE DISCUSSION THAT'S BEING HAD HERE BECAUSE I THINK IT IS REALLY USEFUL FOR US TO BE ABLE TO EXPRESS WHAT WE THINK SO THE COMMUNITY CAN HEAR YOU KNOW, HOW WE'RE THINKING ABOUT THIS, HOW WE THINK ABOUT IT INDIVIDUALLY, HOW WE DISCUSS IT AS A BOARD AND SO FORTH. >> SO I REALLY APPRECIATE THAT
ON THIS AMENDMENT I, I ACTUALLY I, I HAD BEEN THINKING ABOUT AN AMENDMENT TO OFFER MYSELF BECAUSE I WAS SO CONCERNED ABOUT THE LANGUAGE. I ASKED A LOT OF A LOT OF QUESTIONS ABOUT THE SPECIFIC LANGUAGE IN THIS POLICY. I'M JUST READING IT AND SEEING THINGS LIKE LEVEL FOUR AND SECURE AND SO FORTH REALLY MADE ME WONDER LIKE HOW MANY STUDENTS COULD THIS POSSIBLY QUALIFY? SO I WAS ALREADY PLANNING TO DO SOMETHING AND I'M HAPPY SINCE COMMISSIONER HULING HAS DRAFTED LANGUAGE HERE I DON'T WANT TO COMPLICATE THIS MATTER. I'M HAPPY TO DEFER TO THE LANGUAGE THAT SHE HAS HERE BUT I WAS ALREADY INCLINED TO DO SOMETHING ALONG THESE LINES MYSELF AND PROBABLY GO FURTHER LIKE THE THING AROUND THE PARENT AND GUARDIAN THING. FOR INSTANCE, IF WE'VE ALREADY CONCLUDED THAT STUDENTS ARE PROFICIENT, WHY WOULD WE NEED PEOPLE TO COME FOR A COUNSELORS MEETING? I DON'T DISAGREE WITH PROVIDING INFORMATION. I THINK THAT'S GREAT BUT ASKING PARENTS TO COME IN FOR A COUNSELORS MEETING SEEMS REALLY LIKE AN OBSTACLE WE SHOULD NOT BE PUTTING IN THE WAY WE COULD EASILY BE SENDING THIS TYPE OF INFORMATION OR ANALYSIS IN SOME
KIND OF EXPLAINER TO PEOPLE THAT THEY COULD THEN READ AND SIGN OFF ON AND IF THEY WANTED TO MEET WITH THE COUNSELOR OR THE TEACHER THEY COULD REQUEST THAT. SO LIKE I DON'T WANT TO PUT ALL THESE EXTRA BURDENS AND HURDLES IN FRONT OF PEOPLE WHO JUST WANT TO BE ABLE TO YOU KNOW YOU KNOW, TO CHOOSE A PATH AND THEIR EDUCATION AND THERE IS A PATERNALISTIC STRAND IN ALL OF THIS THAT BOTHERS ME BECAUSE I DON'T THINK THAT WE HAVE SEEN EVIDENCE IN WHAT'S HAPPENED THAT WE DO ALWAYS KNOW BEST. AND SO FOR US TO IMPOSE OUR VIEW ON OTHER PEOPLE AS TO WHAT THEY SHOULD DO IS JUST FUNDAMENTALLY TROUBLING TO ME LIKE THE HISTORY OF WHAT WE'VE DONE IN MATH HAS SHOWN THAT WE CREATED A MATH CURRICULUM THAT DIDN'T WORK THAT OUR STUDENTS PERFORMED WORSE UNDER. WE TOOK OUT ALGEBRA WHICH WAS GROSSLY UNPOPULAR AND DIDN'T LEAD TO BETTER RESULTS FOR PEOPLE AND LED TO FEWER PEOPLE TAKING EVENTS MATH COURSES LIKE I. I UNDERSTAND AND I EMPATHIZE WITH YOU KNOW, THE DIFFICULTIES THAT STAFF FACES, THE
