ROLL CALL PLEASE MS. LET OFF COMMISSIONER ALEXANDER HERE COMMISSIONER FISHER HERE COMMISSIONER GUPTA VICE PRESIDENT HEALEY COMMISSIONER RAY HERE COMMISSIONER WISEMAN WARD AND PRESIDENT KEN HERE ACCESSIBILITY INFORMATION TRANSLATION AND INTERPRETER SERVICES VIRTUAL MEETING INFORMATION MAY ALL BE FOUND ONLINE UNDER GENERAL INFORMATION. IF YOU HAVE QUESTIONS PLEASE CONTACT THE BOARD OFFICE AT (415) 241-6427 OR BOARD OFFICE AT AS OPPOSED TO EDU AT THIS TIME BEFORE THE BOARD GOES INTO CLOSED SESSION I CALL FOR ANY SPEAKERS TO THE CLOSED SESSION ITEMS LISTED IN THE AGENDA. THERE WILL BE A TOTAL OF FIVE MINUTES FOR SPEAKERS. ARE THERE ANY SPEAKERS FOR PUBLIC COMMENT? THERE ARE NONE. I KNOW RESOURCES MEETING AT 4:07 P.M. S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION AND PRINT
S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION LA LA S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION AND I MOVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE HIGH SCHOOL STUDENT MATTER NUMBER (202) 520-2603 FIVE A STUDENT WILL BE RECOMMENDED FOR EXPULSION FOR THE REMAINDER OF THE CURRENT SEMESTER AND THE FOLLOWING SEMESTER THROUGH JUNE 3RD, 2026. IMMEDIATELY FOLLOWING THIS EXPULSION ORDER THE STUDENT
WILL BE PLACED AT CIVIC CENTER SECONDARY SCHOOL DURING THE EXPULSION PERIOD. >> CAN I HAVE A SECOND SECOND ROLL CALL PLEASE? MR. LENO? COMMISSIONER ALEXANDER. >> COMMISSIONER FISCHER. YES. COMMISSIONER GUPTA. YES. VICE PRESIDENT HULING. YES. COMMISSIONER RAY. YES. COMMISSIONER WISEMAN WORK. YES. >> AND PRESIDENT KIM. YES. THAT'S SIX. I MOVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE ELEMENTARY SCHOOL STUDENT MATTER NUMBER (202) 520-2604 STUDENT WILL BE EXPELLED FROM FOR ONE CALENDAR YEAR FROM THE DATE OF APPROVAL OF THE EXPULSION COMMENCING THE DAY IMMEDIATELY FOLLOWING THE EXPULSION. CAN I HAVE A SECOND SECOND REAL ACCOMPLISHMENTS LET OFF. COMMISSIONER ALEXANDER. COMMISSIONER FISCHER. YES. COMMISSIONER GUPTA. YES. VICE PRESIDENT HEALEY. YES. COMMISSIONER RAY. YES. COMMISSIONER WISEMAN WORK? YES. >> AND PRESIDENT KIM. YES. THAT'S SIX EYES IN ONE MATTER
OF ANTICIPATED LITIGATION THE BOARD BY A VOTE OF 580 NOS. AND WITH COMMISSIONER FISCHER RECUSING HERSELF AND COMMISSIONER GUPTA BEING ABSENT, THE BOARD GIVES DIRECTION TO THE GENERAL COUNCIL IN ONE MATTER OF ANTICIPATED LITIGATION THE BOARD BY A VOTE OF FIVE EYES ZERO NOS AND WITH KUSHNER, COMMISSIONER GUPTA AND VICE PRESIDENT HULING BEING ABSENT, THE BOARD GIVES DIRECTION TO THE GENERAL COUNSEL IN THE MATTER OF CASE NUMBER (202) 508-1017 THE BOARD BY A VOTE OF FIVE EYES ZERO NOS AND WITH COMMISSIONER GUPTA AND PRESIDENT KIM BEING ABSENT ,THE BOARD GIVES DIRECTION TO THE GENERAL COUNSEL THE STATE BOARD OF EDUCATION IS COMMITTED TO EFFECTIVE SCHOOL BOARD GOVERNANCE THAT CENTER STUDENT LEARNING BASED ON COMMUNITY INPUT. THE BOARD HAS ADOPTED OUR VISION, VALUES, GOALS AND GUARDRAILS IN ORDER TO INCREASE THE PORTION OF BOARD MEETING TIME WE SPEND ON STUDENT OUTCOMES. EVERY OTHER REGULAR MEETING IS A MONITORING WORKSHOP. OUR APPROACH TO GOVERNANCE ALSO CALLS ON THE BOARD TO EMPOWER THE SUPERINTENDENT TO TAKE FULL OWNERSHIP OF THE STRATEGIES USED TO REACH THOSE GOALS WITHIN THE GUARDRAIL SET BY THE BOARD.
AS WE IMPLEMENT OUR GOVERNANCE FRAMEWORK THE BOARD WILL CONTINUE TO ADOPT NEW SYSTEMS, ROUTINES AND POLICIES AIMED AT IMPROVING STUDENT OUTCOMES. WE ENCOURAGE THE PUBLIC TO FOLLOW THIS WORK ON OUR WEBSITE AS A FEW AS DATA EDU SLASH GOVERNANCE AS WE COMMIT TO FINDING NEW AND IMPROVED WAYS TO MORE MEANINGFULLY ENGAGE WITH STAFF, STUDENTS AND FAMILIES. MOVING TO PUBLIC COMMENT TO ALIGN WITH OUR EFFECTIVE GOVERNANCE EFFORTS PUBLIC COMMENT WILL LAST FOR ONE HOUR OR UNTIL 8 P.M. WHICHEVER IS EARLIER. WE AIM TO DAY SIX FOR EVENTS 745 TODAY. WE AIM TO RESPECT STAFF FAMILY AND COMMUNITY TIME BY BEGINNING BOARD BUSINESS NO LATER THAN 8 P.M.. OUR HOPE IS TO CONDUCT BOARD BUSINESS IN AN EFFICIENT, EFFECTIVE AND ACCESSIBLE MANNER DURING REASONABLE HOURS. EACH PARTICIPANT MAY SPEAK FOR UP TO ONE MINUTE. STAFF WILL THANK THE PARTICIPANT AT THE ONE MINUTE MARK AT ONE MINUTE AND FIVE SECONDS. I ASKED MR. AND MR. STEELE TO TURN OFF THE MIC AND TRANSITION TO THE NEXT SPEAKER. I ASKED MEMBERS OF THE PUBLIC TO PLEASE RESPECT THAT ONE
MINUTE LIMIT SO THAT WE CAN HEAR FROM AS MANY SPEAKERS AS POSSIBLE. I ENCOURAGE SPEAKERS WHO ARE SPEAKING ON THE SAME TOPIC TO COLLABORATE AND COMBINE THEIR COME UP COMMENTS SO THAT THE BOARD CAN HEAR ALL VIEWPOINTS DURING OUR LIMITED TIME. PLEASE ALSO NOTE THAT THE BOARD ACCEPTS A WRITTEN PUBLIC COMMENTS VIA EMAIL TO BOARD OFFICER SFA SD.EDU. WE WILL HEAR FIRST FROM STUDENTS IN PERSON THEN 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 SAY 15 MINUTES FOR PUBLIC REMOTE PUBLIC COMMENT. IN THIS CASE AT 730 TAKING COMMENTERS IN THE SAME ORDER AS IN PERSON TWO MEMBERS OF THE PUBLIC ON YOUR RIGHT YOU'LL SEE SIGNS TO 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 IN 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. >> MR. STEELE. THANK YOU PRESIDENT KIM WE'LL START WITH STUDENTS. I ONLY HAVE ONE STUDENT CARD. ARE THERE ANY OTHER STUDENTS WHO CARE TO SPEAK? I'M SORRY I'M A LITTLE BLIND RIGHT NOW. TOTAL, I THINK. I'M SORRY I CAN'T SEE RIGHT NOW. ONE MINUTE. >> OKAY. HI, MY NAME IS TOTO HANNIBAL. >> I'M A SENIOR AT ACADEMY AND FOR THE PAST FIVE YEARS THE DISTRICT HAS STRATEGICALLY BEEN SHUTTING DOWN MY SCHOOL DESPITE THE CONSTANT THREATS OF CLOSURE AND ALL THE REASONS AND OPPORTUNITIES I'VE BEEN GIVEN TO LEAVE IN THE DEEP CONSIDERATION I GAVE THEM. AT EVERY TURN I STILL CHOSE ACADEMY. I CHOSE THE FRIENDS I'VE MADE THERE. MY INCREDIBLE TEACHERS ARE SUPPORTIVE ON THE STAFF I CHOSE MY EDUCATION MYSELF AND MY COMMUNITY JUST AS ALL MY PEERS HAVE. TO CLOSE ACADEMY WOULD BE TO NEGLECT THE AUTONOMY OF ALL OUR STUDENTS NO MATTER HOW FEW WE HAVE. MORE THAN THAT, IT EXPLOITS OUR EFFORTS TO INTEGRATE A GREAT COLLEGE AND CAREER PROGRAM WHICH WE MOVE TO WALLENBERG WITH OR WITHOUT OUR STUDENTS AND TEACHERS. A YEAR OF TESTING THIS PROGRAM ON A STUDENT BODY THAT BENEFITS FROM IT MOST INCREDIBLE SUCCESS
ONLY BECAUSE OF THOSE STUDENTS AND THE SUPPORT ACADEMY PROVIDES THEM. THIS ABUSE IS CAPTURED BY THE PERVERSELY DEHUMANIZING WORDS OF HIGH SCHOOL SUPERINTENDENT DINA GOLDWASSER IN HER DESCRIPTION OF HER SCHOOL AS A LIFELESS BASEMENT. DESPITE THIS ATTITUDE IN THE TREATMENT OF MY PEERS AS GUINEA PIGS DESPITE BEING ON THE BOTTOM FLOOR OF OUR CAMPUS, DESPITE OUR LACK OF WINDOWS BECAUSE MOST OF THE CLASSROOMS I HAVE THEM ARE GIVEN TO SOTA AND DESPITE THE DISTRICT'S BLATANT DISREGARD FOR UNDERPRIVILEGED STUDENTS, WE STILL CHOOSE ACADEMY AND WE STILL CHOOSE TO STAY. >> THANK YOU. THANK YOU. >> I DON'T HAVE ANY CARDS FOR AGENDA ITEM SO MOVE ON TO NOT AGENDA. DENNIS FOX WOULD HEAR YOUR NAME COME LINE UP AT THE PODIUM PLEASE. RYAN HIGHTOWER. ALAN LAWSON. ERIC PEREZ. JEFF KENT. AND MICHELLE JACK, TELL ME ONE GO AHEAD. >> UNTRAINED SUBSTITUTES IN THE CLASSROOM. SFA USDA HAS OVER HIRED SUBSTITUTE TEACHERS AND HAVE FAILED TO PROVIDE THEM WITH THE MOST BASIC TRAINING. I'VE WITNESSED NEW UNTRAINED
SUBS THROWN TODAY ATTENDANCE SHEETS AT THE STUDENTS ASKING THE STUDENTS THEMSELVES TO HANDLE THE ATTENDANCE. THIS JEFFERSON ADVISES THE ACCURACY OF THE DAILY AVERAGE DAILY ATTENDANCE. I'VE SEEN NEW UNTRAINED SUBSTITUTES WALK OUT OF CLASSROOMS LEAVING CLASSROOMS UNSUPERVISED WITH THE CLASSROOM DOORS OPEN. BOTH OF THESE ISSUES ARE LAWSUITS IN THE MAKING. THANK YOU. THANK YOU. HI, MY NAME IS RYAN HIGHTOWER. I AM THE ENGLISH LANGUAGE ARTS LEAD AT THE ACADEMY. I'M REALLY PROUD OF OUR STUDENT WHO HAS COME TO SPEAK IN FRONT OF US AND STUDENTS THAT WE'LL HEAR FROM A LITTLE BIT LATER ON THEIR COURAGE TO STAND FOR THE DISTRICT LEADERSHIP AND DEMAND TO BE HEARD. >> ONE THING THAT I WANT TO REMIND THE SCHOOL BOARD OF IS THAT ACADEMY IS IN BOTH IN ENROLLMENT AND EMPLOYMENT. A SCHOOL OF CHOICE, AN ALTERNATIVE SCHOOL OF CHOICE AND WHAT THIS MEANS MIGHT FEEL
LIKE SEMANTICS TO SOME PEOPLE. BUT WHAT WE HAVE SEEN IS THAT THIS FILLS A BUILDING WITH PEOPLE WHO WANT TO BE THERE WITH ADULTS WHO WANT TO TAKE ON EXTRA ROLES, WHO WANT TO WEAR MANY HATS, WHO WANT TO SUPPORT THE MANY DIFFERENT NEEDS OF OUR STUDENT BODY WHERE COACHES SCHOOL SITE COUNCIL MEMBERS, INSTRUCTIONAL LEADERSHIP TEAMS MEMBERS, FUNDRAISERS, ADVISORS, VOLUNTEERS AND MANY OF US WHERE 3 TO 4 OF THESE DIFFERENT TYPES OF HATS WE BUILD A CAMPUS COMMUNITY WITH A STAFF THAT KNOWS WHO YOU ARE FOR FOUR YEARS AND I WOULD BEG THE SCHOOL BOARD AND THE SUPERINTENDENT TO RECONSIDER THEIR DECISION REGARDING OUR SCHOOL. THANK YOU. THANK YOU. THE VOTERS OF SAN FRANCISCO APPROVED A PARCEL TAX ON JUNE 3RD, 2008. IT HAS HELPED SAN FRANCISCO UNIFIED SCHOOL DISTRICT PAY FOR VARIOUS EDUCATIONAL PROGRAMS AND TEACHER RESOURCES, INCREASE SALARIES AND ALLOW EDUCATORS TO BE COMPENSATED FINANCIALLY FOR WORKING IN HARDER STEP SCHOOLS IN SUBJECT AREAS. THIS INCLUDE 25 PROPERTIES
SUBSTITUTE TEACHERS WHO MAY LOSE THEIR JOBS BECAUSE THIS PARCEL TAX IS ONLY GOOD THROUGH JULY 1ST, 2028 AS OPPOSED TO NEW. WE NEED TO WORK TOGETHER TO REPLACE THE PROP EIGHT PARCEL TAX WITH ANOTHER MEASURE TO PROVIDE STUDENTS WITH NEEDED FUNDS TO ENSURE THEIR SUCCESS IN SCHOOL. ADDITIONALLY, TEACHERS WHO HAVE REACHED RETIREMENT AGE ARE HESITANT TO RETIRE BECAUSE THEY HAVE DISCOVERED THAT DUE TO THE UNDERREPORTING OF SERVICE, CREDIT AND FINANCIAL CONTRIBUTIONS SENT TO CALSTRS OR THE MAJOR OVERHAUL OF CALSTRS DATABASE, IT AFFECTS THEIR MONTHLY INTEREST INCOME AND ULTIMATELY THEIR MONTHLY RETIREMENT CHECK. THIS PROBLEM NEEDS TO BE REVIEWED AND ACTED ON IMMEDIATELY TO HELP CERTAIN TYPICAL TEACHERS TRANSITION TO THEIR RETIREMENT. SUCCESSFUL. >> THANK YOU. GET TOGETHER. HI MY NAME IS ERIC PEREZ. I WORK AT THE ACADEMY. LAST WEEK OUR STUDENTS CAME TO SPEAK AT THE SCHOOL BOARD WITH A LOT OF INDIGNATION AND TODAY THEY'RE COMING AGAIN EVEN THOUGH THEY THEY'RE TEENAGERS ON A TUESDAY AFTERNOON THEY CHOSE TO BE HERE INSTEAD. I JUST WANT TO EXTEND A THANK YOU FOR SOME OF THE MESSAGES
THAT ARE STUDENTS SAID LAST WEEK AND IT SEEMS LIKE THE SCHOOL BOARD HEARD THEM AND SO DID DR. SUE. WHEN IT CAME TO OPENING DIALOG WITH COMMUNITY AND I APPRECIATE THAT THE MESSAGE TO TALK ABOUT BUDGET WASN'T JUST THE EMAIL OR NEWSLETTER BUT IT ALSO WENT OUT AS A CALL TO SO ALL PARENTS ARE HEARING BUT ALSO I WANT TO EXTEND A CONCERN TO I THINK WITH THE CLOSURE THE ACADEMY OUR DISTRICT DOES CERTAIN THINGS VERY WELL. WE HAVE PROGRAMS THAT STUDENTS ARE CLIMBING OVER EACH OTHER TO GET INTO ONE BEING LAW AND LAW PROMISES AN ACADEMIC SUCCESS PLAN FOR THE STUDENTS AND PROMISES PARENTS THAT THEY'RE THEIR CHILDREN TO HAVE A FUTURE. I FEEL LIKE INSTEAD OF EXPANDING A SCHOOL THAT IS ALSO OVERFUNDED LIKE SODA EXPANDING THIS SCHOOL WE COULD EXTEND ACADEMIC OPPORTUNITY AS WELL SOMETHING DISPLAYED IN THE ACADEMY. SO THANK YOU. SORRY. GOOD EVENING. MY NAME IS DR. JEFFREY CAMP, PH.D. MATHEMATICS EDUCATION. THIS IS MY SEVENTH YEAR AS A
MATHEMATICS AND COMPUTER SCIENCE TEACHER AT THE ACADEMY, SFA MCATEER AND MY SECOND YEAR AS AN ELECTED HIGH SCHOOL REPRESENTATIVE ON THE USF EXECUTIVE BOARD. I RISE TODAY TO SPEAK IN SUPPORT OF THE ACADEMY COMMUNITY AND THE DEDICATION OF A TEAM AND OF OUR STUDENTS AND THE EFFORTS OF OUR STAFF HAVE CREATED A COMMUNITY THAT IS KIND, INCLUSIVE AND WELCOMING A COMMUNITY FOCUS ON THE GROWTH AND SOCIAL INTEGRATION OF ALL OF OUR STUDENTS. THIS IS WHY THE BAD FAITH STRATEGIC MANIPULATION OF OUR SCHOOL HAS CAUSED SUCH A BREACH IN THE TRUST THAT IS NECESSARY FOR A SCHOOL AND A DISTRICT TO FUNCTION. IT IS AN ANTI-DEMOCRATIC PROCESS THAT AMOUNTS TO LITTLE MORE THAN THE ARBITRARY USE OF ADMINISTRATIVE POWER BY BUREAUCRATS THAT HIDE BEHIND A THIN VEIL OF INSINCERE REASONS AND CONDESCENDING DISREGARD OF OUR COMMUNITY'S CONCERNS AND NEEDS LEFT UNCHECKED, THIS PATTERN WILL RUIN THE DISTRICT. >> THANK YOU FOR YOUR TIME. THANK YOU. >> GOOD EVENING.
MY NAME IS MICHELLE JACK AND I AM A COMMUNITY SCHOOL COORDINATOR AT GROTON ELEMENTARY SCHOOL. I WANT TO THANK MY PRINCIPAL AND ASSISTANT PRINCIPAL AT MY SCHOOL. I SEE THEM EVERY DAY FILLING IN GAPS, MANAGING MULTIPLE SITUATIONS AT ONCE, COVERING FOR MISSING STAFF, SUPPORTING OTHER STAFF, MANAGING ALL THE BUSINESS THAT IT TAKES TO RUN A SCHOOL AND STILL FINDING TIME TO MEET WITH FAMILIES AND DOING WAY TOO MANY AND THAT WAY TOO MANY APS MEANS BUT THERE'S A LOT THEY ARE STRETCHED WAY TOO THIN. THIS YEAR 20 SCHOOLS OPENED WITHOUT CLERKS INCLUDING OURS MANY SPECIAL EDUCATION POSITIONS REMAIN EMPTY INCLUDING TWO AT OURS. ON TOP OF THAT OUR LEADERS ARE BEING ASKED TO IMPLEMENT NEW SYSTEMS WITH VERY LITTLE SUPPORT. THEY ARE DOING THE WORK OF TWO SOMETIMES THREE PEOPLE AND DOING IT ALL WITH HEART. THEY ARE OFTEN THE FIRST ONES IN THE BUILDING AND THE LAST TO LEAVE. IT IS NOT SUSTAINABLE. THESE AMAZING LEADERS DESERVE A FULLY STAFFED SCHOOL WITH REALISTIC EXPECTATIONS. OUR KIDS DESERVE THAT TOO. WE CAN'T KEEP ASKING THEM TO DO
MORE WITH LESS AND I SUPPORT ACADEMY. THANK YOU. >> BRANDI, GO AHEAD RIGHT NOW. HI EVERYONE. BRANDI BACHMANN, PUBLIC SCHOOL PARENT. I STAND IN SOLIDARITY WITH THE MANY STUDENTS AND MEMBERS OF THE ACADEMY AT MCATEER COMMUNITY ASKING FOR AN ABSOLUTE HALT TO THIS SCHOOL CLOSURE. AS I SAID AT THE LAST BOARD MEETING, I HAVE A ZERO TOLERANCE FOR SCHOOL CLOSURES AND IF YOU ESTY AND I THINK THAT WE ALL SHOULD IF WE VALUE PUBLIC EDUCATION THERE HAVE BEEN STUDIES THAT SHOW THAT CHILDREN WHO HAVE TO ENDURE A SCHOOL CLOSURE HAVE EARNED A LIFETIME EARNINGS THAT IS LOWER THAN STUDENTS WHO DO NOT ENDURE SCHOOL CLOSURES. I THINK THERE IS ABSOLUTELY NO REASON TO CLOSE THIS SCHOOL. THIS IS NOT SOMETHING THE COMMUNITY ASKED FOR. THIS IS THIS IS DISRESPECTFUL AND THE SCHOOL CLOSURES I WANT TO REMIND EVERYONE ARE A TOOL IN THE ARSENAL OF SCHOOL PRIVATIZED WARS AND GENTRIFICATION. THE SCHOOL CLOSURE NEEDS TO BE HALTED IMMEDIATELY. >> THANK YOU.
THANK YOU. THAT CONCLUDES IN-PERSON PUBLIC COMMENT. PRESIDENT KIM YES, PLEASE. THANK YOU. WE'RE GOING TO MOVE ON TO SOME PUBLIC COMMENTS STARTING WITH STUDENTS AGAIN. AGAIN, ONLY STUDENTS RIGHT NOW. SO IF YOU'RE A STUDENT AND YOU CARE TO SPEAK ON ANY ITEM IF IT'S ON THE AGENDA OR NOT, PLEASE RAISE YOUR HAND. COULD THAT BE REPEATED IN SPANISH AND CHINESE PLEASE? >> WHEN A NOTICE AS I STATED TO YOU WHAT I WANTED TO KNOW AND SO IN THIS CASE ALL IS TO ANDRES INIESTA MOMENT AGAIN THIS IS A COMMENT THAT IT IS FUNDAMENTAL TO THIS IS COMMENT THAT IS PLANNED SEVERAL AS AND OTHERS ARE NOT ALLOWED IN THE CRISIS. I HOPE YOU GOT A MOTION FROM PUPILS OR WE CAN GIVE YOU HYBE ON IT. I TOLD YOU TAKE YOUR ONE ONE GANG YOU CAN GO HOW YOU FEEL? MARIA FROM JULY 2ND YOU'VE ONLY HIJO SIGNING GO WATCHING GUYS OUT LEGALIZING HAVE A SIGN TO
THAT DAY. THANK YOU THANK YOU RAVEN GO AHEAD. >> HELLO. MY NAME IS RAVEN JENKINS. I AM A FORMER ACADEMY STUDENT. I SEE SO MANY OF MY FORMER TEACHERS AND FRIENDS. I SPENT FIVE YEARS WITH A BEAUTIFUL FAMILY THAT SUPPORTED ME BEFORE I WAS FORCIBLY TRANSFERRED BECAUSE MY BIRTH FAMILY LIKE ALL OF YOU WHO DO NOT KNOW ME IN THE SLIGHTEST THOUGHT THAT THAT WOULD BE BEST FOR ME. WHAT ACTUALLY HAPPENED IS THAT MY KIDS WERE LEFT CONFUSED. MY FRIENDS WERE BEREFT AND I WAS LEFT WITH YEARS LONG ANXIETY, DEPRESSION AND YEARS OF CONTROLLING THEM LOSING CONTROL OF MY LIFE THAT SAW ME. THIS IS WHAT YOU WILL BE DOING TO HUNDREDS OF KIDS THAT HAVE NO OTHER SAFE SPACE AND DOZENS OF TEACHERS AND STAFF WHO WILL BE LEFT TO WONDER AS YOU TAKE THEIR LIVELIHOOD AWAY FROM THEM . AN IMPORTANT CHOICE LIES IN FRONT OF YOU. PLEASE. SOMEONE WHO KNOWS WHAT IT'S LIKE. I BEG OF YOU PLEASE DO NOT TEAR THESE KIDS SOULS APART LIKE MY FAMILY DID MINE. THANK YOU AND GOOD NIGHT. THANK YOU, DALIA. HI. MY NAME IS DALIA.
I'M A SENIOR AT THE ACADEMY HIGH SCHOOL AND I'M HERE TO TALK ABOUT THE LACK OF COMMUNICATION AND UNDERSTANDING WITHIN THE DISTRICT ABOUT OUR SCHOOLS CLOSURE AND THE PEOPLE BEING IMPACTED BY IT. THE ACADEMY IS A SUPPORTIVE, TIGHT KNIT COMMUNITY. OUR SCHOOL HAS BEEN THIS WAY BECAUSE OF OUR SMALL SIZE AND AMAZING STAFF AND EACH AND EVERY STUDENT CHOSE TO ENROLL HERE KNOWING THAT AT THE ACADEMY WE GENUINELY CARE FOR ONE ANOTHER. THAT'S WHY THERE ARE SO MANY SENIORS ADVOCATING FOR OUR COMMUNITY EVEN IN THE MIDST OF OUR COLLEGE APPLICATIONS BECAUSE WE VALUE THE FUTURES OF OUR UNDERCLASS WOMEN AND PEERS. US SENIORS MAY NOT BE IMPACTED DIRECTLY ACADEMICALLY BY THE CLOSURE BUT ANY THREAT TO OUR COMMUNITIES STILL IMPACTS US EMOTIONALLY. THIS CLOSURE WILL FRACTURE THE ACADEMY COMMUNITY AND THE DISTRICT HAS DONE VERY LITTLE TO MITIGATE OR EVEN ACKNOWLEDGE THAT HARM. WITHOUT STUDENT OR TEACHER CONSENT SHUTTING DOWN THE ACADEMY, MY COMMUNITY CANNOT BE JUSTIFIED IN ANY WAY.
THANK YOU FOR LISTENING. >> THANK YOU. THAT CONCLUDES OUR STUDENT SECTION. WE'LL MOVE ON TO AGENDA ITEMS. SO IF YOU CARE TO SPEAK TO AN ITEM THAT IS ON THE AGENDA THIS EVENING, PLEASE RAISE YOUR HAND. >> COULD THAT BE REPEATED IN SPANISH IN CHINESE PLEASE? >> WHEN A NOTICE IS DAYS AND THEN RECIPROCALLY AS BUSINESS COULD THEN APPLY TO THAT CASE THAT UNLESS AND ALL AND THAT THOSE THOSE PARTICIPANT 16 AND EXCUSE BY NOW YOU DON'T SEE THE GONG JONG CLUMP YOU SEE THE HATE OR WHATEVER YOU ONE THIS WEEK IN FROM TODAY THANK YOU THANK YOU. WITH MARTIAL A THANK YOU MR. STILL TO PRESIDENT KIM COMMISSIONERS SUPERINTENDENT SUE THEY HAVE SOME SOME CONCERN A COUPLE CONCERNS TONIGHT ONE IS THAT WE ARE AWARE THAT THE ELEMENTARY STUDENTS OF THE STAR TEST LAST WEEKEND THE BOTH STUDENTS ACROSS THE DISTRICT HAD VARIOUS TESTING LAST WEEK. AND WE ENCOURAGE THE BOARD, ESPECIALLY THE COMMISSIONERS TO ENSURE THAT ALL AFRICAN-AMERICAN AND LATINO
STUDENTS AND ANYONE WHO IS NOT PERFORMING AT GRADE LEVEL HAVE THE RESOURCES AVAILABLE TO THEM TO DO WELL ON THAT. YES, WE ALSO CONCERN ABOUT THE ACADEMY STUDENTS AND FAMILIES. I WENT THROUGH WOODROW WILSON WHEN THEY CLOSED DOWN DECADES AGO AND I KNOW THIS QUARTER THEY CAN'T LOOK OUT AND LEAVE OUR STUDENTS AND FAMILIES AND WE'RE REALLY CONCERNED ABOUT TONIGHT'S TWO BOARD MEETINGS NOW THAT WE'RE WORRIED ABOUT THIS SUBSTITUTE DEBACLE AND WE HOPE THAT YOU WILL RESOLVE THAT ISSUE. TRAIN TO SERVICE LEAVE HAS BEEN REPORTED TO US AN INCIDENT AT ONE OF THE ELEMENTARY SCHOOLS AND THERE WAS A SUB IN THAT CLASSROOM THAT DAY. WE CAN HELP YOU IN ANY WAY. PLEASE LET US KNOW. THANK YOU. >> THANK YOU, RAVEN. RAVEN, GO AHEAD. HELLO AGAIN. I JUST WANTED TO FULLY EXPLAIN THAT I AM ENTIRELY AGAINST ACADEMY'S CLOSURE AS MANY OTHERS IN THIS MEETING HAVE STATED ACADEMY IS A PLACE WHERE OUR TIGHT KNIT COMMUNITY HAS BEEN FORMED OVER YEARS. IF YOU DO CHOOSE TO TAKE AWAY
THE SAFE SPACE YOU DO NOT KNOW HOW MANY HUNDREDS OF LIVES WILL BE CHANGED BY THIS. >> THANK YOU AGAIN. THANK YOU RIANDA IT BOARD COMMISSIONERS AND SUPERINTENDENT SOON MY NAME IS RIANDA BATIKS AND I AM A PARENT LEADER WITH THE POLICY I SHOW UP BECAUSE MY CHILD'S EXPERIENCE IN OUR SCHOOLS IS SHAPED BY THE DECISIONS MADE IN THIS ROOM AS WE MOVE INTO BUDGET SEASON I WANT TO BE CLEAR THAT A BUDGET IS A MAJOR DECISION THAT AFFECTS EVERY STUDENT SO COMMUNITY INPUT CANNOT COME AT THE END AFTER UPCOMING CONVERSATIONS WE ARE THANKFUL TO BE INCLUDED EARLY WHILE OPTIONS ARE STILL BEING CREATED AND CONSIDERED WE HOPE TO SEE OUR FEEDBACK SHARED WITH US. WE WANT TO UNDERSTAND HOW THE DISHES WEIGH COMMUNITY INPUT AND CHOOSING PRIORITIZE TRANSPARENCY BUILDS TRUST AND FAMILIES AND COMMUNITY PARTNERS ARE ASKED TO PARTICIPATE. OUR VOICES MUST HAVE A REAL IMPACT. THE BUDGET NEEDS TO BE REFLECT WHAT WE SAY AND OUR CHILDREN NEED. THANK YOU. THANK YOU VANESSA.
THANKS JUSTIN. GOOD EVENING EVERYBODY. HAPPY TUESDAY. >> THIS IS RELATED TO A COUPLE OF YOUR BOARD AGENDA ITEMS. ONE IS BOARD DECISIONS. I'M REALLY APPRECIATE THE BOARD FOR CONTINUING TO PUT THESE TYPES OF DECISIONS IN FRONT OF THE PUBLIC AND I WANT TO COMMEND PRESIDENT KIM FOR HIS LEADERSHIP AND I ALSO WANT TO SHARE THAT, YOU KNOW, AS WE MAKE DECISIONS IT IS INCUMBENT ON THE BOARD TO ENSURE THAT IF A SCHOOL IS GOING TO BE CLOSED IT COMES BEFORE THE BOARD AND THE BOARD IS ABLE TO DISCUSS AND VOTE ON THAT CLOSURE. HAVE A GOOD EVENING. >> THANK YOU. THAT CONCLUDES KNOWLEDGE AND ITEMS. MOVING ON TO AGENDA ITEMS SO WE'RE MOVING ON TO AGENDA ITEMS NOW IF YOU CARE TO SPEAK TO AN ITEM THAT IS ON THE AGENDA, PLEASE RAISE YOUR HAND. >> SPANISH AND CHINESE PLEASE. WHEN I NOTICE A LITTLE TO THE OTHER CASE BUT SOME OF THE GENERAL POPULATION ALASKA ADULTS PARTICIPANTS IN THE MINUTO CRISIS AND I HOPE YOU GUYS ARE EATING A VERY.
OKAY THANK YOU. >> THANK YOU. BRENDA ANYTHING AGAIN FOR COMMISSIONER AND SUPERINTENDENT . SO AGAIN MY NAME IS RYAN LIBERTIES AND I AM ONE OF THE PARENT COMMUNITY MEMBERS. WHEN YOU SAY THE PUBLIC IS INVITED TO ENGAGE WE APPRECIATE THE INVITATION. AT THE SAME TIME ACCESS MATTERS FAMILIES NEED CHILDCARE, TRANSLATION TRANSIT FRIENDLY LOCATIONS AND TIMES THAT HONOR WORKING SCHEDULES. WITHOUT THAT ONLY THE LOUDEST AND MOST RESOURCE VOICES ARE HEARD. WE ASK FOR CLEAR PARTICIPATION STANDARDS THAT JUST WORK FOR FORMATIVE COMMUNITY ENGAGEMENT. IF YOU WANT AUTHENTIC FAMILY PARTNERSHIPS YOU MUST BUILD THE WAYS FOR US TO SHOW UP. FAMILIES DESERVE A SEAT AT THE TABLE EVERY TIME STUDENT SUCCESS IS ON THE LINE. THANK YOU. >> THANK YOU LAURA, CAN YOU HEAR ME? YES, I THIS MAY BE A NON AGENDA ITEM I THINK I GOT THE ORDER CONFUSED.
I'M I'M A PARENT AS A FOSTER PARENT AND TODAY I'M JUST SPEAKING ON BEHALF OF ALL FAMILIES WHO ARE ABLE TO AND WHO ARE NOT ABLE TO PARTICIPATE IN THE BUDGET. TOWN HALL PROCESS. I WANT TO FOLLOW UP ON WHAT WAS PRESENTED LAST WEEK WITH RESPECT TO THE UNAUDITED ACTUALS THAT SHOWED A NET SHORTFALL OF 36 MILLION. THIS IS COMPARED TO WHAT WAS BUDGETED FOR THE YEAR PRIOR OF 148.5 MILLION. SO OUR ON THE GROUND REALITY IN TERMS OF LOSSES WHILE STILL LOSSES WAS REALLY ONLY 25% OF WHAT WE EXPECTED. AND JUST TO PUT THAT IN CONTEXT AGAIN IT WAS 36.9 MILLION COMPARED TO 148.5 MILLION. I THINK THE CONCERN I HAVE IS WHEN YOU LOOK OUT FOR THE BUDGET FOR THIS YEAR AND THE FOLLOWING TWO YEARS WE'RE LOOKING AT 221.8 OR 9 MILLION IN LOSSES. IF WE WERE TO APPLY THAT SAME SORT OF RATIO YOU'RE LOOKING AT SOMETHING SUB 100. RIGHT. AND IT COULD BE TO THE TUNE OF 55 MILLION. SO I GUESS WHAT I'M TRYING TO FIGURE OUT IS HOW DO WE HAVE A
CONVERSATION ABOUT COST AND HAVE A TRUST IF WE DON'T REALLY WORK FROM THAT YOUR TIME. THANK YOU. THANK YOU, VANESSA YEAH, I THINK I GOT IT SWITCHED AS WELL BUT I'LL JUST SAY I THINK I MENTIONED THIS THE LAST TIME. IF WE HAVE A DEFICIT OF 38 MILLION WE'RE LOOKING AT CONSOLIDATING A SCHOOL. I'M NOT SURE WHY WE WOULD BE RENEWING ANY CHARTERS. SO I THINK WE NEED TO THINK ABOUT WHAT ARE OUR PRIORITIES, WHAT ARE OUR VALUES? WE HAVE STUDENTS WHO ARE COMING IN FRONT OF YOU MULTIPLE TIMES TO SPEAK TONIGHT I THINK THAT THIS IS A DECISION THAT YOU GUYS ARE GOING TO NEED TO MAKE A BIT MORE CAREFULLY AS WELL AS JUST THE WORK THAT YOU KNOW, WE HAVE A COUPLE MONITORING TOOLS TONIGHT. MATH IN L.A. AND AGAIN, I DON'T SEE SPED I DON'T SEE API DISAGGREGATED WE NEED MORE FOCUS GROUPS BECAUSE WE'RE CONTINUING TO PERPETUATE SOME OF THE SAME PROBLEMS THAT WE'VE HAD FOR ABOUT YOU KNOW, THE LAST WHAT, 15 YEARS? THANKS. THANK YOU.
MS. MARSHALL WE'RE GOING TO MAKE ANOTHER COMMENT OR WAS THIS FROM BEFORE? AM I SPEAKING ON THIS IS STILL PARDON ME AM I SPEAKING NOW? YES, YOU ARE. OH, THANK YOU SO MUCH. I COULDN'T REALLY HEAR I JUST WANT TO JOIN THE BANDWAGON AND WITH OUR IPAC AND OLLIE AND THE COMMUNITY FOR THE FORTHCOMING. BOARD PRESIDENT OUR BUDGET MEETING ON SATURDAY THAT IMMIGRANTS ARE PRECIOUS TIME WITH OUR FAMILIES BUT WE WILL COME AND I'M WONDERING IF YOU WHEN YOU INVITE THE COMMUNITY TO COME TO THE BOARD BUT THE PRESENTATION HOW DO YOU INCLUDE THEIR CONCERNS OF THEIR WISHES OR THERE WHAT THEY'RE TALKING. OUR WHICH IS WHICH IS THE R F THAT BOARD AT THAT STATION I HOPE IS NOT A DOG AND PONY SHOW. I HOPE THAT YOUR WILL BE OPEN MINDED AND AND INCLUDE THE CONCERNS OF THE YOUNG OF THE COMMUNITY. THANK YOU. THANK YOU, CONNIE. UM, HI. MY NAME IS CONNIE.
I'M A SENIOR AT THE ACADEMY AND I THINK THAT THE SCHOOL CLOSURE IS LIKE RUSH AND NOT VERY THOUGHT THROUGH WHEN IT WAS FIRST ANNOUNCED THAT OUR SCHOOL WAS CLOSING IT WAS SAID THAT THE DEAF AND HARD OF HEARING PROGRAM WAS GOING TO MERGE WITH SODA. BUT THEN THERE WAS LIKE BACKLASH AND THEN IT WAS THEN MADE THE DECISION THAT THE DEAF AND THE AGE PROGRAM WAS GOING TO MOVE WITH US TO WALLENBERG AND I FEEL LIKE THAT SITUATION ALONE REALLY SHOWS HOW I AS IF YOU SEE LIKE DO LIKE THEY WERE UNPREPARED FOR IT AND I FEEL LIKE YOU CAN'T SAY THAT THIS MARRIAGE IS BEST FOR OUR STUDENTS WHEN YOU DIDN'T EVEN LIKE REALLY THINK THROUGH EARLY ON WHERE THE D H H PROGRAM WAS GOING TO GO ESPECIALLY SINCE IT'S ONE OF TWO AGE PROGRAMS FOR THOSE OF YOU SEE HIGH SCHOOLS AND IT'S JUST DOESN'T MAKE ANY SENSE TO SAY THAT IT'S REALLY BEST SOON WHEN YOU'RE NOT THINKING ABOUT THEM. THANK YOU FOR YOUR TIME. THANK YOU. THANK YOU. >> VIRGINIA AVALOS, VIRGINIA
AVALOS WELL, WHAT I AM VIRGINIA AVALOS ARE YOU THERE? PRESIDENT KIM THAT CONCLUDES OUR BOOK. BUT THAT LOSS IS NOT MY LAST NAME. THANK YOU. OKAY, THERE'S ANOTHER THERE'S ANOTHER VIRGINIA BUT THAT CONCLUDES OUR PUBLIC COMMENT. THANK YOU TO MEMBERS OF THE PUBLIC FOR BEING HERE TONIGHT VIRTUALLY OR IN PERSON TO SHARE THEIR EXPERIENCES AND THOUGHTS . >> APPRECIATE YOUR TIME THIS EVENING TO SHARE WITH THE BOARD . I JUST TO CLARIFY I KNOW THERE WERE ITEMS FOR COMMENT CARDS FOR ITEM E PUBLIC COMMENT RELATED TO THE KIP RENEWALS. WE WILL HAVE THE COMMENTS FOR THOSE SPECIFIC ITEMS AT THAT TIME DURING THE PUBLIC HEARING. IS THAT RIGHT? COUNSEL YES. OKAY. SO JUST A FYI TO MEMBERS OF THE PUBLIC WHICH IS ACTUALLY NEXT ITEM E THE NEXT ITEM ON THE AGENDA IS 251028 ESP ONE CAN HAVE A MOTION AND A SECOND SO MOVED.
SECOND IT HAS BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVES ITEM 25102 ESP ONE I CALL ON THE SUPERINTENDENT OR ANY DESIGNEE TO READ THIS INTO THE RECORD. THIS COMMENT HAPPENED BEFORE OR AFTER AT THIS TIME PRESIDENT KIM I WOULD RECOMMEND THAT YOU CALL THE HEARING TO ORDER. OKAY AND THEN CALL FOR PUBLIC COMMENT. OKAY I WILL CALL THE HEARING TO ORDER AND IF WE CAN TURN TO PUBLIC COMMENT PLEASE MR. SEAL THANK YOU. I'M GOING TO CALL EVERYONE UP. I WILL START WITH THE ELEMENTARY ANGELA WILLIAMS ROYAL LOVELIES ALEXIS LUCAS DE LEONE NEVILLE WATSON LUIS HERNANDEZ AND DESIRE AND DESIRE . YOU HAVE ONE MINUTE EACH. BEFORE WE START, CAN I ASK FOR A POINT OF CLARIFICATION? YES. WE HAVE TWO SEPARATE PUBLIC HEARINGS. CORRECT. BUT ARE WE DOING ONE PUBLIC COMMENT FOR BOTH OR ARE WE DOING SEPARATE SEPARATE PUBLIC
COMMENTS FOR EACH HEARING? >> DO THEY? I CALLED EVERYONE BUT THERE ARE THEY ARE COMMENTS ARE SEPARATE. YES, THEY ARE SEPARATE. YES. OKAY. SO WE WILL START WITH THE ELEMENTARY. THE BABY ELEMENTARY SCHOOL ITEM. >> I'M SO SORRY FOR THE FOLKS I CALLED FROM COLLEGE PREP YOU'LL COME UP NEXT. SO THE FIRST FOR I CALLED ANGELA ROYLE ALEXIS AND LUCAS THANK YOU FOR THAT CLARIFICATION COMMISSIONER FISHER THANK YOU. APOLOGIES. HELLO. MY NAME IS ANGELA WILLIAMS FROM BAYVIEW ELEMENTARY. I'VE BEEN PART OF THIS SCHOOL COMMUNITY FOR SEVEN YEARS. I STARTED AS BEHAVIOR AIDE, THEN BECAME A BEHAVIOR COORDINATOR, LATER TAUGHT THIRD GRADE AND NOW I SERVE AS A CONTENT SPECIALIST. MY BACKGROUND IS IN EDUCATIONAL THERAPY SO STUDENTS HAVE A SPECIAL PLACE IN MY HEART. I HELP IDENTIFY STUDENTS WHO ARE IN NEED OF ADDITIONAL SUPPORT BECAUSE OF SOME OF THE CHALLENGES I'VE SEEN, I CREATED A GROUP CALLED BOYS AND GIRLS INC WHICH STANDS FOR INCLUSION KNOWLEDGE AND KINDNESS.