DIFFICULTIES THAT TEACHERS FACE. BUT I DON'T THINK THAT WE'RE HISTORICALLY IN A GOOD POSITION NOR ARE WE IN A GOOD POSITION FROM A TRUST PERSPECTIVE OF TELLING PEOPLE THAT WE KNOW WHAT'S BEST FOR THEM. SO I PERSONALLY THINK THAT IT IS BETTER FOR US TO LEAVE THESE DECISIONS UP TO FOLKS AND TO THE EXTENT THAT WE CAN THIS WAS VERY PRESCRIPTIVE OF WHAT WAS GIVEN TO US WAS VERY PRESCRIPTIVE AND VERY CONCERNING TO ME. SO I'M ACTUALLY GLAD TO SEE WHAT I THINK IS A LESS PRESCRIPTIVE FORMULATION OF IT THAT GIVES THE DISTRICT SOME MORE FLEXIBILITY TO FIGURE OUT WHAT THE APPROPRIATE THRESHOLD IS RATHER THAN WHAT HAD BEEN IN HERE. THANK YOU. THANKS PRESENT AND JUST REAL QUICK I WANT TO AGREE WITH PART OF WHAT YOU'RE SAYING, COMMISSIONER, BECAUSE I THINK AND DISAGREE WITH ANOTHER PART AND I AGREE WITH YOU THIS IS I ALSO AGREE THAT THIS IS A GOOD CONVERSATION. >> THE THE PIECE YOU WERE JUST TALKING ABOUT AROUND THE FAILURES OF HISTORICAL FAILURES
OF S OF U S D WITH RESPECT TO MATH I STRONGLY AGREE WITH AND I THINK I THINK I DISAGREE IS THAT JUST OFFERING FAMILIES MORE CHOICE YOU KNOW MAY SOLVE A PROBLEM FOR AN INDIVIDUAL IN A MOMENT BUT IT DOESN'T BUT OUR JOB IS TO IS TO BUILD A BETTER SYSTEM AND I THINK THAT'S I THINK THERE'S SOME TENSION THERE. RIGHT? I MEAN I AGREE YOU KNOW, FAMILIES NEED CHOICE AND STUDENTS NEED CHOICE AND I THINK THE JOB OF THE EDUCATORS AND OUR IS TO IS TO BUILD A BETTER BETTER SYSTEM AND OUR JOB IS TO HOLD THEM ACCOUNTABLE TO DOING SO. AND SO THAT'S WHERE I FEEL LIKE WHAT WE'RE STRUGGLING WITH HERE AS A BOARD IS WE'RE GETTING ALL THIS LEGITIMATE FEEDBACK FROM COMMUNITY MEMBERS WHO WERE LIKE WELL IT'S NOT WORKING RIGHT? AND I THINK THE QUESTION THEN THOUGH FOR US IS HOW DO WE BEST MOVE IT FORWARD? AND THAT'S THAT'S MY CONCERN AROUND THE STUDENT AROUND THE STUDENT OUTCOMES FOCUS GOVERNANCE AND MICROMANAGEMENT JUST BECAUSE I'VE SEEN WHERE THAT GOES AND NOT EVEN IF THESE ARE GOOD IDEAS IT'S LIKE THEN WHERE DO WE GO? AND SO I JUST I JUST WANT TO SAY THAT BUT I REALLY RESPECT TO THE INTENTION OF OF WHERE
THIS IS COMING FROM AND THE AND THE REFLECTION OF VALUES OF COMMUNITY MEMBERS WHO DO A ROLL CALL VOTE PLEASE ON THE AMENDMENT ON THE AMENDMENT ROLL CALL COMMISSIONER RAY YES. COMMISSIONER ALEXANDER NO. VICE PRESIDENT HEALING YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN NO. COMMISSIONER GUPTA YES. COMMISSIONER FISCHER NO. FOUR YES. THREE NO'S NOW WE NEED TO VOTE ON THE MATH PLACEMENT POLICY AS A WHOLE CONSIDERING THE AMENDMENT THAT HAS BEEN PASSED AND SO THE THIS MOTION HAD ALREADY PROPERLY BEEN MOVED AND SECONDED TO APPROVE 263-2 FOR US. >> CAN I ASK A POINT OF PRIVILEGE BECAUSE THE SUPERINTENDENT AT ONE POINT HAD MENTIONED SHE WANTED TO MAKE AN AMENDMENT TO WE MOVE BECAUSE THAT'S NOT THE LANGUAGE IS NOW GONE. OKAY. ALL RIGHT. THANK SO I WILL OFFICIALLY CLOSE THIS DEBATE AND MOTION DEBATE IS NOW CLOSED ON THE MOTION TO APPROVE THIS ITEM. WE'LL DO A ROLL COVER ON THE POLICY AS A WHOLE.