OUR MOTTO IS CHARACTER COUNTS. I MEET WITH FIRST THROUGH FOURTH GRADERS EACH WEEK TO SET GOALS BILL RELATIONSHIPS AND HAVE THEM REFLECT ON THEIR CHOICES. ONE STUDENT COMES TO MIND WHO HAS GROWN TREMENDOUSLY THROUGH INK WHEN HE STRUGGLES WE REVISIT OUR MOTTO AND I ASK WHAT'S YOUR CHARACTER? WHO ARE YOU AND WHAT MAKES YOU YOU? AND HE THINKS REFLECTS RESETS AND HE'S READY TO RETURN TO LEARNING. IT'S CRUCIAL TO INVEST IN OUR STUDENTS NOW SO THAT WE CAN PAVE THE WAY FOR THEIR SUCCESS. I ASK THAT YOU PLEASE RENEW KIPP BAYVIEW FOR FIVE MORE YEARS. THANK YOU SO HI MY NAME IS ROYAL AND I'VE BEEN AT K B SINCE KINDERGARTEN AND ONE OF THE THINGS I LOVE MOST ABOUT K B IS ACADEMICS. MY TEACHERS HAVE HELPED ME GROW SO MUCH AND IN SECOND GRADE I LEARNED HOW TO READ ABOVE GRADE LEVEL MY OLD TEACHER MS.. CARTER TAUGHT ME HOW TO SPLIT WORDS APART SO I COULD SEND THEM OUT AND REALLY UNDERSTAND WHAT I WAS READING. NOW I'M IN THE FOURTH GRADE
AND I'M EXCITED TO GO TO MIDDLE SCHOOL NEXT YEAR. I CAN'T WAIT TO LEARN NEW MATH AND ALSO LEARN TO DIVIDING MILLIONS OF NUMBERS WHEN I GROW UP I WANT TO BE A FOOTBALL PLAYER OR MAYBE A FRISBEE PLAYER AT DENVER UNIVERSITY. I HOPE YOU'LL SUPPORT K B EVEN MORE BECAUSE MY LITTLE SISTER IS IN SECOND GRADE HERE AND I WANT TO KEEP HELPING HER WITH HER HOMEWORK AND STILL COME VISIT COME BACK TO VISIT THE SCHOOL THAT HELPED ME LEARN SO MUCH. THANK YOU. ALL RIGHT LITTLE SISTER GET WHATEVER YOU WANT. OKAY. SO MY DO I GO TO CAMP? IT'S OKAY. MOM IS HERE WITH YOU. OKAY? WHAT WHAT'S COOL DO YOU GO TO PICK ON WHAT GRADE ARE YOU IN TO LOOK WHAT DO YOU LOVE ABOUT KIPP? LET'S TALK YOU LET'S TALK ABOUT YOU KNOW AND THEN REMEMBER WHAT'S YOUR FAVORITE COLOR MONSTER YEAH P THE HAPPY ME BECAUSE WE SEE WE CAN JUST LOOK GOOD AND WHAT DO YOU WANT TO BE
WHEN YOU GROW UP DRINK CONDUCTOR EACH CONCERT DO YOU LIKE YOUR SCHOOL TO SCHOOL? I DON'T LOVE MY SCHOOL FOR FUN MOST DAYS NO. I'VE NOT. BUT I DON'T EXACTLY SCHOOL FOR 5 A.M. WHAT DO YOU WANT TO BE WHEN YOU GROW UP? >> I DRINK ALL THAT DRINKING. I THANK YOU. >> I THINK YOU DO. THAT CONCLUDES THE PUBLIC COMMENT FOR ELEMENTARY SCHOOL. THANK YOU. THANK YOU. I WILL NOW CALL ON THE SUPERINTENDENT OR DESIGNEE TO READ THIS INTO THE RECORD ALSO PUBLIC COMMENT IS OFFICIALLY CLOSED. >> PLEASE DO WE HAVE MEMBERS ON ZOOM OF THE PUBLIC I WILL CHECK RIGHT NOW IF YOU CARE TO SPEAK TO THE KIPP RENEWAL FOR THE KIPP CHARTER ELEMENTARY SCHOOL PLEASE RAISE YOUR HAND RIGHT NOW CANNOT BE REPEATED IN SPANISH AND CHINESE PLEASE WHEN A NOTICE BY THE CASE PERSON BE SENT INTO THE SERVICE AND THAT'S OPINION CONTROL
NATIONAL ACADEMY A KEY PART OF OUR GOVERNMENT INSTRUMENT. YES, I GOT ALL I HAVE TO DO IN HIGH SCHOOL. WE ARE GOING TO BE A 1000 I THINK YOU VANESSA HI. GOOD EVENING. MY NAME IS DR. MOREIRA. I BELIEVE IN THE POWER OF PUBLIC SCHOOLS AND THAT WE'RE THE CORNERSTONE OF THE COMMUNITY AND PROVIDING COMMON GROUND WHERE ALL CHILDREN OF ALL BACKGROUNDS CAN LEARN AND GROW TOGETHER. AND WE SAW THAT WITH THAT CUTE LITTLE KINDERGARTNER THAT JUST DID A PUBLIC COMMENT. I'M CONCERNED ABOUT THE FOCUS ON CHARTER SCHOOLS AND UNDERMINED IN THE COMMITMENT OF PUBLIC EDUCATION WE NEED TO REINVEST IN OUR OWN PUBLIC SCHOOLS LIKE THE ACADEMY ENSURING THAT THEY REMAIN STRONG AND VIBRANT CENTERS FOR LEARNING OF ALL STUDENTS. OUR PUBLIC SCHOOLS ARE NOT JUST SCHOOLS THEY ARE COMMUNITY HUBS PROVIDING ESSENTIAL SERVICES AND FOSTERING A SENSE OF BELONGING THAT PROTECT AND STRENGTHEN THEM. >> THANK YOU. THANK YOU VIRGINIA AVALOS HELLO. YES. >> WHAT IS THIS VIRGINIA LOOK.
HELLO? YES, THIS IS ME. MY NAME IS VIRGINIA AVALOS AND I AM A PARENT OF A FIRST GRADER AT KIPP BAYVIEW ELEMENTARY. MY SON GABRIEL STARTED AT KIPP IN THE MIDDLE OF KINDERGARTEN AFTER WE MOVED FROM THE EAST BAY. IT WAS A BIG TRANSITION. I WAS SEVEN MONTHS PREGNANT ADJUSTING TO A NEW HOME AND HELPING GABRIEL CATCH UP ACADEMICALLY. AT FIRST IT WAS TOUGH FOR HIM. HE WAS BEHIND, MISSED SOME DAYS BECAUSE OF MY PREGNANCY AND STRUGGLED TO MAKE FRIENDS. BUT WHAT STOOD OUT TO ME WAS THAT KIPP NOTICED THE SCHOOL REACHED OUT TO CHECK ON US AND ASKED HOW THEY COULD SUPPORT GABRIEL AND I SHOUT OUT TO MS.. SCOTT THAT AND MS.. ALEXIS THEY WERE ENCOURAGED ABOUT THEY MADE SURE GABRIEL FELT INCLUDED AND ENCOURAGED HIM TO MAKE NEW FRIENDS. NOW IN FIRST GRADE HE HAS BLOSSOMED BOTH SOCIALLY AND ACTIVE QUICKLY. AS THE PARENT I FELT SEEN. I FELT SUPPORTED AND A PART OF A COMMUNITY THAT TRULY CARED
ABOUT MY CHILD'S GROWTH. I ASK THAT YOU RENEW KIPP FOR FIVE MORE YEARS SO MORE FAMILIES CAN EXPERIENCE THE SAME SUPPORT. >> THANK YOU. THANK YOU, MS. MARSHALL. >> DEBORAH, COULD YOU UNMUTE MR. MARSHALL I'M UNABLE TO DO IT RIGHT NOW FOR SOME REASON. CAN YOU HEAR ME NOW? YES. THANK YOU SO MUCH MRS. JILL. I COMMEND THE CHILDREN FOR SPEAKING TONIGHT. VERY HEARTFELT ALL OF THEM. HOWEVER, WE SUPPORT PUBLIC SCHOOLS 1,000%. CHARTER SCHOOLS COME AND THEY DRAIN THE RESOURCES SO OUR OUR I STANDS AND SAYS END UP WE SUPPORT PUBLIC SCHOOLS. THANK YOU. >> THANK YOU. THAT CONCLUDES THE ZOOM PUBLIC COMMENT PRESIDENT KIM. THANK YOU. >> I NOW CALL ON THE SUPERINTENDENT DESIGNEE TO RESCIND TO THE RECORD THE THIRD TIME. ALL RIGHT. THANK YOU, SUPERINTENDENT SU. GOOD EVENING PRESIDENT KIM VICE PRESIDENT HEALING AND BOARD OF EDUCATION COMMISSIONERS. MY NAME IS CHRIS ARMENTROUT,
DIRECTOR OF POLICY AND PLANNING AND I SERVE AS IF SUICIDES POINT PERSON TO OUR CHARTER SCHOOLS. THIS ITEM THIS EVENING REPRESENTS THE DECISION HEARING FOR RENEWAL PETITIONS FROM KIPP BAYVIEW ELEMENTARY SCHOOL AND KIPP S.F. COLLEGE PREPARATORY. THESE PETITIONS WERE FIRST SUBMITTED TO THE BOARD ON AUGUST 4TH. INTRODUCED TO THE INITIAL HEARING ON SEPTEMBER 30TH AND THE STAFF FINDINGS AND RECOMMENDATIONS WERE PUBLISHED ON OCTOBER 10TH. THE PURPOSE FOR TONIGHT'S HEARING IS TO PUBLICLY SHARE THOSE FINDINGS. ALLOW PETITIONERS AN OPPORTUNITY PRESENT ADDRESS ANY QUESTIONS FROM THE BOARD AND THEN ULTIMATELY VOTE ON THE RENEWAL RENEWAL DECISION FOR EACH SCHOOL. >> BOTH SCHOOLS ARE CLASSIFIED BY THE CDC AS OPERATING IN THE MIDDLE PERFORMANCE TIER WHICH MEANS THAT THEY CAN BE EITHER GRANTED OR DENIED A FIVE YEAR RENEWAL EXTENSION. IT'S IMPORTANT TO NOTE THAT THERE IS NO FLEXIBILITY OR DISCRETION TO ADJUST THAT TIME PERIOD. UNDER EDUCATION CODE SECTIONS FOUR SEVEN, 605 AND FOUR SEVEN 6 OR 7 STAFF EVALUATES EACH
RENEWAL PETITION AND PUBLISHES THE FINAL RECOMMENDATION AT LEAST 15 DAYS IN ADVANCE OF THIS HEARING TONIGHT. THESE STAFF REPORTS INCLUDE INPUT FROM MULTIPLE SFE OR CITY DIVISIONS INCLUDING LEGAL CURRICULUM INSTRUCTION, RPA AND BUSINESS SERVICES. THE STAFF REPORT PAYS PARTICULAR ATTENTION TO THE TRENDS IN THE MOST RECENT TWO YEARS OF DATA AND IS BASED ON FOUR KEY CRITERIA FROM THE IDE CODE. NUMBER ONE WHETHER THE SCHOOL PRESENTS A SOUND EDUCATIONAL PROGRAM. TWO WHETHER IT'S LIKELY TO SUCCESSFULLY IMPLEMENT SUCH PROGRAM. THREE WHETHER THE PETITION ITSELF IS REASONABLY COMPREHENSIVE. AND FOUR WHETHER THE SCHOOL IS SERVING ALL STUDENTS WHO WISH TO ATTEND. >> OUR FIRST SCHOOL TO BE PRESENTED IS KIPP BAYVIEW ELEMENTARY LOCATED AT 948 HOLLISTER AVENUE AND CO-LOCATED WITH THE BRET HART CAMPUS IN THE BAYVIEW HUNTERS POINT NEIGHBORHOOD. THE SCHOOL OPENED IN 2018 AS A STATE AUTHORIZED CHARTER
AND CURRENTLY SERVES ABOUT 135 STUDENTS IN GRADES K THROUGH FOUR AND OPERATES UNDER THE KIPP NORTHERN CALIFORNIA REGIONAL OFFICE. >> BEGINNING WITH THE EDUCATION PROGRAM CRITERIA AND ITS IMPLEMENTATION, THE SCHOOLS DEMONSTRATING ACADEMIC GROWTH BETWEEN 2023 AND 2024. THE SCHOOL IMPROVED ITS ENGLISH LANGUAGE ARTS DISTANCE FROM STANDARD BY MORE THAN 40 POINTS IN MATH BY 22 POINTS. MOVING INTO THE YELLOW TIER ON THE CALIFORNIA DASHBOARD AND OUTPERFORMING NEARBY BAYVIEW SCHOOLS FURTHER VERIFIED DATA USING DEVIL'S RESULTS ALSO SHOWED LUCY PROFICIENCY RISING FROM 43% TO 69% OVER A TWO YEAR PERIOD. THE SCHOOL DEMONSTRATED STABLE LEADERSHIP, SOUND FINANCES AND A CREDENTIALED STAFF. AUDITS HAVE BEEN CLEAN AND THE SCHOOL MAINTAINS AN ADEQUATE FUND BALANCE. THERE ARE TWO NOTABLE CHALLENGES IN MATH OUTCOMES WHICH WHILE IMPROVING STILL TRAIL OVERALL DISTRICT AVERAGES AND CHRONIC ABSENTEEISM AM NOW
AT 44.8% WELL ABOVE DISTRICT RATES BUT TRENDING DOWNWARD SINCE THE PANDEMIC. THESE CHALLENGES ARE ACKNOWLEDGED BY THE SCHOOL ADMINISTRATION WHICH IS IMPLEMENTING INTERVENTION INCLUDING ADOPTION OF EUREKA MATH EXPANDING TEACHER COACHING ,IMPLEMENTING HOME VISITS AND OFFERING INCENTIVES AND WRAPAROUND FAMILY SUPPORT THROUGH COMMUNITY SCHOOLS, GRANT. REGARDING THE COMPREHENSIVENESS OF THE PETITION STAFF FINDINGS WERE THAT THE SUBMISSION DID MEET ALL 15 REQUIRED ELEMENTS OF EDUCATION CODE 47605 SUBSECTION C FIVE THERE WERE NO PETITION CLEARER DESCRIBES THESE ELEMENTS INCLUDING THE EDUCATIONAL MODEL GOVERNANCE FINANCES EMPLOY QUALIFICATIONS AND STUDENT DISCIPLINE PROCEDURES. LASTLY IN LOOKING AT WHETHER IT SERVED ALL STUDENTS WHO WISH TO ENROLL, THE SCHOOL'S ENROLLMENT REFLECTS THE BAYVIEW COMMUNITY WITH ROUGHLY 49% AFRICAN-AMERICAN, 30% LATINO AND 5% PACIFIC ISLANDER WITH HIGH PARTICIPATION FROM SOCIOECONOMICALLY DISADVANTAGED FAMILIES. >> THE PETITIONERS HAVE DEMONSTRATED THAT MISSIONS ARE OPEN, NONSELECTIVE
AND CONSISTENT WITH STATE LAW. >> IN CONCLUSION, STAFF HAS FOUND THAT KIPP BAYVIEW MENTARY HAS MET THE CRITERIA FOR ALL KEY ELEMENTS UNDER THE ED CODE . AND WHILE ATTENTION TO MATH PROFICIENCY AND ATTENDANCE IS NEEDED, THE SCHOOL HAS STABLE OPERATIONS AND IS SHOWING A POSITIVE TRAJECTORY. STAFF THEREFORE RECOMMENDS APPROVAL OF A FIVE YEAR RENEWAL EFFECTIVE JULY 1ST, 2026 THROUGH JUNE 30TH 2031. I WILL NOW INVITE THE KIPP VIEW ELEMENTARY TEAM TO PRESENT JANE JACKSON JUST TO SIGNIFY JACKSON . >> GOOD EVENING. MY NAME IS JESS WOOD. I'M THE SCHOOL LEADER AT KIPP BAYVIEW ELEMENTARY AND I'M REALLY EXCITED TO BE HERE WITH YOU AGAIN TONIGHT. >> COMMISSIONERS AND AS A CITY STAFF. >> THANK YOU FOR ALL THAT YOU ARE DOING TO SUPPORT STUDENTS AND FAMILIES OF SAN FRANCISCO. I WANT TO THANK THE S.F. CITY STAFF FOR THEIR DILIGENT WORK ON THE STAFF REPORT. WE'RE HUMBLED BY A POSITIVE STAFF RECOMMENDATION TO CONTINUE OUR WORK AT QBE. WE'RE PROUD OF THE WAY THAT OUR COMMUNITY REALLY SHOWED UP
IN SUPPORT OF OUR PUBLIC HEARING LAST MONTH. TONIGHT WILL HONE IN ON THE STAFF REPORT TO HIGHLIGHT OUR STRENGTHS AND TAKE A LOOK AT THE AT THE AREAS OF OPPORTUNITY. TWO SLIDES. SORRY I KEEP FORGETTING THAT PART ONE. ARE WE GOOD? WE'RE GOOD. THANKS. >> OVER THE PAST YEAR KIPP BAYVIEW ELEMENTARY HAS SHOWN DOUBLED DIGIT GROWTH IN BOTH ELA AND MATH. OUR STUDENTS ARE NOW PERFORMING ABOVE NEIGHBORING SCHOOLS IN BOTH SUBJECTS. AND WE'RE PROUD THAT CABE MOVED FROM THE RED TO THE YELLOW ON STATE DASHBOARD ON THE STATE DASHBOARD IN JUST ONE YEAR, OUTPACING BOTH DISTRICT AND STATE GROWTH AVERAGES. NEXT SLIDE PLEASE. >> WHILE WE'RE PROUD OF OUR GROWTH, WE RECOGNIZE THE NEED ALWAYS FOR CONTINUED IMPROVEMENT. TONIGHT I'LL FOCUS ON THE TWO AREAS THAT CHRIS MENTIONED MATH OUTCOMES AND CHRONIC ABSENTEEISM. >> NEXT SLIDE PLEASE.
DIVING INTO OUR MATH DATA, KIPP BAYVIEW ELEMENTARY HAS MADE STRONG GAINS IN MATH MOVING FROM RED TO YELLOW IN THE STATE DASHBOARD FROM 2023 TO 2024. WE OUTPERFORM ALL NEIGHBORING SCHOOLS BY AN AVERAGE OF SEVEN PERCENTAGE POINTS ON PROFICIENCY WHILE ONE COHORT PROFICIENCY DID DIP SLIGHTLY AS MENTIONED IN THE STAFF REPORT. OVERALL PROFICIENCY IMPROVED STUDENTS ENROLLED TWO OR MORE YEARS SHOWED THE STRONGEST RESULTS DEMONSTRATED THE IMPACT OF CONSISTENT ENROLLMENT AND SUSTAINED SUPPORT. NEXT SLIDE PLEASE. >> WE'RE A SCHOOL THAT'S LASER FOCUSED ON CONTINUOUS IMPROVEMENT AND WE HAVE A PLAN TO SUPPORT OUR STUDENTS AND IMPROVE MATH OUTCOMES AS OUR STUDENTS DESERVE. THIS INCLUDES CONSISTENT COACHING, STRONG STAFFING, HIGH QUALITY ONGOING SUPPORT TO IMPROVE INSTRUCTION AND LEVERAGE FREQUENT ASSESSMENT DATA WHILE PRIORITIZING RECRUITING AND RETAINING EXPERIENCED TEACHERS IN EVERY CLASSROOM. WE'VE ALSO IMPLEMENTED A RIGOROUS INQUIRY BASED
CURRICULUM CALLED EUREKA MATH SQUARED AND WE USE DATA DRIVEN GROUPING TO ENSURE THAT STUDENTS RECEIVE INTERVENTION AT THE RIGHT LEVEL. FINALLY, AS YOU'VE HEARD IN MY LAST PRESENTATION WE FOCUS INTENSELY ON EARLY LITERACY AND THAT STRENGTHENS BOTH READING AND MATH PROBLEM SOLVING. >> HELPING STUDENTS BUILD FOUNDATIONAL SKILLS THEY NEED TO SUCCEED ACROSS ALL ACADEMIC AREAS. NEXT SLIDE PLEASE. OUR SECOND IDENTIFIED AREA OF GROWTH CHRONIC ABSENTEEISM HAS BEEN A NATIONAL CHALLENGE AS YOU KNOW, ESPECIALLY IN THE YEARS FOLLOWING THE PANDEMIC. KIPP BAYVIEW LIKE MANY SCHOOLS, SAW A SPIKE IN 2021 2022. SINCE THEN THOUGH, WE'VE REDUCED CHRONIC ABSENTEEISM BY OVER 40 PERCENTAGE POINTS SHOWING THAT OUR TARGETED FAMILY CENTERED SUPPORTS MAKE A GIGANTIC DIFFERENCE. >> WE CONTINUE TO FOCUS ON IMPROVING ATTENDANCE SO THAT ALL STUDENTS ARE PRESENT, SUPPORTED AND READY TO LEARN EACH DAY. NEXT SLIDE PLEASE. >> TO ADDRESS CHRONIC ABSENTEEISM, KIPP HAS A MULTI-TIERED SYSTEM OF SUPPORT
TO GET AT THE ROOT ISSUES OF ABSENTEE ISM AND PROVIDE ALIGNED SUPPORTS TO FAMILIES. THESE INCLUDE TRANSPORTATION SUPPORT, COUNSELING INCENTIVES, CHALLENGES TO INCREASE STUDENT MOTIVATION. AND AS A MOM MYSELF I KNOW THIS NEXT ONE IS IMPORTANT. VISUAL TRACKERS THAT HELP FAMILIES WITH THE MORNING ROUTINE AT HOME. OUR STUDENTS LOVE TO TAKE PICTURES WITH BARRY, OUR ONE EYED BEAR MASCOT WHEN THEIR STUDENT WHEN THEIR CLASS EARNS PERFECT ATTENDANCE. AS I MENTIONED IN OUR LAST PRESENTATION WITH FUNDING FROM THE CALIFORNIA COMMUNITY SCHOOLS GRANT, WE'VE HIRED A FULL TIME COMMUNITY AND COLLABORATIVE SUPPORT MANAGER WHO CONNECTS OUR FAMILIES WITH WRAPAROUND SERVICES. THESE SYSTEMS AND PARTNERSHIPS ENSURE THAT EVERY STUDENT IS PRESENT, SUPPORTED, READY TO LEARN EACH DAY AND WE REMAIN COMMITTED TO SUSTAINING AND PROVING THESE ATTENDANCE TRENDS. NEXT SLIDE PLEASE. I AM SO PROUD OF WHO KB IS WHAT KB STANDS FOR A SCHOOL THAT IS FOR ALL LEARNERS A PUBLIC SCHOOL THAT IS ROOTED
IN OUR COMMUNITY WHERE STUDENTS ARE THRIVING. WE THANK YOU FOR YOUR TIME. YOU HAVE A POSITIVE STAFF RECOMMENDATION AND WE WELCOME ANY QUESTIONS THAT YOU MIGHT HAVE. >> THANK YOU SO MUCH FOR YOUR PRESENTATION. I REALLY APPRECIATE YOU BEING HERE TODAY. >> WE WILL TURN IT OVER NOW TO COMMENTS AND QUESTIONS FROM THE BOARD. WE'RE NOT WAIT FOR WHAT COMMISSIONER FISHER AND I JUST . >> ALL RIGHT. I'LL LEAD US OFF. FIRST OF ALL, THANK YOU SO MUCH, PRINCIPAL WOOD FOR THAT PRESENTATION. THANK YOU FOR THE TOUR TODAY. THANK YOU FOR WELCOMING ME INTO THE COMMUNITY. IT WAS LOVELY TO SEE THE ENVIRONMENT, LOVELY TO MEET WITH FAMILIES AND ALL OF THEM RAVED ABOUT YOU AS THE LEADER AND BEING THE REAL HEART OF THE COMMUNITY. SO THANK YOU FOR ALL OF YOUR WORK. APPRECIATE IT SO MUCH. I A COUPLE OF MY QUESTIONS ARE FOR STAFF REALLY MORE THAN FOUR? I DO HAVE SOME QUESTIONS FOR KIP BUT SO THERE ARE I DO I REALLY APPRECIATE SEEING THE
INFORMATION YOU SHARED WITH US BUT I DO HAVE SOME QUESTIONS ABOUT SOME OF THE THE RECOMMENDATIONS AND WHERE THEY CAME FROM BECAUSE WHEN WE LOOK AT THE MIDDLE PERFORMANCE CATEGORY, FIRST OF ALL, I THINK WE ALSO HAVE SOME EXTRA CHALLENGES HERE YOU ARE RIGHT NOW AUTHORIZED UNDER THE STATE . SO I QUESTION WHETHER OR NOT THIS IS ACTUALLY A RENEWAL AS OPPOSED TO A BRAND NEW PETITION . AND SO WHEN WE LOOK AT FOR US AS A DISTRICT IT IS A BRAND NEW PETITION. SO WHEN YOU LOOK AT IT FROM THAT LENS, WE'RE NOT SUPPOSED TO APPROVE NEW CHARTER SCHOOLS WHEN WE HAVE A NEGATIVE CERTIFICATION. RIGHT? SO I JUST HAVE SOME QUESTIONS ABOUT AND WE'VE HAD SOME CONVERSATIONS ABOUT THIS GENERAL COUNCIL BUT I'D LOVE TO SHARE PUBLICLY WITH FOLKS WHY WHY WHEN THIS IS STATE AUTHORIZED AS OPPOSED TO ANY OF US AUTHORIZED. THAT'S ALL THAT'S NOT A CONSIDERATION OR NEGATIVE FISCAL CERTIFICATION AND I APPRECIATE THE RESULTS THAT HAVE BEEN INCREASING. >> BUT WHEN I GO TO THE STUDENT DASHBOARD OR THE THE CALIFORNIA DATA DASHBOARD AND I LOOK AT THE DATA THAT'S THERE, WHAT I SEE ACTUALLY THE SCORES HAVE
DECREASED QUITE SIGNIFICANTLY SINCE 2019. THAT'S THE EARLIEST DATA THAT SHOWS ON THE CHARTS. SO FOR EXAMPLE AS BACK MATH YOU WERE 12 POINTS ABOVE STANDARD AND NOW YOU'RE 77.9 BELOW. SO WHEN WHEN OUR CHARTER SAYS THAT YOU'VE IMPROVED AND FOR ELLA YOU IN 2019 YOU WERE 1.7 POINTS ABOVE THE STANDARD AND NOW YOU'RE 76.5 BELOW. SO I JUST MATERIAL LEA I'M PART OF THE REASON I RAISE THESE CONCERNS AND ONE OF THE OTHER QUESTIONS I HAVE FOR STAFF IS OF THE 100 THERE ARE 135 STUDENTS AT KIPP BAYVIEW ELEMENTARY SCHOOL. SO HOW MUCH AVERAGE DAILY ATTENDANCE MONEY WOULD THAT BRING IN TO SAN FRANCISCO UNIFIED IN OUR BUDGET IF THE STUDENTS WERE AS OF USD STUDENTS I WANT TO RECOGNIZE THERE ARE HUGE CHALLENGES TO THE CO-LOCATION THAT'S OUR DOING. WE PUT YOU AT WE PUT YOU AT BRET HART BUT THAT ALSO CONSTRAINS BRET HART ELEMENTARY SCHOOL AND THE FACILITIES THAT YOU SHARE. EVERYONE'S DOING THE BEST BUT IT'S IT'S NOT IDEAL FOR ANYONE . I ASK THESE QUESTIONS NOT IN ANY WAY, SHAPE OR FORM TO
DISRESPECT THE AMAZING WORK YOU'RE DOING THE GREAT COMMUNITY YOU'VE BUILT THE VERY STRONG PARENT COMMUNITY YOU'VE BUILT BECAUSE OBVIOUSLY YOU KNOW YOU ALL HAVE BUILT A STRONG COMMUNITY. YOU'RE ALL HERE. YOU'RE ADVOCATING SO THANK YOU SO MUCH FOR THAT. BUT CHARTER SCHOOLS ARE A CONSTRAINT ON OUR PUBLIC DOLLARS WHEN IT COMES TO THE SCHOOLS THAT WE FULLY HAVE CONTROL OVER. YOUR TEACHERS ARE NOT UNIONIZED WITH YOU USF AND YOU'RE NOT PART OF OUR SFD WITH DE SILVA WHICH ALSO LIMITS SOME OF SOME OF THAT PUTS US UNDER ADDITIONAL CONSTRAINTS TOO. SO THERE'S A LOT OF TENSIONS HERE. I THINK FOR ME WITH ACTUALLY FOLLOWING STAFF GUIDANCE AND THE APPROVAL HERE AND I MEAN THAT IS ZERO DISRESPECT TO ANYONE WHO'S HERE FROM KIPP. I REALLY DO LIKE WE'RE ALL ROWING IN THE SAME BOAT. CHARTER SCHOOLS ARE PUBLIC SCHOOLS SO THANK YOU ALL FOR THAT WORK. BUT IT IS A CONSTRAINT ON OUR SYSTEM SO THANK YOU. COMMISSIONER FISHER JUST FROM A LEGAL PERSPECTIVE, THIS IS APPROPRIATELY BEFORE THE BOARD
EVEN THOUGH THIS ORGANIZATION WAS APPROVED BY THE STATE LEVEL, IT DOES COME BACK TO THE BOARD UNDER THE AUSPICES OF A RENEWAL. SO THESE ARE THINGS THAT WE HAVE TALKED ABOUT BEFORE. I'M JUST WITHOUT GETTING TOO DEEP INTO THE WEEDS THAT'S ESSENTIALLY THE REASON WHY IT'S HERE. I THINK YOU ASKED A LOT OF FACTUAL QUESTIONS IN YOUR QUESTION AS WELL. I'M GOING TO TURN IT OVER TO JUST STAFF TO BE ABLE TO ADDRESS AS MUCH OF THAT AS POSSIBLE. THIS IS MARTINEZ. >> SO COMMISSIONER FISHER TO YOUR TO YOUR LAST QUESTION WHICH WAS LOOKING AT THE ATTENDANCE IMPACT, IT'S A LITTLE BIT SPECULATIVE. FORGIVE ME BECAUSE WE DON'T KNOW THAT EVERY KIPP STUDENT WOULD AUTOMATICALLY GO TO AS OPPOSED BUT IF WE LOOKED AT THEIR LCF FROM THE FUNDING WHICH IS REALLY WHAT WE'RE TALKING ABOUT HERE IT WOULD BE APPROXIMATELY 1.9 MILLION OR SOME PERCENTAGE OF THAT THAT IS GOING TO THE SCHOOL FROM THAT I
THINK I'VE SHARED WITH YOU EARLIER THAT WE RECEIVE 1% IN TERMS OF ADMINISTRATIVE FEE FROM FROM THAT SCHOOL. YOUR OTHER QUESTION WAS ABOUT LOOKING AT THE THE DECREASE SINCE SINCE 20 19 AND WITHIN THE ED CODE AND I MENTIONED THIS IN MY PRESENTATION THE WAY THE ED CODE IS STRUCTURED AROUND THE RENEWAL PROCESS IS THAT WE'RE ASKED TO EMPHASIZE IS LOOKING AT THE MOST RECENT TRENDING DATA. AND SO AND I WOULD ALSO ADD THAT IN TERMS OF LOOKING AT 2018 IT'S A LITTLE BIT DIFFICULT ESPECIALLY GIVEN THE COVID IMPACT TO TO JUDGE BASED ON THAT ONE. SO IN TERMS OF THE WAY THAT STAFF PRESENTED THIS, WE WERE REALLY FOCUSED ON THE 23 TO 24 TRENDING AND SAW DOES THAT BETWEEN THE DOES DOES THAT ANSWER THE QUESTIONS YOU HAD FORGIVE ME I THINK THOSE WERE THOSE WERE MY REAL QUESTIONS, YES, ACTUALLY. SO THANK YOU. THE REST OF IT WAS MORE OF A MONOLOGUE RIGHT?
SOFTWARE AND IT'S CRITICAL. COMMISSIONER FISHER, COMMISSIONER WEISSMAN WORD. THANK YOU. I, I AGREE THAT THERE'S A TENSION BUT I'M GOING TO NAME A DIFFERENT TENSION AND THEN I'M GOING TO ASK YOU MY QUESTION. SO I THINK ONE OF THE I APPRECIATE MY COLLEAGUE COMMISSIONER FISCHER'S CONCERNS AND QUESTIONS. I THINK THEY'RE IMPORTANT. I THINK THE TENSION AND THE THING THAT MAKES ME UNCOMFORTABLE I'LL SAY THIS WE DON'T WANT TO UNDERMINE AS HAVE MOST PUBLIC SCHOOLS. I ALSO FEEL LIKE THE TENSION IS THIS PITTING OF FAMILIES AND OF STUDENTS AGAINST ONE ANOTHER. >> AND WHAT I SEE HERE IS FAMILY AND COMMUNITY COMING OUT THAT ARE REALLY GRATEFUL FOR THE COMMUNITY THAT THEY'RE IN AT THE SCHOOL. I'M NOT SAYING THAT WE DON'T HAVE AMAZING OTHER SCHOOLS THAT ARE ALSO OPTIONS BUT BUT WHAT I'M HEARING IS FOLKS HAVE MADE A CHOICE TO BE IN THIS PARTICULAR SCHOOL AND THAT IT
IS SOMETHING THAT IS MEANINGFUL AND PRODUCTIVE AND WORKING FOR THEM AND SO I THINK THAT'S WHERE MY CONCERN IS IS THAT WE END UP UNNECESSARILY AND UNWITTINGLY PITTING FAMILIES AND KIDS AGAINST ONE ANOTHER AND WE SHOULD BE WORKING FOR EVERYONE. AND SO I JUST WANT TO SAY THAT AND MY QUESTION IS ABOUT THE ENROLLMENT BECAUSE I THINK THAT WAS ONE OF THE CONCERNS RAISED AND I ALSO I THERE'S YOU KNOW AS OF CHRONICLE ARTICLES ABOUT THESE BIG FANCY DISTRICTS IN THE EAST BAY WHERE ENROLLMENT IS DROPPING. I KNOW ENROLLMENT DROPPING IS A THING GENERALLY BUT THE REALITY IS IF IF IT GETS TOO LOW IT GETS IT'S NOT SUSTAINABLE. SO I WOULD LIKE I KNOW THAT THERE'S SOME LANGUAGE ABOUT THINGS THAT YOU'RE LOOKING AT TO TRY TO GET THAT ENROLLMENT UP. BUT IF YOU CAN TALK A LITTLE BIT MORE ABOUT WHAT THOSE STRATEGIES ARE I KNOW THE STAFF REPORT DETAILED THAT WE HAD 137 STUDENTS THAT WAS LAST YEAR'S DATA. WE CURRENTLY HAVE 165 STUDENTS
ENROLLED. THAT'S A 20% INCREASE IN ENROLLMENT THIS YEAR. WE HAVE A WAITING LIST. WE HAVE MORE APPLICATIONS AT THIS POINT THIS YEAR THAN WE DID THE PREVIOUS TWO YEARS AND SO WE DEFINITELY SEE AN INCREASED DEMAND FOR KIPP BAYVIEW ELEMENTARY IN OUR COMMUNITY. >> WE'RE ALSO MAKING SURE THAT ALL OF OUR NEIGHBORING PRESCHOOLS KNOW ABOUT KIPP AS AN OPPORTUNITY FORGING RELATIONSHIPS WITH THEM. AND I THINK THAT'S BEEN MAKING A HUGE DIFFERENCE. MOST IMPORTANTLY, THE NUMBER ONE WAY THAT FAMILIES ARE FINDING KIPP ELEMENTARY IS FROM WORD OF MOUTH. IT'S FROM FAMILIES WHO ARE HERE AND LISTENING ON ON ZOOM TALKING ABOUT THEIR EXPERIENCES AND WHY IT'S WORKING FOR THEM AS YOU SAID. AND THAT'S WHAT'S DRAWING MORE AND MORE FAMILIES EVEN BEYOND TKC IN THOSE EARLY GRADES WE HAVE A THIRD OF OUR THIRD AND FOURTH GRADES ARE NEW STUDENTS THIS YEAR BECAUSE THOSE ARE FAMILIES WHO ARE LOOKING FOR SOMETHING DIFFERENT FOR THEIR CHILD AND FINDING IT AT KIPP COMMISSIONER ALEXANDER YEAH, I APPRECIATE THE COMMENTS
FROM BOTH OF MY COLLEAGUES AND AND I SHARE THE CONCERNS THAT COMMISSIONER FISHER BROUGHT UP ABOUT CHARTER SCHOOLS. I WISH KIPP WAS UNIONIZED. I WISH KIPP WAS PART OF AS A FULL STEAM MAYBE BUT BUT IT'S BUT I THINK THE KEY IN JUDGING THIS FOR US AS BOARD MEMBERS HAS TO BE ABOUT EDUCATIONAL QUALITY SINCE THIS IS AN ALREADY EXISTING SCHOOL IT'S NOT GOING TO HAVE A A NEW FISCAL IMPACT AND WHAT I SEE IS A SCHOOL THAT AS AN EDUCATOR REALLY HAS TAKEN THAT INTO ACCOUNT. I MEAN I LIKE THE MATH. YOU KNOW, SCORES GOING DOWN IS A THING THAT HAPPENS. THE QUESTION IS WHAT ARE THE EDUCATORS DOING IN RESPONSE TO THAT? AND SO I THINK YOU KNOW, THE EXAMPLE AROUND MATH HAS BEEN REALLY INSTRUCTIVE. I WHEN I WHEN I CAME TO VISIT A COUPLE OF MONTHS AGO, I SAW ONE OF THOSE INQUIRY BASED MATH LESSONS WITH THE NEW CURRICULUM THEY MENTIONED AND IT WAS CLEAR THAT KIDS WERE REALLY ENGAGED AND THAT THE EDUCATORS HAD FOCUSED ON HOW TO IMPROVE MATHEMATICS INSTRUCTION IN A
REALLY THOUGHTFUL WAY. AND SO I THINK THAT JUST I THINK SPEAKS TO A QUALITY EDUCATIONAL EXPERIENCE. I THINK THE OTHER PIECE AROUND THE SCHOOL BEING SMALL IS REALLY INTERESTING. >> I MEAN I THINK ONE OF THE REASONS THAT CHARTER SCHOOLS ARE SMALL IS BECAUSE SMALL SCHOOLS ACTUALLY HAVE A RESEARCH BASED TRACK RECORD, RIGHT? >> AND SO YES THERE IS IT NEEDS TO BE A CERTAIN MINIMUM AND MAYBE 165 IS IS PROBABLY TOO SMALL TO BE SUSTAINABLE. BUT THERE ARE A LOT OF FAMILIES THAT WANT SMALL ELEMENTARY SCHOOLS AND SO THIS IS GOING TO COME UP FOR US AS A BOARD WHEN WE THINK ABOUT THIS IDEA OF SCHOOL CLOSURES AND MERGERS, THERE'S A PRICE TO THAT, RIGHT? AND I THINK THE QUALITY WORK THAT KIPP IS DOING PARTLY RESULTS FROM THE FACT THAT THEY ARE SMALL AND THAT THEY'RE NOT THE 600 STUDENT ELEMENTARY SCHOOL AND SO THEY CAN THEY CAN PIVOT AND THEY CAN RESPOND. >> THEY CAN HAVE THE KIND OF RELATIONSHIPS THAT WE SEE HERE TONIGHT. AND SO I THINK FOR THE FOR US AS S OF USD ONE LESSON IS WE NEED TO MAKE SURE WE HAVE SMALL SCHOOL OPTIONS FOR FAMILIES.
I THINK WE HEARD IT TONIGHT AT THE HIGH SCHOOL LEVEL FROM THE ACADEMY STUDENTS SAYING THAT A SMALL SCHOOL MATTERS AND THAT THEY WEREN'T CONSULTED AROUND YOU KNOW, WHERE THEY WERE GOING TO BE SENT TO THIS LARGER HIGH SCHOOL WHERE THEY REALLY GOING TO MAINTAIN THAT SMALL SCHOOL KIND OF ENVIRONMENT. SO I THINK THAT'S WHAT WE'RE SEEING HERE AND I THINK THAT FROM AN EDUCATIONAL LENS IT'S IT'S THEY'RE DOING REALLY HIGH QUALITY WORK AND AND JUST THANK PRINCIPAL WOOD AND THE WHOLE TEAM FOR EVERYTHING THAT YOU'VE PUT TOGETHER HERE COMMISSIONER RAY GOOD EVENING EVERYONE AND THANK YOU SO MUCH FOR BEING HERE. I JUST ALSO WANTED TO THANK THE FAMILIES AND STUDENTS AND STAFF AGAIN FOR COMING OUT AND SHOWING UP TO MAKE YOUR VOICES HEARD. WE REALLY APPRECIATE THAT. I ACTUALLY JUST LIKE MR. ALEXANDER'S COMMENTS SPARKED A QUESTION FOR ME AS WELL WHICH IS ESSENTIALLY YOU KNOW, I SEE THAT YOU'VE MOVED FROM THE RED TO THE YELLOW IN I BELIEVE IT WAS IN BOTH ENGLISH LANGUAGE
ARTS AND IN MATH AND I'M ACTUALLY WONDERING WHAT YOU THINK WERE TRULY THE MOST SIGNIFICANT FACTORS IN THAT MR. ALEXANDER HAD MENTIONED SMALL SCHOOL SIZE AS POTENTIALLY BEING ONE OF THOSE. WHAT DO YOU THINK WERE THE MAJOR REASONS FOR THAT TYPE OF SHIFT A SHIFT OF THAT MAGNITUDE? >> THANK YOU. AS YOU CAN IMAGINE THERE'S A NUMBER OF FACTORS THAT ARE REALLY IMPORTANT IN A BIG CHANGE LIKE THAT BUT I THINK THE MOST IMPORTANT FACTOR WAS THE COMMITMENT AND QUALITY AND CONTENT KNOWLEDGE OF OUR TEACHERS. WE HAVE REALLY INCREDIBLE AND COMMITTED TEACHERS AT KIPP BABY ELEMENTARY AS I MENTIONED LAST TIME THEY WORK LONGER HOURS, LONGER YEARS IN SUPPORT OF OUR STUDENTS PROVIDING INTERVENTION IN PARTICULAR TO STUDENTS WHO ARE BELOW GRADE LEVEL TO ENSURE THAT THEY'RE REACHING PROFICIENCY FASTER ON BOTH TABLES AND IN OUR MATH DATA. MOST RECENT MATH DATA STUDENTS ARE MOVING OUT OF LEVEL ONE ON
THESE TESTS IN A VERY FAST PACE AT KIPP ELEMENTARY BECAUSE OF THE USE OF FORMATIVE ASSESSMENTS TO UNDERSTAND EXACTLY WHERE STUDENTS ARE AT AND THEN TO PROVIDE TARGETED INTERVENTION TO STUDENTS IN A SMALL GROUP FORMAT SO THAT STUDENTS ARE GETTING THE ATTENTION THAT THEY NEED. AND THEN IN LIKE WHAT WE CALL TIER ONE INSTRUCTION FULL CLASS INSTRUCTION WE'VE HAD A REAL EMPHASIS ON PRACTICE OR AT BAT. SO HOW ARE YOU MAKING SURE THAT KIDS ARE GETTING OPPORTUNITIES TO INDEPENDENTLY PUT TO PRACTICE WHAT THEY'RE LEARNING FAR MORE WITH BARBARA REPETITION THAN YOU MIGHT EXPECT SO THAT THEY'RE REALLY ABLE TO MASTER GRADE LEVEL CONTENT? I THINK THOSE TWO ARE PROBABLY THE BIGGEST ONES. I'M LOOKING AT MY MY TEAM DID I GET IT FEELING SO OKAY? >> YEAH, I'M SORRY. I JUST WANTED TO JUMP IN REALLY QUICKLY. I JUST WANT TO CLARIFY THAT OUR AS IF YOU AS TEACHERS ALSO WORK VERY LONG HOURS OF COURSE AND WORK REALLY HARD TO SUPPORT OUR STUDENTS AS WELL. >> SO JUST TO BE VERY CLEAR. ABSOLUTELY AND WE SEE THAT WITH THE BRET HART STUFF EVERY
DAY RATES OR ANYTHING ELSE. NO THANK YOU. ANY OTHER COMMENTS OR QUESTIONS, MR. GUPTA? I JUST WANTED TO SIMILARLY EXTEND MY THANK YOU TO THE KIPP ELEMENTARY TEAM AS WELL AS ALL THE COMMUNITY THAT ARE OUT HERE TODAY. YOU KNOW, WHEN I LOOK AT THIS QUESTION I DO APPRECIATE THE COMMENTS THAT SOME OF THE OTHER BOARD MEMBERS HAVE PROVIDED AND THAT TENSION THAT OF COURSE WE AS A STRUGGLING DISTRICT FACE. I ALSO THINK OF THIS FROM THE INDIVIDUAL FAMILY MEMBERS PERSPECTIVE OF THE INDIVIDUAL FAMILIES MEMBER AND AND I REMEMBER AT LEAST MY PARENTS ALWAYS WANTED TO MAKE SURE THAT I HAD THE BEST EDUCATION AND SCRIMPED AND SAVED AND SENT ME TO WHATEVER SCHOOL DISTRICT OR WHEREVER THEY COULD GET THE BEST EDUCATION FOR THEIR CHILD. SO YOU KNOW, I LOOK AT THIS AS YOU KNOW REPRESENTS A COMPETITIVE OFFERING IN IN THE AREA AND I LOOK AT THIS AS YOU KNOW, HOW DO WE SUPPORT OUR
STAFF? HOW DO WE SUPPORT OUR EDUCATORS IN A WAY THAT CAN, YOU KNOW, PERHAPS RAISE SOME OF THE SCORE SO THAT WE STAFF USD CAN, YOU KNOW, GIVE GIVE KIPP A RUN FOR ITS MONEY IF YOU WILL AND PROVIDE SOME OF THAT OPPORTUNITY THAT PERHAPS YOU KNOW PEOPLE LIKE MY PARENTS WHEN I WAS GROWING UP WOULD SAY OKAY, WELL LET ME TRY TO FIND A COMPETITIVE SCHOOL. SO IF WE COULD DO THAT AT ASF USD AND I DON'T KNOW TO WHAT EXTENT THERE IS THAT YOU KNOW I KNOW MR. ARMENTROUT BEFORE YOU AND I HAD TALKED ABOUT HOW THE IDEA OF CHARTERS WAS PERHAPS YOU KNOW THERE IS AN OPPORTUNITY TO LEARN AND ENGAGE AND FIGURE OUT WHAT'S WORKING WELL AND I DON'T KNOW HOW MUCH OF THAT HAPPENS WITHIN OUR SCHOOL DISTRICT AND PERHAPS THIS IS A QUESTION TO THE SUPERINTENDENT OR TO OUR STAFF WHERE YOU KNOW, HOW DO WE LEARN ABOUT LEARN FROM SOME OF THE THINGS THAT ARE GOING WELL AT KIPP OR OTHER CHARTER PROGRAMS EVEN AND WHAT MIGHT WE BE ABLE TO THEN PERHAPS DO EVEN BETTER THAN THE CHARTER PROGRAM SO
THAT WE ARE MORE COMPETITIVE? IT'S NOT NECESSARILY SAYING YOU CAN'T HAVE A CHARTER AS MUCH AS IT IS AS EFFUSIVE AS SIMPLY THE BEST PLACE TO GO IN TERMS OF THE SCHOOLS THAT WE HAVE COMPARED TO OTHERS. >> THANK YOU FOR BEING HERE AND VERY MUCH APPRECIATE YOUR TIME AND AS A INSTRUCTIONAL LEADER THE THING I AM MOST EXCITED TO HEAR IS THE GREAT WORK THAT YOU ALL ARE DOING INSTRUCTIONAL FOR YOUR KIDS AND SO I APPRECIATE YOUR TIME AND I THINK AT THIS TIME WE WILL GO TO A ROLL CALL VOTE MS. LYNAGH UM STUDENT DELEGATE CROSS YES. COMMISSIONER ALEXANDER YES. COMMISSIONER FISHER NO. COMMISSIONER GUPTA YES. COMMISSIONER OR VICE PRESIDENT HEALEY YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WEREN'T YES. AND PRESIDENT KIM YES. SIX EYES THANK YOU. I NOW OFFICIALLY CLOSED THE PUBLIC HEARING AND WE'LL MOVE TO ITEM TO UH 2510282. CAN I HAVE A MOTION AND A SECOND?
SO MOVE SECOND IF IT'S BEEN PROPERLY MOVED AND SECONDED I'M SORRY. >> CONGRATULATIONS. YES, IT IS HAPPILY MOVED AND SECONDED THAT THE BOARD APPROVES ITEM 251028 SPEED TWO I CALLED A HEARING TO ORDER AND WE'LL TAKE PUBLIC COMMENT AT THIS TIME MR. STEEL THANK YOU. >> I WILL CALL THE SPEAKER CARDS I HAVE A NAVYA WATSON LUIS HERNANDEZ AND DESIRE YOU CAN SET A PODIUM ONE MINUTE EACH. REALLY? OKAY. HELLO MY NAME IS AVAIL. WHAT'S IN THERE? I'M A SOPHOMORE AT KIPP SAN FRANCISCO COLLEGE PREP. I'VE BEEN WITH KIPP SINCE FIFTH GRADE. MY EXPERIENCE HAS DEFINITELY BEEN A ROLLER COASTER. BUT EVEN WHEN CHALLENGES COME KIPP ALWAYS IS THERE TO OVERCOME THEM AND IT REALLY FEELS LIKE A FAMILY. EVERYONE IS SO WELCOMING AND THEY ALL CARE ABOUT US AS PEOPLE, NOT JUST AS STUDENTS. ONE OF MY FAVORITE MEMORIES WAS WHEN THE FRESHMAN CLASS WHEN I FILLED TRIP TO THE SENIOR CENTER FOR COMMUNITY SERVICE IT WAS FUN AND EYE OPENING
EXPERIENCE. WE GOT TO COOK DANCE AND PLAY WITH THE SENIORS. >> IT WAS REALLY HEARTWARMING. THERE'S SOMETHING THAT'S NOT EVERY SCHOOL GETS TO DO. I HOPE TO CONTINUE WITH CHEER AND DANCE AFTER I GRADUATE AND GO TO COLLEGE. PLEASE RENO GIVE IT FIVE MORE YEARS SO STUDENTS LIKE ME CAN KEEP LEARNING, GROWING AND GIVING BACK TO THE COMMUNITY. THANK YOU. HELLO. MY NAME IS LUIS HERNANDEZ. I'M A SENIOR. HELLO. MY NAME IS LUIS HERNANDEZ AND I AM A SENIOR AT KIPP SIMMONS COLLEGE PREPARATORY. GROWING UP IN ARE WE NOT AND EXPERIENCING CHANGE HAS BEEN DIFFERENT FROM TAKING CALL ENGLISH COURSES TO ADJUSTING TO NEW MATH COURSES. BUT MY TEACHERS HAVE REALLY SUPPORTED ME AND HELPED ME THROUGH OUT SCHOOL. ONE OF THE BIGGEST BENEFITS OF BEING A BEING A CAPE IS COUNSELORS ARE ALWAYS THERE TO GUIDE YOU STEP BY STEP THROUGH THE COLLEGE APPLICATION PROCESS AND SURE YOU KNOW EXACTLY WHAT TO DO. KIPP HAS HELPED ME SEE THAT I
HAVE I DO HAVE CHOICES AND THEY HAVE ENCOURAGE US TO TAKE THEM KNOWING THAT I'M GRADUATING WITH THE OPTION TO GO TO COLLEGE MAKES ME FEEL PROUD AND EXCITED FOR WHAT'S NEXT. PLEASE KEEP MY SCHOOL OPEN FOR FINAL YEARS. THANK YOU FOR YOUR TIME. >> HELLO MY NAME IS DECISAO AND I AM A SOPHOMORE AT KIPP SAN FRANCISCO COLLEGE PREP. I HAVE BEEN WITH KIPP SINCE MIDDLE SCHOOL AND IT'S BEEN A REALLY FUN EXPERIENCE. I MADE SO MANY NEW FRIENDS AND I HAVE GREAT RELATIONSHIPS WITH MY TEACHERS. UM, VOLLEYBALL HAS ALSO SOMETHING THAT HAS EXPANDED MY HORIZONS AND HELPED ME GROW AS A TEAMMATE AND A LEADER ACADEMICALLY MY TEACHERS ALWAYS PUSH ME TO DO MY BEST. LAST YEAR IN BIOLOGY MY TEACHER SAW THAT ME AND MY PEERS WERE DOING REALLY WELL IN HER CLASS . SHE ENCOURAGED US TO TAKE HER TAKE HER ADVANCED COURSES NEXT YEAR AND THAT REALLY MOTIVATED ME AND MY PEERS TO CONTINUE TO DO OUR BEST. ONE OF MY FAVORITE MEMORIES WAS OUR RECENT PEP RALLY. IT BROUGHT THE SCHOOL TOGETHER AND WE GOT TO PLAY FUN COMPETITIVE GAMES WITH OUR
TEACHERS AND NOT ONLY LED US TO GROW CLOSER BUT IT LED US TO SEE OUR TEACHERS IN A NEW LIGHT . I HOPE TO BECOME A MUSICIAN AND I WAS RECENTLY ACCEPTED INTO AN HONOR CHOIR AN OPPORTUNITY THAT CAME THROUGH ONE OF MY KIPP TEACHERS. I ASKED THAT YOU RENEW KIPP FOR FIVE MORE YEARS SO YOU SAW MORE STUDENTS LIKE ME. CAN GROW AND BE CHALLENGED AND FIND THEIR VOICE. THANK YOU. >> THAT CONCLUDES IN-PERSON I'M MOVE RESUME PRESIDENT KIM. >> YES, PLEASE. ALL RIGHT. THIS IS FROM ZOOM NOW THIS IS FOR ITEM E TO IF YOU CARE TO SPEAK TO THE KIPP CHARTER FOR THE HIGH SCHOOL. SORRY, THE COLLEGE PREP KIPP CHARTER COLLEGE PREP. PLEASE RAISE YOUR HAND NOW AND PLEASE HAVE THAT REPEATED IN SPANISH AND CHINESE. I WOULD ASSUME THAT HONESTLY FOR THE MOST PROFOUND ONES AN ASSIGNMENT IS BUT A KID CLASS AS IS. I GOT HOPE YOU GOT TO GO SEE ONE ALREADY. COME ON YOU TAKE BABY HALL KEEP FROM HER SO YOU KEEP THAT HIGH
SCHOOL JOHN GO GO GO NEW JOCKEY GO, GO, GO, GO GET THOSE LIKE THANK YOU. >> THANK YOU, VANESSA HI. GOOD EVENING. >> SO I'M AN ADVOCATE AND I HAVE SIGNIFICANT ISSUES RIGHT NOW RELATED TO THE DECISIONS THAT THE BOARD IS MAKING AROUND KIPP ESPECIALLY BECAUSE WE ARE GOING TO BE IN A YEAR OF A FISCAL DEFICIT OF 30 ALMOST 38 MILLION AND A SCHOOL THAT WE HAVE THAT IS POTENTIALLY GOING TO BE CONSOLIDATED AND I DON'T HEAR ANY VOTES ABOUT THE ACADEMY'S CONSOLIDATION OR SCHOOL CLOSURE, BUT I DO HEAR VOTES ABOUT KIPP. SO I URGE THE BOARD TO ACT WITH MORE TRANSPARENCY, SEE AND SOLICIT MORE INPUT FROM PARENTS AND TEACHERS AND COMMUNITY LEADERS BEFORE MAKING DECISIONS THAT WILL IMPACT OUR CHILDREN'S EDUCATION. THANK YOU. THANK YOU, DAISY. I BE A MUTE.
PLEASE GIVE ME A MINUTE. MUTE THIS ONE. CAN YOU HEAR ME? WE CAN NOW. NO, YOU'RE BREAKING UP A LITTLE BIT. QUITE A BIT ACTUALLY. CAN YOU HEAR ME NOW? YES. OKAY. GOOD EVENING. I'M FINAL. IT IS BETTER THAN IT IS. LET'S EAT. BUT IF YOU KNOW THIS WE KNOW. BUT I THINK YOU'RE KIDDING ME. ONE IS THAT INTOLERABLE TO ME HAS TO SAY ABOUT ORDERED UPKEEP IF IT IS THOUGHT THAT THEY DON'T EVEN SEE THAT MEANINGFUL OUT THERE IS SO JUNIOR YOU MISS ME? SUPPOSE THE BUT A STUPID IDEA NEVER SEE THAT CALIBER BRING DOWN THIS YOU WHICH WHAT YOU MAKE CONTACT WITH MORE JUST LIKE WITHIN THE ENDED UP I PERSONALLY EXAMINING WAYS THAT IN ACT IT COMPONENT THIS I WILL SETTLE THAT WE'RE NOT I WILL START I I WENT UP BECAUSE YOU'LL GET THEM I ESTROSI I DON'T KNOW COMO BUTTON SQUARED YOU DUMP IN LESS CONFIDENCE YES THINK THE FATHER IS THE MAESTRO ITO'S OPEN HOUSE ME HOSTILE TO
ME THAT THIS THAT FOR MY PARTY THEY'RE LOOKING FOR THE THE BASKETBALL THAT THE RIVAL EAT IN A PRESENT AND ALSO A SQUARE LIKE A WOULD YOUR WILL YOU EAT ME HOT SEE IMPRESSED OF YOU WHEN WE HAVE NIKOLAI AND I WENT OUT YESTERDAY YOU BARRICADE A KEY THAT YOU DON'T KNOW WHAT I WILL NEVER SEE THAT THE BOTH SON YOU HAVE TOLD ME THIS THAT ANY UNIVERSITY IDIOSYNCRATIC WAY SO WOULD YOU I KEEP ALSO WHY YOU WILL NOT BE PUT FOR WATERBOARDING BUT I CAN THINK OF MY STEP I'M IN THE FACILITIES THAT WHEN I USE THE PROGRAM THIS IS GOOD MUCHO AND LOOKS WHEN IN YOUR BIAS THAT IS NOT SERIOUS THIS WHETHER AOC OF ITS SENIOR AUTHORS AND JUNIOR THANK YOU. THANK YOU. TRANSLATION PLEASE OH LOOK AT THAT NUMBER YET AND SEE ME COMMENT ON THIS I KNOW THAT YOU MEAN BUSINESS KNOWS WE'RE GOING TO IT GETS TO GETTING ALL THOSE EQUALS LUIS LUIS THANK YOU CAN YOU DO IT IN ENGLISH BUT I GET ELSEWHERE I WANT TO APOLOGIZE. I'M SORRY I'M SORRY I'M GOING
TO MAKE THIS COMING AND SPANISH BECAUSE MY ENGLISH IS NOT TOO GOOD. MY NAME IS DAISY KIYA AND I HAVE I HAVE TWO STUDENTS. ONE OF THEM IT'S IT'S A BOY AND A GIRL. MY GIRL GRADUATED AND NOW SHE'S A COLLEGE STUDENT AND MY SON IS A SENIOR. IT'S A I'M SORRY IS A JUNIOR AND HE LIKES TO THEY BOTH REALLY LIKE JUST THE SCHOOL. I REALLY LIKE THE SCHOOL BECAUSE THEY'RE REALLY GOOD AT COMMUNICATING. THEY HAVE A REALLY GOOD RAPPORT BETWEEN TEACHERS AND STUDENTS. I ALSO LIKE THE OPEN HOUSE AND THE SCHOOL NIGHTS. I WANT TO SAY ALSO THAT MY SON IS PART OF THE BASKETBALL TEAM SINCE SINCE THE FIFTH GRADE AND I HE'S VERY PROUD TO REPRESENT CAMP AND MY DAUGHTER WAS APPOINTED TO RECEIVE A SCHOLARSHIP TO STUDY AT THE UNIVERSITY OF BOSTON AND I, I AM VERY PROUD AND SHE'S VERY SMART AND THAT'S WHY SHE GOT THIS SCHOLARSHIP TO CONTINUE HER STUDIES. I, I JUST WANT TO LET YOU KNOW THAT IF YOU DON'T KEEP IF YOU
DON'T KEEP KEEP OPEN IT WILL BE VERY FRUSTRATING FOR SO MANY STUDENTS AND IT'S GOING TO BE A VERY BAD IDEA FOR A LOT OF THEM AND KEEP THINKING YOU EVELYN GUTIERREZ ALONE WHEN AS MUCH OF THAT BOTHERS ME NUMBER THEY'RE WILLING TO SERIOUSLY AS A MOTHER THEY WANT TO KEEP UP SOME FRANCISCO COLLEGE PREP A YES THEN SAY IT AND GO THROUGH FOCUS ON THEY SAID LOOK BECAUSE I LOVE THE CAPE FIGUEROA AND TARGET KEEP AT THE NEED ONLY IMPACT ON MY POSITIVE AND LET ME SEE JOSE FAMILIA SIEMPRE BLOSSOMS ANTELOPE OR YELLOWS WHEN THE ME YOUR SIMPLE PARABLE I GOT A LOT OF SENSE SEVERE MOST MUCHO SO GREAT PROCESS AND NEVER SEE THROUGH BUT KEEP SO YOU GOING TO UP IN AND THEY CHEER ON ME SMOKE ON ME TO RETEST THAT AND SO AND ME HOW DID THIS DOWN I NEVER SEE THAT THE SUCCESS LET ME KNOW THOSE 10% OF THE PROCESS SO THE APPLICATION IS BUT I'LL NEVER SEE THAT I LOOK AT MY FAMILY WAS TO THE CAPE YOU LOOK AT THIS SCHOOL IS OKAY YOU CAN SEE THAT EVERYBODY
GATHERS TO THE END BUT YOU STILL GET MIXED UP TO BE THIS SINGLE NATION. ONE OF THEM IS ONE OF THOSE WHAT WOULD IT TO SEE SIEMPRE REALLY TO ME SOMETHING THAT WILL NEW IN THE SQUARE LA THE SEVEN THE PATTERN THAT I CALL MUCHACHOS BUT INSTEAD OF LOOKING UP IN THE GAS AND IMPLEMENT WHICH ISN'T THE MOTHER OF THIS BE THE WORKER I KNOW WHEN I LISTEN TO THE PUSHING AND WAS MOST AGGRESSIVE THANK YOU LUIS THANK YOU SO MY NAME IS EVERYTHING GUTIERREZ AND I HAVE A 12 GRADER AND I HAVE A SON WHO IS HE USED TO GO TO KIPP AND NOW HE'S GOING TO UCSF AND I HAVE A DAUGHTER WHO'S ALSO ABOUT TO GRADUATE. ONE THINGS THAT I REALLY WANT TO SAY ABOUT KIPP IS THAT THEY ALWAYS HELP STUDENTS AND FAMILIES AROUND. >> THEY SLEEP THEIR KIDS TO BE TO CONTINUE WITH THEIR STUDIES AND GO GO BEYOND ONE OF THE THINGS THAT THEY ALSO DO KIPP IS TO SO BECAUSE AT THE BEGINNING WE DIDN'T REALLY KNOW THE PROCESS ABOUT GOING FOR FOR
OUR SON TO GO INTO INTO COLLEGE AND THEY HELPED AS GREATLY FINDING THE RIGHT PATH TO DO IT AND NOW THEY'RE DOING THE SAME TO MY DAUGHTER WHO IS SHE'S ABOUT TO GRADUATE AS WELL. IT IS REALLY GREAT TO SEE ALL THE EVENTS AND ALL AND EVERYTHING THAT THEY CREATE FOR THE STUDENTS AND THEIR FAMILIES AND THEY ALWAYS MAKE THIS FEEL WELCOME. AND I WOULD LIKE YOU TO PLEASE RENOVATE THE LICENSE AGAIN FOR KIPP ACADEMY SO WE CAN CONTINUE FOR ANOTHER FIVE YEARS. THANK YOU. >> THANK YOU. PRESIDENT KIM THAT CONCLUDES PUBLIC COMMENT. THANK YOU. I WILL CLOSE PUBLIC COMMENT AND CALL ON THE SUPERINTENDENT OR DESIGNEE TO READ THIS INTO THE RECORD. THANK YOU DR. SUE. THANK YOU PRESIDENT KIM. OUR SECOND RENEWAL THIS EVENING IS FOR KIPP SAN FRANCISCO COLLEGE PREPARATORY LOCATED AT 1195 HUDSON AVENUE, ALSO OPERATED BY KIPP NORTHERN CALIFORNIA PUBLIC SCHOOLS. >> THE SCHOOL OPENED IN 2013
UNDER AN SFI USD CHARTER WAS RENEWED IN 2018 AND CURRENTLY SERVES APPROXIMATELY 200 STUDENTS IN GRADES NINE THROUGH 12. >> AGAIN, AS WE CONSIDER THE SCHOOL UNDER THE FOUR PRIMARY CRITERIA OF THE ED CODE, WE START WITH THE SCHOOL'S EDUCATION PROGRAM. OVER THE PAST TWO YEARS KIPP S.F. COLLEGE PREP HAS SHOWN IMPROVEMENT IN ENGLISH LANGUAGE ARTS. THE SCHOOL IMPROVED ITS DISTANCE FROM STANDARD BY 14 POINTS MOVING INTO GREEN PERFORMANCE TIER ON THE DASHBOARD IN MATHEMATICS RESULTS REMAIN IN THE ORANGE RANGE THOUGH PROFICIENCY IS HIGHER THAN DISTRICT SCHOOLS SERVING A SIMILAR POPULATION AS KIPP AS A HIGH SCHOOL WE ALSO LOOK AT THE COLLEGE, THE COLLEGE GOING CULTURE AND READINESS FROM THE SCHOOL. KIPP DOES EXHIBIT A STRONG COLLEGE FOCUS AND CULTURE 96% OF STUDENTS TAKE AT LEAST ONE AP CLASS AND THE COLLEGE ATTENDANCE RATE OF 81% EXCEEDS DISTRICT AND STATE AVERAGES. IT SHOULD BE NOTED THOUGH THAT
THE COLLEGE READINESS RATE STANDS AT 36% WHICH IS SIGNIFICANTLY BELOW STATE AND DISTRICT RATES BUT AGAIN IS CLOSER TO SCHOOLS SERVING SIMILAR POPULATION AS IN REVIEW OF ITS PROGRAM IMPLEMENTATION. THE SCHOOL HAS SHOWN STRONG GOVERNANCE AT BOTH THE STATE LEVEL AND UNDER THE REGIONAL DISTRICT OF KIPP NORCAL SCHOOL STAFF ALSO MEET ALL THE CREDENTIALING REQUIREMENTS FINANCES SHOW CLEAN AUDITS AND THE SCHOOL CONTINUES TO HAVE POSITIVE FUND BALANCES. THERE ARE A NUMBER OF CONCERNS WHICH HAVE BEEN NOTED IN THE STAFF REPORT AS I POINTED OUT EARLIER, THESE INCLUDE THIS MATH ACHIEVEMENT WHICH LAGS BEHIND DISTRICT AND SEE PERFORMANCE LEVELS. THE SCHOOL HAS RUN DEFICITS IN ITS BUDGET FOR THE PAST THREE YEARS IN A ROW AND THAT CAN ALSO BE CRUCIAL. ANOTHER CONCERN WHICH IS THAT THE ENROLLMENT HAS DECREASED SIGNIFICANTLY BY APPROXIMATELY 50% OVER THE LAST FOUR YEARS AND LASTLY AT 11.2% THE SCHOOL
HAS A SIGNIFICANTLY HIGHER SUSPENSION RATE FOR ITS STUDENT BODY. KIPP HAS ACKNOWLEDGED THESE CONCERNS AND THE SCHOOL HAS SHARED PLANS TO ADDRESS THESE THROUGH EXTENDED LEARNING TIME DURING PARTNERSHIPS, ATTENDANCE INCENTIVES AND WRAPAROUND FAMILY SUPPORT UNDER ITS COMMUNITY SCHOOLS GRANT FINALLY, FOR THE LAST TWO ED CODE CRITERIA, STAFF FOUND THAT THE RENEWAL PETITION TO BE REASONABLY COMPREHENSIVE MEETING ALL 15 REQUIRE ELEMENTS UNDER ED CODE 47645C5 THE PETITION PRESENTED A CLEAR AND COHERENT NATIONAL MODEL GOVERNANCE PLAN AND FINANCIAL FRAMEWORK AND IN CONSIDERING THE ACCESS FOR STUDENTS WISHING TO ENROLL KIPP S.F. COLLEGE PREP SERVICE POPULATION THAT REFLECTS THE BROADER BAYVIEW COMMUNITY WITH APPROXIMATELY 54% LATINO, 25% AFRICAN-AMERICAN AND 12% ASIAN OR PACIFIC ISLANDER ALONG WITH OVER 80% OF STUDENTS IDENTIFIED AS SOCIAL SOCIOECONOMICALLY DISADVANTAGE ADMISSIONS ARE
OPEN AND NONSELECTIVE CONSISTENT WITH STATE LAW. SO DESPITE THE CONCERNS CITED STAFF STILL FINDS THAT THE SCHOOL MET ALL FOUR CRITERIA UNDER ED CODE FOR 7607 AND THEREFORE RECOMMENDS APPROVAL OF A FIVE YEAR FIVE YEAR EXTENSION EFFECTIVE JULY 1ST, 2026 THROUGH JUNE 30TH 2031. THANK YOU AND I NOW INVITE THE KIPP S.F. COLLEGE PREP TEAM TO SHARE THEIR PRESENTATION AND YOU CAN YOU HEAR ME VERY. THANK YOU. CAN YOU HEAR ME FROM HERE? GREAT. GOOD EVENING, COMMISSIONERS AND SUPERINTEND AND SUE. MY NAME IS GREG CHEN AND I AM THE MANAGING DIRECTOR OF SCHOOLS AND DIRECTLY SUPPORT KIPP SAN FRANCISCO COLLEGE PREP . IT'S GREAT TO SEE YOU ALL AGAIN TONIGHT. NEXT SLIDE PLEASE. TONIGHT I'LL SHARE A RESPONSE TO THE STAFF REPORT WHICH WE ARE PLEASED TO SEE RECOMMENDS S.F. CP FOR ANOTHER
FIVE YEAR RENEWAL. AND WE'LL START WITH OUR AREAS OF STRENGTH. NEXT SLIDE WE APPRECIATE THE STRENGTHS OUTLINED IN THE STAFF REPORT AND ARE PROUD OF OUR STUDENTS STRONG ACADEMIC GROWTH NEIGHBORHOOD COMPARATIVE DATA AP PARTICIPATION AND PASSING RATES COLLEGE ENROLLMENT AND PERSISTENCE AND GRADUATION RATES. THIS IS A TESTAMENT TO THE DEDICATION OF OUR STAFF, STUDENTS AND FAMILIES WHO WORK HARD EVERY SINGLE DAY. THANK YOU FOR YOUR WORK EVERY DAY TO SUPPORT OUR STUDENTS TO FULFILL THEIR OWN DREAMS. >> LET'S MOVE TO THE AREAS OF GROWTH. >> NEXT SLIDE PLEASE. FIRST WE RECOGNIZE THAT WHILE OUR GROWTH IS STRONG, MATH OUTCOMES STILL LAG BEHIND DISTRICT AND STATE AVERAGES. AND LET'S BE CLEAR WE BELIEVE THAT OUR STUDENTS CAN GET THERE. ALSO WE ARE ADDRESSING HIGHER SUSPENSION RATES WITH NEW RESTORATIVE PRACTICES AND STRONGER TIER ONE SUPPORTS. AND HAVE A HISTORY AND RECORD
OF BEING ABLE TO IMPROVE THOSE WE KNOW THAT THEY ARE NOT GOOD ENOUGH. AND FINALLY, ENROLLMENT HAS DECLINED OVER THE PAST FIVE YEARS AND WE'RE WORKING CLOSELY WITH FAMILIES AND PARTNERS TO REBUILD AND SUSTAIN OUR SCHOOL COMMUNITY. NEXT SLIDE. SO LET'S START WITH MATH WHICH HAS BEEN A CHALLENGE BUT WE ARE SEEING STEADY MEANINGFUL GROWTH INCLUDING AN INCREASE IN MATH PROFICIENCY FROM 23 TO 24 OF SEVEN POINTS. THIS MOVED US TO THE YELLOW ON THE CALIFORNIA ACCOUNTABILITY DASHBOARD. SIMILARLY WE HAD POSITIVE BRIGHT SPOTS IN OUR SUBGROUP AND COMPARATIVE DATA WHICH WE FEEL SHOW THAT WE ARE MAKING IMPROVEMENTS. THERE ARE SOME KEY MOVES THAT WE'RE TAKING TO CONTINUE TO IMPROVE OUR MATH PERFORMANCE INCLUDING WE'VE RETAINED SOME OF THOSE TEACHERS WHO WERE ABLE TO DEMONSTRATE THOSE POINTS OF GROWTH. AND ADDITIONALLY WE'VE TRANSFERRED A TEACHER FROM ANOTHER KIPP SCHOOL THAT WAS
ABLE TO DEMONSTRATE STRONG MATH PERFORMANCE IN THEIR PREVIOUS YEARS. WE ALSO HAVE ENSURED THAT STUDENTS HAVE INTERVENTION CLASSES SO THAT THEY CAN GET THE FOUNDATIONAL SUPPORT THAT THEY NEED. AND WE ARE USING A VARIETY OF SORT OF TOOLS TO GATHER DATA THAT ALLOW US TO KNOW WHAT SUPPORTS THOSE STUDENTS NEEDS SO WE CAN MAXIMIZE THAT INSTRUCTIONAL TIME. LASTLY, WE ARE FOCUSED ON INSTRUCTIONAL COACHING BECAUSE WE KNOW STRONG INSTRUCTION PRODUCES STRONG RESULTS FOR STUDENTS AND USING DATA TO MAKE SURE THAT WE ARE SPENDING TIME ON THE RIGHT LOVERS. NEXT SLIDE PLEASE. SECOND IS WE RECOGNIZE THAT OUR SUSPENSION RATE HAS BEEN TOO HIGH. AND WE ARE COMMITTED TO BRINGING IT DOWN. THIS PAST SPRING WE WERE ABLE TO IDENTIFY SOME STRUCTURES AND SYSTEMS WHICH COULD BE IMPROVED. AND OUR APPROACH THIS YEAR COMBINES BOTH RESTORATIVE AND TRAUMA INFORMED PRACTICES. WE FIND OUT WHAT HAPPENED. WE TALK ABOUT WHO HAD IMPACTED AND WE REPAIR HARM. WE PARTNER ALSO WITH
ORGANIZATIONS LIKE CITY OF DREAMS, THE BOYS AND GIRLS CLUB AND COLLEGE TRACK TO SUPPORT STUDENTS AND FAMILIES BEYOND SCHOOL HOURS. SO FAR THIS YEAR WE'RE SEEING PROGRESS WITH THE SUSPENSION RATE OF JUST 2.8% AS OF OCTOBER 15TH AND THAT IS THE LOWEST WE'VE SEEN IN THE LAST FOUR YEARS. WE THINK THAT OUR INTERVENTIONS ARE ARE WORKING. AND OF COURSE WE STILL HAVE WORK TO DO. >> NEXT SLIDE PLEASE. JUST WANT TO SHARE. AT OUR MIDDLE SCHOOL KIPP BAYVIEW ACADEMY WE'VE SEEN HOW CONSISTENT WORK ON CULTURE WITH RESTORATIVE PRACTICES AND STRONG COACHING CAN REDUCE SUSPENSIONS. OVER THE PAST TWO YEARS, SUSPENSION RATES HAVE HAD LARGE DECLINES. WE HAVE USED HIGH QUALITY INSTRUCTIONAL COACHING TO HELP TEACHERS SET CLEAR EXPECTATIONS WITH EMPATHY RESTORATIVE PRACTICES FOR MAJOR INCIDENTS AND STUDENT LED SCHOOL AND FAMILY ENGAGEMENT THAT BUILT LEADERSHIP, EMPATHY AND COMMUNITY UNDERSTANDING. >> THIS DEMONSTRATES WHAT'S
POSSIBLE WHEN RESTORATIVE PRACTICES ARE IMPLEMENTED CONSISTENTLY AND WE'RE APPLYING THESE LESSONS AT ACP TO HOPEFULLY LEAD TO FURTHER DECREASES IN SUSPENSION RATES. NEXT SLIDE. OUR LAST AREA OF OPPORTUNITIES AROUND ENROLLMENT AND WE RECOGNIZE THAT ENROLLMENT HAS BEEN ON THE DECLINE DUE TO CITYWIDE DEMOGRAPHIC SHIFTS AND FAMILY DISPLACEMENT IN THE BAYVIEW. BUT WE ARE TAKING DELIBERATE STEPS TO ADDRESS IT. BRIGHT SPOTS INCLUDE YEAR OVER YEAR INCREASES IN KIPP EIGHTH GRADERS MATRICULATING TO S.F. CP OVER THE PAST THREE YEARS AND IMPROVED STUDENT RETENTION UP FROM 84% IN 2023 TO 91% IN 2025. WE ARE ALSO REINSTATING TRANSPORTATION FOR OUR STUDENTS THAT ARE ATTENDING KIPP S.F. BAY TO REDUCE ACCESS BARRIERS FOR THEM. AND ENSURE THAT WE CAN GET THEM TO KIPP S.F. CP. THIS ENSURES WE CAN MAINTAIN HIGH QUALITY EDUCATION FOR ALL OF OUR STUDENTS. NEXT SLIDE. IN CLOSING, FCP IS A PLACE FOR ALL LEARNERS WHERE
IDENTITIES ARE HONORED AND STUDENTS GROW. I'M INCREDIBLY PROUD OF OUR SCHOOL AND THANK YOU FOR TAKING THE TIME TO GET TO KNOW US. OUR DATA AND OUR COMMUNITY. THANK YOU. AS WE LOOK TO THE FUTURE WE WANT TO THANK THE USD STAFF AND COMMISSIONERS FOR YOUR POSITIVE RECOMMENDATIONS, SUPPORT AND PARTNERSHIP IN WALKING WITH US TO THIS POINT. WE ALSO WANT TO THANK OUR INCREDIBLE STAFF, FAMILIES AND STUDENTS FOR YOUR DEDICATION, LOVE AND COMMITMENT. KIPP S.F. CP IS THE SCHOOL THAT IT IS BECAUSE OF YOU ALL. >> THANK YOU. THANK YOU VERY MUCH. >> I'LL OPEN IT UP FOR COMMENTS AND QUESTIONS FROM THE BOARD. COMMISSIONER FISHER. WELL FIRST OF ALL THANK YOU PRINCIPAL CHEN FOR YOUR TIME TODAY. AND IT WAS ACTUALLY GREAT TO SEE NAVIA AND DESIRE AGAIN. THEY WERE PART OF THE PANEL THAT TODAY SO THANK YOU BOTH FOR YOUR TIME. GOOD TO SEE YOU AGAIN. I IN RESPONSE I THINK SPECIFICALLY LEAD TO WHAT I WANT TO BUILD ON WHAT
COMMISSIONER GUPTA SAID A LITTLE BIT AGO TO IT WHILE HE'S NOT HERE. >> BUT I THINK IT'S REALLY IMPORTANT AND I THINK YOU RAISED IT AS WELL, COMMISSIONER ALEXANDER. BUT FAMILIES DESERVE CHOICE AND AGENCY. OUR WHOLE SYSTEM IS BUILT ON CHOICE AND AGENCY. RIGHT. AND I THINK SOME OF WHEN WE TALK ABOUT THE DISCREPANCY BETWEEN SERVICES AND SCHOOLS AND OUTCOMES IN THE BAYVIEW I THINK IN OUR SCHOOLS IN THE SOUTHEAST, I THINK WE REALLY HAVE TO RECOGNIZE THAT FOR DECADES AND GENERATIONS WE AS A SCHOOL DISTRICT HAVE UNDER IN VESTED IN BAYVIEW SCHOOLS AND I THINK WE NEED TO NAME THAT. AND THAT'S I MEAN KIPP IS THE ONLY HIGH SCHOOL IN THE BAYVIEW ,YOU KNOW, IN THE GLORY OUR DAVIS CAMPUS THERE'S THE WE HAVE THE HIGH SCHOOL IN SILVER TERRACE NEARBY BUT NOTHING ELSE IN THE BAYVIEW RIGHT. SO I THINK IT'S REALLY IMPORTANT AND BACK IN 2018 WHEN WE WROTE THE STUDENT ASSIGNMENT
RESOLUTION, THE PARENT ADVISORY COMMITTEE PUT OUT A JOINT STATEMENT AGAINST IT AGAINST MOVING TO ZONED SPECIFICALLY BECAUSE FAMILIES WERE WORRIED ABOUT BEING FORCED INTO A PART OF THE CITY THAT HADN'T WHERE THE SCHOOLS HAD NOT BEEN RESOURCED IN THE WAY THAT EASTSIDE OR WESTSIDE SCHOOLS HAVE. AND SO I THINK THAT'S SOMETHING AS WE SAW WITH OUR PREVIOUS MANDARIN IMMERSION CHARTER SCHOOL PETITION THAT CAME BEFORE US. WE HAVE FAMILIES THAT ARE SCREAMING FOR MORE PROGRAMS THAT ARE WILLING TO DO WHAT IT NEEDS TO TAKE TO GET THE PROGRAMS THAT WE DON'T OFFER. AND SO I THINK HAVING A HIGH SCHOOL IN THE BAYVIEW IS IS REALLY IMPORTANT. SO I GUESS MY QUESTION TO US AS A BOARD IN THIS BUDGET CLIMATE AND TO YOU AS OUR SUPERINTENDENT DR. SU IS WHAT ARE WE GOING TO DO TO PROVIDE EQUITABLE ACCESS TO SCHOOLS TO THE FAMILIES THAT LIVE IN THE BAYVIEW? I THINK THAT'S REALLY OUR BIGGEST QUESTION HERE.
I, I ALSO WANT TO RECOGNIZE THE DIFFERENCE HERE AND THAT THIS IS A TRADITIONAL RENEWAL, YOU KNOW, AND SO THE CRITERIA THAT WE WE HAVE IS DIFFERENT. BUT I REALLY APPRECIATE SEEING PARTICULARLY THE FOLKS. I THINK MY REAL QUESTION I SEE MY TIME IS RUNNING DOWN SO I'LL STOP MONOLOGUING. YOU MENTIONED TIER FOUR IN IN THE SLIDE ABOUT RESTORATIVE PRACTICES. >> I'VE HEARD TIERS 123 WHAT'S TIER FOUR? THAT'S A GREAT QUESTION AND THANK YOU FOR THE QUESTION AND THANK YOU FOR YOUR VISIT TODAY. AND COMING TO SEE OUR SCHOOL AND TALK TO OUR STUDENTS AND HEAR DIRECTLY FROM THEM WE REALLY, REALLY APPRECIATE THE TIME. YOU KNOW ALL THE TIERS ARE MEANT TO BE SET UP TO SUPPORT STUDENTS AT DIFFERENT LEVELS AND OF COURSE THE WHOLE IDEA AND AND AND PHILOSOPHY BEHIND THE TIERED SYSTEM IS AS THE TIERS GO UP THEY GET SMALLER AND SMALLER AND SMALLER. AND WE JUST ARE USING TIER FOUR AS A WAY OF THINKING ABOUT
ANOTHER SET OF SUPPORTS THAT WE CAN PROVIDE STUDENTS. THAT'S AN EVEN SMALLER SMALLER GROUP. SO YOU KNOW OBVIOUSLY THE TIER ONE SUPPORTS ARE MEANT TO SUPPORT THE VAST MAJORITY OF OUR STUDENTS AND THEN WE HAVE ADDITIONAL THINGS THAT WE DO AND THEN ADDITIONAL THINGS THAT WE DO IF THOSE DON'T WORK AND THEN WE HAPPEN TO HAVE MORE ADDITIONAL THINGS THAT WE DO. SO THAT'S THAT'S THE IDEA BEHIND TIER FOUR. >> THANK YOU FOR THAT, COMMISSIONER GUPTA. >> YEAH. THANK YOU AGAIN TO THE COMMUNITY MEMBERS AS WELL AS KIPP STAFF FOR COMING IN LEADERSHIP THAT FOR COMING AND PRESENTING. >> WE REALLY APPRECIATE IT. I'M LOOKING AT THE ENROLLMENT NUMBERS AND I AM CONCERNED PARTICULARLY LOOKING AT THE TREND YEAR OVER YEAR IS THERE AND AS WE'RE TALKING ABOUT RENEWAL FOR THE NEXT FIVE YEARS, IS THERE ANY POINT AT WHICH IF YOU KNOW, KNOCK ON WOOD YOU KNOW, I'M HOPING NUMBERS GO BACK UP BUT IF THEY
DON'T. IS THERE ANY POINT AT WHICH KIPP DECIDES WHERE WE'RE DONE LIKE IF IT WERE IF IT GETS TO, YOU KNOW, A CERTAIN NUMBER, IS IT WE'RE NO LONGER OPERATING? AND IF SO, WHAT IS THAT NUMBER? FRANK, DO YOU WANT ME TO ANSWER THAT QUESTION OR. WE HAVE OUR WE HAVE OUR CHIEF FINANCIAL OFFICER HERE WHO IS HELPING US WITH THINKING ABOUT THOSE PROJECTIONS AND THOSE THOSE PLACES. MY UNDERSTANDING, YOU KNOW, THIS IS ABOVE MY PAY GRADE BUT MY UNDERSTANDING IS THAT WE ARE COMMITTED TO BEING IN THE BAYVIEW AND WE ARE GOING TO CONTINUE TO RUN THIS SCHOOL. WE BELIEVE WE CAN INCREASE ENROLLMENT. WE'VE SEEN ENROLLMENT INCREASES AT OUR MIDDLE SCHOOL WHEN WE HAVE DONE WORK TO FOR EXAMPLE REDUCE OUR SUSPENSION RATE TO BUILD A SCHOOL WHERE STUDENTS ARE FEELING LIKE THEY'RE BELONGING.