PLEASE. OKAY. COMMISSIONER RAY YES. COMMISSIONER ALEXANDER. NO. VICE PRESIDENT HULING. YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN WARD NO. COMMISSIONER GUPTA YES. COMMISSIONER FISCHER NO FOR YES THREE NOW THANK YOU. THANK YOU STAFF FOR YOUR PRESENTATION AND YOUR WORK DEEP APPRECIATION FOR YOUR TIME TONIGHT AND THANK YOU TO OUR STANFORD PROFESSORS WHO ARE HERE THIS EVENING AS WELL. THANK YOU. WE ARE MOVING TO ACTION ITEM ONE VOTE ON STUDENT EXPULSION MATTERS. I MOVE THE APPROVAL OF A CIVIL EXPULSION AGREEMENT FOR ONE MIDDLE SCHOOL STUDENT MATTER NUMBER 2025-202618 FOR ONE YEAR EXPULSION PERIOD UNTIL MARCH 24TH 2027 DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL CONTINUE TO ATTEND MLK JUNIOR MIDDLE SCHOOL. CAN I HAVE A SECOND SECOND REAL COPIES SORRY POINT OF INFORMATION WHICH WHICH STUDENT
ARE WE VOTING ON RIGHT NOW? THIS IS IS THIS 1818. OKAY. THANK YOU COMMISSIONER RAY YES . COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HULING YES. PRESIDENT KIM YES. COMMISSIONER WEIS MORE COMMISSIONER GUPTA YES. COMMISSIONER FISCHER. YES. >> I MOVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE HIGH SCHOOL STUDENT MATTER NUMBER (202) 520-2619 FOR A ONE YEAR EXPULSION PERIOD UNTIL MARCH 24TH 2027 DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL ATTEND A COMPREHENSIVE HIGH SCHOOL PROM TO SCHOOL OPTIONS PROVIDED BY AS OF USD. CAN I HAVE A SECOND SECOND REAL COPIES COMMISSION ALL RIGHT. YES. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HEARING YES. PRESIDENT KIM. YES. COMMISSIONER WEISS. MY WORD. COMMISSIONER GUPTA. YES. COMMISSIONER FISCHER YES. >> AND WE HAVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE K-8 STUDENTS SCHOOL
STUDENT MATTER NUMBER (202) 520-2620 FOR THE REMAINDER OF THE CURRENT SPRING 2026 SEMESTER DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL CONTINUE TO ATTEND PAUL REVERE K-8 CAN HAVE A SECOND SECOND COPIES. COMMISSIONER RAY YES. COMMISSIONER ALEXANDER YES. VICE PRESIDENT HULING YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN WARD COMMISSIONER GUPTA YES. COMMISSIONER FISCHER YES. I MOVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE K-8 SCHOOL STUDENT MATTER NUMBER (202) 520-2621 FOR ONE YEAR EXPULSION PERIOD BEGINNING THE SUMMER OF 2026 UNTIL MARCH 24TH 2027 DURING THE SUSPECT POINT OF ORDER WE ONLY HAVE ONE CASE A TIME ON THE TWO ONE AS A HIGH SCHOOL STUDENT THAT'S MY TYPO. I APOLOGIZE FOR THAT. ALL GOOD FOR ONE HIGH SCHOOL STUDENT SAME MATTER NUMBER 20252026-21 BEGINNING THE
SUMMER OF 2026 UNTIL MARCH 24TH 2027 DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL ATTEND A COMPREHENSIVE HIGH SCHOOL THAT'S CORRECT IT FROM TWO SCHOOL OPTIONS PROVIDED BEST OF US. DO YOU HAVE A SECOND? SECOND PLEASE. COMMISSIONER RAY NO. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HEARING YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN WHAT? COMMISSIONER GUPTA YES. COMMISSIONER FISHER YES. I MOVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE ELEMENTARY SCHOOL STUDENT MATTER NUMBER 202520262241 EXPULSION PERIOD UNTIL MARCH 24TH 2027 DURING THE SUSPENDED EXPULSION PERIOD ,THE STUDENT WILL CONTINUE TO ATTEND LOWELL ELEMENTARY AND HAVE A SECOND INDEPENDENCE . YEAH, DECEMBER OKAY. THE MOTION DOES NOT CARRY THE MOVE DOESN'T HAPPEN. >> YEAH MOVING ON. OKAY. POINT OF INFORMATION WHAT HAPPENS IN THIS SITUATION? >> COUNCIL UNDER THE LAW YOU'RE
REQUIRED THE BOARD SPECIFICALLY IS REQUIRED TO ADJUDICATE THESE MATTERS WITHIN A PARTICULAR TIMELINE. IN THIS CASE, IF WE DON'T MEET THE TIMELINE THE BOARD FAILS TO MEET ITS OBLIGATIONS UNDER THE LAW AND WE LOSE JURISDICTION IN THE MATTER EVAPORATES IN THAT CASE AND I WILL SECOND THAT WE CAN HAVE AN UP AND DOWN VOTE ON IT. YEAH, GREAT. >> CAN YOU PLEASE COMMISSIONER RAY YES. COMMISSIONER ALEXANDER NO. VICE PRESIDENT HULING NO. PRESIDENT KIM YOU WANT TO COME BACK? YES, PLEASE. OKAY. COMMISSIONER WISEMAN COMMISSIONER GUPTA NO. COMMISSIONER FISHER NO. PRESIDENT KIM NO. IT FAILS. OKAY. MOVING TO ITEM 2263-2411 AMENDMENT TO THE 20 2526 ACADEMIC CALENDAR CAN I HAVE A MOTION A SECOND? I MOVE ACTION ITEM 263-24 ESP ONE ACADEMIC CALENDAR AMENDMENT IT HAS BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVE ITEM 2632 FOR STEP ONE
I ASK DR. SU TO BRING THIS ITEM FORWARD. I'M I HAVE NO OTHER WORDS LEFT SO I'M GOING TO HAND THIS OVER TO OUR ASSOCIATE SUPERVISOR H.R. AMY BAER AS WELL AS OUR NEGATIVE DIRECTOR OF LABOR RELATIONS APOLLO CASADA. GOOD EVENING EVERYONE. PRESIDENT KIM BOARD COMMISSIONERS DR. SUE TONIGHT WE'RE BRINGING FORWARD A PROPOSED AMENDMENT OUR ADJUSTMENT TO THE 2526 ACADEMIC CALENDAR, THE PROPOSED CALENDAR CHANGE CALLS FOR THE ADDITION OF FIVE INSTRUCTIONAL DAYS IN JUNE. THIS WILL ALLOW OUR STUDENTS TO MAKE UP THE LOST INSTRUCTIONAL DAYS THAT OCCURRED DURING THE LABOR ACTION STRIKE THAT TOOK PLACE THE WEEK OF FEBRUARY 9TH THROUGH THE 13TH EARLIER THIS YEAR. AND WITH THAT I'M HAPPY TO ANSWER ANY QUESTIONS. COMMISSIONER GUPTA SO BASED ON THE INFORMATION PROVIDED HERE IN THIS DOCUMENT FIRST OF ALL, I APPRECIATE YOUR WORK IN FIVE DAYS AT THE END OF THIS YEAR FEELS LIKE IT'S A WHAMMY FOR
OUR FAMILIES. >> YOU KNOW, EVERYONE WAS EXPECTING TO GET OUT AT LEAST THAT WEEK TO EXTEND IT IS NOT STUDENT FRIENDLY, IS NOT STUDENT FRIENDLY, IS NOT FAMILY FRIENDLY. THE USF PROPOSAL SEEMED A LOT MORE REASONABLE TO SPREAD THAT OUT OVER TIME. HOWEVER, IF WE DO NOT VOTE ON THIS OR IF WE VOTE IT DOWN IT DOES NOT SOUND LIKE SEIU NEW WILL GO WITH IT WHICH WOULD MEAN THAT WE WOULD LOSE A LOT OF MONEY WHICH WOULD THEN MEAN WE WOULD PROBABLY HAVE TO CUT EDUCATORS SO GIVEN THAT EVEN THOUGH I DON'T THINK THIS IS A FAMILY FRIENDLY AMENDMENT TO THE ACADEMIC CALENDAR I WILL BE VOTING FOR IT BECAUSE WE DO NOT WANT MORE CUTS AND WE ALREADY HAVE AND IT IS UNFORTUNATE BUT IT SEEMS LIKE THAT SITUATION I HAVE SOME QUESTIONS ABOUT THIS . >> MY FIRST QUESTION IS WHETHER OR NOT SINCE THIS IS UP WAS A PROPOSAL WHETHER OR NOT THE MEMBERSHIP VOTED ON THIS I AM NOT FAMILIAR IF THEY VOTED ON IT YET I COULD NOT ANSWER THAT. I TYPICALLY RATIFY AFTER