WE BELIEVE WE CAN DO THAT AT CCP AND WE ARE HOPEFUL THAT OUR ENROLLMENT WILL INCREASE AS A RESULT OF THAT WORK. I THINK WE I THINK WHAT I WANT TO SHARE WITH YOU ALL IS MY UNDERSTANDING AND WHAT HAS BEEN TOLD TO ME IS THAT WE'RE FULLY COMMITTED TO BEING THERE AND WE ARE GOING TO DO WHAT IT TAKES TO MAKE SURE THAT WE'RE RUNNING A HIGH QUALITY SCHOOL AND AND TO GET OUR ENROLLMENT UP. THAT IS OUR INTENTION. I WOULD REITERATE WHAT GREG SHARED WHICH IS THAT WE'RE COMMITTED TO FUNDING FOR THIS RENEWAL OF OUR COMMITMENTS TO OUR FAMILIES AND STUDENTS AND TO THE PROGRAM THAT WE'RE RUNNING AND OUR INTENTION IS TO TO DRIVE OUR ENROLLMENT RESULTS AND WE'RE FULLY COMMITTED AS A REGION TO ENSURING THAT THE SCHOOL IS AVAILABLE FOR THE BAYVIEW COMMUNITY. I, I APPRECIATE THAT. YOU KNOW, WE DON'T TAKE THIS DECISION LIGHTLY AS I'M SURE YOU ALL DON'T EITHER IN TERMS OF MAINTAINING YOUR COMMUNITY AND YOU KNOW, WE WANT TO MAKE SURE THAT YOU ALL ARE GOING TO BE THERE FOR FOR THE NEXT FIVE
YEARS. >> I'LL SPEAK ONLY FOR MYSELF AS AS AN INDIVIDUAL COMMISSIONER. ONE OF THE OTHER QUESTIONS I HAD WAS I REMEMBER SPEAKING TO KIPP BEFORE AND WHAT I APPRECIATED WAS THERE IS AN HONESTY AROUND AND SEEKING TO RAISE THE THE RETENTION THROUGH COLLEGE. AND I APPRECIATED THE LEVEL OF, YOU KNOW, AWARENESS AS WELL AS JUST SORT OF SAYING HEY, THIS IS SOMETHING WE NEED TO IMPROVE AND I'M JUST CURIOUS HOW HOW IS THAT GOING FOR KIPP GRADUATES? DO YOU SEE AN INCREASE IN THAT THAT GIVEN MY CONVERSATION WAS I WANT TO SAY PROBABLY 4 OR 5 YEARS AGO? >> I DON'T HAVE THE DATA RIGHT AT MY FINGERTIPS AT THIS MOMENT BUT I CAN SAY THAT YES, WE TRACK OUR SIX YEAR COLLEGE GRADUATION RATES FOR ALL OF OUR ALUMS INCLUDING FOLKS THAT LEAVE KIPP AT SOME POINT AND WE HAVE A DEEP COMMITMENT TO GETTING THOSE KIDS TO AND THROUGH COLLEGE THOSE THAT CHOOSE TO GO. WE ALSO OF COURSE SUPPORT STUDENTS WHO CHOOSE ALTERNATIVE CAREER PATHWAYS BUT WE ARE SPENDING A LOT OF ENERGY AND TIME BEING IN TOUCH WITH THOSE STUDENTS OR TALKING TO
THEM ABOUT WHEN CRAZY THINGS COME UP IN THEIR LIFE HOW TO BELONG ON A CAMPUS WHEN YOU'RE ,YOU KNOW, A STUDENT OF COLOR IN ON A CAMPUS WHERE THERE AREN'T THAT MANY STUDENTS OF COLOR. WE PROVIDE TONS AND TONS OF SERVICES FOR OUR STUDENTS THAT HAVE LEFT OUR BUILDING THAT I THINK ARE REALLY, REALLY REMARKABLE AND IT IS REALLY OUR COMMITMENT TO SUPPORT THEM THROUGH THAT SIX YEARS OF COLLEGE RECENTLY. WE ARE ALSO WERE ABLE TO SECURE A GRANT THAT SUPPORTS OUR STUDENTS FINANCIALLY WITH $15,000 A YEAR THROUGH SIX YEARS OF COLLEGE. AND SO YEAH, IT'S A IT'S A HUGE COMMITMENT FOR US AND I'D LOVE TO GET YOU THOSE NUMBERS BECAUSE I THINK THEY ARE, YOU KNOW, QUITE REMARKABLE WHAT WE'RE ABLE TO DO WITH STUDENTS FROM SOCIOECONOMICALLY DISADVANTAGED BACKGROUNDS COMPARED TO HOW THOSE STUDENTS TEND TO FARE ACROSS THE NATION.
THANK YOU AND I LOOK FORWARD TO THOSE NUMBERS. I'LL BE IN TOUCH. YES, GREAT QUESTION. THANK YOU. AT THE RISK OF SOUNDING LIKE A BROKEN RECORD, I WANT TO TALK ABOUT SMALL SCHOOLS AGAIN BECAUSE I HAVE A I HAVE A WELL WE HAVE ANOTHER SMALL SCHOOL THAT'S BEFORE US IS A PETITION AND I, I HEAR MY COLLEAGUE COMMISSIONER GUPTA'S QUESTION AROUND ENROLLMENT BUT BUT I KNOW THAT IN THE IN THE RENEWAL THAT THE SUSTAINABLE SIZE IS ACTUALLY 80 FRESHMAN ENROLLING 89TH GRADERS I THINK YOU HAVE AROUND 60 NOW IF I'M CORRECT RIGHT. SO THAT'S NOT A HUGE I MEAN I THINK THAT'S AN ACHIEVABLE GOAL. I ALSO THINK I KNOW IT'S IT'S A SMALL NUMBER SO EVEN IF EVEN AT FULL ENROLLMENT IT WOULD BE AROUND 300 STUDENTS OR MAYBE A LITTLE LESS AND THEY ARE MAKING IT FINANCIALLY SUSTAINABLE. SO AGAIN, I WOULD I WOULD QUESTION WHEN WE TALK ABOUT WE CAN'T HAVE SMALL HIGH SCHOOLS HERE'S A SMALL HIGH SCHOOL THAT AND IT'S NOT JUST ABOUT SIZE IT'S ABOUT USING THAT SMALL SIZE TO CREATE A STRONG SAFE COMMUNITY TO PROVIDE INTENSIVE ACADEMIC SUPPORT, TO CREATE A
CULTURE OF COLLEGE ACCESS. >> YOU KNOW THOSE THOSE THINGS THAT KIPP IS DOING AND OBVIOUSLY THERE'S THEY HAVE SOME WORK TO DO WITH AS I SAID, THE SUSPENSION RATE IS TOO HIGH . BUT IT'S INTERESTING THAT THEY ACTUALLY DO HAVE A HIGHER COLLEGE ENTRANCE RATE THAN SURROUNDING S.F. U.S. SCHOOLS. >> IN SOME CASES IT'S COMPARABLE BUT BUT THERE ARE SLIGHTLY HIGHER AND SO AGAIN, I THINK THIS IS JUST SPEAKS TO THE VALUE OF THE SMALL SCHOOL MODEL WHICH WE HEARD AGAIN EARLIER FROM FOLKS THAT KIDS YOUNG PEOPLE AT THE ACADEMY TALKING ABOUT THE VALUE OF THAT AND IT CONCERNS ME THAT I DON'T SEE YET A STRATEGY WITHIN SFI USD TO OFFER THIS KIND OF EXPERIENCE. AND SO I GUESS ONE OF MY QUESTIONS FOR US IS ARE WE ARE WE GOING TO SAY TO OUR STUDENTS YOU HAVE TO GO TO KIPP IF YOU WANT OR CHARTER IF YOU WANT A SMALL SCHOOL EXPERIENCE ARE WE GOING TO OFFER THAT RIGHT? I MEAN MAYBE TO COMMISSIONER GROUP JUST PLAYING AROUND IS THIS IS THIS AN OFFERING THAT WE'RE COMMITTING TO BECAUSE I THINK THE MESSAGE THAT THE
ACADEMY FAMILIES HAVE GOTTEN IS THAT WE'RE NOT RIGHT AND I UNDERSTAND THERE WERE SOME COMPLICATIONS WITH THAT PARTICULAR SITUATION AROUND THE ACCREDITATION OF THE SCHOOL AND SO FORTH. BUT BUT I THINK THERE SHOULD BE A BOARD VOTE ON IT. I THINK IT NEEDS THERE NEEDS TO BE DISCUSSION AND PARTICULARLY AGAIN I'M NOT GOING TO SAY THAT WE NEED TO HAVE ONE PARTICULAR SCHOOL OR ANOTHER PARTICULAR SCHOOL BUT WE NEED TO IN MY OPINION SMALL HIGH SCHOOLS ARE AN OPTION WE NEED TO OFFER FOR OUR STUDENTS IF WE AS A BOARD ARE SAYING NO IT'S JUST A CHARTER OPTION AND I THINK WE NEED TO HAVE THAT CONVERSATION AND SAY THAT. AND SO THAT'S I MEAN ONE OF THE REASONS WHY I THINK IT'S PROBLEMATIC THAT WE HAVEN'T YET HAD A VOTE ON THE ACADEMY SO I'LL BE HAPPY TO SUPPORT THIS OPTION BECAUSE IT IS ONE A SMALL HIGH SCHOOL OPTION IN THE BAYVIEW AND I THINK THAT'S REALLY IMPORTANT. SO THANK YOU FOR OFFERING THAT WHEN WE'RE NOT. >> THANK YOU COMMISSIONER RAY THANKS SO MUCH PRESIDENT CAN I HAVE A COUPLE OF QUESTIONS FOR YOU AS WELL? AND AGAIN THANKS TO EVERYBODY FOR COMING OUT AND JUST FOR THE CLARITY OF ALL THE INFORMATION
THAT'S BEEN PROVIDED, I REALLY APPRECIATE THAT BOTH ON THE DISTRICT STAFF SIDE AND ON CAP SIDE. SO MY TWO QUESTIONS EXCUSE ME ONE RELATES TO ENGLISH LEARNER PROGRESS AND THE OTHER ONE TO COLLEGE AND CAREER MATTERS. SO THE FIRST ONE IS WHAT YOU THINK THE FACTORS ARE IN IMPROVING IN THE AGAIN QUITE SIGNIFICANT PROGRESS THAT I SAW IN THE REPORT FOR ENGLISH LEARNER PROGRESS I WOULD REALLY APPRECIATE KNOWING ABOUT THAT. AND THE SECOND THING IS I HAD NOTICED THAT THERE WAS MENTION OF THE GRADUATION RATES AND ACTUALLY THANK YOU TO COMMISSIONER GUPTA FOR THESE. I WOULD LIKE TO ALSO BUILD ON WHAT HE WAS TALKING ABOUT THERE THE COLLEGE GRADUATE EXCUSE ME THE GRADUATION RATE FROM COLLEGE PREP IS QUITE HIGH AT 93% BUT THE READINESS OR THE COLLEGE CAREER READINESS RATE IS AT 36%, WHICH IS ACTUALLY A BIGGER GAP THAN THAN OUR REGULAR PUBLIC SCHOOLS HAVE IN US OF USD. SO I WONDERED IF YOU WOULD ALSO SPEAK TO WHAT YOU THINK IS GOING ON THERE. I HAD ALSO WONDERED IF YOU HAD A MEANS OF MEASURING HOW THE STUDENTS ARE DOING AFTER GRADUATION SO I WOULD LIKE YOUR INFORMATION THAT COMMISSIONER GUPTA HAS REQUESTED BUT IF YOU
COULD SPEAK TO BOTH OF THOSE, I'D REALLY APPRECIATE THAT. SURE. THANK YOU FOR THE QUESTIONS. LET ME MAKE SURE THAT I'M CAPTURING THEM. THE FIRST IS THAT YOU'D LOVE TO KNOW ABOUT OUR ENGLISH LANGUAGE LEARNER PROGRESS AND WHAT'S LED TO THOSE GAINS, CORRECT? AND THEN THE SECOND IS ABOUT THE DISCREPANT SEE, BETWEEN OUR GRADUATION RATE AND OUR COLLEGE READINESS SORT OF FIGURE THAT WE HAVE. >> CORRECT. THANK YOU. GREAT. LET'S START WITH WITH OUR L L PROGRESS. OKAY. AND I CAN SPEAK TO SOME THINGS THAT WE'RE DOING BOTH REGIONALLY THAT HAVE IMPACTED WHAT WE'RE DOING AT THE SCHOOL LEVEL WITHIN THE LAST FEW YEARS. WE HAVE THE ACADEMICS THE REGIONAL ACADEMICS TEAM HAS STARTED SOME WORK AND AND AND CHOSEN SOME FOLKS TO SPECIALIZE IN PARTICULAR SUPPORTING ENGLISH LANGUAGE LEARNER INSTRUCTION. WE'VE TRAINED WITH A COUPLE OF DIFFERENT ORGANIZATIONS TO TRY TO LOOK AT BEST PRACTICES TO SUPPORT STUDENTS THERE
AND THEY'VE ROLLED OUT SOME NEW EXPECTATIONS FOR US ACROSS SCHOOLS THAT CCP HAS TAKEN UP INCLUDING HAVING A YOU KNOW, DESIGNATED BOTH DESIGNATED AND INTEGRATED D STRATEGIES FOR STUDENTS. IN ADDITION TO THAT WE HAVE INCREASED THE THE FREQUENCY WITH WHICH WE'RE LOOKING AT OUR OUR ENGLISH LANGUAGE LEARNER DATA AND THE WAYS IN WHICH WE'RE RESPONDING TO THAT DATA. AND I THINK THAT THE COMBINATION OF THOSE THINGS INCLUDING A NEW CURRICULUM FOR OUR STUDENTS HAS REALLY HELPED US TO MAKE PROGRESS WITH THEM. WE KNOW WHERE OUR STUDENTS ARE AND AS A RESULT THAT ALLOWS US TO TAKE ACTIONS THAT THAT SUPPORT THOSE STUDENTS. SO DATA DRIVEN INSTRUCTION REALLY SPECIFICALLY FOCUSED ON OUR LTE KIDS. I HOPE THAT ANSWERS YOUR QUESTION. YES. GREAT. >> OKAY. ON THE ON THE OTHER SIDE WITH REGARDS TO THE THE COLLEGE READINESS FACTOR, THE OUR COLLEGE READINESS FACTOR DID DECREASE OVER THIS PAST YEAR AND WHILE I THINK THAT THAT
DROP IS CONCERNING AT FIRST GLANCE, I THINK IT'S REALLY ALSO IMPORTANT FOR US TO UNDERSTAND WHAT GOES INTO THAT METRIC. AND SO THE COLLEGE AND CAREER INDICATOR INCLUDES MULTIPLE CRITERIA INCLUDING SE BACK PERFORMANCE EIGHT AG COURSE COMPLETION CAREER AND TECHNICAL EDUCATION PATHWAY COMPLETION, DUAL ENROLLMENT AND AP COURSE SUCCESS. >> AND WHILE WE'RE DOING WELL IN SOME OF THOSE AREAS, SOME OF THOSE AREAS ARE AREAS THAT WE CONTINUE ARE CONTINUING CONTINUING TO WORK ON. AND SO FOR EXAMPLE SE BACK CARRIES A SIGNIFICANT WEIGHT IN THE CALCULATION AND IT'S ONE OF THE PLACES WHERE WE'RE FACING OUR MOST SIGNIFICANT CHALLENGE. THAT SAID, STUDENTS ARE GRADUATING AND ABLE TO FIND PATHWAYS AFTER GRADUATION. AND I THINK YOU CAN SEE THAT FROM FROM SOME OF OUR DATA. SO THERE'S A LITTLE BIT OF A MISMATCH THERE RIGHT. AND I THINK PART OF THE REASON
THERE'S A MISMATCH IS BECAUSE MAYBE MAYBE SOME OF THE PATHWAYS AFTER AFTER HIGH SCHOOL ARE NOT AS CONCERNED WITH SOME OF THE FACTORS THAT GO INTO THE COLLEGE AND CAREER INDICATOR. SO FOR EXAMPLE, ACT SCORES ARE A LOT MORE IMPORTANT TO COLLEGES THAN A-SPEC SCORES. AND SO THERE'S A LITTLE BIT OF A MISMATCH THAT'S HAPPENING THERE THAT WE POTENTIALLY COULD DIG FURTHER INTO. BUT I WOULD ALSO SAY THAT LIKE ONE OF OUR PART OF OUR WHAT WE ARE STRIVING TOWARDS IS TO GET MORE OF OUR STUDENTS INTO THE PATHWAYS THAT THEY DESIRE AFTER HIGH SCHOOL. AND WE FEEL LIKE WE ARE DOING THAT QUITE WELL. AND I THINK THAT OUR DATA SHOWS THAT. AND SO ON THE ONE HAND, YOU KNOW THAT NUMBER MIGHT LOOK LOW BUT IF WE'RE GETTING OUR KIDS TO WHERE THEY WANT TO GO THAT TO US FEELS LIKE MORE IMPORTANT THAN THAN THAN MAKING SURE THAT
THIS METRIC IS HIGH. THANK YOU. SURE. EITHER COMMENTS QUESTIONS? NO, I JUST WANT TO DO A QUICK SHOUT OUT ON THE ALL THE WORK THAT GOES INTO FORWARD AND THE WORK THAT YOU ALL DO TO FOLLOW STUDENTS TO COLLEGE. IT IS PERHAPS THE ONE BIGGEST INVESTMENT THAT I'VE SEEN FROM A SCHOOL SYSTEM IN ENSURING STUDENTS PERSIST THROUGH COLLEGE AND BEYOND. AND I THINK A HUGE PART OF WHY FAMILIES AND STUDENTS ESPECIALLY CHOOSE THAT PATH FOR THEM. SO REALLY INCREDIBLE TO HEAR AND SEE AND THANK YOU FOR ALL YOUR WORK IN THAT REGARD. APPRECIATE YOUR TIME HERE. NOW DEBATE IS NOW CLOSED ON THE MOTION TO APPROVE ITEM 2510282 AUTHORIZATION TO GRANT THE RENEWAL PETITION FOR KIPP SCHOOL COLLEGE PREP ROLL COVER PLEASE MISS THE STUDENT DELEGATE CRUZ YES. COMMISSIONER ALEXANDER YES. COMMISSIONER FISHER YES. COMMISSIONER GUPTA YES. VICE PRESIDENT HEALEY YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WORK YES. AND PRESIDENT KIM YES.
SO NICE. THANK YOU. I WILL NOW CLOSE THE PUBLIC HEARING. SO CONGRATULATIONS TO THE KIPP TEAM AND YOU WILL TAKE JUST A FEW TO ALLOW YOU TO EXIT QUIETLY. THANK YOU VERY MUCH. I'M HERE . THANK YOU. I KNOW. I KNOW YOUR DAUGHTER. ALL RIGHT. I'M GOING TO STEP IN FOR JUST CONGRATULATIONS PRESIDENT KIM. AND OUR NEXT ITEM ON THE AGENDA IS TO 510-28P3 APPROVAL OF PIPS AND WAIVERS. CAN I HAVE A MOTION AND A SECOND SO MOVED SECOND IT HAS BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVES ITEM 2510283I COMMA SUPERINTENDENT OR HER DESIGNEE TO READ THIS ITEM INTO THE RECORD I'M GOING TO THANK YOU VICE PRESIDENT HULING GOING TO HAND THIS OVER TO OUR ASSOCIATE SUPERINTENDENT OF H.R. >> AMY BEAR. GOOD EVENING. THE DEPARTMENT CONTINUES TO RECRUIT AND HIRE TO FILL CRITICAL VACANCIES ACROSS THE
DISTRICT DUE TO THE NATIONWIDE EDUCATOR SHORTAGE. WE DO NOT HAVE ENOUGH FULLY CREDENTIALED APPLICANTS TO FILL ALL VACANCIES. TONIGHT I'M SEEKING BOARD APPROVAL OF TEN PROVISIONAL INTERNSHIP PERMITS WHICH ARE PIPS AND THREE WAIVERS TO ALLOW THESE EDUCATORS TO SERVE IN THE POSITIONS AS THEY COMPLETE THEIR CREDENTIAL REQUIREMENTS. THANK YOU. ARE THERE ANY QUESTIONS FROM THE BOARD SEEING AND DEBATE IS NOW CLOSED ON THE MOTION TO APPROVE ITEM 2510-28 SB THREE APPROVAL OF PIPS AND WAIVERS WELL ENOUGH COULD WE PLEASE HAVE A ROLL CALL VOTE? STUDENT DELEGATE CRUZ YES. COMMISSIONER ALEXANDER YES. COMMISSIONER FISCHER YES. >> COMMISSIONER GUPTA YES. VICE PRESIDENT HEALING YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WARD YES. PRESIDENT KIM YES. SO THE NICE THANK YOU. THANK YOU. ITEM THANK YOU MR. CHAIR. MOVING TO AN MFA WORKSHOP ON STUDENT OUTCOMES I'M GOING TO BE INTRODUCING BOTH ITEMS AT THE SAME TIME SO WE CAN HAVE A SINGLE CONVERSATION ABOUT IT.
ITEM ONE COMMISSIONER SCHOOL VISITS AND ITEM TWO INTERIM GUARDRAIL 3.1 PROGRESS MONITORING AND I DON'T ACTUALLY HAVE THE SUPER INTENDANT INTRODUCE THIS INTO THE RECORD FOR PURPOSES OF WHAT WOULD YOU WOULD YOU ALL PREFER TO JUST KEEP MONITORING IT AND THEN ONCE OH OKAY I SEE I SEE FOR TRACKING PURPOSES OKAY ALREADY LET'S JUST START WITH ITEM ONE COMMISSIONER SCHOOL VISITS. I WANT TO BEGIN BY JUST APPRECIATING COMMISSIONERS FOR TAKING THE DAY OFF OF THEIR BUSY SCHEDULES TO JOIN OUR SCHOOL SITES FOR OUR SHALL WE SAY FIRST ANNUAL QUARTERLY QUARTERLY ANNUAL ESPECIALLY NOW BE IT SEMESTERS TRI TRIMESTER SEMESTER OUR FIRST TIME IN OUR REOCCURRING EVENTS TO VISIT OUR SCHOOLS AND GENUINELY THE SPIRIT BEHIND THIS IDEA WAS TO BRING I MEAN PUT SOME CONTEXT TO THE DECISIONS THAT WE MAKE AND TO AND MAKE US MORE PROXIMATE TO OUR SCHOOL COMMUNITIES. I KNOW MANY OF US HAVE A LOT OF GREAT LONG STANDING RELATIONSHIP WITH SCHOOL SITES ACROSS OUR CITY BUT THIS IS AN
OPPORTUNITY TO REALLY SPEND A DAY DIGGING DEEP INTO A SCHOOL COMMUNITY, HAVING AN OPPORTUNITY TO GO INTO CLASSROOMS. SO I WANT TO THANK STAFF FOR HELPING TO SET THIS UP AND MANY OF OUR STAFF ON SITE WHO HAVE KIND OF COORDINATED THEIR TIME AND ENERGY TO ALLOW US TO NOT JUST FOLLOW SOME STUDENTS AROUND BUT IN SOME INSTANCES FOLLOW SOME STUFF AROUND. SO IT WAS REALLY AMAZING TO DO THAT. WE WERE AT THREE SCHOOLS PRESIDIO, LOWELL AND BALBOA AND I WOULD LOVE TO JUST BEGIN THE CONVERSATION BY OPENING UP ON JUST REFLECTIONS FROM YOUR DAY AND I IDEALLY WE TIE THIS TO SOME OF THE WORK THAT WE'RE ABOUT TO DO IN OUR GUARDRAIL 3.1 PROGRESS MONITORING BUT WOULD LOVE TO JUST KIND OF OPEN THE FLOOR UP FOR COMMISSIONERS TO REFLECT ON THEIR MAJOR TAKEAWAYS. WE DON'T NEED A WHOLE SUMMARY OF WHAT YOU'VE DONE. IT WAS MANY HOURS THAT WE WERE AT SCHOOL SITES BUT WE'D LOVE TO HEAR HIGH LEVEL TAKEAWAYS FROM YOUR TIME THAT WE CAN BRING INTO OUR CONVERSATION REGARDING PROGRESS MONITORING.
SURE. YEAH. COMMISSIONER FISHER WELL COMMISSIONER WISEMAN MORE THAN I HAD A LOVELY TIME AT BALBOA. IT WAS A LOT OF FUN. I REALIZED I NEED TO PRACTICE MY SPANISH QUITE A BIT NOT AS STRONG AS MY REFLEXIVE VERBS AS I THOUGHT I WAS BUT I REALLY ENJOYED THE TOUR. WE HAD A STUDENT PANEL DURING LUNCH THAT WAS WONDERFUL TO TALK AND REFLECT WITH STUDENTS ON YOU KNOW, THEIR DESIRE FOR MORE AP CLASSES AND MORE ELECTIVES AND IT WAS REALLY COOL TO LEARN THAT BALBOA BASED ON STUDENT NEED HEARING FROM A LOT OF BECAUSE IT'S A AS WITH MANY OF OUR HIGH SCHOOLS IT'S VERY DIVERSE AND WE HAVE A LOT OF FAMILIES WHO THE PARENTS OF STUDENTS THERE HAVE NOT ATTENDED COLLEGE HERE IN THE U.S. HAVE NO IDEA ABOUT THE THE COLLEGE PROCESS OR YOU KNOW WHAT IT TAKES TO GET INTO OUR UC CSU'S IN OTHER COLLEGES. SO AT THE URGING OF SOME STUDENTS THEY PUT ON A COLLEGE FAIR FOR FOR FAMILIES WHO NEED TO LEARN MORE ABOUT IT IT WAS AMAZING TO JUST LIKE BRING
IN COMMUNITY AND I THINK YOU KNOW MORE OF THAT TYPE OF COLLABORATIVE I THINK EVENT FOR FAMILIES I THINK THAT WAS AN ABSOLUTE BRIGHT SPOT. WE SPENT SOME TIME WITH EDUCATORS AND REALLY WE HAD A GREAT CONVERSATION ABOUT THE IMPACT OF SOME OF OUR DECISIONS AND THE INTENT OF SOME OF OUR OUR DECISIONS VERSUS HOW THEY ARE FELT AT THE SCHOOL SITE. AND SO TO ME THAT REALLY HIGHLIGHTED THE ONGOING NEED FOR REALLY STRONG COMMUNICATION AND AN ONGOING FEEDBACK SESSIONS WITH OUR EDUCATORS IN THE CLASSROOM AND WITH OUR TEAMS AT SCHOOL SITE. AND SO I'M REALLY GLAD THAT THAT WORK IS BEING STRENGTHENED AND JUST THANKS EVERYONE FOR HOSTING. IT WAS FUN. I SHOULD HAVE WORN MY BALL JACKET TODAY BUT I YOU KNOW WAS TOO WARM. >> SORRY YOU WERE THERE WITH COMMISSIONER WEIS AND YOU WANT TO FOLLOW UP? YEAH WE DID GET SWAG AND IT'S REALLY NICE AND LOCALLY DESIGNED BY BELL FOLKS I YEAH IT WAS I REALLY ENJOYED THE EXPERIENCE I'LL SAY I ONLY HAD THE OPPORTUNITY TO HALF DAY JUST BECAUSE I HAD THAT BEAT IN MY OTHER JOB FOR THE SECOND HALF OF THE DAY. >> BUT REALLY REALLY FIRST OF
ALL THE SPACE IS JUST STUNNING IT'S JUST AMAZING. AND THEN I THEN TOOK MY WHOLE FAMILY BACK THE NEXT SATURDAY FOR THE ENROLLMENT FAIR AND WAS LIKE LOOK AT THIS SCHOOL HOW GORGEOUS IT IS AND THAT'S A WHOLE OTHER STORY. BUT I THINK A COUPLE OF THINGS THAT STOOD OUT SO WE WERE WE WENT ON A TOUR WITH ONE OF THE PARENT LIAISONS AND THEN WITH THE SCHOOL PRESIDENT THE SCHOOL THAT PUT OUT THE PRESIDENT, THE STUDENT STUDENT BODY PRESIDENT. I'M LIKE WHAT IS WHAT TIME IS IT? IT'S NOT EVEN THAT THE STUDENT BODY PRESIDENT AND THEN OF COURSE THEN WE GOT TO SPEND SOME TIME WITH DR. KAT WITH DR. AARONSON AND IT WAS JUST REALLY NEAT TO SEE FOLKS COME TOGETHER AND THE STUDENT BODY PRESIDENT WAS PHENOMENAL AND SO CLEAR WHY SHE'S STUDENT BODY PRESIDENT BUT REALLY ENGAGED AND REALLY NEAT TO SEE SUCH A CONFIDENT AND PREPARED YOUNG WOMAN READY TO TO GO OUT INTO THE WORLD. ONE OF THE THINGS THAT IN SPEAKING WITH PRINCIPAL AARONSON THAT THAT STRUCK ME AS SHE WAS DESCRIBING THAT THEY
HAVE SOMEONE WHO'S NOW FULL TIME DOING ATTENDANCE WORK AND I THINK THAT'S AMAZING THAT THAT THAT'S A CHOICE THAT THEY MADE. AND SHE COMMENTED LIKE HE'S BEEN HERE NOW FOR A BIT OF TIME AND WE'RE SEEING CHANGES AND IT TAKES TIME AND SO I THINK THAT'S JUST A REMINDER I THINK WE'RE ALL SO ANXIOUS TO SEE LIKE WE DO SOMETHING AND WE NEED TO SEE IT HAPPEN RIGHT AWAY AND LIKE THAT'S JUST NOT HOW IT WORKS. WE SEE LIKE WHEN WE ROLL OUT CURRICULUM THAT NEXT MOMENT THAT NEXT INFLECTION POINT IS NOT GOING TO BE LIKE OH GREAT, EVERYTHING SOLVED. SO I THINK IT WAS A REMINDER THAT WE NEED TO GIVE IT TIME TO SEE IF IT WORKS BEFORE WE SAY NO IT DOESN'T OR BEFORE WE FEEL FRUSTRATED AND ANGRY THAT WE MADE A WRONG DECISION AND I THINK THAT WAS ONE WHERE SHE WAS TALKING ABOUT JUST THE REALLY IMPRESSIVE CHANGES IN ATTENDANCE AND GETTING FOLKS NOT ONLY TO SCHOOL BUT THEN IN THE CLASSROOMS. AND SO I APPRECIATED THAT VICE PRESIDENT HEARING OR COMMISSIONER GUPTA CHAIR SO VICE PRESIDENT HEALING AND I VISITED LOWELL AND IT WAS AMAZING AND HUGE APPRECIATION
TO STAFF HUGE APPRECIATION TO OUR HOSTS. PRINCIPAL BATISTE WAS INCREDIBLY GRACIOUS STAFF EDUCATORS THERE WERE INCREDIBLY GRACIOUS WITH THEIR TIME AS WERE THE STUDENTS. I WILL SAY MY FIRST IMPRESSION I DID NOT REALIZE HOW LARGE LOWELL IS WITH 3000 STUDENTS AND WE REALLY GOT THE FULL IMPACT OF THAT BECAUSE AS THE OTHER WELL WELL AND IT WAS THE DAY OF THE GREAT SHAKEOUT SO WE HAD EVERYBODY OUT ON THE FIELD AND JUST THE COORDINATION WAS PRETTY INCREDIBLE I THINK WHAT ELSE STOOD OUT TO ME WAS THAT I BELIEVE THE NUMBER WAS 25% OF EITHER STAFF FOR THE ADMINISTRATION ARE ALUMNI OF LOWELL WHICH TO ME JUST SHOWS HOW MUCH FOLKS CARE INCLUDING PRINCIPAL BATISTE, ALSO THE LOWELL ALUMNI ASSOCIATION. AND I WAS THRILLED WITH THEIR INITIATIVE WHERE THEY WERE WORKING WITH WILLIE BROWN ELEMENTARY SPECIFICALLY ON CREATING KIND OF THAT OR SORRY
WILLIE BROWN TO CREATE THAT PIPELINE INTO LOWELL AND REALLY TOOK THAT SERIOUSLY TO PROVIDE STUDENTS WITH ACCESS TO OVER 30 PLUS AP CLASSES I THINK THE MOST OUT OF ANY SCHOOL PERHAPS IN CALIFORNIA. ONE OF THE THINGS SOME OF THE THINGS THAT STOOD OUT WERE GETTING OVER THE WEST SIDE COULD BE CHALLENGING. SO JUST GOT ME THINKING, YOU KNOW, HOW DO WE CREATE GREATER ACCESS TO AP CLASSES ACROSS THE CITY? SO NOT UNLIKE PERHAPS WHAT YOU'RE HEARING OVER AT BALBOA, YOU KNOW, MASTER CLASS PLANNING I THINK JUST AS SOMEONE WHO'S NOT AN EDUCATOR WHO DOES NOT HAVE AN EDUCATOR BACKGROUND HEARING SOME OF THE NUTS AND BOLTS OF THAT WAS INCREDIBLY INFORMATIVE AND AGAIN JUST ALL THE MORE IMPRESSIVE JUST TO UNDERSTAND AND GET UNDER THE HOOD OF THAT AND JUST REALLY GRATEFUL. I'D SAY THE LAST COUPLE OF THINGS I APPRECIATED THE COURTEOUS OF THE EDUCATORS AND THE ADMINISTRATORS THERE I MEAN IN THE BEST WAY POSSIBLE I THINK I THINK PEOPLE ARE JUST AT THE POINT WHERE IT'S JUST SORT OF WE'RE GOING TO TELL YOU EXACTLY HOW IT IS AND I THINK THAT'S EXACTLY WHAT WE NEED TO
HEAR. AND ONE OF THE THINGS THAT ACTUALLY STOOD OUT WAS WE WERE TALKING TO TWO OF THE DEPARTMENTS. THEY WERE LESS FAMILIAR ABOUT A CURRICULAR CHANGE IN ONE OF THE OTHER SEGMENTS. YOU KNOW, IN THE MIDDLE SCHOOL. AND SO THEY WERE ASKING ABOUT THAT AND THAT JUST STRUCK ME AS AN OPPORTUNITY PERHAPS TO, YOU KNOW, HOW DO WE BETTER INTEGRATE THAT CURRICULAR CHANGE BETWEEN THE DIFFERENT PIECES BECAUSE WE WERE ASKING A LOT OF QUESTIONS ABOUT HOW THEIR IMPACTED BY THE CHANGE THE SWITCH UP IN EIGHTH GRADE ALGEBRA AND SOME OF WHAT OUR STAFF HERE HAD PRESENTED SO WAS GREAT TO HEAR THAT PERSPECTIVE FROM THE FIELD AS WELL. >> VICE PRESIDENT HULING WHAT DID I MISS A LOT OF GREAT STUFF I WOULD SAY I AGREE WITH EVERYTHING THAT YOU SAID I TOOK FROM THE VISIT. YOU KNOW, DEFINITELY AN APPRECIATION FOR THE SCALE AND FOR THE INCREDIBLE VARIETY OF OPTIONS. I MEAN IT'S REALLY LIKE A SMALL LIBERAL ARTS COLLEGE WITH LIKE A LITTLE MUSIC CONSERVATORY AND A WHOLE LANGUAGE ARTS WING
AND JUST REALLY AN INCREDIBLE SET OF OFFERINGS BUT ALSO, YOU KNOW, I THINK ONE THING THAT STOOD OUT TO ME WAS THE STRENGTH OF THE COUNSELING PROGRAM AND WE DID HEAR BUT THE IMPACTS THAT OUR BUDGET DECISIONS HAVE HAD ON THEIR WORKLOADS BUT WE ALSO SAW FROM STUDENTS THE REAL IMPACT THAT THEY'RE MAKING. WE HAD A STUDENT WHO WE WERE SHADOWING WHO CHOSE TO SPEND HER FREE TIME IN THE COLLEGE COUNSELING CENTER AND TO HEAR FROM A COLLEGE AND THERE WERE A NUMBER OF STUDENTS WAITING TO TO HEAR FROM REGULAR VISITS FROM COLLEGE RECRUITING OFFICES. WE ALSO HEARD FROM A STUDENT ABOUT HOW YOU REALLY CAN'T FAIL AT LAW EVEN IF THE ACADEMICS ARE A CHALLENGE FROM WHAT YOU MIGHT HAVE BEEN PREPARED FOR IN YOUR MIDDLE SCHOOL BECAUSE OF THE STRENGTH OF SUPPORT AND THE VARIETY OF PATHWAYS AND WE THOUGHT THAT IS WAS REALLY IMPORTANT MESSAGE AND ONE THAT SOMETIMES GETS LOST IN THE POLITICAL BACK AND FORTH ABOUT ADMISSIONS POLICIES AND THINGS LIKE THAT
THAT REALLY IT'S ABOUT SUPPORTING ALL STUDENTS TO SUCCEED IN EVERY ENVIRONMENT AND AS OPPOSED A COUPLE OF OTHER THINGS I WOULD NOTE IS THAT I DID REALLY HEAR EDUCATORS AND ADMINISTRATORS TALKING ABOUT HOW IT'S IMPORTANT FOR US ON THE BOARD TO ALIGN OUR GOVERNANCE CALENDAR TO WHEN THEY NEED TO MAKE DECISIONS SO THAT WE DON'T HAVE DECISIONS COME TO THE BOARD THAT IMPACT THEM IN A WAY WHERE THEY MAYBE HAVE ALREADY PLANNED HOW MANY OF EACH TYPE OF TEACHER THEY NEED TO HIRE AND THEN WE MAKE A CHANGE THAT MAYBE CHANGES THE DEMAND FOR A CLASS OR AVAILABILITY OF A CLASS AFTER THEY'VE HAD TO MAKE THOSE ALLOCATIONS. SO I THOUGHT THAT WAS REALLY HELPFUL. YEAH. ALSO DEFINITELY THE IMPACT OF OR THE NEED I THINK FOR BROADER COLLABORATION BETWEEN MIDDLE SCHOOL AND HIGH SCHOOL BECAUSE WE HEARD FROM SOME HIGH SCHOOL EDUCATORS THAT THEY WEREN'T REALLY FAMILIAR WITH THE NEW MATH CURRICULUM THAT'S BEING IMPLEMENTED IN MIDDLE SCHOOL
AND SO THEY WEREN'T SURE WHAT STUDENTS WERE COMING IN KNOWING AND WHAT THEY WEREN'T COMING IN KNOWING AND HOW THEY COULD BEST BUILD OFF OF THAT FOUNDATION IN NINTH GRADE MATH AND A COUPLE OF OTHER THINGS I HEARD THAT I WILL JUST NAME THAT I THINK WERE REALLY VALUABLE AND WE DID HEAR A VARIETY OF A WIDE VARIETY OF OPINIONS ABOUT ETHNIC STUDIES CURRICULUMS PAST, PRESENT AND POTENTIALLY FUTURE. BUT THE MESSAGE THAT I HEARD WAS THE STUDENTS REALLY DO NOT NEED THE SCHOOL BOARD MAKING THEM A POLITICAL FOOTBALL AND THAT THEY HAVE ENJOYED AND APPRECIATED A VARIETY OF CURRICULAR APPROACHES AND I THINK THAT WAS A VERY IMPORTANT MESSAGE TO HEAR. SO WE REALLY APPRECIATED THEM HOSTING US AND LEARNED A LOT AND IT WAS REALLY, REALLY VALUABLE AND REALLY COOL ESPECIALLY TO SEE A LOT OF THE COMMUNITY PARTNERSHIPS AROUND SUPPORTING LANGUAGE AND THINGS LIKE THAT. MR.. MR. RAY DO YOU WANT TO KICK US OFF AND I'M HAPPY TO ADD IN AFTERWARDS. >> SURE, ABSOLUTELY.