CORRECT USUALLY TO TRY TO FIGHT AFTER THE BOARD TAKES ACTION. CORRECT. CAN YOU TELL US WHETHER OR NOT THERE'S ANY INDICATION OF WHETHER US MEMBERSHIP ITSELF SUPPORTS THIS? I'VE HEARD FROM A NUMBER OF EDUCATORS THAT THEY ARE CONCERNED ABOUT THIS ADDITION OF FIVE DAYS AT THE END OF THE YEAR. YEAH, THE DISTRICT'S OBLIGATION IS TO WORK WITH THE U.S. LEADERSHIP. WE DON'T HAVE A ROUTINE PRACTICE OF TALKING TO INDIVIDUAL MEMBERS. WE WORK WITH THEIR LEADERSHIP, THEIR REPRESENTATIVES ON THE CALENDAR COMMITTEE AND THAT'S WHO WITH WHO'S PROPOSED THIS CALENDAR AND THE MAJORITY OF OUR CALENDAR COMMITTEE PARTICIPANTS SUPPORT THE FIVE DAYS AT THE END OF THE SCHOOL YEAR. CAN I ALSO ASK WHAT THE IMPACT WOULD BE ON THE ADMINISTRATORS, THE PRINCIPALS FOR INSTANCE? THIS PROPOSAL WOULD BRING THE LAST DAY TO THE 10TH AND THAT IS THEIR NORMAL LAST WORKING DAY WHICH SUGGESTS THAT THEY DON'T HAVE ANY TIME TO CLOSE SCHOOLS. I'M WONDERING WHAT THE IMPACT WILL BE ON THEM AND WHAT THE
IMPACT WILL BE IF ANYTHING. BUT LITERALLY IF WE NEED TO I DON'T KNOW IF WE NEED TO KEEP THEM ON TO CLOSE SCHOOLS OR WHAT ELSE NEEDS TO BE DONE THAT THEY WOULD NORMALLY BE DOING IN THE LAST WEEK. SO ONCE ASSUMING THAT THE ADJUSTMENTS OR THE ADJUSTMENT TO THE ACADEMIC CALENDARS APPROVED THAT WOULD BE ONE OF THE NEXT STEPS AND THAT WOULD BE TO BARGAIN AND NEGOTIATE THE IMPACTS OF THE NEW ADJUSTED INSTRUCTIONAL CALENDAR WITH OUR LABOR UNITS INCLUDING YOU A USF. SO WE WOULD HAVE TO NEGOTIATE THAT WITH THEM. WHAT ABOUT WITH ACA YOU WHAT WOULD THE IMPACTS BE THERE THE SAME FOR FOLKS THAT OUR SCHOOL TERM FOLKS THAT ARE YEAR ROUND THERE ARE NO IMPACTS BUT FOLKS THAT ARE SCHOOL TERM WE WOULD HAVE TO BARGAIN THAT WITH THEM AS WELL. >> DO WE HAVE ANY SENSE OF WHAT THE FINANCIAL IMPACTS WOULD BE WITH YOU AND SEIU?
I DON'T HAVE THAT AVAILABLE NO. WE WOULD HAVE TO GET THAT FROM OUR BUSINESS SERVICES FOLKS. OKAY. I ALSO HAVE A QUESTION THAT I'M TRYING TO ANSWER I BELIEVE THAT I RAISED INTERNALLY BUT I DON'T THINK I FORGOT AN ANSWER TO I COULD BE MISREMEMBERING THERE IS A DISCREPANCY ON THE DOCUMENT THAT WAS PROVIDED THAT INDICATES THAT THE SIXTH IS THE LAST DAY FOR TEACHERS WHILE THE SCHOOL IS EXTENDED TILL THE 10TH. I'M GUESSING THAT THAT IS A TYPO OR ERROR OF SOME SORT BUT CAN YOU CLARIFY? YES. NO IT'S NOT AN ERROR YET IT'S IT IS CORRECT BASED ON HOW WE'RE PROPOSING THE ADJUSTMENT TO THE CHANGE AGAIN ONCE IT'S APPROVED THEN MY ROLE IS TO NEGOTIATE WITH U E C SEIU U A THE IMPACTS OF THE NEW CALENDAR AT WHICH POINT THEN WE WOULD UPDATE THEIR WORKING CALENDAR. SO RIGHT NOW WE'RE HERE TO DISCUSS THE INSTRUCTIONAL CALENDAR THE ACADEMIC CALENDAR FOR STUDENTS.
ONCE THAT'S DONE THEN OUR ROLE IS TO NEGOTIATE WITH OUR LABOR PARTNERS WHAT THOSE IMPACTS ARE. SO THEN AN ADJUSTMENT WOULD BE MADE AT THAT POINT. CAN I ASK THAT BECAUSE THAT IS I HAD NOT UNDERSTOOD THAT BEFORE. >> DOES THAT MEAN THAT WE WOULD BE PROVIDING AN ADDITIONAL FIVE DAYS OF COMPENSATION BEYOND THE UC MEMBERS WHATEVER THEIR OR YOU KNOW, NORMAL SALARY IS? IT'S LIKE YOU KNOW THE CERTIFICATED SALARY FOR INSTANCE? NO, NOT NECESSARILY. AND THE REASON FOR THAT IS BECAUSE THE FIVE DAYS THAT OR THE EXCUSE ME THE FOUR DAYS THAT WERE MISSED FOR THE LABOR ACTION ARE TECHNICALLY DOCKED BECAUSE THEY DID NOT WORK FOR THOSE DAYS. FOLKS THAT DID SHOW UP TO EMPLOYMENT CENTERS THAT DID WORK FOR THOSE FOUR DAYS WE WOULD HAVE TO COMPENSATE THOSE FOLKS AND THEN ALSO THE FIFTH DAY OF INSTRUCTION BECAUSE THAT WAS A TRANSITION DAY FOR THEM WE WOULD HAVE TO IDENTIFY COMPENSATION FOR THAT DAY.
I'M GOING TO JUST RESERVE MY TIME WILL I THINK FOR A MINUTE I'M NOT SURE IF ANYONE ELSE HAS QUESTIONS. THANK YOU, COMMISSIONER RAY COMMISSION MUCH MORE SO JUST A QUICK CLARIFICATION. >> SO THE INDIVIDUALS WHO EDUCATORS WHO PARTICIPATED IN THE STRIKE NORMALLY GET PAID FOR 180 DAYS OF WORK THIS YEAR HAD 180 STUDENT DAYS 184 DAYS FOR THEM. >> OKAY. 180 STUDENT DAYS. BUT BECAUSE STUDENTS WERE OUT MONDAY THROUGH FRIDAY FIVE DAYS BUT EDUCATORS WERE BACK AT TRANSITION DAY FRIDAY THEY WOULD BE PAID FOR 181 STUDENT DAYS. NO BECAUSE THE PURPOSE OF HAVING THE FIVE DAYS IS SO THAT WE CAN HAVE 180 CALENDAR DAYS. IF WE DON'T WE'RE AT 175 SO THE STUDENTS WOULD STILL GET THEIR 180 DAYS RIGHT. >> BUT THE TEACHERS WOULD BE PAID FOR AN EXTRA DAY. TEACHERS CORRECT EXTRA 185 ON THEIR WORKDAYS NOT 184 RIGHT. IT'S THE STUDENT DAYS ARE STILL GOING TO BE THE SAME AT 180. >> RIGHT RIGHT RIGHT, RIGHT. I UNDERSTAND THAT. BUT ONE EXTRA DAY OF PAY.
OKAY. YEAH. ANY OTHER COMMENTS OR QUESTIONS? YEAH. I WOULD LIKE TO CONTINUE TO I'M HAPPY TO HAVE A MINUTE AND A HALF LEFT FOR MINE. CAN YOU IDENTIFY TO THE EXTENT THAT YOU KNOW WHAT THE WHAT IF ANY IMPACTS THERE WOULD BE ON OUR SPED PROGRAMS OR EXTENDED SCHOOL YEAR? YES, THOSE IMPACTS WERE DISCUSSED DURING THE COMMITTEE MEETING AND WE HAD REPRESENTATIVES FROM THOSE VARIOUS DEPARTMENTS PRESENT TO ADDRESS THOSE. A LOT OF THEM HAD TO DO WITH THE BUILDINGS AND GROUNDS MAKING SURE THAT THE FACILITIES WERE READY BOTH OPTIONS HAD THOSE IMPACTS BECAUSE REGARDLESS THEY WOULD NOT BE ABLE TO SET UP THE SCHOOL OVER THE WEEKEND TO BE READY TO GO ON MONDAY. SO EITHER WAY THEY STILL NEED THE TWO DAYS TO BE ABLE TO SET UP CLEAN, GET READY OUR S Y FOLKS AND OUR SUMMER SCHOOL PROGRAM FOLKS ALSO NEED A COUPLE OF DAYS TO BE ABLE TO