PRESIDENT KIM AND I VISITED PRESIDIO MIDDLE SCHOOL WHICH I THOROUGHLY ENJOYED. I LOVE GOING TO SCHOOLS A FEW OF THE THINGS THAT I HAD NOTED AND WANTED TO RAISE IN THIS IN OUR OPPORTUNITY TO TALK A LITTLE BIT ABOUT OUR VISITS WERE LIKE ONE THING I WANT TO MENTION THAT I THINK OFTEN GETS OVERLOOKED IS THE ACTUAL PHYSICAL SPACE. WHAT ONE OF THE THINGS I APPRECIATED MOST ABOUT VISITING PRESIDIO WAS SEEING HOW MANY DIFFERENT KINDS OF SPACES THEY HAD ESPECIALLY OUTSIDE SO THAT WHETHER YOU'RE TALKING ABOUT GATHERING OR SPORTS OR OTHER KINDS OF ACTIVITIES LUNCH OR JUST ETC. THERE WERE SO MANY DIFFERENT WAYS FOR KIDS TO BE AND EXIST AND DO THINGS WITHIN OUTDOOR SPACE NOT JUST WITHIN YOU KNOW, WITHIN THE SCHOOL BUILDING ITSELF. SO I THOUGHT THAT WAS FANTASTIC AND JUST IT WAS SOMETHING THAT MADE THE SCHOOL FEEL EXTREMELY POSITIVE AND VIBRANT FROM THE MOMENT THAT I APPROACHED IT AND WHEN I ARRIVED I ACTUALLY WALKED AROUND THE PERIMETER JUST YOU KNOW, TO GET A SENSE OF WHAT WAS GOING ON IN DIFFERENT PLACES. AND I FELT LIKE IT HAD A REALLY POSITIVE FEELING SEEING PEOPLE
GATHERING IN ALL THESE DIFFERENT WAYS. I REALLY ENJOYED THE STUDENT PANEL WE HAD AT LUNCH AND I PRESIDIO MIDDLE SCHOOL HAS ITS OWN KITCHEN. I WANT TO SAY HOW MUCH I THINK THIS IS AN ENORMOUS VALUE TO THE STUDENTS AT SCHOOLS TO HAVE THEIR OWN KITCHEN ONSITE AND I WOULD LIKE TO SEE THIS HAPPEN AT EVERY SCHOOL IF WE COULD POSSIBLY MAKE IT HAPPEN. >> I ATE THE STUDENT'S MEAL. IT WAS OFFERED SOMETHING COMPLETELY DIFFERENT AS IT TURNS OUT WHICH WAS GOOD BUT I DIDN'T EAT IT BECAUSE I ATE THE STUDENT MEAL. >> I WANT TO KNOW WHAT IT WAS AND I REALLY FELT LIKE THIS IS GOOD. IT'S HIGH QUALITY AND I SAW A LOT OF STUDENTS EATING IT AND I LIKE JUST IN GENERAL FOLKS SEEMED TO REALLY BE APPRECIATING THAT. I SPOKE VERY BRIEFLY TO THE FOLKS IN THE KITCHEN. I WOULD HAVE LIKED TO HAVE HAD MORE OPPORTUNITY TO INTERACT SUBSTANTIVELY WITH YOU KNOW, WITH THE STAFF WE INTERACTED WITH THE YOU KNOW, EDUCATORS AND SOME SOME CLASSROOMS WHEN YOU KNOW, WHEN WE WERE ABLE TO
DO SO. BUT TO HAVE SOME TIME SET ASIDE TO HEAR FROM OTHER STAFF EVEN WITH WITH EDUCATORS BECAUSE OF THE SORT OF CONSTRAINED WAY IN WHICH THEY WERE TRYING TO TEACH THE CLASS OR OBSERVE AT THE SAME TIME THEY'RE TRYING TO TALK TO US. BUT YOU KNOW, I LIKE TO TALK TO I WANT TO TALK TO THE CUSTODIANS. I WANT TO TALK TO THE FOOD SERVICE WORKERS. I WANT TO TALK TO THE SECURITY FOLKS TO GET A VIEW OF WHAT DIFFERENT FOLKS THINK ABOUT YOU KNOW, THINK OF THEIR SCHOOL ENVIRONMENT EXPERIENCE. I, I REALLY APPRECIATE APPRECIATED PRINCIPAL CHU IS ENSURING THAT WE WERE ABLE TO GO SEE A VARIETY OF CLASSES AND YOU KNOW I HAD ASKED COULD WE ALSO GO SEE AND A CDC CLASSROOM SO FOR INSTANCE HE MADE SURE THAT WE COULD POP IN AND SEE THAT WE SAW ALBEIT JUST AS A PASS BY THING A CLASSROOM WITH ONE DEAF AND HARD OF HEARING STUDENT. SHE HAD NO PEERS THERE WHICH WAS SAD. THAT'S JUST KIND OF A DIFFICULT SITUATION BUT ALSO THAT THEY WERE DOING EVERYTHING THEY COULD TO TO MANAGE THAT AND LET'S SEE I LOVED SEEING THE PRIMARY SOURCES ON THE WALLS OF ONE OF THE ROOMS THAT
I WAS IN WHERE THE STUDENTS WERE GOING AROUND BOTH IN GROUPS AND KIND OF ALSO LOOKING AT SOMEONE INDIVIDUALLY TO THINK ABOUT WHAT THESE FOLKS HAD SAID OR WHAT THEIR PERSPECTIVES WERE. >> THANKS UM DREAM TEAM OVER HERE COMMISSIONER RAY AND I WHEN WE VISITED HUGE AMOUNT THIS IS TRUE. >> I JUST WANT TO SAY THAT I WOULD HAVE GONE EXCEPT FOR MY KIDDO AT PRESIDIO SAID ABSOLUTELY NOT. >> YOU ARE NOT PERMITTED TO COME TO MY SCHOOL. I DID SEE THOUGH AND A DAUGHTER WHO THEN TURNED TO ME AND SAID ARE YOU THE PRESIDENT? AND I SAID YES BECAUSE MY MOM TALKS ABOUT YOU A LOT. BUT THE REAL QUESTION IS DID YOU SPY ON COMMISSIONER WISEMAN OR I DID NOT. >> WE COULD NOT FIND WE COULD NOT I DID TELL HIM I WAS LIKE IF YOU SEE THEM BE POLITE AND SAY HELLO. >> YEAH BUT MANY THANKS TO PRINCIPAL TO PRINCIPAL THE MIDDLE SCHOOL STAFF AND THE STUDENTS WHO WERE TOLERANT ENOUGH TO LET US PEER OVER THEIR SHOULDERS. THE ONE A COUPLE OF THINGS THAT
I AM REFLECTING ON WHEN WE TALKED A LOT ABOUT SEVENTH PERIOD DAY AND THE MASTER SCHEDULE I'M GLAD TO HEAR THAT THERE WERE OTHER CONVERSATION AROUND THE MASTER SCHEDULE. I MEAN FOR FOR THOSE OF US WHO WORKED IN SCHOOLS IT IS NOW NO SURPRISE THE CHALLENGE OF MASTER SCHEDULES AND THE GREAT PUZZLE THAT IS THE MASTER SCHEDULE. WHAT I WHAT I WAS SURPRISED TO HEAR THAT IN THE SCHEDULE ITSELF THAT THAT THERE IS NO DEDICATED TIME FOR PULLOUTS OR HOW AND THE QUESTION I ASKED WAS AROUND HOW THE MTC STRUCTURE THAT WE HAVE IS REFLECTED IN THE IN THE SEVENTH PERIOD THERE OR EVEN LESS ABOUT THE SEVENTH PERIOD DAY. JUST HOW IS IT REFLECTED IN THE SCHEDULE FOR STUDENTS AND AND THERE WASN'T QUITE A RESPONSE TO THAT AND THE QUESTION I HAVE THEN FOR US AS A DISTRICT IS ARE WE INVESTING IN EMPTY SYSTEM OR NOT? RIGHT. AND SO WHAT DOES THAT WHAT DOES THAT MEAN? BECAUSE IF YOU LOOK AT THE SCHEDULE JUST APPEARS THAT WE ARE GOING ALL IN ON TIER ONE INSTRUCTION WHICH IS A STRATEGY
AND DEFINITELY SOMETHING WE SHOULD TALK ABOUT AND THE WONDERING THAT I HAVE IS IF WE ARE WANTING TO SUPPORT OUR OUR STRUGGLING LEARNERS OR OUR EXCEPTIONAL STUDENTS LIKE WHAT ARE WE DOING TO ENSURE THAT OUR SYSTEMS MATCH THAT THE STRUCTURES MATCH THE INTENT THAT WE ARE WANTING TO HAVE WITH WITH OUR STUDENTS WHO NEED ADDITIONAL SUPPORTS? SO THAT WAS MY KIND OF AHA MOMENT A REMINDER IF YOU WILL OF THE IMPORTANCE OF SCHEDULING WHAT THAT MEANS. HERE'S MY PUSH FOR US AS WE THINK ABOUT WAYS TO IMPROVE UPON THIS PRACTICE IS I THINK IT'S EASY TO GO INTO A SCHOOL AND LOOK AROUND AND LOOK AT THE THINGS ON THE WALLS AND TALK ABOUT THE OPERATIONS AND TALK ABOUT THE FOOD AND REALLY WHAT I WOULD WANT US TO DO IS IS START TO LOOK INTO INSTRUCTION THE ACTUAL STUDENT EXPERIENCE IN THE CLASSROOM. WHAT IS IT THAT WE'RE LOOKING FOR WHEN WE AND QUITE LITERALLY YOU SPEAK WHAT ARE THE LOOK FOR US WHEN WE GO INTO A CLASSROOM AND ASK OURSELVES ARE WE ACTUALLY SEEING THE KIND OF
INSTRUCTION THAT WE ARE SUPPOSEDLY WANTING AND AND AND ACTUALLY UNDERSTANDING RIGHT? LIKE HOW DO TEACHERS INTERNALIZE THE LESSON SUCH THAT IT COMES OUT IN A CLASSROOM AND AND I THINK YOU KNOW MY MY DEVIOUS PLAN HERE IS TO GET US TO A POINT WHERE WE CAN NAVIGATE THOSE CONVERSATIONS WITH EASE THAT WE CAN CONFIDENTLY WALK INTO A SCHOOL AND A CLASSROOM BY NO MEANS ARE WE ALL EDUCATION EXPERTS. BUT BUT WE SHOULD I MEAN WE ARE A DISTRICT THAT WANTS TO PUT IN FRONT OF US STUDENT OUTCOME GOALS. WE SHOULD KNOW WHAT THOSE LOOK AND FEEL AND SOUND LIKE IN CLASSROOMS AND SO I WOULD PUSH US TO GET TO A POINT WHERE WE CAN DO THAT MORE REGULARLY AS PART OF OUR PRACTICE OF PROGRESS MONITORING. AND SO HUNG MAY THERE IS AN ASK COMING TO HELP US SCHEDULE SOMETHING IN JANUARY BUT DON'T WORRY THAT IS SOMETHING TO LOOK FORWARD TO AND MY HOPE IS THAT WE CAN CONTINUE TO BUILD ON THIS PRACTICE FOR FUTURE SITE
VISITS SOON. >> DELEGATE CRUZ YOU ARE AT A SCHOOL ALMOST EVERY DAY. >> I DON'T KNOW IF YOU THERE'S ANYTHING YOU WANT TO ADD AND COMMISSION ALEXANDER NOT TO CALL YOU OUT BUT IF YOU IF YOU HAVE ANYTHING THAT YOU WOULD LIKE TO ADD PLEASE PLEASE DO IT. SORRY COULDN'T VISIT YOU. >> YEAH, I. I SAW HIS APPEARANCE AND MY SCHOOL AND I WAS LIKE WHAT IS SHE DOING HERE? I WAS I SAW IT. I WAS LIKE, OKAY, THIS IS MY FRIEND. WHAT WHAT'S GOING ON NOW? BUT IT'S REALLY LIKE IT'S ACTUALLY REALLY NICE SEEING YOU AS YOUR PERSPECTIVES BECAUSE I HAVE FRIENDS THAT GO TO ALL OF THESE SCHOOLS AND I WENT TO HOOVER MIDDLE SCHOOL SO LIKE THE FRIENDS THAT I WENT TO MIDDLE SCHOOL WENT TO PRESIDIO AND AP GIANNINI AND IT'S JUST LIKE ALL THE PERSPECTIVES ARE REALLY ACCURATE OBVIOUSLY LIKE SOME THINGS ARE NOT IN THERE BUT THEY'RE ACCURATE IN A WAY. SO YEAH, NO I, I USED TO GO TO MICHIGAN FOR TWO YEARS AND THEN SO I GO TO BARTON FOR I WENT TO JUNIOR AND SENIOR YEAR SO I HAVE TWO DIFFERENT PERSPECTIVES OF TWO DIFFERENT COMMUNITIES
AND I MEAN I REALLY LOVE IT. SO IT'S JUST LIKE WATCHING THAT I HONESTLY I THINK IT'S A REALLY GOOD IDEA. I FEEL LIKE YOU GUYS SHOULD GO TO MORE SCHOOLS AND GET THOSE DIFFERENT TYPE OF EXPERIENCES. OBVIOUSLY YOU GET EXPOSED TO LIKE THE MISSION HIGH SCHOOL WHICH IS A BIG, BIG DIVERSE OF LIKE COMMUNITY OF A LOT OF LIKE TYPE STUDENTS AND HAVE ALL DIFFERENT TYPE OF CAREERS I WANT TO PURSUE AND BURTON IS ALSO FULL OF THAT. I MEAN ALL OF THESE SCHOOLS ARE REALLY LIKE DIVERSE AND THEY'RE AMAZING CULTURES AND AMAZING COMMUNITY IS HONESTLY I RECOMMEND GO TALK TO SPORTS TEAMS. THEY HAVE A LOT TO SAY. THEY'RE FULL OF IDEAS AND OPINION SO IF THERE'S SOMEWHERE I WOULD RECOMMEND GOING TO I MEAN BESIDES STUDENT BODIES AND ASV IS GO TO SPORTS TEAMS THAT REALLY LOVE TO YEAH THEY HAVE A LOT OF IDEAS. YEAH BUT OVERALL LIKE I THINK IT'S A REALLY GOOD THING THAT I FEEL LIKE YOU GUYS ARE PERSONALLY CONNECTING TO THIS CAUSE I FEEL LIKE NOT A LOT OF PEOPLE WHO CONNECT TO SCHOOLS HAVE SUCH A GREATER ASPECT OF
WHAT IT IS TO GO TO THE SCHOOLS ESPECIALLY WHEN YOU'RE IN A CLASSROOM. I MEAN YOU GET PERSPECTIVE WHAT'S OUTSIDE BUT YOU DON'T REALLY KNOW WHAT'S GOING INSIDE OF SCHOOLS ESPECIALLY WHEN LIKE YOU'RE IN THE CLASSROOM AND YOU JUST RANDOMLY POP IN LIKE WHO IS THAT LIKE THEY'LL BE LIKE WHO IS SO THE MOST ARE EVERYBODY DOING THEIR HOMEWORK? BUT LIKE GENERALLY LIKE THEY'LL BE LIKE YEAH I MEAN I'VE BEEN THERE DONE THAT SO YOU KNOW BUT OVERALL LIKE I FEEL LIKE IT'S A REALLY GOOD THING AND I IT WAS REALLY NICE SURPRISING THINGS IN MY SCHOOL I WAS LIKE OKAY. I WAS LIKE I WAS GOING I WAS RIGHT LIKE A PARENT AND I SAW I WAS LIKE OH MY GOD. LIKE WHAT ARE YOU DOING? YEAH BUT OVERALL I WAS REALLY NICE. YEAH. I JUST GOT IT. YEAH I RECOMMEND DOING MORE AND GOING IT JUST GETTING THAT EXPERIENCE LUNCHTIME REALLY GOT A LOT OF STUDENTS LOVE IT. YEAH. THANK YOU. THANK YOU. WHAT A SHAME YOU PUBLIC WELL NOW THAT YOU'VE MENTIONED IT TWICE PRESIDENT KIM THAT I DID WHAT SCHOOL TO THE SCHOOL I DIDN'T ATTEND THAT DAY I WAS IF YOU HAVE I ACTUALLY HAVE A JOB
ON THAT BUT I THINK KNOW I HAD WORK COMMITMENTS THAT I WAS REALLY SORRY I MISSED IT BUT BUT I HAVE VISITED THE OTHER REASON I MEAN SINCE I WAS A HIGH SCHOOL PRINCIPAL I MEAN IT'S BEEN A FEW YEARS BUT I VISIT EVERY SINGLE ONE OF OUR I GUESS GRANDSTANDING NEEDED WE USED TO DO NO BUT WE USED TO DO PRINCIPALS USED TO DO INSTRUCTIONAL WALKTHROUGHS AT EVERY SCHOOL. I DON'T KNOW IF THAT STILL OCCURS AS YEAH I'M SEEING STAFF NOT SO SO AS A PRINCIPAL YOU GET EXPOSED TO A LOT BUT I ACTUALLY HAVE NOT VISITED AS MANY ELEMENTARY SCHOOLS AND I LOOK FORWARD TO DOING THAT IN THE COMING OUR NEXT VISIT I WILL MAKE A PRIORITY. I DON'T KNOW WHAT THE DATE IS. I WANT TO KNOW WHAT THE DATE AS SOON AS I CAN BLOCK IT OUT. BUT THE OTHER THING I WAS GOING TO SAY SPEAKING OF ELEMENTARY SCHOOLS AND SCHOOL VISITS IS I THINK EVERYONE SHOULD HAVE SEEN IN THEIR INBOX AN INVITATION TO GO TO FLYNN ON DECEMBER THIRD TO SEE THE LESSON TO STUDY WHAT'S IT CALLED A PUBLIC LESSON AND THAT I THINK TO YOUR POINT PRESIDENT KIM IS A GREAT OPPORTUNITY TO SEE TO REALLY GO DEEP BECAUSE IT'S BASICALLY ONE LESSON YOU WATCH AND YOU WATCH THERE'S SORT OF A FREE BRIEFING AND THEN THE LESSON AND THEN A
EXTENSIVE IN-DEPTH DEBRIEF. AND SO I THINK THAT'S A GREAT MODEL FOR BOARD MEMBERS WHO WANT TO UNDERSTAND HOW TO LIKE THINK ABOUT AND LOOK AT INSTRUCTION. BUT BASICALLY YOU'RE WATCHING STAFF DO IT. YOU'RE WATCHING THE EDUCATORS THAT SCHOOL DO IT AND PARTICIPATING AS WELL. SO I THINK THAT'S RIGHT. DECEMBER 3RD I THINK IS THE DAY AT FLYNN IS IS ANOTHER OPPORTUNITY THAT THAT'S COMING UP SOON AND WE'LL NOTE THAT THAT IS THE SAME TIME AS THE CALIFORNIA SCHOOL BOARD ASSOCIATION CONFERENCE THAT THE DELEGATES WILL HAVE TO BE AT. SO I WOULD LOVE IF THERE WOULD BE ANOTHER OPPORTUNITY TO VISIT ANOTHER LESSON I'M SURE THERE WILL BE. I'M REALLY I JUST SAW THAT ONE OF MY BOOKS TODAY I THINK THAT'S I WAS THINKING OF IT MISSIONARY HEY, I JUST WANTED TO FOLLOW UP ON WHAT YOU WERE SAYING. I THINK IT WAS YOUR PRESIDENT KIM AND NOW COMMISSIONER ALEXANDER WAS SAYING ABOUT, YOU KNOW, INSTRUCTIONAL WALKTHROUGHS OR OBSERVING IN THAT IN THAT FASHION WHILE WE DIDN'T HAVE AN OPPORTUNITY TO DO THAT AT PRESIDIO, I
ACTUALLY DID UNEXPECTEDLY HAVE THAT OPPORTUNITY WHEN I VISITED JOSE ORTEGA RECENTLY PRINCIPAL AND TRAM TOOK ME AROUND TO SOME CLASSES AND SHE LITERALLY WHEN WE WENT SHE GAVE ME A SHEET THAT SHE USES TO DURING HER LIKE WALKTHROUGHS FOR EVALUATION SO I COULD SEE WHAT THAT LOOKED LIKE AND SHE TOLD ME I COULD FILL IT OUT IF I WANTED TO. I DIDN'T REALLY FEEL EQUIPPED TO DO THAT BECAUSE I WAS SORT OF JUST TRYING TO GET THE FLOW OF WHAT WAS GOING ON IN THE CLASSROOM. BUT SHE DID AND THEN AFTERWARDS AND WE WENT BACK TO HER OFFICE SHE WENT THROUGH WITH ME HOW YOU KNOW, HOW SHE WAS FILLING THAT OUT AND WHAT SHE WAS LOOKING AT AND WHAT THE VARIOUS THINGS MEANT. AND I ACTUALLY FOUND THAT INCREDIBLY INFORMATIVE AND HELPFUL AND IF YOU KNOW IF THAT'S AN OPPORTUNITY THAT THAT WE COULD DO IN A YOU KNOW, NOT JUST KIND OF LIKE A ONE OFF THING BECAUSE I WENT THERE AND ASKED ABOUT IT AND SO SHE'S LIKE WE COULD YOU KNOW, WE COULD DO THIS NOW I WAS KIND OF WONDERING HOW THESE THINGS ARE DONE. IT WOULD BE GREAT TO DO. I JUST I FOUND IT SO VALUABLE. THAT IS ACTUALLY A WONDERFUL SEGWAY INTO THIS NEXT
CONVERSATION HERE BECAUSE PART OF THE WORK OF TRAVEL 3.1 PROGRESS MONITORING IS TO ASK OURSELVES HOW CURRICULUM INSTRUCTION COMES TO LIFE IN OUR SCHOOLS. AND TO YOUR POINT WHEN WE TALK ABOUT DATA THAT WE'RE LOOKING AT REGARDING PROGRESS TOWARDS OUR CURRICULUM IMPLEMENTATION I MEAN THESE VERY QUESTIONS AROUND ESSENTIAL CONTENT AND THINGS LIKE THAT AGAIN NOT THAT WE NEED TO BE EDUCATORS OURSELVES TO BE ABLE TO UNDERSTAND ALL OF THAT BUT WE DO WANT TO ADD CONTEXT TO THE DATA THAT WE'RE LOOKING AT. AND SO WITHOUT FURTHER ADO I WILL TURN TO ITEM F TO PUT THAT OH YES, RIGHT. WE HAVE A COUPLE OF MINUTES THOUGH. >> I'M LIKE OH MY GOSH. OH WE NEED TO FIX THAT CLOCK. THANK YOU. STUDENT DELEGATE CRUZ I APPRECIATE YOUR TIME. YEAH, I THINK I WAS JUST LOOKING AT THE WRONG ONE AND ITEM F TWO INTERIM GUARDRAIL THREE POINT PROGRESS MONITORING AND CALLING THE SUPERINTENDENT TO READ THIS OR TO INTRODUCE THIS ITEM.
THANK YOU PRESIDENT KIM AS THE TEAM IS FORMING AT THE DAIS I GREATLY APPRECIATE HEARING THE CONVERSATION AND JUST NOW BECAUSE IT DOES HIGHLIGHT THE NEED FOR US TO WAIT AND BE REALLY INTENTIONAL WITH WHAT IT MEANS FOR WHEN WE AS LEADERS. THANK YOU, MEL. HAVE A NICE DAY. GOOD EVENING. >> YEAH, I WOULD LOVE TO TO MAYBE START THE PROCESS OF FOR ALL VISITS WE DO DO THE LOOK FOURS AND HAVE OUR COMMISSIONERS HAVE THAT BECAUSE I THINK IT DOES HELP TO JUST FRAME THE CONVERSATION AND AND THEN FOR YOU TO KNOW WHAT IT IS YOU'RE LOOKING FOR OR LOOKING AT IT IS REALLY IMPORTANT FOR US TO WELL IT'S EASY FOR US TO SEE GOOD INSTRUCTIONS AND BAD INSTRUCTIONS BUT IT'S REALLY HARD FOR US TO DETERMINE BETWEEN OKAY INSTRUCTIONS AND GOOD INSTRUCTION. SO I THINK THIS IS THIS IS WHERE WE NEED THAT STRUCTURE IN THE FRAME AND TODAY THE TEAM IS GOING TO SHARE WITH US WHERE WE ARE IN TERMS OF OUR
IMPLEMENTATION OF OUR CURRICULUM AND HOW THINGS ARE GOING. SO I'M GOING TO HAND IT OFF TO OUR INTERIM ASSOCIATE SUPERINTENDENT OF AT SERVICES TERESA SHIP AND THEN SHE WILL INTRODUCE THE REST OF THE TEAM. THANK YOU. GOOD EVENING EVERYONE. THANK YOU SO MUCH FOR THIS OPPORTUNITY. PRESIDENT KIM, VICE PRESIDENT HULING, DR. SU AND COMMISSIONERS. >> IT'S REALLY EXCITING BECAUSE YOUR PREVIOUS CONVERSATION FOCUSED SO MUCH ON TEACHING AND LEARNING AND THAT IS EXACTLY THE WORK WE'RE DOING. SO I'M VERY EXCITED TO HAND IT OFF TO THIS AMAZING TEAM OVER HERE WHICH IS COMPRISED OF CURRICULUM INSTRUCTION LEAD OVERSEEING SCHOOLS AND RPA FOR RESEARCH, PLANNING AND ASSESSMENT. JESS WHO'S THE EXECUTIVE DIRECTOR OF RPA WILL TAKE IT AWAY. THANK YOU SO MUCH. NEXT SLIDE PLEASE. SO GOOD EVENING. TONIGHT WE'RE SHARING THE PROGRESS MONITORING REPORT ON INTERIM GUARDRAIL 3.1 WHICH IS
AROUND HIGH QUALITY INSTRUCTION. NEXT SLIDE PLEASE FOR SOME CONTEXT. INTERIM GUARDRAIL 3.1 IS NESTED UNDER THE MUCH LARGER UMBRELLA OF CURRICULUM AND INSTRUCTION. AND INTERIM GUARDRAILS 3.2 AND 3.3 WILL BE PRESENTED LATER IN THE YEAR. THIS INTERIM GUARDRAIL 3.1 REPORT SUMMARIZES THE RATINGS ON THE ESSENTIAL CONTENT AREA OF THE CORE INSTRUCTION RUBRIC DURING SEPTEMBER AND OCTOBER WHICH WERE COLLECTED BY OUR EXTERNAL PARTNER TNT. THE ANALYSIS WITH THE REPORT IDENTIFIES STRENGTHS OPPORTUNITIES AND OUTLINES A PLAN FOR NEXT STEPS TO CONTINUE STRENGTHENING HIGH QUALITY IN INSTRUCTION. NEXT SLIDE PLEASE. GOOD EVENING EVERYONE. WE DIVIDE THE INSTRUCTIONAL WALKTHROUGH OBSERVATION DATA INTO TWO GROUPS AS THEY DEAL WITH DIFFERENT CONTENTS, DIFFERENT CURRICULA AND GRADE LEVELS. SO FIRST STARTING OFF AT LANGUAGE ARTS AND LITERACY AS JUST JUST MENTIONED THESE DATA
FROM WALK THROUGH IS CONDUCTED BY OUR EXTERNAL PARTNER AT&T DURING THE MONTH OF SEPTEMBER. AND AS NOTED IN THE BOX ON THE RIGHT THERE WILL BE TWO ADDITIONAL ROUNDS OF OBSERVATIONS CONDUCT TO BE CONDUCTED DURING THE SCHOOL YEAR. >> AND THIS PARTICULAR SET OF DATA FOR LANGUAGE ARTS AND LITERACY REPRESENT AND COVER 31 CLASSROOMS AT TEN DIFFERENT SCHOOL SITES AND THESE SITES AND CLASSROOMS ARE CHOSEN TO BE DEMOGRAPHICALLY AND GEOGRAPHICALLY AS REPRESENTATIVE AS POSSIBLE OF THE DISTRICT. AS YOU CAN SEE FROM THE FAR LEFT PANEL, THE USE OF THE CURRICULUM MATERIAL IS SLIGHTLY HIGHER THAN THE AVERAGE FROM LAST YEAR WENT UP BY ABOUT FOUR PERCENTAGE POINTS. BUT FOR THE REMAINDER OF THE WHAT'S REPRESENTED IN THE CHART, AS YOU CAN SEE THE NUMBERS ARE NOTICEABLY LOWER INCLUDING A CULTURE OF LEARNING THAT DIPPED A LITTLE BIT
AND SIGNIFICANTLY IN TERMS OF ESSENTIAL CONTENT BOTH IN FOUNDATIONAL SKILLS FOR READING AND COMPREHENSION FOR ALL THE GRADES. >> ONE POTENTIAL EXPLANATION FOR THIS STEP IN ADDITION TO THE THE ONGOING CURRICULUM AND IMPLEMENTATION IS THAT THE NEW IMPLEMENTATION OF THE MATH CURRICULUM CAN BE COMPETING FOR TIME AND RESOURCES AND ATTENTION OF OUR EDUCATORS IN THE CLASSROOMS. THE BLUE TRIANGLES IN EACH OF THE PANELS REPRESENT THE TARGET THAT WE HAVE SET TO MEET BY THE END OF THE SCHOOL YEAR AND THEY'RE SET TO BE AMBITIOUS BUT ALSO BASED ON WHAT'S POSSIBLE GIVEN THE PAST HISTORY OF WHAT THE CLASSROOMS WERE ABLE TO ACHIEVE IN PREVIOUS YEARS AS WELL AS THE CONTINUING PROGRESS OF THE CURRICULUM IMPLEMENTATION FOR BOTH LANGUAGE ARTS AND IN MATH. NEXT SLIDE. SO COMING TO THE MATH DATA, THESE REPRESENT DATA COMING OUT
OF 23 CLASSROOMS ACROSS SIX SITES. AND AS WE CLARIFIED IN OUR ANSWERS TO THE COMMISSION QUESTIONNAIRES, THE MATH DATA COMPARISON DATA FOR THE PREVIOUS YEAR IS FROM SCHOOL YEAR 24. THAT'S THE YEAR WHEN THE CURRICULUM AUDIT WAS CONDUCTED DURING THE YEAR OF 20 2324. SO THAT'S WHY THE YEAR IS DIFFERENT FROM THE LANGUAGE ARTS AND LITERACY ON THE PREVIOUS SLIDE. >> SINCE THERE WAS NO NEW CURRICULUM BEING IMPLEMENTED DURING THE AUDIT THAT'S WHY THERE IS NO BASELINE DATA FOR USING CURRICULUM IN THE FAR LEFT PANEL. BUT WE DO HAVE THE CULTURE OF LEARNING AN ESSENTIAL CONTENT CULTURE OF LEARNING DIPPED A LITTLE BIT FROM THAT AUDIT YEAR TO THE CURRENT YEAR. BUT ESSENTIAL CONTENT TICKED UP A LITTLE BIT BY ABOUT SEVEN PERCENTAGE POINTS. AND JUST AS IN THE PREVIOUS SLIDE WE REPRESENT THE TARGETS THAT HAVE BEEN SET AS THE BLUE TRIANGLES. >> NOW I'LL PASS IT ON TO MS..
KRUGMAN. >> THANK YOU SO MUCH. NEXT SLIDE PLEASE. SO ONE OF THE PLACES WE WANTED TO START WAS REFRAMING THE DATA AND OUR ANALYSIS OF IT WITHIN THE CONTEXT OF OUR THEORY OF ACTION. AND TO NAME REALLY EXPLICITLY ASIDE FROM JUST OUR DUE DILIGENCE IN REPORTING OUT ON GUARDRAIL THREE WHY WE CONSIDER THIS DATA TO BE A CORE COMPONENT OF WORK TOWARDS OUR STUDENT OUTCOME GOALS. SO ONE OF THE PIECES THAT WE WANTED TO NAME VERY EXPLICITLY WAS THE RELATIONSHIP BETWEEN EACH OF THESE ITEMS. AND SO WITHIN THE CONTEXT OF OUR STUDENT OUTCOME GOALS AND IN THIS CASE RELATION IN RELATIONSHIP TO GOAL ONE AND GOAL TWO AND WE CONSIDER THOSE STUDENT OUTCOMES TO BE IMPACTED BY CLASSROOM PRACTICE ,RIGHT? SO STUDENT OUTCOMES AS BEING A RESULT OF CLASSROOM PRACTICE. >> THAT DATA THAT WE JUST LOOKED AT AROUND LEARNING WALK INDICATORS AND LOOKING AT THE THEORY OF ACTION FALLS UNDER THIS OUTCOMES FOR TEACHERS AND CLASSROOM PRACTICE. SO IN ORDER TO SHIFT STUDENT OUTCOMES WE WANT TO SHIFT THE QUALITY OF OUR CLASSROOM
PRACTICE. AND SO PART OF BEING ABLE TO DO THAT IS ANALYZING WHICH SPECIFIC INDICATORS, WHICH SPECIFIC CLASSROOM PRACTICES NEED THE MOST WORK SO THAT WE CAN HIGHLIGHT THOSE IN PROFESSIONAL LEARNING IN COACHING AND OTHER SYSTEMS. BUT ASIDE FROM THAT HAPPENING ON A CENTRALIZED LEVEL YOU'LL SEE THE RELATIONSHIP IN TERMS OF SCHOOL SITE IMPLEMENTATION. WE SEE THOSE CLASSROOM PRACTICES SHIFT MOST SIGNIFICANTLY BASED ON SCHOOL SYSTEMS RELATED TO INSTRUCTIONAL LEADERSHIP AND INSTRUCTIONAL QUALITY. SO WE ALSO WANT TO ANALYZE NOT JUST THE QUALITY OF CLASSROOM PRACTICE BUT HOW THOSE RELATE TO THE SITE SYSTEMS LIKE TEACHER COLLABORATION TIME 1 TO 1 COACHING INSTRUCTIONAL LEADERSHIP TEAMS ADMINISTRATOR INSTRUCTIONAL LEADERSHIP. AND THAT PIECE TELLS US HOW WE MIGHT NEED TO SHIFT OUR CENTRALIZED SYSTEMS RELATED TO PROFESSIONAL LEARNING PRINCIPLES, SUPERVISION OR OTHER STRUCTURES WITHIN THE DISTRICT. AND SO WE WANTED TO START IN THIS PLACE JUST TO NAME THE INTERDEPENDENCE OF THE DATA THAT WE'RE GOING TO LOOK AT AND WHY WE ANALYZE THEM FROM IMPLEMENTATION TO IMPACT.
I CAN GO TO THE NEXT SLIDE. >> SO ONE OF THE PIECES THAT WE WANTED TO HIGHLIGHT WAS THIS SPECIFIC RELATIONSHIP. SO IN THIS OVERVIEW CHART AS HIGHLIGHTED IN THE REPORT WE LOOKED AT THE LEARNING WALK DATA IN RELATIONSHIP TO SOME OF THESE SITE DELIVERABLES ASSOCIATED WITH GOAL ONE AND GOAL TWO RELATED TO IMPLEMENTATION. AND THESE SETS OF DELIVERABLES HAVE TWO MAJOR COMPONENTS AND ONE IS THIS SET OF BASELINE CONDITIONS WHICH IDENTIFY PER SCHOOL SITE THE RATE OF RETENTION FOR ADMINISTRATORS AT THE ELEMENTARY LEVEL FOR COACHES FULLY STAFFED GEN ED OR SPECIAL EDUCATION TEAMS WHETHER OR NOT PARTICULAR AT ELEMENTARY THAT WERE COMBINATION CLASSROOMS IN GRADES K THROUGH THREE. AND THIS BASELINE CONDITION DATA PROVIDES US A LITTLE BIT OF SORT OF AN UNDER THE HOOD ANALYSIS OF WHAT SORT OF OPERATIONAL CHALLENGES A SCHOOL MIGHT FACE IN ORDER TO BETTER UNDERSTAND HOW TO INTERPRET SOME OF THEIR IMPLEMENTATION AND AN IMPACT DATA. AND FROM THAT POINT AS HIGHLIGHTED BY THE TRACKER
THAT'S IN THE REPORT WE TRACK MONTH BY MONTH A SERIES OF INSTRUCTIONAL LEADERSHIP OR GOAL RELATED DELIVERABLES AND THINGS LIKE THE SUBMISSION OF A PRE PLAN CLASSROOM SCHEDULES THAT ALIGN TO INSTRUCTIONAL MINUTES THE CALENDARING OF THINGS LIKE INSTRUCTIONAL LEADERSHIP TEAM OR TEACHER COLLABORATION TIME SUBMISSION OF L D ROSTERS. WE HAVE SOME RECURRING STRUCTURES AROUND CENTRALIZED ALIGNED PD OR INSTRUCTIONAL LEADERSHIP JOURNALS. AND SO WHEN WE LOOK AT THE RELATIONSHIP BETWEEN THOSE ITEMS AND SOME OF THE IMPACT MEASURES WHERE WE SEE STRONGER PERFORMANCE IN RELATIONSHIP TO USE OF MATERIALS AND ESSENTIAL CONTENT, WE BEGIN TO SEE A VERY CLEAR PATTERN BETWEEN STRONG IMPLEMENTATION AND THE CONDITIONS OPERATIONAL INSTRUCTIONAL THAT LEAD TO POSITIVE INSTRUCTIONAL OUTCOMES IN CLASSROOM PRACTICE SUCH THAT WE EXPECT TO SEE STUDENT OUTCOME GAINS AT THOSE SCHOOL SITES. SO WE HAVE A COUPLE OF SPOTLIGHTS THAT WERE HIGHLIGHTED WITHIN THE REPORT IN THIS CASE FOR GOAL NUMBER
ONE WE WERE HIGHLIGHTED IN SCHOOL NUMBER F WHERE YOU SEE IN PARTICULAR WHILE THERE WAS YOU KNOW, TWO A NEW COACH AT THE SCHOOL SITE AND WHILE THERE WERE STILL SOME CALENDAR AND MEETINGS IN GENERAL THEY'RE STARTING WITHOUT COMBINATION CLASSROOMS AND K-3 WITH A RETURNING PRINCIPAL WITH SOME OF THESE OPERATIONAL SYSTEMS IN PLACE WITH STAFFING AND THEY DO HAVE A STRONG PD PLAN CLEAR CLASSROOM SCHEDULES. SO AGAIN SOME INSTRUCTIONAL LEADERSHIP SUPPORT AND WE'RE SEEING THAT TRANSLATE INTO STRONGER CLASSROOM PRACTICE SIMILAR IF WE GO TO THE SECOND THE NEXT SLIDE RELATED TO GOAL TWO IF WE LOOK AT THAT 6 TO 8 DATA WE SEE THE SAME PATTERN EMERGE WITH SCHOOL NUMBER J IN PARTICULAR. SO AGAIN WHILE WE'RE NOT SEEING, YOU KNOW, 100% IN EVERY SINGLE AREA, WE DO SEE THAT SOME OF THESE OPERATIONAL STRENGTHS INSTRUCTIONAL LEADERSHIP STRENGTHS TRANSLATE INTO CLASSROOM PRACTICE STRENGTHS AND AGAIN OUR EXPECTATION AND WHAT WE'VE SEEN IN SOME OF THE PREVIOUS CASE STUDIES PRESENTED IS THAT THAT INSTRUCTIONAL PRACTICE STRENGTH
TRANSLATES INTO GAINS IN STUDENT OUTCOMES. AND SO AGAIN WE WANT TO CONTINUE TO ANALYZE THE DATA IN RELATIONSHIP TO ONE ANOTHER SO THAT WE'RE SEEING NUMBER ONE, A POSITIVE ASSOCIATION WITH OUR THEORY OF ACTION AND ITS RELATIONSHIP TO STUDENT OUTCOMES. BUT IN ADDITION WE WANT TO PAY ATTENTION TO EACH OF THESE MEASURES INDIVIDUALLY AND COLLECTIVELY BECAUSE THEY HELP US SHIFT AS NECESSARY OUR CENTRALIZE AND STRATEGIC ACTIONS ASSOCIATED WITH GOAL ONE AND GOAL TWO. SO CHANGING PROFESSIONAL LEARNING CONTENT CHANGING COACHING STRUCTURES AND CHANGING THE WAY WE COLLECT LEARNING WALK DATA BUT IT PROVIDES US WITH AN UNDERSTANDING OF HOW BEST TO SUPPORT SCHOOL SITES. AND FROM THAT I'M GOING TO GO AHEAD AND PASS IT ON TO DR. STEINER TO TALK A LITTLE BIT ABOUT CHALLENGES AND ROBOTICS AND OPPORTUNITIES FOR GROWTH IF EVEN THE SLIDE IS HAVING SOME CHALLENGES JUST TO SEE IF YOU'RE PAYING ATTENTION.
SO I GET THE WONDERFUL OPPORTUNITY TO TALK ABOUT THE CHALLENGES AND ROADBLOCKS WE'RE HAVING. IT'S BECAUSE I'M SUCH A POSITIVE PERSON THAT THEY GAVE ME THIS SLIDE. WHILE WE KNOW THAT AT THE BEGINNING OF A NEW IMPLEMENTATION WE'RE GOING TO FIND SOME CHALLENGES WHAT WE WHAT WE DO, WHAT WE HAVE DETERMINED AND WHAT YOU COULD HEAR MS.. KRUGMAN SAYING IS THAT WHERE WE NOTICED THAT THERE WERE ISSUES IN IMPLEMENTATION WHERE THERE WAS WEAKER IMPLEMENTATION, WHERE WE DIDN'T GET A PD PLAN, WHERE WE DIDN'T GET THE CALENDAR WHERE WE DO HAVE A NEW PRINCIPAL ETC. THEN WE GENERALLY SAW LOWER INSTRUCTIONAL OUTCOMES AND SO I'M A LITTLE BIT I WAS LIKE WAIT WHY AM I SAYING THIS? THIS IS OBVIOUS. BUT THEN WHEN WE STARTED TALKING ABOUT IT MAYBE IT'S NOT SO OBVIOUS RIGHT? MAYBE IF WE HAVEN'T BEEN COLLECTING THIS DATA WE CAN'T FIGURE OUT WHERE THE CHALLENGES IN ORDER TO FIX IT, RIGHT? WE LIKE TO SAY THAT CHALLENGES ARE LIKE WHERE OPPORTUNITY MEETS NEED AND FEEDBACK AS A GIFT. SO THIS KIND OF FEEDBACK ALLOWS US TO SAY ALL RIGHT, IF WE CAN
SEE THAT THESE FOLKS HAVEN'T TURNED IN A PD PLAN OR THESE FOLKS HAVEN'T CALENDARED THEIR MEETINGS OR ALL OF THESE PEOPLE ARE ALSO NEW PRINCIPALS, THERE'S SOMETHING THERE THAT WE HAVE SOME OPPORTUNITIES OR SOME WAYS TO DO SOMETHING ABOUT THAT. SO WE ALSO DID NOTICE THAT NOT HAVING A RETURNING PRINCIPAL DID DID THEN CONTRIBUTE TO A LOWER USE OF THE NEW CURRICULUM AND LOWER ESSENTIAL CONTENT RATING AND THAT MAKES SENSE WHEN I THINK ABOUT THE CONVERSATIONS I HAVE WITH MY VETERAN PRINCIPALS AND I THINK ABOUT THE ONES I HAVE WITH MY NEWER PRINCIPALS SOMETIMES IN THEIR PRINCIPALS IS LIKE WHAT'S THAT FORM? WHAT AM I SUPPOSED TO HAND IN? AND THE MORE VETERAN PRINCIPALS ARE LIKE HEY LET'S GO INTO THIS QUICK. LET'S SEE HOW CURRICULUM IS BEING USED AND BECAUSE I GIVE THEM THE OPTION YOU WANT TO START IN A CLASSROOM OR YOU WANT TO START WITH YOUR BIG DILEMMA. AND I WILL SAY THAT WHEN I GIVE THEM THAT OPTION THE NEWER PRINCIPAL SAY DILEMMA AND THE VETERAN PRINCIPAL SAY CLASSROOM AND SO NOW I'M NOT GIVING THEM THAT OPTION. SO THAT LEADS US TO THE OPPORTUNITIES FOR GROWTH. WE DID NOTICE THAT IN SCHOOLS A THROUGH E SO QUITE A NUMBER OF
THEM THERE WAS A DELAYED SUBMISSION OF THE PD PLAN AND SOME CALENDARING OF EDUCATOR COLLABORATIONS WE'VE SINCE GONE THROUGH RIGHT WE WE LOCK WE TALKED ABOUT LIKE WE HAVE TO LOCK THIS DATA SO WE KNOW IT WAS DELAYED BUT THAT DOESN'T MEAN WE DON'T STILL COLLECT IT. SO REST ASSURED WE ARE GOING BACK AND SAYING OH WHERE THERE WASN'T AN INITIAL PD PLAN THERE IS NOW AND THEN IN A PARTICULAR SCHOOL WE NOTICED THAT AT SCHOOL I WHERE THERE WAS BOTH A PRINCIPAL AND NOT A COACH WE HAD THE LOWEST ESSENTIAL CONTENT RATING. SO THOSE ARE SOME OF THE OPPORTUNITIES FOR GROWTH AND DR. RIVERA IS GOING TO TELL US ABOUT THE PLAN TO ADDRESS THAT. ALL RIGHT. GOOD EVENING. THANK YOU. SO THREE BIG THINGS THAT WE'RE WORKING ON IS REALLY SUPPORTING STRAIGHT SITE INSTRUCTIONAL TEAMS THAT COACH AND THE SITE LEADER HOW THEY'RE THINKING ABOUT HIGH QUALITY IMPLEMENTATION. YOU WOULD MENTION THE LEARNING WALK TO I'M SO GLAD THAT THE PRINCIPAL AT ORTEGA BROUGHT THIS TO YOUR ATTENTION. WE'RE REALLY LOOKING AT DOING LEARNING WALKS. WE HAVE THEM ACROSS OUR PK8 SITES. THEY'RE REALLY INTENTIONAL AND IT'S NOT A CHECK TO SEE
IT'S REALLY LOOK FOR IS ON HOW TO COLLABORATE AND SUPPORT PROFESSIONAL LEARNING ON THE CAMPUSES. AND THEN LASTLY WE'RE DOING PROFESSIONAL LEARNING FOR THE FIRST TIME FOR CITY LINE FOR PRE-K FIVE WE'RE HAVING PRINCIPALS AND COACHES COME TOGETHER TO LOOK AT STAFF DATA WHICH IS REALLY EXCITING AND SOMETHING THAT WE'RE LOOKING FORWARD TO ANALYZING TOGETHER. SO THOSE ARE OUR BIG PLANS MOVING FORWARD. THANK YOU VERY MUCH. I'LL OPEN UP FOR QUESTIONS AND COMMENTS FROM THE BOARD. COMMISSIONER GUPTA. SO THANK YOU ALL FOR BEING HERE AND THANKS SO MUCH FOR PRESENTING THIS INFORMATION. I WILL ADMIT SOME OF IT IS A LITTLE BIT ABOVE MY HEAD SO FORGIVE SOME OF THE CLARIFICATION QUESTIONS I ASK. >> I WAS CURIOUS WHAT SEEMS TO BE HAPPENING WITH SCHOOL G WHEN WE LOOK AT LANGUAGE AND LITERACY BECAUSE I SEE IT SEEMS LIKE AN IMPLEMENTED EVERYTHING PRETTY WELL. MAYBE THERE IS SOMETHING CHALLENGING WITH THE PRINCIPAL BUT THEN WHEN I LOOK AT THE IMPACT MEASURES YOU KNOW THEY DON'T SEEM AS HIGH.