PREPARE AND BE READY TO RECEIVE STUDENTS SO EVERYTHING IS BASICALLY BEING PUSHED BACK BY THE WEEK. I REALLY REALLY APPRECIATE YOUR ANSWERS TO MY QUESTIONS AND I'M JUST GOING TO NOTE I JUST MAKE A COMMENT HERE TO EXPLAIN MY VOTE. I'M ALSO GOING TO VOTE NO ON THIS. THIS IS FUNDAMENTALLY NOT FAMILY AND STUDENT FRIENDLY AND I AM VERY, VERY CONCERNED ABOUT THE MESSAGE THAT THIS SENDS TO OUR STUDENTS AND FAMILIES IN FACT TO OUR ENTIRE SCHOOL COMMUNITIES, EVERYBODY WHO WORKS AND COMES AND ATTENDS IN OUR SCHOOLS THAT MAKING A SHIFT LIKE THIS AT THIS STAGE WHERE ESPECIALLY ACTUALLY I WAS MENTIONED CHRONIC ABSENTEEISM EARLIER WE TELL STUDENTS IT'S IMPORTANT TO COME TO SCHOOL EVERY DAY BUT FROM THE SORT OF JUST CONVERSATION I'VE HAD FROM ALL THE INPUT THAT I'VE TAKEN IN TALKING TO DIFFERENT FAMILY YOU KNOW, DIFFERENT GROUPS, EDUCATORS, FAMILIES, STUDENTS, ETC. IT'S A LOT OF CONCERN THAT MANY STUDENTS WON'T EVEN SHOW
UP AND A LOT OF CONCERN OVER WHAT YOU KNOW, INSTRUCTION WILL BE PROVIDED IN THIS EXTRA TIME. >> I FEEL LIKE THIS IS A HIGHLY PROBLEMATIC MESSAGE TO BE SENDING FOR US AS AN EDUCATIONAL INSTITUTION AND IT IT FEELS TO ME IT FEELS TO ME LIKE A DO WHAT I SAY, NOT WHAT I DO TYPE OF SITUATION WHERE WE'RE TELLING OUR KIDS THAT IT'S INCREDIBLY IMPORTANT FOR THEM TO ATTEND, THAT IT'S INCREDIBLY IMPORTANT WE PRIORITIZE INSTRUCTION AND LIKE MANY OF THE MIDDLE SCHOOL FAMILIES THAT I'VE TALKED TO, THE HIGH SCHOOL FAMILIES SAY THAT THEY DON'T EVEN EXPECT THEIR KIDS WILL BE SHOWING UP IN THESE EXTRA DAYS. IT'S MORE A HALF AND HALF FOR STUDENTS IN THE YOUNGER GRADES IF THE FAMILIES WILL BE HERE. BUT THIS WHOLE THING TO ME IS VERY TROUBLING AND PORTENDS PROBLEMS FOR US IN THE FUTURE AS WELL. SO I WILL VOTE NO ON THIS. >> THANK YOU. I THINK THAT'S WELL SAID. COMMISSIONER, I. I REALLY DO HAVE CONCERNS THAT ,YOU KNOW, THERE THERE COULD
HAVE BEEN OPTIONS THAT WOULD HAVE INCREASED ATTENDANCE INCREASE THE ACTUAL AMOUNT OF INSTRUCTION THAT STUDENTS ARE GOING TO GOT TO GET YOU KNOW RESPECTED THE OBLIGATIONS OF ALL OF OUR LABOR UNITS AND EXTRA DAYS THAT THEY REQUIRE TO SHUT DOWN SCHOOLS NOT JUST SO THAT THEY CAN LEAVE FOR THE SUMMER BUT SO THAT OUR COMMUNITY PARTNERS CAN RUN SUMMER PROGRAMS WHICH WILL PROBABLY NOW HAVE TO BE CANCELED FOR THAT THE WEEK THAT SCHOOL WILL BE EXTENDED WHEN THERE MIGHT HAVE THERE WOULD HAVE BEEN SUMMER CAMPS THAT STUDENTS WERE RELYING ON AND INCOME THAT OUR COMMUNITY BASED NONPROFITS WERE RELYING ON AFTER THEY WENT ABOVE AND BEYOND AND PROVIDED FREE CHILD CARE DURING THE STRIKE TO MANY OF OUR STUDENTS IT'S A DOUBLE FINANCIAL HIT AND YOU KNOW, I THINK IT WOULD HAVE BEEN IDEAL IF WE COULD HAVE HAD TWO EXTRA DAYS AT THE END OF THIS YEAR, THREE DAYS NEXT YEAR, TWO DAYS, YOU KNOW, BEYOND THE END OF SCHOOL AND THEN ONE TAKE IT FROM THE EXTRA DAY OF SPRING BREAK OR
INDIGENOUS PEOPLES DAY OR SOMETHING AND I, I WILL SAY THAT THAT WAS MY UNDERSTANDING OF WHAT WAS GOING TO BE DISCUSSED WITH LABOR PARTNERS AND SO IT WAS VERY SHOCKING TO ME TO HEAR THAT THAT WAS NOT WHAT WAS INITIALLY PROPOSED BY THE DISTRICT TO OUR LABOR PARTNERS AND I THINK PUTS US AS A BOARD IN A REALLY DIFFICULT SITUATION BECAUSE MY UNDERSTANDING IS THAT IF THAT THIS IS THE ONLY PROPOSAL THAT HAS THE POSSIBILITY OF BEING RATIFIED BY ALL OF OUR LABOR PARTNERS WHICH IS AN ABSOLUTE REQUIREMENT TO CHANGING THE APS THE ACADEMIC CALENDAR AND THAT IF IT IS NOT RATIFIED THAT WE WOULD HAVE 175 INSTRUCTIONAL DAYS WHICH WOULD ESSENTIALLY REDUCE THE DENOMINATOR OF OUR CALCULATOR FOR A DAY AND HAVE VERY SIGNIFICANT FINANCIAL IMPACTS MUCH GREATER THAN THE IMPACTS OF LOW ATTENDANCE ON THE THREE DAYS KIND OF BEYOND THE LAST WEEK OF SCHOOL THAT WOULD CARRY ON NOT JUST THIS YEAR BUT FOR THREE YEARS TO COME AS WE HAVE A ROLLING THREE YEAR AVERAGE OF ADA AT A TIME WHEN WE HAVE MADE SIGNIFICANT
COMMITMENTS TO ALL OF OUR LABOR PARTNERS THAT WE NEED TO MAKE SURE THAT WE BRING IN AS MUCH MONEY AS WE CAN TO MEET THOSE. SO BECAUSE OF OUR ROLE AS FIDUCIARY TO THE DISTRICT I WILL BE VOTING YES BUT I'M VERY DISAPPOINTED FOR OUR STUDENTS, FOR MANY OF OUR EDUCATORS AND STAFF, FOR OUR FAMILIES THAT WE ARE IN THE SITUATION OF HAVING THIS BE THE RECOMMENDATION DID DITTO LOOK OVER PLEASE COMMISSIONER RAY NO . COMMISSIONER ALEXANDER YES. VICE PRESIDENT HEALING YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN WARD YES. COMMISSIONER GUPTA YES. COMMISSIONER FISHER YES. AND NEXT TIME THINK GENDA IS 263-24 ESP THREE APPROVAL OF SOME WAIVERS CAN HAVE A MOTION AND A SECOND I MOVE THAT WE APPROVE ITEM 263-24 SB THREE IS GOING TO HAPPEN SECOND IT IS IT'S BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVE THIS ITEM. DR. SU WE JUST HAVE FOR APPROVAL THE ONE PROVISIONAL INTERNSHIP PERMIT FOR A SPECIAL EDUCATOR WHO TEACHES AN EARLY EDUCATION. ANY COMMENTS OR QUESTIONS TO THE BOARD? SEEING NONE. DEBATE IS NOW CLOSED ON THE MOTION TO APPROVE THIS ITEM
ROLL CALL VOTE POLICE COMMISSIONER RAY YES COMMISSIONER ALEXANDER YES. VICE PRESIDENT HEALING YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN YES. COMMISSIONER GUPTA YES. COMMISSIONER FISHER YES. PRESIDENT KIM HAS THIS BEEN RECUSAL FROM THE CONSENT CALENDAR OR DUE TO HIS EMPLOYMENT WITH THE CITY AND COUNTY OF SAN FRANCISCO WHICH IS A FREQUENT CONTRACTOR WITH IF USED IN ORDER TO AVOID ANY APPEARANCE OF A CONFLICT? SUPERINTENDENT, ARE THERE ANY CHANGES TO THE CONSENT CALENDAR? >> THERE ARE NONE. THANK YOU. IS THERE A MOTION TO APPROVE THE CONSENT CALENDAR? >> I MOVE TO APPROVE THE CONSENT CALENDAR. SECOND, COULD WE HAVE A ROLL CALL VOTE PLEASE? >> MR. HILL? COMMISSIONER RAY? YES. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HEALEY. YES. PRESIDENT KIM. COMMISSIONER WEISS MOORE. YES. COMMISSIONER GUPTA. YES. COMMISSIONER FISHER YES.
THIS MEETING IS ADJOURNED 11:57 P.M. S.F. GOV TV