SO I'M CURIOUS IF YOU CAN PERHAPS SHARE WHAT WHAT WHAT YOUR HYPOTHESIS IS AS FAR AS WHAT'S GOING ON THERE OR MAYBE I'M JUST MISREADING IT. >> WE'RE JUST TAKING ONE MINUTE TO DOUBLE CHECK OUR CODING SYSTEM BECAUSE THE SCHOOLS HAVE BEEN IN ANONYMOUS SO SO I WOULD SAY IN THE CASE OF SCHOOL NUMBER GEE, THIS IS A SCHOOL THAT I WOULD SAY HAVING A LITTLE BIT OF ADDITIONAL DATA BEYOND WHAT'S IN THE TABLE IS HELPFUL. THERE IS A NEW PRINCIPAL IT WOULD SAY THEY HAVE HAD SOME SIGNIFICANT STAFFING TRANSITIONS WHILE BEING FULLY STAFFED. I THINK IT'S KIND OF BALANCED. YEAH AND THERE'S SOME I WILL JUST HIGHLIGHT LIKE I IN ORDER TO PROTECT THE ANONYMITY OF THE SCHOOL I THINK THERE ARE CERTAIN CONDITIONS OR CERTAIN PIECES THAT WE MIGHT JUST BE DELICATE ABOUT SPEAKING TO. I DO THINK DR. STEINER WAS GOING TO ADD SOME MORE CONTEXT. YEAH, I CAN JUST ADD THAT LIKE FOR EXAMPLE ABOUT TWO THIRDS OF THE CLASSROOM STAFF IS BRAND NEW THIS YEAR AT THAT PARTICULAR SCHOOL BUT THERE'S NOT A BASELINE THAT WE'RE COLLECTING ABOUT THAT THEY'RE FULLY STAFFED BUT THERE'S ONLY A FEW RETURNING STAFF FROM THE YEAR BEFORE SO THAT DOES MAKE A
DIFFERENCE IN TERMS OF THE IMPLEMENTATION OF A NEW CURRICULUM BECAUSE THEY'RE ALL BRAND NEW AND I WOULD SAY THAT THE THEY HAVE A NEW PRINCIPAL, A NEW ASSISTANT PRINCIPAL AND I CAN'T SAY MORE WITHOUT TELLING YOU HOW THE SCHOOL IS. BUT I WILL SAY THAT THERE ARE SOME OTHER FACTORS THAT ARE LEADING US TO BELIEVE THAT THE SCHOOL NEEDS ADDITIONAL SUPPORT AND LOVE AND NOW YOU KNOW IT'S PART OF MY COHORT. SO NOW YOU CAN GO AND THINK ABOUT THAT. I APPRECIATE IT. AND PART OF THE QUESTION AS WELL I MEAN I THEN NOTICED AND AGAIN I'M NOT TRYING TO DIG INTO FIGURE OUT WHO THIS IS BUT THEY SEEM TO BE DOING DECENTLY WELL AT MATH THOUGH ACROSS A COUPLE OF THE SCORES ASSUMING THAT I ASSUMED THE SITES ARE ALL THE SAME BETWEEN THE TWO. SO YOU KNOW I SEE ADDITIONAL CONTEXT WITH YOU KNOW TIER TWO MATH COURSE BUT AT LEAST IN TERMS MATERIAL USE AND SUCH CONTENT YOU KNOW SO I'M JUST TRYING TO FIGURE OUT WHAT LIKE WHAT THE ENTIRE STORY IS IF WHAT WE LEARN WHAT WE SO YEAH I DON'T KNOW IF THERE'S ANY ANYTHING ADDITIONAL OR THE SORT
OF YOU SAID TOO MUCH AND CAN'T SAY ANYTHING MORE YOU KNOW I CAN SAY ONE OTHER THING WHICH IS THAT IN THE CASE OF THE MATH CLASSROOM IF I'M NOT MISTAKEN MISTAKEN WE WERE LOOKING AT SIX EIGHT WHICH IS A RELATIVELY SMALL NUMBER OF MATH CLASSROOMS AND ONE OF THE MATH CLASSROOMS OBSERVED WAS A RETURNING MATH TEACHER. SO THERE WERE JUST TWO CLASSES OBSERVED THERE. SO IT WAS LIKE THE SOMETIMES THE DATA DOESN'T TELL A COMPLETE STORY WHAT I'LL SAY LIKE I SAID BEFORE IS THAT IN THE IN THIS CASE WE HAVE A NUMBER OF ADDITIONAL SUPPORTS GOING FORWARD AT THE SCHOOL. I WASN'T SURPRISED BY THIS DATA BUT I THINK THAT BOTH THE INSTRUCTIONAL COACH AND THE ADMINISTRATIVE TEAM KNOWS WHAT THEY NEED TO DO IN ORDER TO INCREASE THE IMPLEMENTATION OF THE CURRICULUM GOING FORWARD. SO I'M HOPEFUL THAT THE JANUARY DATA MAY LOOK DIFFERENT. >> GOT IT. I APPRECIATE THAT. AND ACTUALLY ONE ONE REQUEST I WOULD MAKE OF OUR IS IF THERE IS DATA THAT'S BEING PRESENTED
THAT HAS LOW STATISTIC SIGNIFICANCE, JUST MARK IT JUST LET US KNOW SO THAT WE KNOW THAT HEY YOU KNOW THERE THERE THERE MAY BE QUESTIONS AROUND THE VALIDITY OF IT JUST FOR GOOD GOOD PRACTICE I KNOW ANYTHING UNDER TEN GENERALLY IS TAKEN OUT BUT FOR FOR CONFIDENTIALITY REASONS BUT IF THERE IS SOMETHING WHERE SOMETHING'S LAST I MEAN I SHUDDER IF WE'RE MAKING ANY DECISIONS BASED ON ON ON DATA THAT THAT IS NOT STATISTICAL A SIGNIFICANT ONE ONE OTHER QUESTION I HAD I'M CONSCIOUS OF THE TIME STUDENT AND CAREGIVER VOICE SO HOW ARE STUDENTS AND FAMILIES EXPERIENCING BELONGING, CONSISTENCY AND COHERENCE OF SCHOOL AS IN IS THERE CAN YOU SAY A LITTLE BIT MORE? IS THERE A SURVEY OR FOCUS GROUPS YOU KNOW USING T.A.R.P. SAMPLE QUESTIONS SO SOMETHING LIKE DO YOU FEEL SUPPORTED BY YOUR SCHOOLS OR DO YOUR TEACHERS EXPECT YOU TO SUCCEED IN CHALLENGING WORK? IS THERE ANYTHING LIKE THAT THAT'S DONE? >> YES.
SO THOSE ARE QUESTIONS THAT WE ASK EVERY YEAR IN AN ANNUAL SURVEY CLIMATE CULTURE AND SEE OUR SURVEY FOR THAT WHICH IS ADMINISTERED TOGETHER WITH SCHOOL SURVEY WITH THE CULTURE CLIMATE PART ACTUALLY WE HAVE THREE STAKEHOLDER GROUPS STUDENTS, STAFF AND FAMILIES SO THEY ALL HAVE A CHANCE TO ANSWER THOSE QUESTIONS AND MORE RELATED TO THE SCHOOL ENVIRONMENT AND THAT'S WHERE WE GET THAT INFORMATION FROM AND THAT'S A LONG RUNNING SURVEY. SO WE HAVE HISTORICAL DATA STRETCHING BACK ALMOST TEN YEARS BUT I'M HEARING THAT WOULDN'T NECESSARILY SHOW UP IN IN THIS PARTICULAR THAT'S CORRECT. OKAY. RIGHT. OKAY. YES, I FOLLOW JUST QUICK FOLLOW UP ON COMMISSIONER GUPTA'S QUESTION ABOUT DATA AND THE AUTHENTICITY. I'M LOOKING AT THE T.A.R.P. AND THE SEPTEMBER ON SLIDE FOUR FOR THE LANGUAGE ARTS AND LITERACY, THE WALK THROUGH OBSERVATIONS TEN SCHOOL SITES, 31 CLASSROOMS IN SEPTEMBER FEW OBSERVATIONS IN JANUARY AND MARCH GET WE HAVE 64 TRADITIONAL T K OR T K TO FIVE
CLASSROOMS AND 8TK TO EIGHT SCHOOLS RIGHT FOR 70 PLUS SO COMMISSIONER RAY REFERENCED THE WALKTHROUGHS THAT ARE HAPPENING AT JOSE ORTEGA AND I GOT THE CHANCE TO GO AND SEE AS WELL AND THEY'VE THE WHOLE MATRIX ON THE THE BOARD IN IN ONE OF THEIR OFFICES ABOUT YOU KNOW LIKE WHO'S TOURING WHAT AND WHEN AND WHETHER IT'S THE THE LITERACY COACH OR THE PRINCIPAL OR THE ASSISTANT PRINCIPAL AND AND THEY HAVE A GOAL OF THE NUMBER OF CLASSROOMS LIKE THIS IS A THIS ACTUALLY IN MY MIND IS A TEENY TINY PORTION OF THE DATA THAT WE'RE ACTUALLY COLLECTING SCHOOL BY SCHOOL BY SCHOOL TO SEE. SO ARE WE DOING ANY WORK TO INTEGRATE FEEDBACK FROM OUR SCHOOL LEADERS AND TAKE THAT DATA RATHER THAN T.A.R.P. TO TO BUILD OUT TO GET MORE DATA POINTS IN? OH I SEE SOME SMILES SO I'LL START. THANK YOU VERY MUCH FOR THE QUESTION. >> UM IT'S SOMETHING THAT WE CONSTANTLY GRAPPLE WITH AND IT'S A TENSION BETWEEN OUR RESOURCES IN ORDER TO GATHER DATA AT SCALE VERSUS GATHERING
DATA THAT'S HIGH QUALITY, RIGHT? SO THAT THE BALANCE THAT WE'RE TRYING TO STRIKE HERE IS WE KNOW THAT THE A.P. STAFF UNARMED THEY KNOW HOW TO ACTUALLY USE A RUBRIC AND THEY HAVE CONSISTENCY AND RELIABILITY ACROSS ALL THEIR STAFF MEMBERS THAT COME OUT TO DO THE VISITS, WHICH IS A STATE THAT WE HAVEN'T QUITE REACHED WITH OUR LEADERS AND EDUCATORS MAKE THAT SOMETHING THAT WE ARE CONSTANTLY TRYING TO BUT HAVE NOT REACHED THAT SCALE OF HAVING ALL THE PRINCIPALS AND LEADERS AT SITES TO BE INFORMED AND TO BE ABLE TO RATE RELIABILITY AT THE SAME TIME WE CANNOT PAY ENOUGH MONEY TO A.P. TO OBSERVE ALL THE CLASSROOMS IN THE DISTRICT. RIGHT? SO WE HAVE TO BE SELECTIVE. AND SO THEY'VE BEEN VERY INTENTIONAL ABOUT TRYING TO SAMPLE STRATEGICALLY TO BE AS REPRESENTATIVE AS POSSIBLE DEMOGRAPHICALLY AND GEOGRAPHICALLY WITH THAT ALL SAID, I THINK OUR MEDIUM AND LONG TERM PLAN IS TO HOPEFULLY HAVE ALL OUR LEADERS BE INFORMED SO THAT WE CAN INCREASINGLY RELY ON OUR SITE STAFF TO DO THESE OBSERVATIONS
AND RIGHT NOW I WOULD SAY THAT WE ARE AT A EARLIER STAGES WHERE ENCOURAGING SITES AND INSTRUCTIONAL LEADERSHIP TEAMS AT SITES TO USE THE THE CORE RUBRIC TO DO THEIR WALKTHROUGHS TO BUILD THEIR MUSCLES AND AS THAT NUMBER STARTS TO GO UP OUR PLAN IS TO COMPARE THE T RATINGS WITH THE ONES THAT ARE CONDUCTED BY L T AS A COMPARISON AS AS AS A AS A CHECK ON OUR GROWING CAPACITY AND WITH THE HOPE THAT WE CAN EVENTUALLY DOWN THE ROAD FOR WE SWITCH OVER TO RELYING ON OUR INTERNAL MEASURES AND REDUCE OUR DEPENDENCY ON OUTSIDE CONTRACTORS AND USE SOME MORE OF THAT BUDGET INTERNALLY. WHAT A GREAT IDEA. NEXT COMMISSIONER RE THANKS SO MUCH. I HAVE A COUPLE OF QUESTIONS I WANTED TO FOLLOW UP ON A QUESTION ABOUT ESSENTIALLY SORRY, JUST GIVE ME ONE MOMENT WHEN WHEN THE T.A.R.P. FOLKS INTENDED TO GO TO A CERTAIN NUMBER OF CLASSROOMS OR YOU KNOW A CERTAIN NUMBER OF AREAS AND WEREN'T ABLE TO GO TO ALL
OF THOSE PLACES, CAN YOU COULD YOU SORT OF GIVE US A LITTLE MORE SENSE OF WHY IT IS THEY WEREN'T ABLE TO MAKE THE VISITS THAT WERE SCHEDULED AND WHAT IMPACT, IF ANY THAT HAD ON THE SORT OF QUALITY OF OUR ASSESSMENTS? SURE. SO I CAN TALK A LITTLE BIT ABOUT THE PROCESS. SO ONCE A REPRESENTATIVE SAMPLING OF SCHOOL SITES HAS BEEN IDENTIFIED AND SCHOOLS ARE SELECTED FOR THE WALK, THERE IS SOME COORDINATION BETWEEN THE SCHOOL SLATE STAFF AND THE T.A.R.P. TEAM IN ORDER TO IDENTIFY THE CLASSROOMS THAT ARE GOING TO BE RESERVED AND TO COLLECT OR OBSERVED THAT RESERVED AND COLLECT CLASSROOMS SCHEDULES IN ORDER TO SCHEDULE THEIR WALKS BECAUSE THEY OBSERVE ACROSS MULTIPLE GRADE LEVELS AND SOME FOR THE MOST PART THEY OBSERVE IN ONE SCHOOL A DAY SOMETIMES TWO AND THERE IS A FAIR BIT OF LIKE LOGISTICAL MANAGEMENT THAT HAPPENS WHAT WE SAW IN PRACTICE ON ABOUT 20 DIFFERENT INSTANCES
IS EITHER ONE THERE WAS NOT A CLASSROOM SCHEDULE AVAILABLE AND TWO THERE WASN'T A CLASSROOM SCHEDULE AVAILABLE WITH THE BLOCK OF TIME THEY HAD ATTENDED TO OBSERVE. AND SO ONE OF THE THINGS YOU MIGHT SEE IS IN A CLASSROOM SCHEDULE THAT SAYS, YOU KNOW, LANGUAGE ARTS BUT THERE ISN'T A SPECIFIC FOUNDATIONAL SKILLS COMPONENT NAMED IN ADDITION, THEY ALSO FOUND IN SOME CASES THERE WAS AN ADDED BLOCK OF TIME FOR EXAMPLE MATH IDENTIFIED ON THE CLASSROOM SCHEDULE. BUT WHEN THEY WENT TO THE CLASSROOM MATH WAS NOT HAPPENING AND THAT COULD BE FOR A NUMBER OF REASONS IT COULD BE THERE OFF SCHEDULE FOR THAT DAY. >> IT COULD BE EITHER IN SOME CASES THERE WAS LIKE A SCHOOL ASSEMBLY HAPPENING. SO IN SOME INSTANCES, YOU KNOW, THERE'S THERE'S ANY NUMBER OF EVENTS THAT COULD LEAD TO THAT HAPPENING. ONE OF THE PIECES THAT WE TAKE IT AS IS A DATA POINT IN ORDER TO INVESTIGATE AND UNDERSTAND, YOU KNOW, THE SUFFICIENCY OF INSTRUCTIONAL MINUTES, THE RELIABILITY OF CLASSROOMS SCHEDULES AND SOME OF THE SITES SUPPORT AND SUPERVISION THAT
COMES WITH THAT. THANK YOU. ANOTHER QUESTION I HAD WAS AROUND THE ESSENTIAL CONTENT SCORES AND ESSENTIALLY THE REPORT INDICATED THAT THERE WEREN'T VERY MANY OPPORTUNITIES TO PRACTICE THAT WE SAW A FAIRLY LOW INCIDENCE OF OPPORTUNITIES TO ACTUALLY PRACTICE THE PARTICULAR SKILLS THAT YOU KNOW THAT WERE UP ON YOU KNOW, ON TAP FOR THAT DAY. AND ONE OF THE THINGS WHEN I WAS ASKING KIPP BAYVIEW ELEMENTARY ABOUT THE REASONS THEY THOUGHT WHAT FACTORS MOST ACCOUNTED FOR THE SIGNIFICANT SHIFT THEY HAD MADE IN L.A. IN MATH, THEY MENTIONED THAT THERE WAS A REAL EMPHASIS ON PRACTICE WITH FAR MORE REPETITION THAN YOU MIGHT EXPECT. I THINK THEY USED A PHRASE LIKE AT BATS OR SOMETHING LIKE THAT. SO I'M WONDERING IF YOU COULD IF YOU COULD SORT OF COMMENT ON HOW WE MIGHT BE ABLE TO INCREASE OPPORTUNITIES TO PRACTICE AS A PRACTICAL MATTER, HOW CAN WE DO THAT? HOW COULD WE ENCOURAGE THAT AND MAKE SURE I WANT TO NOTE IN CONNECTION WITH THIS AS WELL I'VE BEEN CONCERNED ABOUT THE
THE LACK OF HOMEWORK THAT I HAVE SEEN AND I OFTEN GET THIS REPORTED TO ME BY PARENTS THAT THEY'RE CONCERNED THAT THEIR CHILDREN ARE NOT COMING HOME WITH HOMEWORK. I HEAR IT QUITE A BIT ACTUALLY FROM MIDDLE SCHOOL PARENTS AND THUS NOT HAVING OPPORTUNITIES TO PRACTICE. SO IF YOU COULD SPEAK TO THAT I'D APPRECIATE IT. THANK YOU. SURE. I THINK IF WE CAN GO TO SLIDE 12 WHICH IS IN THE APPENDIX THAT WOULD BE HELPFUL. >> SO ONE OF THE PLACES I JUST WANTED TO START WAS TO NAME THE SET OF INDICATORS THAT YOU'RE SPEAKING TO WHICH ARE PART OF LANGUAGE AND LITERACY ASSOCIATED WITH ESSENTIAL CONTENT AND SO ONE OF THE THE PIECES THAT I WANT TO IDENTIFY IS THAT THESE SORT OF INDICATORS SIMILAR TO WHAT PRESIDENT KIM FORMERLY NAMED ARE A SET OF WHAT WE MIGHT CONSIDER TO BE LOOK FOURS WITHIN A CLASSROOM THIS IS JUST THE SET ASSOCIATED WITH ESSENTIAL CONTENT. THERE ARE ADDITIONAL INDICATORS ASSOCIATED ASSOCIATED WITH ACADEMIC OWNERSHIP AND THESE ARE A NATIONALLY NORMED SET OF INDICATORS MOST OF WHICH COME
FROM RESOURCES SUCH AS SAP OR STUDENT ACHIEVEMENT PARTNERS INSTRUCTIONAL PRACTICE GUIDES AND SO THEY ARE CONSIDERED TO BE A SET OF INSTRUCTIONAL PRACTICES THAT ARE NOT CURRICULUM DEPENDENT BUT ARE MEANT TO BE STANDARDS DEPENDENT THE EXCEPTION BEING USE OF MATERIALS. AND SO WHERE WE SEE SOME OF THOSE LOWER INDICATORS ARE ON COMMISSION RATE RIGHT? YOU MENTIONED FOR OPPORTUNITIES FOR INDEPENDENT PRACTICE OF THE TARGET SKILL AND TARGET FOUNDATIONAL SKILLS THE WHOLE SENTENCE. BUT THESE ARE PRACTICES THAT WE HIGHLIGHTED IN ADMINISTRATOR PD AND WE SEE THIS HAPPENING FOR A NUMBER OF REASONS IN CLASSROOMS AND SO ONE OF THE MORE TRADITIONAL REASONS HAS TO DO WITH SUFFICIENCY OF INSTRUCTIONAL PLANNING AND SO THIS HAPPENS FOR A NUMBER OF REASONS. SO ONE IS YOU KNOW, TEACHER CONFIDENCE WITH THE MATERIALS BALANCE AS PREVIOUSLY NAMED OF LANGUAGE AND LITERACY AND MATH IMPLEMENTATION OFTEN CAN RESULT IN TEACHERS DOING WHAT WE MIGHT CALL LIKE A FLATTENING OF THE MATERIALS. SO OFTEN WHAT HAPPENS IS THEY REMOVE SOME OF DECKS DEPENDENT
QUESTIONS, OPPORTUNITIES FOR PRACTICE. SOMETIMES THERE'S PACING THAT'S OFF SO THEY GET THEY HAVE THE TEACHER DIRECTED COMPONENT. THEY DON'T GET TO THE STUDENT PRACTICE AND THERE ARE A NUMBER OF STRATEGIES THAT WE USE IN ORDER TO ADDRESS SOME OF THOSE PLANNING AND IMPLEMENTATION CONCERNS. PRESIDENT KIM AND I HAVE BOTH MENTIONED THIS TERM MANY TIMES BUT LESSON AND UNIT INTERNALIZATION IS ONE OF THE PRIMARY STRATEGIES USED NATIONALLY TO ADDRESS THIS AND THAT STRATEGY IN PARTICULAR IS MEANT TO HAVE TEACHERS DEEPLY UNDERSTAND THE DESIGN AND PURPOSE OF AN INDIVIDUAL LESSON OR UNIT OF INSTRUCTION SUCH THAT THERE'S A DEPTH OF UNDERSTANDING OF EACH COMPONENT HOW THEY'RE DEPENDENT OR SEQUENCED WITH ONE ANOTHER WITH THE INTENTION OR DESIGN IS INTO DEEPLY UNDERSTAND IN PARTICULAR THE OPPORTUNITIES FOR STUDENT PRACTICE SUCH THAT THEY'RE ELEVATED IN THE ACTUAL IMPLEMENTATION OF THE LESSON. AND SO THAT STRATEGY AND THAT SORT OF PRACTICES IS SOMETHING
THAT YOU'LL SEE ADDRESSED IN PROFESSIONAL LEARNING AND ACROSS DIFFERENT EDUCATOR GROUPS. ONE OF THE THINGS THAT I WILL SAY IS YOU KNOW, WHILE THAT PRACTICE GENERALLY HAPPENS IN EDUCATOR OR TEACHER COLLABORATION TIME, IT'S ALSO SOMETHING THAT CAN BE ADDRESSED IN 1 TO 1 COACHING. WHAT I WILL SAY IS THOSE EXAMPLES ARE SPECIFIC TO DURING THE SCHOOL DAY AND WOULD BE SEPARATE FROM OPPORTUNITIES FOR ADDITIONAL PRACTICE OUTSIDE OF THE SCHOOL DAY. WE DO HAVE YOU KNOW STRONG AFTER SCHOOL PROGRAM PROVIDERS WHO WE CAN IMPROVE OUR OUR WORK WITH IN ORDER TO MAKE SURE WITHIN THOSE PROGRAMS STUDENTS HAVE ADDITIONAL OPPORTUNITIES FOR PRACTICE AND ACADEMIC SUPPORT. AND I WILL PAUSE JUST IN CASE THERE IS FROM LEAD SIDE ANY ADDITIONAL CONTEXT AROUND HOMEWORK POLICY OR CONSISTENCY FOLKS WANT TO LIFT UP FROM LEAD . I FEEL LIKE HOMEWORK IS A CAN OF WORMS THAT MAYBE WE DON'T WANT TO GET INTO TONIGHT BUT POLITICS AROUND HOMEWORK IS DEEP BUT HAPPY TO TALK ABOUT IT AT ANOTHER TIME. I JUST KIND OF WANTED TO LIFT
UP IN PRACTICALITY WHAT PRACTICE WOULD LOOK LIKE LIKE TOMORROW WE GO ON A WALK. WE HAVE A LEARNING WALK SCHEDULED WITH A GROUP OF PRINCIPALS TOMORROW AND WHEN I WAS PREPPING WITH THE PRINCIPAL WHO'S HOSTING TODAY, WHAT I SAID IS WHAT IS THE QUESTION THAT YOUR CHILD IS ASKING RIGHT NOW THAT YOU WANT US TO TAKE UP AS A GROUP? AND SHE SAID I WANT US TO LOOK AT HOW STUDENTS ARE EXPLAINING THEIR THINKING AS THEY'RE PRACTICING THEIR MATHEMATICAL UNDERSTANDING OF THE CONCEPT IN GRADES THREE THROUGH EIGHT WE'RE GOING TO HAVE CLASSROOMS IN GRADES THREE THREE. IN THIS CASE WE'RE GOING TO A CLASSROOM AND SO WE'RE GOING TO USE THIS LEARNING WALK TOOL. >> THIS COMPANION TOOL. WE'RE GOING TO USE THIS QUESTION FROM THE PRINCIPAL. WE'RE GOING TO GATHER DATA AND WE'RE GOING TO BREAK DOWN WHERE WE'RE SEEING IT, WHERE WE'RE NOT SO THAT THIS PARTICULAR LEADER AND THE COACH HE'S COMING WITH US AND THE ASSISTANT PRINCIPAL IS COMING WITH US CAN SAY GREAT WHAT DOES OUR I.T NEED TO DO? HOW DOES THAT CHANGE WHAT THE COACH MIGHT BE DOING? HOW DOES THAT CHANGE WHAT'S HAPPENING IN THE PROFESSIONAL LEARNING?
SO IN ALL PRACTICALITY THESE LEARNING WALKS THAT WE'RE DOING IS CHANGING HOW WE'RE NOTICING WHETHER OR NOT STUDENTS ARE PRACTICING AND I WILL SAY YOU KNOW NOW WE'VE GONE ON ONE EVERY SINGLE WEEK SINCE THE SECOND WEEK OF SCHOOL. THE PRINCIPALS GO IN AND THE APPS GO SEPARATELY. AND WHAT I WHAT I WILL SAY THAT I'M NOTICING IS THAT AS FOLKS ARE GETTING USED TO THE CURRICULUM IT THERE IS A LACK A LITTLE BIT OF A LACK OF PRACTICE AND WE'RE NOTICING THAT THAT'S WHERE THEY RUN OUT OF TIME AND SO THAT'S SOMETHING WE'LL BE WORKING ON THIS YEAR BUT YEAH, I WILL SAY THAT THE HOMEWORK POLICY VARIES FROM SCHOOL TO SCHOOL. IF WE'RE GOING TO ANSWER THE QUESTION ABOUT HOMEWORK I THINK I'D LIKE TO HOLD OFF ON ASKING YOU THE QUESTION TO LET THE FOLKS ASK THANK YOU. ANY OTHER COMMENTS OR QUESTIONS FROM OTHER COMMISSIONERS? OKAY, COMMISSIONER RAY, WE'RE GOING TO WRAP UP HERE. DO YOU OH, I'M HAPPY TO WAIT FOR COMMISSIONER FISHER TO ASK HER QUESTION BEFORE USING UP
THE REST OF MY TIME IF SHE'D LIKE TO DO THAT RIGHT. WELL IT'S BEEN RESET ALREADY, SO. ALL RIGHT. SORRY. OKAY. I HAD A MINUTE 36 LEFT. I DO. YOU DID HAVE A MINUTE AND 36 LEFT OR RIGHT? NOT THAT YOU'RE KEEPING TRACK OF. I AM KEEPING TRACK. YOU CAN BUT I'M GLAD THAT WE'RE HERE ON SLIDE 12 BECAUSE AND I REALLY APPRECIATE DR. STONE AND WHAT YOU JUST SAID TOO ABOUT BECAUSE WHAT WE KEEP HEARING IS THAT THIS IS A GREAT CURRICULUM BUT THE L.A. BLOCK ISN'T LONG ENOUGH TO FULLY IMPLEMENT IT RIGHT. AND SO HOW YOU KNOW, WE'RE HEARING THAT FROM A LOT OF DIFFERENT SCHOOLS SO HOW HOW ARE WE ITERATING I GUESS IS WHAT YOU KNOW AND SO I, I APPRECIATE THAT WE'VE GOT, YOU KNOW, SOME OF THESE ESSENTIAL CONTENT METRICS HERE BUT I THINK FOR ME REALLY IT'S ALSO JUST LIKE HOW ARE WE ITERATING BASED ON THE IMPLEMENTATION IN THE CLASSROOM? >> HOW IS THAT INFORMING AND CHANGING PRACTICES TO I CAN TALK A I CAN TALK ABOUT A
SPECIFIC EXAMPLE DAKOTA WILL TEXT THANK YOU SO MUCH. SO YOU KNOW BOTH ACROSS LAST YEAR AND THIS YEAR STUDENTS HAVING AN OPPORTUNITY TO PRACTICE NEWLY ACQUIRED NEWLY ACQUIRED SKILLS WITH A DAKOTA TEXT HAS BEEN OUR LOWEST INDICATOR AND SO WHAT I WHAT I JUST WANT TO NAME FIRST WITHIN THE CONTEXT IS THAT THE DATA THAT WE HAVE FROM THE LEARNING WALKS IS NOT AN ANSWER. IT'S THE START OF A QUESTION. AND SO I THINK FOR US THAT BEING THE LOWEST INDICATOR HAS SUPPORTED US IN TRYING TO INVESTIGATE WHAT IS HAPPENING IN PRACTICE THAT IS IMPACTING PRACTICE WITH DAKOTA WILL TEXT AND I THINK THERE ARE A NUMBER OF PIECES PART OF THAT CERTAINLY IS RELATED TO PACING. PART OF THAT CERTAINLY IS I WOULD SAY RELATED TO A PROFESSIONAL UNDERSTANDING AROUND THE RELATIONSHIP AND INTERDEPENDENCY BETWEEN FOUNDATIONAL SKILLS INSTRUCTION AND EQUITABLE TEXT. WE JUST DID ADMINISTRATOR PD ABOUT UNDERSTANDING IN AND OUT OF CONTEXT PRACTICE A FOUNDATIONAL SKILLS WHICH
INCLUDES OUT OF CONTEXT WE CAN MIGHT THINK OF AS LIKE RUG TIME IN CONTEXT AND WORK WITH THE EQUITABLE TEXT SO PART OF THIS IS A PROFESSIONAL UNDERSTANDING WHICH IS A REALLY DIFFERENT FOCUSED ON THE WAY HISTORICALLY EDUCATORS MIGHT HAVE THOUGHT ABOUT INSTRUCTION AND ITS RELATIONSHIP TO LEVEL TEXT, RIGHT? SO THERE'S LIKE A PROFESSIONAL LEARNING CURVE, THERE'S A PACING CURVE AND THEN THERE'S ALSO JUST A UTILITY OF THE MATERIALS. THERE ARE THE EQUITABLE TEXT BUILT INTO THE INTO READING INTO READING CURRICULUM. I WOULD SAY THAT IS A REALLY A SMALLER A MUCH SMALLER SET OF TEXTS THAN WHAT EDUCATORS MIGHT OTHERWISE USE. SO WE'VE ALSO DONE AN ADDITIONAL PURCHASE OF DAKOTA WILL TEXT THAT'S ALIGNED TO THE CURRICULUM IN FIRST GRADE WE'VE MOVED INTO KINDERGARTEN AS MORE FUNDING BECOMES AVAILABLE WILL CONTINUE TO SUPPLEMENT AND PROVIDED MORE GUIDANCE FROM EDUCATORS ON HOW TO USED EQUITABLE TEXT IN THEIR PRACTICE NOT JUST AS PART OF FOR EXAMPLE THEIR FOUNDATIONAL SKILLS WALK BUT DURING SMALL GROUP INSTRUCTION DURING ANY ADDITIONAL BLOCKS OF TIME THEY MIGHT HAVE. SO I WOULD SAY THAT THAT THAT
DATA POINT HAS CREATED A FOCUS AREA FOR US THAT HAS CREATED A SHIFT IN PROFESSIONAL DEVELOPMENT, A SHIFT IN THE INSTRUCTIONAL COACHING MODEL, A SHIFT IN THE PURCHASE DESIGN AND GUIDANCE ASSOCIATED WITH RESOURCES. SO THAT'S JUST FOR ONE INDICATOR. I APPRECIATE HEARING THE FEEDBACK FROM THE CLASSROOM IS CHANGING THE PRACTICES AND I THINK THAT'S A LOT OF WHAT FOLKS HAVE BEEN ASKING FOR FOR A YEAR OR SO. SO IT'S GREAT TO SEE IT IN PRACTICE. THANK YOU, COMMISSIONER RAY THANKS PRESIDENT KIM THE LAST THING I'D LIKE TO ASK IS ESSENTIALLY WHAT DO YOU THINK ARE THE MOST EFFECTIVE THINGS THAT THAT NEED TO BE DONE IN ORDER TO IN ORDER TO LIKE IN ORDER TO STRENGTHEN YOU KNOW, STRENGTHEN OUR EDUCATORS COMFORT AND ABILITY AND YOU KNOW, JUST THERE THEIR ABILITY TO DELIVER MATERIAL AS EFFECTIVELY AS POSSIBLE TO STUDENTS. WHAT DO YOU THINK ARE SOME OF THE KEY KEY THINGS THAT WE CAN
DO AS A DISTRICT TO DO THAT? >> I FEEL LIKE IF WE COULD JUST DO ONE THING AT THE K-5 LEVEL LOOKING TO SEE THAT EVERY GRADE LEVEL HAS COLLABORATION TIME IN THAT THAT'S SUPPORTED BY SOMEBODY WHO CAN EFFECTIVELY FACILITATE WHAT THEY'RE LOOKING AT AND AT THE SIX EIGHT LEVEL DEPARTMENT TIME I THINK THAT IF WE DOUBLE DOWN ON THAT WHICH IS ONE OF THE THINGS WE'RE LOOKING AT THIS YEAR THAT WE WILL START TO SEE A SHIFT BECAUSE YOU CAN'T LEARN EVERYTHING ALL AT ONCE AND TO THE POINT THAT WE ADOPTED MATH A YEAR AFTER WE ADOPTED LANGUAGE ARTS MEANS THAT PEOPLE ARE JUGGLING SOMETHING BUT IF THEY CAN GO DEEP INTO SOMETHING THAT WE'RE NOTICING THEY NEED MORE PRACTICE ON IN THIS LIKE DEDICATE AND TIME WHERE THEY HAVE THEIR OTHER COLLEAGUES THAT ARE TEACHING THE SAME GRADE LEVEL WHERE THEY HAVE AN INSTRUCTIONAL COACH IF THEY'RE AT THE AT THE K AT THE K EIGHTS OR THE K FIVES, I THINK THAT REALLY IS GOING TO MAKE A DIFFERENCE ON WHAT WE'RE SEEING IN TERMS OF BOTH EDUCATOR PRACTICE IN TERMS OF IMPLEMENTATION AND STUDENT PRACTICE. AND THEN I THINK AS WE ALSO THE SECOND THING I'LL SAY IS AS WE
GET BETTER AT USING THE STARTED OUT RIGHT IT STARTED AS WRAPPING UP THIS WEEK AND WE KNOW THAT LIKE AS WE SUPPORT ADMINISTRATORS TO GET BETTER AT LIKE DRILLING DOWN INTO WHAT'S THE KIND OF REPORT WHAT'S THE QUESTION THAT YOU HAVE THAT WHAT'S THE REPORT THAT GOES WITH THAT QUESTION AND HOW DO WE BRING THAT BACK TO THE TEACHER LEVEL SO THAT THEY CAN LOOK AT THE STUDENT LEVEL? I THINK WE'LL ALSO SEE A CHANGE THERE SO THOSE ARE THE TWO THINGS THAT I WOULD SAY. YEAH. UM, SO I'LL JUST WRAP UP BY ACKNOWLEDGING AND AFFIRMING MY DEEP GRATITUDE TOWARDS THE PLAN ARTICULATING SITE INSTRUCTIONAL LEADERSHIP LEARNING WALKS AND UNIT UNLESS IT INTERNALIZATION SO I KEEP THEM LIKE A BROKEN RECORD. I THINK THOSE THREE ARE SO CRITICAL TO OUR WORK AROUND TIER ONE INSTRUCTION AND IT MAKES ME IT BRINGS ME LITTLE LITTLE FIREWORKS IN MY IN MY HEAD TO KNOW THAT THAT THOSE THREE THINGS ARE THINGS THAT WE'RE DOUBLING DOWN ON. WHAT I WOULD LOVE TO SEE I THINK IS UM A MORE OF A DIRECT RELATIONSHIP BETWEEN THAT
AND THE WORK THAT WE ARE DOING FOR OUR DATA COLLECTION. I DON'T KNOW IF I'M SAYING THIS RIGHT LET ME RESTART THIS PART PART OF WHAT I THINK IS MOST ESSENTIAL I THINK YOU ALL WOULD AGREE WITH ME IS THE RELATIONSHIP BETWEEN TEACHER AND A COACH AND THE COACH BEING ABLE TO EFFECTIVELY WALK A TEACHER THROUGH ASSUMING THAT THE COACH IS EFFECTIVE IN THIS WAY, WALK A TEACHER THROUGH WHAT THAT LESSON INTERNALIZATION LOOKS LIKE ACTUALLY BE ABLE TO BE PRESENT IN A CLASSROOM AND OBSERVE AND PROVIDE FEEDBACK AND THEN ACTUALLY SIT WITH THEM TO LOOK AT THE DATA FROM THAT LESSON. WHEN I WAS TEACHING WE AT KIPP WE HAD THIS WHOLE CYCLE CALLED COHESIVE COACHING CYCLE THAT WAS ALL FOCUS ON A SINGLE LESSON. SO YOU WERE INTERNALIZING THE LESSON TOGETHER. YOU WERE OBSERVING THE LESSON TOGETHER, PROVIDING FEEDBACK ON THAT SAME LESSON AND LOOKING AT THE OUTCOME OF THAT LESSON AND HAVING SOME SORT OF DATA DRIVEN INSTRUCTIONAL PROTOCOL BECAUSE OUR OUR PREMISE WAS THAT INSTRUCTIONAL KNOWLEDGE AND SPECIFICALLY CONTENT
KNOWLEDGE DEVELOPMENT THROUGH THE LESSON WAS THE MOST CRITICAL LEVER THAT WE THOUGHT WAS GOING TO IMPROVE OUTCOMES FOR KIDS. IS THAT A SIMILAR ORIENTATION HERE? I MEAN IS THAT A HYPOTHESIS THAT WE'RE POSITING HERE AROUND CONTENT KNOWLEDGE DEVELOPMENT FOR TEACHERS AND COACHES OR OR IS THERE A DIFFERENT APPROACH THAT WE HAVE AS A DISTRICT AROUND HOW WE ARE LOOKING AT BRINGING THESE THREE THINGS TOGETHER? I THINK MAYBE THAT'S MY QUESTION. I CAN SPEAK TO THAT. SO I'LL SORT OF TALK ABOUT THE PRACTICE BUT JUST WANT TO ALSO ACKNOWLEDGE ON THE BACK END WE DO HAVE A SYSTEM FOR COLLECTING AND ANALYZING COACHING LOGS WHICH IS PART OF THE WORK ASSOCIATED WITH GOAL ONE THAT WE WILL BE SHARING. SO THERE'S A LITTLE BIT OF AN ANALYSIS THERE THAT WE'LL COME BACK TO IN NOVEMBER. BUT ONE OF THE PIECES THAT I WILL SAY IS THAT SO OUR INSTRUCTIONAL COACH MODEL COVERS GRADES PRE-K THROUGH FIVE. SO WE'RE TALKING SPECIFICALLY AT THE ELEMENTARY LEVEL. WE DON'T HAVE AN INSTRUCTIONAL COACH SYSTEM AT THE SECONDARY LEVEL SO I WANT TO JUST NAME
THAT DISTINCTION SO WE'RE CLEAR ABOUT WHICH SECTION WE'RE TALKING ABOUT. SO IN THAT CONTEXT THE INSTRUCTIONAL COACHES BOTH SUPPORT IN A 1 TO 1 COACHING MANNER AND THEY ALSO SUPPORT IN THE TEACHER COLLABORATION STRUCTURE THAT WAS JUST NAMED. SO YOU WILL SEE BOTH THROUGHOUT 1 TO 1 INDIVIDUAL COACHING CYCLE THAT YOU NAMED. YOU'LL ALSO SEE INSTRUCTIONAL COACHES FACILITATING GRADE LEVEL TEAM MEETINGS SITTING ON THEIR AISLE T FACILITATING THE ALIGNED PD ETC. SO THEY DO HOLD BOTH OF THOSE ROLES WHICH IS A NAME BECAUSE THAT IS EXPLICITLY DIFFERENT THAN HOW INSTRUCTIONAL COACHES MIGHT FUNCTION IN OTHER SYSTEMS. THERE ARE SOME SYSTEMS IN WHICH THEY ONLY DO 1 TO 1 COACHING. THIS WON'T GET INTO THAT BUT WHAT I WOULD SAY IS THAT THAT INQUIRY CYCLE IS PART OF THE 1 TO 1 COACHING THAT THEY DO WITH EDUCATORS AND THEY HAVE A DIFFERENTIATED COACHING MODEL AT THEIR SCHOOL SITE AND SO THEY HAVE NOT ALL EDUCATORS AT THE COACH AT THE SCHOOL SO DO THEY WORK WITH EQUALLY THERE IS A LITTLE BIT OF DIFFERENTIATION IN TERMS OF THE TOUCH POINT AND THE DEPTH OF CYCLE THAT YOU NAMED AND ONE OF THE PIECES
THAT I WILL HIGHLIGHT FOR EXAMPLE IS THE COACH TRAINING THAT WE'RE PREPARING NOT TO GIVE AWAY WHAT'S HAPPENING IN NOVEMBER BUT THE COACH TRAINING THAT WE'RE PREPARING IN NOVEMBER. >> FRONT PAGE OF THE CHRONICLE I KNOW IT'S A HEADLINE BUT JUST TO SORT OF NAME THAT INCREASE CYCLE, RIGHT? SO ONE OF THE PIECES THAT WE'RE WORKING WITH THE COACHES ON IS SPECIFIC TO PULLING A VERY SPECIFIC STANDARDS MASTERY REPORT WITHIN STAR. SO THAT IS WOULD BE AT THE CLASSROOM LEVEL AND AT THE STUDENT LEVEL AND THE WORK THERE IS IDENTIFYING SPECIFIC STANDARDS AND STRANDS OF STANDARDS IN THIS CASE LANGUAGE AND LITERACY SO STRANDS OF STANDARDS RELATED TO THINGS LIKE READING COMPREHENSION WITH INFORMATIONAL TEXT OR READING COMPREHENSION WITH LITERARY TEXT BUT IDENTIFYING CERTAIN STRANDS AND STANDARDS THAT NEED ADDITIONAL SUPPORT IN THE CLASSROOM. SO TAKING THOSE IDENTIFIED STRANDS, DAN STRANDS AND STANDARDS CONNECTING THEM TO EXPLICIT PRACTICES SO TEXT DEPENDENT QUESTIONS FOR EXAMPLE AND THEN GOING INTO INTERNALIZATION AND IDENTIFYING WHERE LET'S SAY IT'S TEXT DEPENDENT QUESTIONS WHERE DO
THOSE SHOW UP WITHIN THE LESSON PLAN? HOW CAN WE ELEVATE THEM? HOW CAN WE EXTEND THEM IN ORDER TO GIVE STUDENTS ADDITIONAL AT BATS? BUT THAT CYCLE IS MANAGED BY THE INSTRUCTIONAL COACH WORKING IN THIS EXAMPLE WITH A GRADE LEVEL TEAM. YEAH AND I THINK THERE'S ALWAYS THIS LIKE TUG AND PULL RIGHT OF I GUESS THIS MEDIA'S OPINING NOW TUG AND PULL OF OF OF STANDARDS AND AND INTERNALIZING THE STANDARDS AND BEING ABLE TO IDENTIFY THAT WITHIN A LESSON VERSUS FIDELITY OF THE IMPLEMENTATION OF THE LESSON PLAN ITSELF RIGHT. CAN I YEAH PLEASE. >> I LITERALLY JUST HAD A SLIDE ON THIS. SO THE EXAMPLE THAT I'M GIVING I'M GOING TO GIVE IT BECAUSE IT WASN'T THE GREAT EXAMPLE IS SPECIFIC TO THEIR ANALYSIS OF STAR DATA, RIGHT? SO LOOKING AT INTERIM ASSESSMENT DATA IN STAR ANALYZING THE STAR REPORT AND THEN USING THAT TO INFORM INSTRUCTION. THE SLIDE THAT I JUST DID FOR ADMINISTRATORS WAS UNDERSTANDING THE DIFFERENCE BETWEEN AN INTERNALIZATION PROTOCOL AND STANDARDS BASED
PLANNING WHICH IS A REVERSE SYSTEM. SO IN THAT CASE THE OLD METHOD OF LESSON PLANNING IS STANDARDS BASED WHERE PEOPLE DO NOT HAVE ADOPTED HIGH QUALITY INSTRUCTIONAL MATERIALS, THEY START WITH THE STANDARD AND THEN FIND ACTIVITIES ETC. AND SO OUR DIRECT INSTRUCTION WAS THE SHIFT AWAY FROM THAT INTO AN INTERNALIZATION MODEL WHERE WE HAVE ADOPTED HIGH QUALITY INSTRUCTIONAL MATERIALS AND OUR JOB IS TO INTERNALIZE AND UNDERSTAND THEIR DESIGN AND PURPOSE. SO THE EXAMPLE I GAVE WAS NOT GREAT BECAUSE IT'S UTILIZING THE INTERIM ASSESSMENT DATA. OKAY THAT IS SO WONDERFUL TO HEAR AND THE WHOLE REASON WHY WE ADOPT TIER ONE INSTRUCTIONAL MATERIALS. SO I THINK THAT'S THAT ANSWER THAT PART DID I HEAR CORRECTLY THAT OUR INSTRUCTIONAL COACHES ARE AK5 STRATEGY NOT A MIDDLE SCHOOL STRATEGY SO WE HAVE INSTRUCTIONAL COACHES AT K FIVE SCHOOLS AND K-8 SCHOOLS AT THE MIDDLE SCHOOL LAST YEAR THERE WAS FUNDING FOR ONE YEAR OF MIDDLE SCHOOL COACHES FOR THE MATH THERE WAS FEAR FROM THE MIDDLE SCHOOL PRINCIPALS AROUND WHETHER OR NOT ONE WE WERE GOING TO BE ABLE TO FIND
COACHES GIVEN HOW CHALLENGING IT IS TO FIND COACHES ESPECIALLY BECAUSE WE WE NEEDED TO FIND FOLKS THAT WERE COACHES FOR MATH AND THEN THERE WAS SOME ADVOCACY BECAUSE WE REDUCED BOTH ASSISTANT PRINCIPALS AND COUNSELORS ON THE PART OF MIDDLE SCHOOL PRINCIPALS TO SAY WE WOULD LIKE TO SAY THAT WE WE WE CAN'T DO WITHOUT AN EXTRA COUNSELOR OR AN EXTRA ASSISTANT PRINCIPAL. WE NEED THAT INSTEAD OF A COACH. AND SO WHAT WE DID WAS WE ASKED EACH PARTICULAR MIDDLE SCHOOL TO SAY IF YOU ARE ASKING FOR A SWAP OF A COACH FOR AN ASSISTANT PRINCIPAL OR A COUNSELOR THAT WILL ALSO ONLY BE FOR ONE YEAR GIVEN THAT WE'RE ABOUT TO CUT THINGS AGAIN THEN WE NEED TO UNDERSTAND WHO'S IN CHARGE OF MATH AND HOW YOU'RE SUPPORTING MATH DEPARTMENTS AND HOW YOU'RE COACHING THOSE TEACHERS. SO I'LL JUST USE THE EXAMPLE OF PRESIDIO SINCE WE WERE JUST TALKING ABOUT THEM EARLIER AT PRESIDIO. IT HAPPENS THAT IT'S THE PRINCIPAL BECAUSE THE PRINCIPAL'S A FORMER MATH TEACHER SO HE'S THE PERSON WHO GOES TO DEPARTMENT MEETINGS ETC. AT OTHER SCHOOLS.
OTHER PEOPLE HAVE BEEN IDENTIFIED WHETHER IT'S AN INSTRUCTIONAL LEADER IN THAT DEPARTMENT OR WHETHER IT'S AN ASSISTANT PRINCIPAL AND THEY'RE THE ONES THAT THEN ATTEND OTHER PROFESSIONAL LEARNING. SO THERE AREN'T COACHES IN ALL OF THE MIDDLE SCHOOLS. THERE ARE THREE THREE COACHES IN THE MIDDLE SCHOOLS AND SOME OF THEM DON'T HAVE A MATH BACKGROUND SO THEY CAN'T ACTUALLY COACH MATH BECAUSE THEY'RE LEARNING I MEAN THEY CAN COACH MATH, THEY CAN COACH PEDAGOGY BUT THEY'RE LEARNING THE MATH CURRICULUM ALONGSIDE OF THE FOLKS SO I THINK MY PUSH WOULD BE THERE WOULD BE I MEAN I ALSO WASN'T A MATH TEACHER BUT I DID COACH MATH TEACHERS, RIGHT? AND PART OF THAT WAS THE JOURNEY OF INTERNALIZING THE LESSON WITH THE TEACHER SIDE BY SIDE. >> AND SO I THINK IT'S LESS ABOUT LIKE MATH OR ARE YOU DID YOU TEACH MATH OR DID YOU NOT TEACH MATH? I THINK MY QUESTION NOW COMING TO THE SYSTEMS LEVEL FOR OUR BUDGET CONVERSATIONS IS ARE WE INVESTED IN OUR INSTRUCTIONAL STRATEGY FOR COACHING OR NOT? AND IF WE BELIEVE THAT IT'S GOOD FOR EDUCATORS THEN WHY WOULDN'T IT BE A STRATEGY THAT WE'RE LOOKING AT FOR ALL EDUCATORS IS MY IT'S ONE POSSIBLE QUESTION TO ASK
DOESN'T NEED TO BE ANSWER RIGHT NOW AND LIKE THEN I ASK IS KIND OF SIMILAR QUESTION AS WE GO INTO BUDGET SEASON AROUND WHAT EXACTLY ARE OUR INSTRUCTIONAL INVESTMENTS THAT WE'RE MAKING THAT WE ARE SAYING WE ARE GOING TO STAND BY AND NOT CHANGE BECAUSE WE BELIEVE THAT THIS IS THE THING THAT'S GOING TO MOVE THE NEEDLE FOR KIDS WHETHER THAT'S INSTRUCTIONAL COACHING AND INSTRUCTIONAL LEADERSHIP OR MTSU FOR EXAMPLE. RIGHT? IT IS IT'S A GENUINE QUESTION I HAVE OF LIKE INSTEAD OF ASKING WHAT WE NEED TO CUT, THE FIRST QUESTION I'M WONDERING IS WHAT EXACTLY ARE WE SAYING ARE THE THINGS THAT WE FEEL DEEPLY ABOUT THAT ARE THE LEVERS THAT WE BELIEVE WILL CHANGE OUTCOMES FOR KIDS INSTRUCTIONAL BECAUSE THEN THAT TO ME IS WHAT WE MUST PROTECT AT ALL COSTS WHEN WE'RE TALKING ABOUT WHAT WE NEED TO CHANGE AND REDUCE IN OUR BUDGET. AND SO SORRY I'M WAY OVER MY TIME BUT THAT THAT WAS THAT WAS MY SO BUCK'S COMMENT WHICH I WILL HAVE THE PRIVILEGE OF SEEING AS IN THE TIME I DON'T
HAVE TO PROVIDE AN ANSWER TO THAT RIGHT NOW BECAUSE I KNOW THAT'S NOT THE TOPIC OF DISCUSSION CURRENTLY BUT IF THERE ARE COMMENTS TO MAKE I WOULD APPRECIATE SOMETHING. YEAH WELL I JUST WANT TO SAY THAT I 100% AGREE WITH YOU PRESIDENT KIM I THINK THIS WAS SOMETHING THAT WAS ASKED BY COMMISSIONER ALEXANDER IN OUR LAST BUDGET MEETING OR LAST FISCAL AND OPS UPDATE MEETING WHICH IS HOW DO WE MAP OUR FUNDING TO OUR GOALS AND GUARDRAILS? HOW DO WE ENSURE THAT OUR FUNDING REALLY TRULY MOVES THE NEEDLE AND NOW THAT WE HAVE TWO YEARS OF THE LITERACY CURRICULUM AND A YEAR OF OUR MATH CURRICULUM AND WILL BE SOON GETTING THE RESULTS OF OUR STAR TESTING WHERE WE NOW HAVE ADDITIONAL DATA TO SHOW AND HELP US IDENTIFY WHAT ARE SOME OF THE KEY LEVERS THAT ARE GOING TO HELP US MOVE THE NEEDLE FOR OUR STUDENTS? AND I THINK HAVING AN INSTRUCTIONAL INVESTMENT ALLOCATION AGAIN MAKES A LOT OF
SENSE AND SOMETHING THAT I DEFINITELY WANT US TO MOVE TOWARDS UM, I DON'T KNOW WHAT THANK YOU FOR ALL YOUR TIME AND OH YES OR VICE VERSA FEELING SORRY I'VE BEEN IN AND OUT I'M GETTING OVER LIKE THE THIRD STOMACH FLU THAT MY KIDS HAD THIS MONTH SO BUT I SO APOLOGIES IF I REPEAT QUESTIONS THAT PEOPLE ASKED SOME OF MY THOUGHTS ABOUT THIS REPORT MAYBE NOT NECESSARILY ABOUT THE CONTENT OF THE REPORT BUT THINKING ABOUT PROGRESS MONITORING MORE GENERALLY AND BEING AHEAD TO OUR PROGRESS MONITORING AD HOC COMMITTEE I DID REALLY APPRECIATE THAT THE REPORT FLAGGED LIKE AND IDENTIFIED SOME OF THE CAUSES FOR EXAMPLE LIKE TURNOVER IN LEADERSHIP AT SCHOOLS, TURNOVER IN TEACHERS AT SCHOOLS AND ALSO THAT IN THE BRIEFING THAT COMMISSIONERS HAD IN ADVANCE FOR THIS MEETING THAT YOU KNOW THERE WERE ISSUES WITH LIKE THE DATA IS GOING TO BE LOWER IN SEPTEMBER THAN THE AVERAGE FOR THE YEAR BECAUSE IT CONTINUOUSLY INCREASES THROUGHOUT THE YEAR. AND SO ONE OF MY QUESTIONS IS
JUST WHEN CAN WE THEN SEE SOME OF THAT REFLECTED IN THE DATA THAT WE GET? LIKE IF IF YOU THINK THAT THE APPROPRIATE THING TO COMPARE IS SEPTEMBER TO SEPTEMBER, THEN I WOULD JUST ENCOURAGE THE TEAM TO COMPARE SEPTEMBER TO SEPTEMBER AND THEN PROVIDE LIKE BASED ON THE GROWTH OVER THE COURSE OF THE SCHOOL YEAR LAST YEAR LIKE THIS IS THE GROWTH WE EXPECT TO SEE THIS YEAR SO THAT WE CAN JUST SEE THAT INSTEAD OF HAVING IT KIND OF AS AN ASIDE OR AS A QUALIFIER I THINK THAT WOULD MAKE IT MORE MEANINGFUL FOR US AND JUST KIND OF TO GO TO MR. GUPTA'S QUESTION ABOUT LIKE ONE PARTICULAR SCHOOL LIKE TO ME THE GOAL OF THE PROGRESS MONITORING IS REALLY TO MONITOR LIKE WHAT ARE WE DOING ABOUT THE DATA? AND SO I FIND THAT I'M HAVING A BIT OF A FRUSTRATION AROUND I UNDERSTAND WHY THIS ISN'T APPLES TO APPLES FROM LAST YEAR'S DATA BUT I HAVE A LITTLE BIT OF A FRUSTRATION AROUND CONTINUOUSLY SAYING LIKE WE DID A SAMPLE OF RANDOM SCHOOLS AND LIKE HERE'S SOME ANECDOTES AND IN SCHOOLS A, B AND C THIS
HAPPENED AND IT D AND F THIS HAPPENED BUT WE HAVE LIKE 130 SCHOOLS AND SO IT'S ALWAYS SOME DIFFERENT SAMPLING AND THAT MAKES IT REALLY DIFFICULT TO MONITOR PROGRESS. AND SO I UNDERSTAND THIS IS A GUARDRAIL AND IT'S REALLY GOOD TO HAVE THEN THIS CITYWIDE SYSTEM WIDE DATA AND IT DID CERTAINLY IDENTIFY CITYWIDE ISSUES LIKE LACK OF OPPORTUNITIES TO PRACTICE THE SKILLS IN THE CLASSROOM AND THE NEED TO THEN MAYBE INCORPORATE THAT INTO PD DISTRICT WIDE. BUT I THINK THERE ARE ALSO LIKE REALLY SIGNIFICANT AREAS FOR GROWTH THAT THE DISTRICT HAS TO GET CLOSER TO MEETING OUR GOALS BY JUST INVESTING IN SPECIFIC SCHOOLS THAT WE KNOW HAVE NEEDS AND I THINK IN SOME WAYS WHEN WE ARE TRYING TO ANONYMIZE SCHOOLS IN THIS DATA WE ARE ACTUALLY DENYING THEM THE OPPORTUNITY TO HAVE THE COMMUNITY BEHIND THEM IN INVESTING IN THEM AND GIVING THEM WHAT THEY NEED. LIKE I WOULD REALLY LIKE TO KNOW WHAT THAT SCHOOL IS SO THAT WE CAN COME BACK AND ASK AT THE NEXT MONITORING REPORT
WHAT ARE WE DOING TO LOWER TURNOVER FOR THE NEXT YEAR? WHAT ARE WE DOING TO RETAIN THAT LEADERSHIP TEAM? LIKE WHERE ARE OUR HIGHEST TURNOVER SCHOOLS AND WHAT IS OUR STRATEGY AROUND THOSE SPECIFIC SCHOOLS? BECAUSE I THINK WHAT THE MONITORING HAS SURFACED IS THE IMPORTANCE OF CONSISTENT LEADERSHIP OVER YOU KNOW, FROM SCHOOL YEAR TO SCHOOL YEAR. AND SO THEN IF IF THAT'S WHAT THE ISSUE IS AND THAT'S WHAT WE NEED TO INVEST IN, THEN LIKE I THINK WE SHOULD BE MONITORING THAT AND HOW WELL WE ARE DOING THAT AT SPECIFIC SCHOOLS. AND YOU KNOW, I THINK WE'VE TALKED A NUMBER OF TIMES AROUND WHETHER OUR GOALS ARE LIKE WE'RE A REALLY HIGH PERFORMING DISTRICT. WE PERFORM LIKE BETTER THAN AVERAGE IN A LOT OF WAYS AND YOU KNOW WE HAVE A LOT OF ROOM FOR GROWTH BUT WE HAVE SOME SCHOOLS THAT ARE ALREADY PERFORMING REALLY, REALLY WELL AND I THINK WE SHOULD OWN THAT AND CELEBRATE THAT. BUT AT THE SAME TIME THAT MEANS THAT WHERE OUR ROOM FOR GROWTH IS AND OUR OPPORTUNITIES FOR GROWTH IN MAYBE NOT DOING
EVERYTHING AS A DISTRICT WIDE STRATEGY IT MAY OR MAY NOT BE INSTRUCTIONAL COACHES AT EVERY SINGLE SCHOOL. IT MAY BE INSTRUCTIONAL COACHES WHERE WE NEED INSTRUCTIONAL COACHES AND MAYBE INVESTING IN SPECIFIC MIDDLE SCHOOLS THAT NEED INSTRUCTIONAL COACHES BECAUSE THEY CONSISTENTLY HAVE LOWER GROWTH YEAR OVER YEAR FOR THEIR STUDENTS COHORT OVER COHORT AND WE KNOW THAT THAT'S HAPPENING. SO I GUESS THAT WOULD JUST BE MY KIND OF QUESTION AND PUSHED YOU AND HOPEFULLY WE CAN CONTINUE THIS CONVERSATION IN OUR AD HOC BUT LIKE WHAT WOULD THE MONITORING LOOK LIKE THAT WOULD HELP YOU TRACK WHETHER YOU ARE DOING THE THINGS TO MEET YOUR SPECIFIC GOALS AND LIKE INVESTING IN WHERE THE GROWTH POTENTIAL IS AND WHERE THE NEEDS ARE INSTEAD OF KIND OF TALKING ABOUT EVERYTHING IN A GENERIC ANONYMIZED DISTRICT WIDE WAY BECAUSE I DON'T THINK THAT'S WHERE THE ISSUES ARE ARISING. >> SORRY, THAT'S JUST MY RANT BUT LIKE WHEN COULD WE GET KIND OF STRATEGIES THAT ARE IDENTIFIED ABOUT HOW WE'RE GOING TO THEN INVEST IN AND ADDRESS THE ISSUES THAT YOU'VE FOUND BECAUSE THIS DID SURFACE
ISSUES AND SO THAT I GUESS IS MY IS MY QUESTION. I FEEL LIKE THIS IS A GREAT QUESTION. I ALSO FEEL LIKE IT BRINGS UP A QUESTION FOR ME WHICH IS THAT WE TALK ABOUT GUARDRAIL 3.1 AND WE TALK ABOUT GOALS ONE AND TWO IN THE ABSENCE OF ATTENDANCE AND SOCIAL EMOTIONAL DATA AND I THINK WHAT WE'RE DOING AT THE LEVEL OF IMPLEMENTATION AROUND PROFESSIONAL LEARNING AND COACHES AND WHETHER OR NOT WE NEED TO CONCENTRATE COACHES IN PARTICULAR AREAS AND USE AN EQUITY STRATEGY VERSUS AN EQUALITY STRATEGY IS A GREAT ONE THAT WE SHOULD DEFINITELY PICK UP AS WE MIX WE FACE SOME REALLY DIFFICULT BUDGET DECISIONS. I ALSO THINK LIKE THINKING ABOUT THE KINDS OF THINGS THAT OUR STUDENTS FACE AND HOW THEY'RE COMING TO SCHOOL AND WHAT WE NEED TO DO IN ORDER TO GET THEM TO SPEND TIME IN CLASSROOMS ALSO NEEDS TO LIKE BE THE CONVERSATION THAT BECOMES PART OF THESE PROGRESS MONITORING BECAUSE SOMETIMES THE THINGS THAT I'M SPENDING MY TIME DOING IS SUPPORTING STUDENTS IN CRISIS AND FAMILIES
IN CRISIS AND THEN THEY'RE NOT GETTING TO ACCESS NO MATTER HOW GOOD THE TEACHER IS AND HOW WELL THEY'VE LEARNED THAT THEY'RE NOT GETTING TO ACCESS WHAT'S THERE. SO I THINK THAT THERE IS A WAY THAT WE COULD BE ALSO USING THE VENN DIAGRAM OF NOT JUST BELONGING BUT ALSO LIKE WHAT ARE THE ADVERSE CHILDHOOD EXPERIENCES THAT STUDENTS ARE EXPERIENCING AND WHERE DO WE SEE THEM CONCENTRATED AND HOW DOES THAT IMPACT TURNOVER AND LONGEVITY OF STAFF AS THEY EXPERIENCE THAT? SO THAT KIND OF ANSWERED YOUR QUESTION AND I KIND OF DIDN'T BUT IT'S SOMETHING THAT I'VE BEEN THINKING ABOUT A LOT LATELY AS I VISIT SCHOOLS ACROSS SINCE EVERY SINGLE ONE OF MY SCHOOLS A CITYWIDE SCHOOL . THANK YOU. UM I THINK WE'RE GOING TO EXTEND OUR TIME. I MOVE THAT WE EXTEND THE MEETING PAST 10:00. THAT CLOCK IS WRONG. IT'S ACTUALLY 10 TO 1. OH, NO SECOND, I'LL SECOND. >> OKAY. THANK YOU. WONDERFUL ROLL CALL VOTE
PLEASE. TO START OFF. UM, COMMISSIONER ALEXANDER. YES. COMMISSIONER FISHER? YES. COMMISSIONER GUPTA? YES. VICE PRESIDENT HULING. YES. COMMISSIONER RAY. YES. COMMISSIONER WISEMAN WORK YES. >> PRESIDENT KIM YES. SO SEVEN I WILL GO COMMISSIONER ALEXANDER COMMISSIONER RAY IF YOU CAN JUST KEEP THEM QUICK AND DIRECT THAT WOULD BE GREAT. YEAH. THIS WAS MORE OF A COMMENT IN RESPONSE TO VICE PRESIDENT EWING'S COMMENT WHICH I THINK IS REALLY IMPORTANT AND I THINK WELL I MEAN THE THE AD HOC COMMITTEE ON PROGRESS MONITORING WILL I THINK ONE OF THE INTENTIONS IS FOR TO ADDRESS BOTH THE BOARDS PRACTICES AROUND PROGRESS MONITORING AS WELL AS THE STAFF'S PRACTICES AROUND PROGRESS MONITORING BUT IT WON'T CREATE A STRATEGY THAT DOESN'T EXIST. RIGHT. AND SO I THINK THAT THAT THE CHALLENGE THAT I THINK ONE OF OR ONE OF THE CHALLENGES I THINK STAFF FACES IS TO DEVELOP A STRATEGY FOR EACH OF THE
GOALS THAT ACTUALLY TAKES INTO ACCOUNT THE COMPLEXITY THAT ASSISTANT SUPERINTENDENT SIGNER JUST MENTIONED. RIGHT. THAT IT SOMETIMES IT MAY BE THE INVESTMENT MIGHT BE ATTENDANCE RELATED OR SOMETIMES AND IT MIGHT BE VERY NUANCED AND SCHOOL SPECIFIC AS YOU'VE JUST INDICATED. AND I THINK THERE'S A CHALLENGE AROUND GETTING DIFFERENT DEPARTMENTS TO COORDINATE GETTING FOLKS TO UNDERSTAND THAT. I MEAN WHEN I ASKED AT THE LAST MEETING OUR DEPUTY SUPERINTENDENT BUDGET SERVICES DID IT WASN'T HAD DIDN'T I MEAN THERE WEREN'T CLEAR PRIORITIES THAT HE WAS AWARE OF AROUND HOW TO ACHIEVE OUR GOALS THAT WOULD DRIVE HIS WORK AROUND BUDGETING . I THINK THAT IS BECAUSE THERE ISN'T A SHARED STRATEGY YET AND I JUST THINK WE NEED TO ADMIT THAT AND I THINK IT'S REALLY CRITICALLY IMPORTANT THAT THE SUPERINTENDENT LEAD HER TEAM TO BUILD THAT. I DON'T THINK I THINK THE AD HOC WILL KIND OF WORK THAT BUT THAT'S NOT WHAT I'M SAYING. LIKE THAT'S NOT A IT'S NOT GOING TO HELP US CREATE A STRATEGY THAT DOESN'T YET
EXIST. SO JUST TO BE CLEAR ABOUT THAT YEAH. >> AND I AND I WOULD LOVE TO SEE SOME OF THE FUTURE PROGRESS MONITORING AGAIN I JUST BROKEN RECORD BUT BY BRINGING INVOICES FROM SCHOOLS WHAT'S ACTUALLY HAPPENING THIS I THINK THIS GUARDRAIL MONITORING GETS TO WHAT'S HAPPENING AND IS REPORTING ON WHAT'S HAPPENING BUT IT'D BE GREAT TO HEAR FROM SCHOOLS ABOUT THAT BUT ALSO BRINGING IN TO THE SUPERINTENDENT ALL OF THE VARIOUS FUNCTIONS THAT YOU NEED TO SUPPORT THAT BECAUSE WE CAN'T HAVE YOU KNOW, JUST SCHOOLS SAYING WE NEED INSTRUCTIONAL COACHES WITHOUT BUDGET SAYING THIS IS WHERE I'M SETTING ASIDE THE MONEY FOR THE INSTRUCTIONAL COACHES AND H.R. SAYING THIS IS WHERE WE'RE INVESTING IN HIRING OR DEVELOPING INTERNALLY OR YOU KNOW THESE ARE THE INVESTMENTS WE'RE GOING TO MAKE IN RETENTION BONUSES OR IN LIKE ALL OF OUR STRATEGIES FROM LABOR TO BUDGET TO SCHOOLS AND CURRICULUM AND H.R. NEED TO BE ALIGNED TO DRIVE US
TOWARD OUR GOALS. >> YEAH AND THAT'S THAT'S WHERE I'M SEEING THE GAP AND IT'S NOT I MEAN WE CAN HAVE THE MOST BRILLIANT PEOPLE IN THE WORLD WHICH WE DO AND BUT IF BUT IF THEY'RE ONLY CONTROLLING THEIR UNIVERSE YOU KNOW THEY CAN PRODUCE THE DATA AND THE REPORT BUT THEY CAN'T DRIVE THE H.R. STRATEGY AND THE BUDGET STRATEGY AND ALL THAT OTHER STUFF. SO I THINK THAT'S THE THAT'S WHERE I'M SEEING THE GAP AND OPPORTUNITY LET'S SAY COMMISSIONER RAY I JUST I HAD ONE QUICK CLARIFYING QUESTION AND WHICH I'LL ASK IN JUST A SECOND. I JUST WANTED TO EMPHASIZE THAT THIS WHAT PEOPLE ARE RAISING ABOUT ATTENDANCE FROM FROM EVERYTHING I'VE READ AND BEEN ABLE TO SEE SO FAR SEEMS TO BE HUGE. SO I WOULD HOPE THAT THAT WE COULD REALLY LOOK AT THAT THE DISTRICTS IS IS REALLY FOCUSING ON ATTENDANCE AS A WAY TO HELP US ACHIEVE MANY MANY OF OUR GOALS. BUT MY CLARIFYING QUESTION CAME FROM WHAT COMMISSIONER GUPTA AND COMMISSIONER HULING WERE ASKING WHEN WE LOOK AT THE AT THE CHARTS AND WE SEE LETTERED SCHOOLS FOR INSTANCE IS A
SCHOOL A THE SAME SCHOOL ACROSS LITERACY AND MATH AND SCHOOL GEE THE SAME SCHOOL OR COULD IT BE REFERRING TO DIFFERENT SCHOOLS? THEY ARE THE SAME SCHOOLS. THEY'RE NOT NECESSARILY THE SAME SCHOOL ACROSS REPORTS BUT WITHIN THE SAME REPORT. >> YES, THEY'RE THE SAME SCHOOLS. OKAY. IN ONE CASE I THINK THERE WAS A SCHOOL I WHEREAS THERE WASN'T AN ON THE OTHER SIDE SO IT JUST HAPPENED. THERE'S MORE SCHOOLS IN THAT THING DIFFERENT OTHERWISE THE LETTER OVERLAPPING WITH DIFFERENT SETS OF SCHOOLS FOR LITERACY AND LANGUAGE ON THE ONE HAND AND MATH ON THE OTHER . >> OKAY. OKAY. THANK YOU. CAN I CLAIRVOYANT QUESTIONS LIKE WHAT IS THE SET OF K-5 AND THE OTHER IS A SET OF K SIX RIGHT OR I MEAN THAT'S WHAT THE SLIDES LOOK LIKE TO ME IS LANGUAGE AND LITERACY WITH SELECT K TO FIVE SITES AND MATH WITH SELECT 6 TO 8 SITES. SO HOW COULD THEY BE THE SAME SCHOOL SO THE CLASSROOM OBSERVATIONS FOR LANGUAGE AND LITERACY OCCURRED IN K FIVE CLASSROOMS THE CLASSROOM OBSERVATIONS FOR MATH OCCURRED IN KINDERGARTEN THROUGH EIGHTH GRADE CLASSROOMS.
WE HAVE SOME SCHOOLS THAT ARE PK25 2 TO 5. WE HAVE SOME SCHOOLS THAT ARE 6 TO 8 AND WE HAVE SOME SCHOOLS THAT ARE PRE-K TO EIGHT SO YOU MIGHT HAVE A SCHOOL WHO IS A P K TO EIGHT SCHOOL. THEY MIGHT HAVE HAD ELEMENTARY LANGUAGE AND LITERACY OBSERVATIONS, ELEMENTARY MATH OBSERVATIONS AND MIDDLE SCHOOL MATH OBSERVATIONS. YOU DID THAT SORT OF, YEAH. YEP. OKAY, I'M GOING TO MOVE ON. THANK YOU SO MUCH FOR YOUR PRESENTATION THIS EVENING. APPRECIATE ALL YOUR EFFORTS AND WORK AND WE LOOK FORWARD TO SEEING YOU BACK SOON. MIKE SO SOON LIKE THE NEXT MEETING SOON. CAN I JUST SORRY PRESIDENT KIM I JUST JUST REFLECTING ON WHAT VICE PRESIDENT HULING WAS JUST TALKING ABOUT IN TERMS OF RESTRUCTURING MAYBE THE WAY WE HAVE THESE TYPES OF CONVERSATIONS AND WAS SOMETHING THAT COMMISSIONER ALEXANDER AND I STARTED TALKING ABOUT AS WELL AND IT DID BRING UP WHEN
WE WHEN I WAS TALKING TO THE SUPERINTENDENT DOWN IN L.A. THEY DO SOMETHING THAT NOT SO PUBLIC LIKE THIS BUT THEY DO DO LIKE A DEEP DATA DIVE WHERE THEY ACTUALLY BRING IN THEIR A COHORT OF SCHOOLS AND THAT THOSE SCHOOLS PRESENT THEIR PERFORMANCE WHAT THEY ARE DOING AND YOU DO HAVE SENIOR CABINET SITTING AROUND AND THEY CAN SAY WELL YOU KNOW I'M NOT MOVING THE NEEDLE HERE BECAUSE OR I AM MOVING THE NEEDLE HERE BECAUSE OR MY BIGGEST BARRIER RIGHT NOW IS THAT THE ELEVATOR IS NOT WORKING RIGHT. SO I THINK IT'S JUST IT'S A VERY DIFFERENT WAY OF OF REALLY TRULY LIKE WRAPPING OUR ARMS AROUND OUR SCHOOLS IN SCHOOL COHORT. I DON'T THINK WE COULD DO IT PUBLICLY IN THE SETTING BUT I OR MAYBE WE COULD I MEAN I THINK THAT THERE COULD BE DIFFERENT WAYS TO APPROACH IT BUT I THINK YOU'RE RIGHT THAT WE DO NEED TO HAVE A DIFFERENT APPROACH TO HOW WE SUPPORT OUR OUR SCHOOLS AND OUR STATE LEADERS AND AND EDUCATORS. OKAY. UM WE'LL MOVE TO ITEM G DISCUSSION ITEMS, TYPES OF BOARD DECISIONS.
WE HAVE TWO ITEMS. ONE IS TYPES OF BOARD DECISIONS AND THE SECOND IS AN AD HOC COMMITTEE ON PROGRESS MONITORING MEMO WE'LL START WITH THE FIRST ONE TYPES OF BOARD DECISIONS COMMISSIONERS YOU'LL SEE I THINK SOMEWHERE UM MAYBE IT WASN'T JUST THREE YOU'LL SEE IN FRONT OF YOU A UPDATED TABLE ON THE TYPES OF BOARD DECISIONS THAT ARE WITH NOW SOME INFORMATION INCLUDED ON SOME OF WHAT THOSE DECISIONS MIGHT LOOK LIKE. NOW I WANT TO PREFACE THIS DISCUSSION BY NAMING A COUPLE THINGS ONE A FEW UPDATES. SO PART OF WHAT YOU SEE ON THE VERY FIRST COLUMN AROUND IS WHETHER SOMETHING IS EXHAUSTIVE, INCOMPLETE OR NOT EXHAUSTIVE, INCOMPLETE JUST TO NAME THE MAJOR DECISIONS AND INITIATIVES ARE WHAT SPECIFICALLY SHOULD BE EXHAUSTIVE AND COMPLETE WHEREAS THE ROUTINE AND ONGOING I MEAN THERE ARE SO MANY THINGS THAT ARE ROUTINE AND ONGOING THAT ARE WITHIN THE PURVIEW OF THE BOARD THAT ARE BOARD LED AND SO THAT SHOULD BE A CORRECTION AROUND NAMING WHAT MEAN THAT WE
SHOULD BE MAKING OR IDENTIFYING MAJOR DECISIONS AND INITIATIVES EARLY IN THE SCHOOL YEAR AND BEING CLEAR ABOUT THAT AND THAT WE SHOULD BE STRAIGHTFORWARD WITH WHAT THOSE ARE. THE OTHER THINGS I'LL NAME ARE JUST REMINDERS BASED ON OUR LAST CONVERSATION. THIS TABLE IS MEANT TO ARTICULATE FOR OURSELVES WHAT ARE THE TYPES OF DECISIONS THE BOARD IS WANTING TO MAKE AND THEREFORE WANTING TO PROVIDE DIRECTION EITHER TO LEADERSHIP OR THE SUPERINTENDENT SO WE CAN PLAN THOUGHTFULLY FOR THESE CONVERSATIONS. IT IS NOT MEANT TO ARTICULATE A PLAN NOR IS IT MEANT TO ARTICULATE AN EXPECTATION OF HOW SOMETHING HAPPENS. IT'S MEANT TO ARTICULATE THIS IS A DECISION THAT WE WANT TO MAKE AT SOME POINT PERHAPS THE MOST OBVIOUS THING THAT YOU'LL SEE ON HERE ARE THREE THINGS LISTED UNDER MAJOR DECISION SLASH INITIATIVES SCHOOL REORGANIZATION AND FACILITIES AND ENROLLMENT AND THEN WHAT YOU SEE ADDED ARE EXAMPLES OF ROUTINE AND ONGOING BOARD LED DECISIONS ROUTINE AND ONGOING
SUPERINTENDENT LED BOARD DECIDED STRATEGIC DECISIONS AND THEN WHAT YOU SEE UNDER MANAGEMENT DECISIONS THE SUPERINTENDENT DECISIONS SOME OF WHICH MAY BE AGENDA BASED AND CONSENT, SOME OF MAY BE AGENDA AS AN ACTION BUT GENERALLY ARE THE THINGS THAT WE ARE D PRIORITIZING SO THAT WE WE FOCUS OUR ATTENTION AND OUR ENERGY ON THE THINGS THAT YOU SEE UNDER STRATEGIC DECISIONS. WITH THAT I WOULD LOVE TO JUST OPEN IT UP FOR A CONVERSATION AND TO BE HAD AMONG OUR BOARD NO DECISION IS GOING TO BE MADE TODAY BUT BASED ON OUR CONVERSATION TODAY LEADERSHIP MAY TAKE THIS PARTNER WITH THE SUPERINTEND TONIGHT ON DETERMINING HOW TO BEST MOVE FORWARD WITH FORMALIZING ANYTHING THAT COMES OUT OF OUR CONVERSATION TODAY. IS THERE ANYTHING YOU WANTED TO ADD COMMISSIONER FOR SPECIFICALLY? >> YEAH, I JUST WANTED TO ADD THAT, YOU KNOW, IN OUR LAST CONVERSATION AROUND THIS WE TALKED ABOUT HOW THE CARDINAL ONE IDENTIFIES THAT IT APPLIES TO MAJOR DECISIONS AND THAT IT IS WITHIN THE BOARD'S PURVIEW
TO NAME WHAT THOSE MAJOR DECISIONS ARE TO WHICH GUARDRAIL ONE APPLIES AND ALSO TO CHARGE THE SUPERINTENDENT WITH WORK THAT REFLECTS THE VISION, VALUES AND GOALS OF A COMMUNITY. AND SO AS PRESIDENT KIM SAID, WE'RE NOT INTENDING TO MAKE ANY DECISIONS TODAY. BUT I THINK AS FOR LEADERSHIP WE WANTED TO BRING TO THE BOARD THE SUGGESTION FOR CONVERSATION AND AND DISCUSSION AND NO ACTION TONIGHT THAT THE POTENTIAL MAJOR DECISIONS OR INITIATIVES THAT WE COULD CHARGE THE SUPERINTENDENT WITH EXECUTING WOULD BE SCHOOL REORGANIZATION FACILITIES AND CHANGE OF THE ENROLLMENT POLICY AWAY FROM THE LOTTERY TOWARD IMPLEMENTING A MORE COMMUNITY NEIGHBORHOOD GEOGRAPHICALLY BASED ASSIGNMENT SYSTEM AND JUST HAVE A CONVERSATION, SEE WHERE THE BOARD IS CLARIFYING. QUESTION IF ONE DOES WHAT IS MEANT HERE BY FACILITIES SO
FACILITIES HERE IS MEANT TO ARTICULATE ANYTHING FROM HOW WE OUR BOND INVESTMENT STRATEGY TO OUR EXISTING USE OF FACILITIES SPACE IN OUR IN OUR LAND USE. IT IS MEANT TO ARTICULATE THE FACILITIES MASTER PLAN THAT WAS INCLUDED ESSENTIALLY I MEAN GOING BACK TO THE DIFFERENCE BETWEEN THAT AND SCHOOL REORGANIZATION AND THERE IS A CONVERSATION TO BE HAD AROUND PROGRAMS AND SCHOOL COMMUNITIES THAT IS JUST DISTINCT FROM THE BUILDINGS THEMSELVES AND HOW WE MAINTAIN AND CONSIDER THE USE OF OUR BUILDINGS OR JUST VACANT PROPERTIES. AND I THINK PART OF IT IS THAT THE REASON WE HAVE THESE THREE THINGS IS BECAUSE WE'D LIKE TO, YOU KNOW, PROPOSE THAT THOSE WOULD BE THINGS THAT THE DISTRICT THINK ABOUT STRATEGICALLY AND IN TANDEM SO THAT IF WE'RE LOOKING AT POTENTIAL SCHOOL REORGANIZATION THAT MAY THAT IS NOT INTENDED TO MEAN WHAT HAS BECOME KNOWN AS RBI OR SCHOOL CLOSURES IN SAN FRANCISCO AS PREVIOUSLY VIEWED. BUT IT IS TRULY A REORGANIZATION OF OUR SCHOOLS AND OUR PROGRAMS TO MEET THE NEEDS AND THE ENROLLMENT AND THE DEMAND THAT WE HAVE. AND SO THAT MAY FOR EXAMPLE
INVOLVE RELOCATING A SCHOOL TO A LARGER FACILITY BECAUSE THERE'S MORE DEMAND FOR IT OR EXPANDING AND INVESTING IN A FACILITY TO MEET DEMAND FOR A PROGRAM WHERE IT MIGHT BE EXPANDED AND THINKING ABOUT FACILITIES STRATEGICALLY IF THERE WERE A SCHOOL COMMUNITY THAT WERE REORGANIZED AND WAS NO LONGER AT A FACILITY, STRATEGICALLY WOULD WE WANT TO HAVE A DISTRICT PLAN AROUND WHAT HAPPENS TO THAT TO THAT LAND SO JUST THINKING ABOUT THESE THREE THINGS IN TANDEM IN TERMS OF YOU KNOW, THINKING OF A NEW ASSIGNMENT SYSTEM IN TERMS OF WHAT SCHOOLS WOULD EXIST AT THE TIME THAT THAT ASSIGNMENT SYSTEM WOULD GO INTO WHERE IS THE DEMAND WHERE STUDENTS I APPRECIATE THE QUESTION AND I APPRECIATE THE FOLLOW UP FEEDBACK. >> I'M WONDERING THOUGH BECAUSE I'M NOT SURE WHERE THIS ONE PAGER IS GOING TO END UP. I THINK ALL THAT CONTEXT IS SUPER HELPFUL ESPECIALLY FROM A TRANSPARENCY AND BRINGING THE COMMUNITY ALONG WITH US IN THE
PROCESS. >> IS THERE GOING TO BE A FOLLOW UP LIKE MAYBE A SECOND PAGE THAT ARTICULATES THAT OR DO YOU THINK MAYBE WE COULD EXPAND ON SOME OF THESE BULLET POINTS TO BE A LITTLE BIT MORE ESPECIALLY BECAUSE THIS SAYS THIS SHOULD BE AN EXHAUSTIVE COMPLETE LIST? I'M WONDERING IF WE MIGHT NEED TO BE A LITTLE BIT MORE SPECIFIC IN THE WAY THOSE THOSE BULLET POINTS ARE NAMED. YEAH. AGAIN, I THINK A PART OF THIS IS I MEAN THE CONVERSATION IS HELPFUL, RIGHT? BECAUSE I THINK WHAT WOULD HAPPEN FROM HERE IS THAT LEADERSHIP WOULD MEET AND KIND OF DIGEST THE INFORMATION AND FEEDBACK FROM THIS DISCUSSION TO BE ABLE TO ARTICULATE MORE CLEARLY TO THE SUPERINTENDENT WHERE THE BOARD IS SO THAT WE CAN SET A DIRECTION FOR THE DISTRICT THAT MAY MEAN THAT WE COME BACK TO THIS BOARD WITH A RESOLUTION TO MOVE FORWARD A BODY OF WORK. IT MIGHT MEAN THAT WE COME BACK WITH A PROPOSED ACTION FOR THE BOARD TO CONSIDER AGAIN, PART OF THIS IS HOW DO WE WANT TO FOCUS THE ENERGY OF OUR BOARD AND LEADERSHIP AND THE SUPERINTENDENT GRANTED WE CAN'T
OBVIOUSLY HAVE A MULTI-PAGE DOCUMENT BEHIND ALL OF THIS THAT EXPLAINS IN EACH AND EVERY ONE THAT WOULD ACTUALLY BE AN ASK FOR THE SUPERINTENDENT TO ACTUALLY TAKE AND DEFINE FURTHER AND BRING BACK TO US. RIGHT. AND SO AGAIN, PART OF THIS IS GIVING BOARD LEADERSHIP AN OPPORTUNITY TO HEAR FROM COMMISSIONERS SO THAT WE CAN AGAIN THOUGHTFULLY APPROACH THE SUPERINTENDENT WITH WITH GREATER CLARITY ON WHERE THE BOARD IS AND BECAUSE YOU KNOW, I THINK THESE ARE PRETTY MAJOR DECISIONS WE THINK IT'S IMPORTANT TO HAVE A BOARD CONVERSATION IN PUBLIC ABOUT WHERE THE BOARD STANDS ON. ARE WE PREPARED TO MOVE FORWARD AS A BODY IN ALIGNMENT IN BOTH DIRECTING THE SUPERINTENDENT TO ACCOMPLISH THESE GOALS TO MAKE THESE HARD DECISIONS AND IN YOU KNOW, HAVING THESE BE ALSO THE ITEMS THAT TO WHICH GUARDRAIL ONE APPLIES AND THEN SAYING WE'VE WE'VE IDENTIFIED THESE AS THE MAJOR DECISIONS AND SO UNDER OUR TYPES OF BOARD
DECISIONS MATRIX WE ALSO WILL ALLOW FOR OTHER POTENTIAL PROCESSES FOR OTHER TYPES OF DECISION. OKAY. WELL SO THEN UNDER MAJOR DECISION SLASH INITIATIVES AND ESPECIALLY BASED ON OUR PREVIOUS CONVERSATION WITH TYING A MORE MORE HOLISTICALLY BUDGET AND STAFFING TO YOU KNOW GOALS, I'M WONDERING DO WE WANT TO ADD MAYBE A FOURTH BULLET POINT AROUND STAFFING HERE UNDER THE BOARD DECISION MAKER SUPERINTENDENT RECOMMEND OR OWNER BECAUSE I LIKE IF IF OUR IF THE THE LONG TERM WORK AROUND VISION VALUES GOALS AND GUARDRAILS IT SOUNDS LIKE BASED ON THE DATA WE HAVE LIKE AND AND WE KNOW OUR BUDGET STAFFING IS A MAJOR STAFFING IS A MAJOR DRIVER RIGHT WE JUST HAVE THAT CONVERSATION MAYBE THAT MIGHT TAKE PRIORITY OVER THE WORK AROUND FACILITIES OR THE WORK OR YOU KNOW SO I'M I'M WONDERING WHERE SOME OF THOSE OPERATIONAL THINGS LIKE H.R. HIRING PRACTICES AND THINGS LIKE THAT WOULD FALL HERE
IN WHAT IN WHICH BUCKET WE DON'T NECESSARILY HAVE FULL CONTROL OVER THE OPERATIONAL BUT DO WE WANT TO PROVIDE ANY ADDITIONAL LEVERS INTO CERTAIN THINGS LIKE STAFFING. I THINK THE QUESTION WOULD BE WHAT WOULD YOU IMAGINE THE BOARD'S ROLE TO BE IN STAFFING CONVERSATIONS NOW THIS IS JUST MEANT TO ARTICULATE THE DECISIONS, RIGHT? IT'S NOT MEANT TO ARTICULATE WHAT WE CAN OPINE ON AS A BOARD, RIGHT. AND AS DISCUSSED LAST TIME THERE'S A WHOLE THERE'S A LOT OF STUFF ON HERE THAT WE WOULD EXPECT THE SUPERINTENDENT TO BRING THE BOARD ALONG IN THOSE THAT WORK IN THOSE DISCUSSIONS THAT'S DIFFERENT FROM SAYING SUGGESTING THAT THE BOARD SHOULD PLAY A ROLE IN DETERMINING THE OUTCOME OF SOMETHING. RIGHT. SO SO I THINK THAT'S THE CRITICAL DIFFERENCE HERE. WHAT YOU SEE WHERE THE CURRENT STAFFING MODELS NAMED IS UNDER SUPERINTENDENT DECISIONS SUPERINTENDENT LED AN EXAMPLE IS SOMETHING THAT TYPICALLY DOES NOT COME TO THE BOARD AS AN ACTION OR CONSENT IS THE
STAFFING MODEL. SO IF YOU REFLECT BACK ON THE LAST TWO YEARS THAT STAFFING MODEL NEVER CAME TO THE BOARD FOR APPROVAL. IF YOU'RE RECOMMENDING THAT THE STAFFING MODEL COME TO THE BOARD FOR APPROVAL THAT IS A DIFFERENT CONVERSATION THAN WHAT THIS WOULD SUGGEST HERE. I WELL AND I THINK THAT'S THE CONVERSATION THAT ESPECIALLY BASED ON OUR LAST CONVERSATION THAT WE JUST HAD WITH STAFF AROUND THE IMPORTANCE OF INSTRUCTIONAL COACHES AND PERHAPS THE NEED FOR INSTRUCTIONAL COACHES AT THE MIDDLE SCHOOL LEVEL LIKE PERHAPS THAT IS A CONVERSATION THAT WE NEED TO HAVE IN THE CONTEXT OF BUDGET AND HOW WE'RE SO POTENTIALLY YEAH I, I MEAN I WILL SAY JUST MY POINT OF VIEW WAS THAT I WAS CONSIDERING THAT WITHIN THE CONTEXT OF BUDGET RIGHT THE WAY IN WHICH WE ALLOCATE STAFFING, THE WAY IN WHICH WE LOOK AT RESOURCE ALLOCATION FOR STAFFING IS TYPICALLY A DECISION THAT WE MAKE VIS A VIS THE BUDGET, RIGHT? ARE WE GOING TO ALLOCATE THIS AMOUNT OF DOLLARS FOR THIS RESOURCE GIVEN THE STRATEGY
THAT WE UNDERSTAND TO BE UNDERGIRDING THE BUDGET ITSELF? SO PART OF THAT COMES OUT I THINK IN THE DISTRICT BUDGET PART OF THAT COMES OUT IN THE FISCAL STABILIZATION PLAN THAT WE ARE GOING TO HAVE TO SEE AND AND I DO BELIEVE WE APPROVE . I THINK WE HAVE TO TAKE ACTION ON THAT RIGHT BECAUSE THAT WILL ARTICULATE FOR EXAMPLE WELL I THINK IN DECEMBER WHEN WE RECEIVED THE FIRST INTERIM REPORT AND THE FISCAL STABILIZATION PLAN WILL HAVE TO BE A CONVERSATION AS PART OF THAT. BUT BUT IF WE WANT STAFFING TO BE PART OF THE STRATEGIC DECISION MAKING THAT THEN IT'S IN THE WRONG BUCKET HERE I THINK IS REALLY THAT'S THE ONE POINT. DID YOU WANT A FOLLOW UP ON THAT? WELL, I WAS GOING TO TRY TO ANSWER YOUR QUESTION. DO YOU ARE YOU YOU'RE ASKING US TO ANSWER THE QUESTION OF LIKE WHAT WHETHER WE THINK THIS IS THE RIGHT RIGHT. YEAH. >> SO I THINK GENERALLY YES BECAUSE I MEAN I GUESS MY OPINION IS THAT THAT IS PART OF THE THOSE FIRST TWO BULLETS THE ROUTINE ONGOING DISTRICT BUDGET
IN FISCAL STABILIZATION PLAN IN PROGRESS MONITORING OF VIVY JIGS AND TO ME THEY'RE LIKE REALLY LINKED BASED ON THE EARLIER CONVERSATION WE HAD WHICH IS THAT THERE HAS TO BE A STRATEGY TO ACHIEVE THE GOALS THAT'S REALLY CLEARLY ARTICULATED AND THAT DRIVES THE BUDGET AND IF THAT'S NOT HAPPENING WE SHOULD VOTE NO ON THE BUDGET. I MEAN I THINK LIKE THE ONLY WAY THAT IT IS OUR ACCOUNTABILITY MEASURE BUT OBVIOUSLY WE SHOULDN'T WAIT UNTIL JUNE TO DO THAT. WE SHOULD BE SAYING WHY WE'RE NOT YOU KNOW, WE'RE NOT CONVINCED THAT THE BUDGET IS ALIGNED WITH THE GOALS. RIGHT. AND SO IF SO IN THE CONTEXT THERE IT'S LIKE WELL YOU SAY YOU WANT TO CUT INSTRUCTIONAL COACHES. HOW IS THAT ALIGNING WHATEVER YOU KNOW, I MEAN THAT'S WHAT I THINK IN MY VIEW THAT'S WHERE THE BOARD CAN WEIGH IN ON THAT. BUT IT'S NOT ABOUT THE MICRO DETAILS. IT'S MORE AT THE STRATEGIC LEVEL IS THAT THIS IS ALL SUPER HELPFUL FOR ME. >> I JUST IN THE IN THE BUDGET CONVERSATIONS THAT WE HAVE HAD HERE IN A BOARD IN THE BOARD WE HAVEN'T EVER TIED THE BUDGET TO STAFFING LIKE TO SOME LIKE TO
RECOGNIZING THE IMPORTANCE OF STAFF TO YOU KNOW WHAT I MEAN? SO I THINK THAT'S WHERE MAYBE A LITTLE I KNOW I MEAN I'VE NEVER I'VE I'VE NEVER VOTED FOR A BUDGET THAT I THINK WAS REALLY ALIGNED TO ACHIEVING THE ACADEMIC GOALS BUT I I'M HOPEFUL THAT WE'RE GOING TO GET AT LEAST CLOSER THIS YEAR SINCE I THINK THIS IS THE EARLIEST WE'VE EVER REALLY TALKED ABOUT IT. YEAH. SO BUT I WAS GOING TO TRY TO ANSWER THAT THE PART OF THE QUESTION IF I MAY JUST BRIEFLY SO LIKE AROUND THE OTHER ONES I IT FEELS TO ME LIKE ENROLLMENT POLICY AS WE DISCUSSED LAST TIME IS ONE OF THE MOST CRITICAL THINGS WE'VE HEARD FROM THE PUBLIC THAT I MEAN THERE WAS JUST ANOTHER ARTICLE IN THE CHRONICLE THIS PAST WEEK ABOUT PRIVATE SCHOOL ENROLLMENT THAT OPENED WITH AN ANECDOTE ABOUT US AS F USD FOR OUR FAMILY SAYING I CAN'T I COULDN'T GET MY KID INTO THE SCHOOL AT THAT IN THE LOTTERY. AND SO I WENT TO PRIVATE SCHOOL AND I JUST CAN'T TELL YOU HOW MANY TIMES LIKE LAST YEAR WHEN I WAS OUT LISTENING TO PEOPLE DURING THE CAMPAIGN TIME PEOPLE
WERE LIKE WELL THE ONE THING YOU'VE GOT TO FIX ON THE SCHOOL BOARD IS THIS STUPID LOTTERY SYSTEM AND NOW BECAUSE IT DOESN'T ALWAYS WORK IT DOES WORK FOR SOME FAMILIES BUT IT'S THE UNPREDICTABILITY OF IT THAT CREATES STRESS AND PEOPLE END UP LEAVING THE DISTRICT EVEN BEFORE THEY ENTER THE LOTTERY BECAUSE THEY'VE HEARD SO MUCH NEGATIVE THINGS ABOUT IT. SO SO I THINK THAT HAS TO BE DONE AND I THINK THAT HAS TO BE DONE IN CONTEXT WITH WHATEVER SCHOOL REORGANIZATION THERE NEEDS TO ARE THERE NEEDS THAT NEEDS TO OCCUR. I WOULD ARGUE THAT PART OF THAT ALSO IS THIS QUESTION THAT I WAS HARPING ON EARLIER AROUND THE SIZE OF SCHOOLS. RIGHT. WHAT ARE THE BUT I WOULD I WOULD BROADEN THAT TO INCLUDE K-8 VERSUS ELEMENTARY LANGUAGE PROGRAMS LIKE ALL THE SORT OF THINGS OF LIKE WHAT ARE WE OFFERING? WHAT DOES THAT PORTFOLIO LOOK LIKE? WHERE IN THE CITY ARE THEY LOCATED? TO YOUR POINT, WHAT BUILDINGS ARE THEY IN? HOW BIG ARE THEY RIGHT AND HOW DOES THAT ALL FIT TOGETHER WITH A RATIONAL PREDICTABLE ENROLLMENT SYSTEM WHERE FAMILIES CAN BE LIKE OH MY KID'S GOING TO GO TO THIS ELEMENTARY SCHOOL OR THESE
COUPLE OF ELEMENTARY SCHOOLS AND THEN THIS MIDDLE SCHOOL AND THIS HIGH SCHOOL, RIGHT? AND IF I WANT TO CHOOSE AN ALTERNATIVE I CAN BUT I KNOW THAT THERE'S SOMETHING PREDICTABLE FOR ME THAT I CAN INVEST IN AS A FAMILY AND I THINK THAT'S OVER AND OVER AGAIN WHAT WE'VE HEARD. SO TO ME THAT IS ALL OF ONE PIECE AND KIND OF HAS TO GO TOGETHER BECAUSE IT'S LIKE AN INTERLOCKING JIGSAW PUZZLE WHERE ALL THE PIECES LIKE AFFECT EACH OTHER AND I THINK IT ALSO WOULD THEN LINK TO THE ESSENTIAL NATURE OF A OF A A COMMUNITY ENGAGEMENT PROCESS FOR CONSULTATION OF DECISION MAKING UNDER GUARDRAIL ONE BECAUSE AGAIN NOT TO KEEP REPEATING MYSELF BUT THE POINT WITH THE ACADEMY I THINK WE ALREADY I THINK WE STILL SHOULD VOTE ON THE ACADEMY. I THINK THAT THAT WAS THAT WAS A VIOLATION OF GUARDRAIL ONE AND IT SHOULD HAVE BEEN IN THIS BUCKET AND WE SHOULD HAVE VOTED ON OR WE STILL SHOULD VOTE ON IT. SO IF THAT'S WHAT WE'RE SAYING IS THAT THAT KIND OF THING IS NOT GOING TO HAPPEN IN THE FUTURE BECAUSE WE'RE SAYING VERY CLEARLY THAT SOME PART OF IT ARTICULATED BIGGER PLAN THE
BOARD HAS TO VOTE AND BEFORE THE BOARD VOTE THERE HAS TO BE LOTS OF PUBLIC ENGAGEMENT THEN I'M ALL FOR ANY OTHER COMMENTS OR QUESTIONS. COMMISSIONER OR HEY, JUST A COUPLE OF THINGS THAT THAT I WANTED TO SORRY A COUPLE OF THINGS I WANTED TO BRING UP. COMMISSIONER FISHER HAD ASKED ABOUT THE EXHAUSTIVE COMPLETE LIST BULLET UNDER STRATEGIC DECISIONS AND THAT HAD BEEN CONFUSING TO ME AS WELL. I HAD ASKED ABOUT THAT TO TRY TO FIGURE OUT WHAT THIS APPLIES TO AND BASED ON THE ANSWER THAT WAS PUT IN THE Q&A, IT SEEM IT SEEMS THAT THAT ONLY APPLIES TO MAJOR DECISIONS OR INITIATIVES. SO THERE'S THERE'S A LOT OF THINGS UNDER ROUTINE AND ONGOING THAT ARE JUST MEANT TO BE EXAMPLES WHERE THE CORRECT IS ASKED A COMPLETE LIST. THAT'S CORRECT. SO IF IF WE COULD MODIFY CAN THIS BE REVISED? >> YEAH. YEAH. I MEAN THERE'S A REASON WHY WE'RE NOT VOTING ON IT. IT IS A LIVING DOCUMENT FOR US
AND WE SHOULD CONSTANTLY REVISIT IT. OKAY WHERE WE ARE THAT'S GREAT BECAUSE I WAS REALLY LITERALLY WONDERING LIKE IF THIS IS ALL A GREAT EXAMPLE I THINK THAT CAME UP WAS LIKE GENERAL COUNCIL CONTRACT RIGHT? YEAH FOR EXAMPLE. YEAH IT WOULD BE IF WE CAN ADD THOSE THAT WOULD BE GREAT BECAUSE THEN IT WOULD JUST BE CLEARER TO PEOPLE WHAT DOES AND DOESN'T FALL UNDER UNDER THESE THINGS BUT TO TO BE CLEAR THAT SOME OF THEM ARE EXAMPLES WHERE A SOME ARE AN EXHAUSTIVE LIST I THINK IS NOT ALL EXHAUSTIVE WOULD BE HELPFUL. THE OTHER THING ACTUALLY I JUST WANTED TO CHECK ON MY UNDERSTANDING OF MANAGEMENT DECISIONS. I HAD ASKED ABOUT THAT AS WELL WHEN WE WHEN WE WRITE UNDER SUPERINTENDENT LED BOARD THE BOARD DECIDED MAYBE ACTION IS THAT MEANT TO BASICALLY SAY THAT FACILITIES CONTRACTS, EXECUTIVE CONTRACTS AND NEW CHARTER PETITIONS WOULD NORMALLY BE ON THE CONSENT CALENDAR BUT THAT THEY MIGHT BE ELEVATED TO AN ACTION ITEM? IS THAT WHAT THAT'S MEANT TO MEAN? YEAH. SO LET'S TAKE LIKE NEW CHARTER PETITIONS I THINK TYPICALLY ARE RECOMMENDED TO BE AN ACTION OF
THE BOARD WHEREAS FACILITIES CONTRACTS ARE STANDING SECTION IN OUR CONSENT. >> RIGHT SO BUT WE DO VOTE SOMETIMES ON CONSENT OUR FACILITIES CONTRACTS DEPENDING ON THE SIZE OF IT. RIGHT SO SO THE REASON WHY IT SAYS MAY IS BECAUSE THERE ARE SOME THINGS I MEAN GENERALLY THE THE AS IT STATES AT THE TOP OF OUR MEETING WHEN I MAKE THAT KIND OF LONG OPENER, WE ARE TRYING TO MOVE AS MUCH AS POSSIBLE EVERYTHING TO CONSENT SO THAT WE CAN SPEND THE TIME TO FOCUS ON WHAT WE ARE NOW CALLING STRATEGIC DECISIONS. RIGHT? SO WHAT WE ARE ACTIVELY SAYING IS THAT WE ARE TRYING TO FOCUS OUR ATTENTION ON THE STRATEGIC DECISIONS AND THAT THEN MANAGEMENT DECISIONS SUPERINTENDENT DECISIONS WE ARE INTENTIONALLY TRYING TO FIND WAYS WHERE THAT CAN BE ADDRESSED IN OTHER CAPACITIES TYPICALLY FOR MANAGEMENT DECISIONS THAT MEANS CONSENT RIGHT? BUT THERE ARE LEGALLY AREAS WHERE WE HAVE TO VOTE ON THINGS THAT ARE MANAGEMENT DECISIONS
AS AN ACTION AND SO WE SHOULD RIGHT? SO BY NO MEANS IS THIS MEANT TO LIKE CIRCUMVENT ANY LAWS OR ANYTHING LIKE THAT. >> THIS IS MEANT TO, YOU KNOW, HELP US FOCUS OF COURSE I'M JUST TRYING TO LIKE IF SOMEBODY LOOKS AT THIS IF THE PUBLIC LOOKS AT THIS OR EVEN IF YOU KNOW AS A BOARD MEMBER LOOK AT THIS IT'S ARE WE TRYING TO TELL PEOPLE FUNCTIONALLY THAT WE ONLY WANT TO ELEVATE SOME OF THESE ACTION ITEMS? IF YOU LOOK TO THE RIGHT IT SAYS MAYBE CONSENT FOR INSTANCE. SO WHAT DOES THAT IMPLY? DOES THAT MEAN THAT A LOT OF THESE THINGS WOULD NORMALLY NOT EVEN HAVE TO GO ON THE CONSENT CALENDAR BUT MAYBE SOMETIMES THEY WILL. I JUST I WAS CONFUSED ABOUT WHY WE WERE SAYING MAYBE ACTION FOR THESE ITEMS AND MAYBE CONSENT FOR THESE OTHER ITEMS. SO THE IDEA BEHIND THERE I THINK IS THE DIFFERENCE BETWEEN SUPERINTENDENT LED BOARD DECIDED VERSUS SUPERINTENDENT LED IF IT'S A PURELY SUPERINTENDENT LED DECISION TYPICALLY THAT WOULD NOT BE SOMETHING THAT WE WOULD BRING TO AN ACTION AT ALL. IT WOULD FALL UNDER CONSENT. BUT WHAT'S THE DIFFERENCE I'M CONFUSED WITH AS TO WHAT'S THE DIFFERENCE BETWEEN A BUDGET TRANSFER AND A FACILITIES
CONTRACT LIKE RIGHT NOW THEY'RE BOTH ON CONSENT LIKE WHY IS ONE OF THEM UNDER SUPERINTENDENT LED BOARD DECIDED AND ONE UNDER SUPERINTENDENT TECHNICALLY WE DECIDE ON BUDGET TRANSFERS RIGHT I MEAN WE HAVE TO VOTE ON THEM YEAH I MEAN CONSENT JUST TO BE CLEAR IS A LOWER CASE ACTION OF THE BOARD RIGHT? WE'RE JUST DOING IT ALL AT ONCE IN A SINGLE ACTION. RIGHT RIGHT. BUT I DON'T UNDERSTAND WHY THEN LIKE BUDGET TRANSFERS ARE IN THE RIGHT HAND BOX AND FACILITIES CONTRACTS ON THE LEFT HAND BOX. TO ME THOSE ARE VERY SIMILAR AND I WAS CONFUSED BY SIMILAR THING LIKE WHY ARE CERTAIN THINGS GROUPED AS MAYBE ACTION? YEAH I THINK SO. THE WAY IN WHICH THIS WAS POPULATED WAS WE LOOKED AT THE HISTORICAL ACTIONS OF THE BOARD TO DETERMINE WHAT WAS CONSIDERED A SUPERINTENDENT LED BOARD DECIDED EXAMPLE OF MAYBE ACTION. SO LIKE WE HAVE MADE FOR EXAMPLE FACILITIES CONTRACTS HAVE COME TO THE BOARD FOR AN EXPLICIT STANDALONE ITEM ACTION IN ADDITION TO EXECUTIVE CONTRACTS AND NEW CHARTER PETITIONS WHEREAS BUDGET TRANSFERS CERTIFICATED
PERSONNEL ACTIONS AND I WILL USE ARE JUST STANDING SECTIONS OF OUR CONSENT CALENDAR THAT WE DON'T TYPICALLY PULL OUT AS A SEPARATE STANDALONE ACTION. SO THAT WAS JUST THE DISTINCTION. I MEAN AGAIN THE IDEA THE HEADLINE HERE I THINK IS THAT MANAGEMENT DECISIONS GENERALLY WE ARE AGAIN TRYING TO MOVE TO CONSENT SO THAT WE CAN FOCUS MORE OF OUR TIME AND ENERGY ON THE STRATEGIC DECISIONS FOR THE BOARD. YEAH, SURE. I MEAN MAYBE I THINK IT MIGHT BE HOW WE'RE DESCRIBING WHEN I WHEN I SAW ACTION AND CONSENT I'M THINKING ABOUT HOW IT'S ACTUALLY ORGANIZED ON OUR AGENDA AS ACTION AND OBVIOUSLY EVERYTHING ON THE CONSENT WE ARE IN FACT TAKING AN ACTION BECAUSE WE'RE VOTING ON IT. BUT IF YOU LOOK AT THE WAY OUR AGENDAS OUR STANDARD AND ORGANIZE THE ACTION ITEMS IS IT'S A WHOLE NOTHER IT'S A CONVERSATION, IT'S A VOTE, IT'S MORE AND THEN THE CONSENT IS MORE STREAMLINED. SO THAT'S HOW I UNDERSTOOD THE DISTINCTION.
THAT IS CORRECT. WHERE WOULD YOU PUT CURRICULA? UM, I THE SO IT DEPENDS ON HOW YOU THINK ABOUT CURRICULA. SO IF YOU'RE TALKING ABOUT THE COST TO AUTHORIZE THE PURCHASE OF CURRICULA I THINK THAT WOULD BE A BUDGET QUESTION IF YOU'RE TALKING ABOUT THE ACTUAL SELECTION OF A CURRICULA THAT WOULD BE A SUPERINTENDENT LED DECISION BECAUSE THE RECOMMENDATION AGAIN THE WAY THAT TYPICALLY CURRICULA GET ADOPTED IS THAT A RECOMMENDATIONS MADE BY STAFF THAT COME TO THE BOARD FOR ACTION IN THE FORM OF A PURCHASE SO SO THERE'S NO SO EXCEPT WHEN WE PRESENT TO THE BOARD A POTENTIAL ADOPTION OF A NEW CURRICULUM. THAT'S TRUE, RIGHT? SO THERE ARE TIMES WHERE WE ASKED THE BOARD FOR FUNDS TO PURCHASE CURRICULUM FOR A NUMBER OF REASONS COULD BE BECAUSE WE'RE NOT COMPLIANT WITH THE WILLIAMS COMPLAINT OR BECAUSE WE ARE NOW TRYING TO UPDATE OUR CURRICULUM AND WE'VE GONE THROUGH THE CURRICULUM EVALUATION ASSESSMENT AND EVALUATION PROCESS AND SO
THEN WE WILL BE PRESENTING THE CURRICULUM HERE SO THAT ONE WOULD PROBABLY BE I MEAN I GUESS IT COULD BE A SUPERINTENDENT AND YEAH BOARD DECIDED MANAGEMENT DECISION. THERE YOU GO. THINK YEAH. ANOTHER REASON WHY THESE ARE EXAMPLES AND NOT EXHAUSTIVE BECAUSE THERE ARE LIMITLESS PRETTY MUCH OPTIONS THAT COULD COME BUT I THINK THE THE DISTINCTION BETWEEN THOSE TWO IS CRITICALLY IMPORTANT. I APPRECIATE THE DRAWING OUT OF THAT SPECIFICALLY AS AN EXAMPLE WHERE I WOULD AGREE THE CURRICULUM ADOPTION LIKE WE DID WITH MATH LIKE WE LIKE THE PREVIOUS BOARD DID WITH ILA IS VERY TO ME VERY CLEARLY IN THAT MIDDLE BOX WHEREAS IT SOUNDS LIKE THE THE COSTS THE THE APPROVAL OF THE COSTS IS MORE OF A CONSENT ITEM DOWN IN THE BOTTOM RIGHT HAND CORNER. YEAH. OKAY. THANK YOU. WELL JUST TO RIGHT NOT THE BOTTOM RIGHT OR THE MIDDLE RIGHT RIGHT BECAUSE THE BOTTOM RIGHT HAND CORNER DOESN'T EVEN COME TO THE BOARD IF I'M IN MY RIGHT AND JUST IS THAT RIGHT?
THAT IS RIGHT. YEAH. THAT I THINK WE'RE GETTING USED TO IT. YEAH. I MEAN IT'S GOING TO TAKE SOME TIME FOR US TO INTERNALIZE THIS BUT YES THAT WOULD BE THE DIFFERENCE. >> I JUST SO EVEN EVEN LIKE THE STAFFING MODEL OR THE INTERIM GOALS IT DOES COME TO THE BOARD BUT YOU JUST IT DOESN'T COME TO THE BOARD FOR A VOTE. WE STILL PRESENT WE WILL BE PRESENTING WELL I THINK THE SPIRIT BEHIND THAT IS THAT I MEAN THE STAFFING MODEL IN MANY WAYS IS IT RECEIVES SO MUCH ATTENTION THAT WE BRING IT TO THE BOARD TO HAVE A CONVERSATION. YEAH RIGHT. BUT THERE'S THERE ARE MANY DECISIONS THAT THE SUPERINTENDENT MAKES THAT NEVER NEEDS TO COME TO THE BOARD AND IT'S UP TO YOU. YEAH BASICALLY WHETHER YOU BRING IT TO THE BOARD CORRECT I THINK RIGHT YEAH THAT'S KIND OF THE KEY THERE LIKE YOU DON'T LEGALLY HAVE TO BRING THOSE TO THE BOARD BUT BECAUSE THEY'RE BIG DECISIONS IT MAKES SENSE AS A TO GET YEAH AND THAT'S WHY SOMETHING LIKE INTERIM GOALS AND GUARDRAILS ARE HERE AS EXPLICITLY AS SUPERINTENDENT DECISION. I MEAN WE HAVE SAID IN OUR GOVERNANCE MEETING OR GOOD GOVERNANCE PRACTICES WE DO NOT VOTE ON WHAT THE INTERIM GOALS
AND GUARDRAILS ARE. YOU'D BRING THOSE ANYWAY BECAUSE IT'S IMPORTANT FOR US TO DISCUSS IT RIGHT? BUT THERE'S NO ACTION. THIS IS YOUR DECISION AND WE SHOULD JUST BE CLEAR ABOUT THAT RIGHT IN THE SPIRIT OF CLARITY IN THAT SENSE THEN IF WE'RE GOING TO SAY THINGS LIKE MAYBE ACTION OR MAYBE CONSENT WE MIGHT WANT TO SAY SOMETHING LIKE MAYBE DISCUSSION OR MAYBE BROUGHT TO THE BOARD FOR DISCUSSION. I THINK OTHERWISE PEOPLE MIGHT READ THIS AND THINK WELL WE'RE NOT GOING TO DISCUSS IT AT ALL HERE. >> IT'S JUST NOT GOING TO COME. YES THERE WILL BE. YEAH THAT'S TRUE. I MEAN IF IF THESE ARE DISCUSSION YEAH I SEE. I SEE GREAT. >> BUT HOPEFULLY NOT ALL WOULD BE DISCUSSION ITEMS. >> YEAH AGAIN JUST I WILL GO BACK TO THE THE SPIRIT OF THIS IS TO FOCUS US IN ON THE STRATEGIC DECISIONS RIGHT SO THAT WE CONTINUE TO MAINTAIN FOCUS ON THE THINGS THAT WE ARE SAYING CONSISTENTLY ARE THE MOST IMPORTANT THINGS THAT WE WANT TO DRAW ATTENTION TO. SO YES AND WE DO WANT TO HEAR FROM INDIVIDUAL MEMBERS OF
THE BOARD ABOUT WHETHER YOU THINK THAT THOSE THREE THINGS THAT WHETHER WE IF THERE IS AGREEMENT BETWEEN THE BOARD THAT IT'S APPROPRIATE FOR THE MAJOR DECISIONS OR INITIATIVES TO BE SCHOOL ORGANIZATION FACILITIES ENROLLMENT POLICY THAT WILL KICK OFF I THINK A SIGNIFICANT AMOUNT OF WORK BY BOARD LEADERSHIP TO BRING RESOLUTION BY THE SUPERINTENDENT BY DISTRICT STAFF. AND SO THIS IS A KIND OF PLEASE GIVE US YOUR THOUGHTS ABOUT WHETHER IT SHOULD BE ALL THREE OF THESE THINGS. NONE OF THEM 1 OR 2 SOMETHING DIFFERENT WE'D LOVE TO HAVE THAT DISCUSSION AS A WHOLE BOARD TO GET ALL BOARD INPUT. YES, THAT IS THE PURPOSE OF THIS DISCUSSION IS REALLY TO DISCUSS ARE THESE AND I JUST TO BE CLEAR I ALREADY SAID ANSWER YES. >> SO WE'VE HEARD FROM ONE COMMISSIONER WE'D LOVE TO HEAR OTHER COMMISSIONERS YES FOR I THINK THESE ARE THE RIGHT THINGS. I MEAN, YOU KNOW, I RECOGNIZE THAT THAT LESS IS MORE IN A LOT OF SENSES. I MEAN TO ME ENROLLMENT POLICY
IS ABSOLUTELY CRITICAL ALSO RECOGNIZE SCHOOL REORGANIZATION FACILITIES IS A CRITICAL PIECE. BUT TO ME THE SCHOOL REORGANIZATION ENROLLMENT POLICY TAKE PRIORITY OVER THAT OVER FACILITIES THE COMMISSIONER RAY AND THE COMMISSIONER FOR SURE I AGREE WITH COMMISSIONER GUPTA. FOR ME THE SCHOOL REORGANIZATION AND ENROLLMENT POLICY WOULD TAKE PRIORITY OR FACILITIES OR IN TERMS OF FACILITIES THOUGH I THINK WE'RE TALKING HERE I HAD TO STEP OUT A MOMENT EARLIER SO I'M NOT SURE IF THIS IS COVERED ABOUT LIKE NOT CONTRACTS WHICH IS BELOW BUT WE'RE TALKING ABOUT THE VERY BROADLY THE USE OR THE EXISTENCE OR SOMETHING LIKE THAT MUCH MORE BROADLY OF FACILITIES. YES, THAT'S CORRECT. OKAY. THANK YOU. >> WAS THAT A YOU AGREE ON THE OTHER TWO? >> I ALL OF THESE SEEM TO ME TO BE MAJOR DECISIONS OR INITIATIVES BUT I WOULD PRIORITIZE FOCUSING ON SCHOOL REORGANIZATION AND ENROLLMENT POLICY PERSONALLY I'M INCLINED TO DO THAT. THANK YOU, COMMISSIONER FISHER I THINK I'M VERY MUCH
IN ALIGNMENT WITH EVERYONE BUT I THE MAJOR MAJOR CAVEAT IS THAT THE THE BUDGET THE WAY IT'S PRESENTED TO US ACTUALLY HAS A A STAFFING PLAN THAT IS ALIGNED WITH MEETING OUR GOALS AND GUARDRAILS RIGHT AND YEAH YEAH. OKAY. I THINK THIS IS REALLY HELPFUL. YES COMMISSIONER, I THINK THIS IS MAYBE A LITTLE CAVEAT. SO I THINK THERE HAS BEEN CLEAR DIRECTION FROM THE BOARD AROUND THE ENROLLMENT POLICY. I THINK FOR ME AROUND SCHOOL REORGANIZATION I DON'T WANT TO GIVE THE SUPERINTENDENT THE IMPRESSION THAT I'M SAYING YOU HAVE TO GO CLOSE A BUNCH OF SCHOOLS. BUT I THINK IT'S MORE LIKE WE WANT YOU TO THINK STRATEGICALLY ABOUT OPPORTUNITIES AROUND THOSE TOPICS THAT WE DISCUSSED ,RIGHT? SO THEN YOU'RE GOING TO COME BACK TO US WITH SOME THINKING ON THAT. YEAH, RIGHT. YEAH. SO JUST IN TERMS OF IT YEAH, JUST IN TERMS OF OF THAT PARTICULAR I MEAN THE WAY IN WHICH I HAVE DESCRIBED THIS BOTH PUBLICLY AND IN OUR
CONVERSATIONS IN LEADERSHIP IS THE REALITY IS THAT WE HAVE TOO MANY SEATS FOR TOO FEW KIDS. THERE ARE A NUMBER OF WAYS THAT WE CAN ADDRESS THAT GAP. WE DO NEED TO ADDRESS IT BUT THERE ARE A NUMBER OF WAYS WE NEED TO IT WE CAN ADDRESS THAT GAP. >> WHAT WE ARE SUGGESTING HERE IS THAT WE FORMALLY BEGIN CONVERSATIONS AROUND THAT, RIGHT? SO LIKE WE DON'T HAVE A PLAN, WE DON'T HAVE A TIMELINE YET BUT WE DO NEED TO HAVE CLARITY FROM THE BOARD FOR LEADERSHIP TO BE ABLE TO EQUIP US WITH THE AUTHORITY TO THEN KICK START THOSE CONVERSATIONS. AND SO THAT'S PARTLY WHAT THIS IS, RIGHT? OH, LET ME REFRAME THAT THAT IS THE SIGNAL THAT WE'VE RECEIVED IN THIS CONVERSATION IS THAT THAT IS A CRITICAL CONVERSATION TO TAKE PLACE. NOW TO YOUR POINT, THAT DOESN'T MEAN THAT ANY ONE STRATEGY IS THE THING THAT WE ARE SUGGESTING. THIS IS WHERE WE TURN TO THE SUPERINTENDENT AND WE'LL HAVE TO WORK WITH HER TO MAKE SURE THAT WE GET TO A PLACE WHERE WE HAVE A CLEAR PLAN AND I'LL JUST SPEAK FOR MYSELF. BUT I WANT TO ECHO WHAT
COMMISSIONER ALEXANDER SAID. I THINK CAMPAIGNING LAST YEAR THERE WAS JUST A WIDESPREAD UNDERSTANDING AROUND THE CITY THAT, YOU KNOW, THE BOARD GAVE CLEAR DIRECTION IN 2018 IN PASSING A NEW ASSIGNMENT POLICY. WE ARE NOW SEVEN YEARS DOWN THE LINE FROM THAT AND IN ALL CORNERS OF THE CITY PEOPLE WANT THAT TO CHANGE AND THEY'RE WONDERING WHY HAS IT NOT BEEN IMPLEMENTED? WHY HAS THE BOARD NOT BEEN ABLE TO DELIVER? WHY HAS THE SUPERINTENDENT NOT BEEN ABLE TO EXECUTE THAT PLAN? AND I HEARD THAT I THINK GEOGRAPHICALLY EVERYWHERE I THINK POLITICALLY ACROSS THE SPECTRUM AND I THINK THAT WE'RE REALLY AT A MOMENT OF ALIGNMENT AND WE AND I THINK THOSE MOMENTS ARE REALLY RARE IN POLITICS LIKE WE HAVE WE HAVE DISTRICT WIDE ELECTIONS FOR SCHOOL BOARD EVERY TWO YEARS. WE HAVE A MOMENT OF SOMETIMES MORE THAN ONCE A YEAR AND AND WE HAVE I THINK A RARE MOMENT
OF POTENTIAL ALIGNMENT WHERE WE HAVE A BOARD THAT I THINK CAN STAND BEHIND THE SUPERINTENDENT AND SAY THIS IS THE WORK THAT THIS CITY AND THIS DISTRICT IS READY TO DO THAT WE NEED TO LIKE LOOK AT OUR SCHOOLS, LOOK AT OUR PROGRAM AIMS AND REALLY START RESPONDING TO DEMAND RESPONSE, ADDING TO THE NEEDS OF OUR COMMUNITIES AND SAYING JUST BECAUSE IT'S ALWAYS BEEN THIS WAY DOESN'T MEAN IT HAS TO BE THIS WAY. THIS IS A MOMENT OF CHANGE FOR THE CITY AND I THINK THAT'S ONLY GOING TO COME FROM POTENTIAL FUTURE UNITED BOARD ACTION. THAT'S WHY I WANTED TO BRING IT TO TO DISCUSS TODAY IS TO SEE LIKE DO WE REALLY HAVE THAT ALIGNMENT THAT WE CAN TURN INTO MOMENTUM THAT WE CAN HOPEFULLY TURN INTO THE SCHOOLS THAT THE CITY DESERVES FOR THE FUTURE RIGHT. THANK YOU COMMISSIONERS FOR THAT CONVERSATION. HOPEFULLY THIS NEXT ONE WILL BE A LITTLE BIT SHORTER AND MORE STRAIGHTFORWARD.
WE ARE EXCITED TO PRESENT A MEMO TO YOU TO OFFICIALLY LAUNCH THE AD HOC COMMITTEE ON PROGRESS MONITORING. I WANT TO THANK COMMISSIONER ALEXANDER FOR FOR STEPPING UP TO THE PLATE HERE TO CHAIR THIS AND I WANT TO THANK YES, VICE PRESIDENT HULING AND COMMISSIONER RAY FOR JOINING HIM ON THIS JOURNEY. THIS MEMO IS OFFICIALLY OUR OUR LAUNCH OF THIS AND WHAT WE CAN LOOK FORWARD TO IS A REPORT BACK PERIODICALLY TO HEAR ON THAT PROGRESS. WHAT YOU WILL SEE NEXT IN THIS IS DATES OF WHEN THOSE MEETINGS WILL OCCUR ALONGSIDE A MORE CONCRETE AGENDA THAT WILL GET PUBLISHED 72 HOURS IN ADVANCE OF THOSE MEETINGS PER BOARD POLICY. AND SO THANK YOU COMMISSIONER ALEXANDER I DON'T KNOW IF THERE'S A FEW WORDS THAT YOU WANT TO SHARE NO PRESSURE BUT I WANTED TO GIVE YOU THE SPACE IF YOU WANT. >> THANK YOU. YEAH. NO, I'M REALLY EXCITED. THANK YOU PRESIDENT KIM FOR THE OPPORTUNITY.
SO THE THE PURPOSE THIS IS IN THE MEMO BUT JUST SO THAT EVERYONE KNOWS THE PURPOSE OF THE COMMITTEE REALLY IS TO ANALYZE AS OUR PROGRESS MONITORING PRACTICES DOCUMENT WHAT'S WORKING AND WHAT NEEDS IMPROVEMENT AND MAKE RECOMMENDATIONS FOR ACTIONS. THE BOARD CAN TAKE AND THE SUPERINTENDENT CAN TAKE TO MAKE PROGRESS MONITORING AND MORE EFFECTIVE WHAT WE'RE CALLING A CULTURE CREATING ACTIVITY. SO THIS IS NOT JUST ABOUT PROCESSES BUT IT REALLY IS ABOUT CULTURE. AND WHEN WE TALK ABOUT PROGRESS MONITORING I ALSO THINK IT'S IMPORTANT TO SAY THAT THIS IS SORT OF INDEPENDENT OF WHATEVER THE GOALS ARE. THIS IS REALLY THE PROCESS THAT THAT WE USE TO BE ABLE TO MONITOR WHETHER STUDENTS ARE MAKING PROGRESS AS AS BEST PROSECUTING SAID EARLIER. SO I THINK THAT'S THE GOAL OF THE COMMITTEE. THE BROAD STRUCTURE IS WE'RE THINKING OF FOR MEETINGS. YOU KNOW, WE MAY ALTER THIS IF WE NEED TO DO AN ADDITIONAL ONE BUT THE THE FIRST MEETING IS IS SCHEDULED FOR NOVEMBER 6TH AND THAT WILL BE ANNOUNCED SOON . THE DETAILS THE AGENDA WILL BE POSTED BUT AND THEN THAT MEETING WILL BE AT KIND OF AN
OVERVIEW AN ASSESSMENT OF WHERE WE'RE AT WITH PROGRESS MONITORING WHAT JUST THE BIG PICTURE AND WHAT GOOD PROGRESS MONITORING LOOKS LIKE AND THEN THEN THE SECOND MEETING WILL BE FOCUSED ON THE INTERNAL STAFF PROCESS AND PROGRESS MONITORING. THE THIRD MEETING IS ON THE BOARD AND KIND OF HOW THE QUESTIONS WE ASKED BOTH BEFORE AND DURING AND HOW WE ENGAGE WITH PROGRESS MONITORING AND THEN WE'LL HAVE ONE OR MAYBE TWO MEETINGS AT THE END TO TRY TO SORT OF BRING TOGETHER THOSE RECOMMENDATIONS AND PRESENT BACK TO THE FULL BOARD. SO THAT'S KIND OF THE MOMENT FOLKS HAVE QUESTIONS BUT THAT'S KIND OF A BROAD PLAN THAT WE'VE BEEN TALKING ABOUT AND I'M EXCITED TO WORK WITH MY COLLEAGUES ON THIS AND THEN MANY THANKS TO THE DISTRICT STAFF WHO ARE PLAYING A ROLE IN THIS AS ASSOCIATE SUPERINTENDENT SHIP JUST EVEN MOON HAWK FOR THEIR TIME CAPACITY EXPERTISE AND DR. SU AND THEN MANY THANKS TO THE MANY OTHER STAFF INCLUDING ME WHO IS THE ONE OTHER PERSON IN THE ROOM FOR THEIR SUPPORT IN OPERATIONALIZING YEAH I SHOULD HAVE SAID THERE WE HAVE I'VE ALREADY HAD SOME PRE MEETINGS WITH THEM AND THEY'VE
BEEN FANTASTIC AND I THINK ONE OF THE THINGS WE'RE GOING TO TRY TO DO SO FOR THE FIRST MEETING FOR THE COMMITTEE MEETING WE'RE PLANNING ON PUTTING THE TABLES BACK HERE AND HAVING A MEETING AROUND THE TABLES TO SORT OF BEGIN TO SHIFT THAT CULTURAL PIECE TO OF HOW DO WE COME TOGETHER AS STAFF AND COMMISSIONERS AND HAVE A REALLY CONSTRUCTIVE CONVERSATION AND SO YEAH, IT'S JUST BEEN GREAT ACTUALLY EVEN JUST DOING SOME PRE-PLANNING WITH STAFF AROUND THIS AWESOME. THANK YOU WITH THAT WE WILL MOVE TO ITEM H CONSENT AND CALENDAR AND I WILL STEP OUT OF THE ROOM. PRESIDENT KIM HAS A STANDING RECUSAL BASED ON HIS EMPLOYMENT WITH CITY COUNTY OF SAN FRANCISCO WHICH IS A FREQUENT CONTRACTOR WITH AS OF USD TO AVOID ANY APPEARANCE OF A CONFLICT. >> AND SO I ASK THE SUPERINTENDENT DO YOU HAVE ANY CHANGES OR I'M GOING TO PULL FROM THE CONSENT CALENDAR THERE?
NO NOTHING. THERE'S NOTHING SORRY. UM, I HAVE A MOTION ON CONSENT. >> I'D LIKE TO MOVE THAT WE ADOPT THE CONSENT CALENDAR SECOND WE HAVE A ROLL CALL VOTE PLEASE. COMMISSIONER ALEXANDER? YES. COMMISSIONER FISHER? YES. COMMISSIONER GUPTA. YES. VICE PRESIDENT HEALING YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WORD YES. AND PRESIDENT KIM'S RECUSED THAT SIX DAYS. I HAVE A POINT OF INFORMATION THAT MEANS I CAN INTERRUPT. >> I JUST I NOTICED THAT THE THAT THE THERE'S NOT THE THE APPOINTMENTS TO COMMITTEES IS NOT ON HERE AND I HAD BEEN INTENDING TO APPOINT SOMEONE IS THAT BECAUSE THIS IS SUPPOSED TO BE A MONITOR BECAUSE IT'S THE MONITORING AGENDA OKAY ALL RIGHT SO BECAUSE IT SEEMS LIKE IT SEEMS LIKE A LOT OF OTHER THINGS GOT ADDED TO THE LIST ANYWAY, THAT'S JUST AN INFORMATION. SO WE'RE GOING TO WE'RE GOING TO ONLY THE POINT OF INFORMATION I GUESS QUESTION WOULD BE SO THAT APPOINTMENTS
ONLY ARE GOING TO HAPPEN AT THE FIRST MEETING OF THE MONTH. YEAH THIS IS A CONVERSATION I WANTED TO HAVE ON MY TO DO LIST BUT WE JUST HAVEN'T GOTTEN TO OF THE DIFFERENCE BETWEEN NOW A MONITORING AGENDA VERSUS A REGULAR BUSINESS AGENDA AND SO WHERE WE NEED TO HAVE THAT CONVERSATION. THANK YOU. YEAH. OKAY. THAT BEING SAID MOVING TO ITEM I RESPONSES TO QUESTIONS ON THE AGENDA CAN BE FOUND ON BOARD DUCKS LISTED UNDER ITEM I AND ITEM J ADJOURNMENT IS MEETING IS NOW ADJOURNED AT 1050 P M WELL THAT WAS LAST YEAR