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OKAY.[Roll Call]
NOW 9 33.WELCOME TO THIS SPECIAL MEETING OF THE LOS ANGELES UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION.
UM, WE HAVE WHAT'S CALLED A BOARD RETREAT, THE DEVELOPMENT OF THE DISTRICT'S REVISED STRATEGIC PLAN, AND ANOTHER, AND ANOTHER RESOLUTION.
UH, WE'LL TAKE ROLL AND IF THE BOARD MEMBERS COULD BE READY ON THE MIC FOR THE ROLL CALL.
MS. ORTIZ FRANKLIN PRESENT? I HEARD A PRESENT BOARD PRESIDENT MOLSEN PRESENT.
THE ORDER OF OPERATIONS TODAY WILL BE, UH, WE DID THE ROLL CALL.
WE'RE GONNA TAKE ALL THE PUBLIC COMMENT THAT WE HAVE, AND THEN WE WILL GO TO ITEM TWO, MS. EZ RESOLUTION AND DR.
SO WITHOUT FURTHER ADO, UM, PUBLIC COMMENTERS
[Public Comment ]
ARE ALL HERE IN PERSON.YOU'LL HAVE TWO MINUTES TO SPEAK WHEN CALLED UPON.
I'M GOING TO USE A VERY ADVANCED TECHNIQUE WITH MY PHONE WHEN YOU HEAR THE BEEP, YOUR TIME, YOUR TIME IS UP.
AND I CAN ACTUALLY STAND NEAR YOU SO YOU CAN SEE HOW MUCH TIME YOU HAVE LEFT SO THAT WE CAN MAKE THIS A LITTLE BIT EASIER ON YOU.
THE FIRST SPEAKER, THIS IS TO TAB ONE IS MR. DAVID TOSKI.
I SEE YOU'RE IN THE ROOM, SIR.
I'M GONNA GIVE YOU THE MIC AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN HERE.
FEEL LIKE I'M AT THE LA ZOO OR SOMETHING.
UM, THANK YOU VERY MUCH, UH, FOR THE OPPORTUNITY TO SPEAK.
UH, FIRST OF ALL, I BROUGHT A COUPLE OF BOOKS FOR MR. MIRMAN ON THE HISTORY OF THE AMERICAN LABOR MOVEMENT.
I KNOW YOU COMMENTED THAT THERE'S NO BENEFIT, UH, TO ANYBODY IN STRIKES.
AND OF COURSE, YOU GUYS STILL ARE ON THE 16 HOUR DAY, BUT MOST PEOPLE LIVE UNDER THE EIGHT HOUR DAY, WHICH IS OF COURSE A RESULT OF THE AMERICAN LABOR MOVEMENT.
I RECOMMEND A BOOK BY LEON LITWACK, PULITZER PRIZE WINNER, AMERICAN LABOR MOVEMENT.
IT WILL HELP ANYBODY WHO'S THINKING ABOUT TEACHING CIVICS, WHICH OUGHT TO BE, AS YOU KNOW, A STATE GOAL.
IT'S A STATE GOAL RIGHT NOW CIVICS.
AND SO, UH, YOU DO NOT HAVE THAT.
MR. SCH DID BRING THAT UP AS A REALLY GOOD IDEA.
AND I THINK THAT YOU SHOULD ALIGN YOURSELF A LOT MORE WITH THE STATE GOALS.
UH, PARTICULARLY YOU DON'T HAVE A GOAL ON SAFETY.
THE MOST FUNDAMENTAL SOCIAL EMOTIONAL PIECE IS THE FEELING OF BEING SAFE, NOT JUST GENERAL SOCIAL EMOTIONAL, WHICH YOU HAVE WITHOUT ANY METRICS ON YOUR GOAL.
IT'S A GOOD GOAL, BUT SAFETY IS VERY CLEAR IN THE CASE OF BULLYING.
IN THE CASE OF ANTISEMITISM, IN THE CASE OF ALL SORTS OF, UH, DISCRIMINATION, THIS IS THE TOPIC OF ONE OF YOUR, UH, RESOLUTIONS.
THAT RESOLUTIONS TEND TO OCCUR WHEN THE BOARD HAS NO IDEA WHAT THE BUDGET IS OR WHAT'S GONNA HAPPEN WITH THE STRIKE.
THOSE ARE TWO IMPORTANT ISSUES.
ALSO, YOU HAVE NO GOAL ON THE ARTS.
UH, THE ARTS, OF COURSE, YOU'RE BEING SUED BY FORMER SUPERINTENDENT AND OTHERS WITH RESPECT TO THE ARTS.
IT WOULD BE A VERY GOOD IDEA TO HAVE THE ARTS AS PART OF EITHER YOUR SOCIAL EMOTIONAL, WHICH IS FUNDAMENTAL OR AS PART OF YOUR CURRICULAR GOALS.
AND LASTLY, I MIGHT SAY THAT, UH, CONGRATULATIONS ON BRINGING SA UH, SCIENCE TO THE FOREFRONT.
UH, THE GOALS FROM THE LAST, UH, STRATEGIC PLAN, NONE OF WHICH WERE MET BY THE, UH, PREVIOUS, UH, TEAM IN THE LAST FOUR YEARS.
YOU'RE CHANGING THE GOALS ENTIRELY, WHICH I RESPECT IF YOU HAVE BETTER METRICS, BUT YOU NEED TO CONNECT YOURSELVES TO THE ACTUAL GOALS BEING SET AT THE STATE OF CALIFORNIA, NOT JUST SIMPLY BE ISLANDS ON THE, ON THE ISSUES.
ALRIGHT, THE NEXT SPEAKER IS JUAN JOSE MAG GANDHI, PLEASE COME ON UP, SIR, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
MR. MAGDI IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT HE'S SAYING IN ENGLISH, PLEASE PUT ON THESE HEADSETS THAT YOU HAVE IN FRONT OF YOU OR PUT YOUR HAND UP AND WE'LL GET THEM TO YOU SO YOU CAN EXPERIENCE SIMULTANEOUS TRANSLATION.
AND THEN JUST ONE MORE AT THE OUTER EDGE THERE.
THANKS FOR YOUR PATIENCE, EVERYBODY.
I THINK IT'S INTERESTING TO SEE WHO ARE DEFINING WHAT THE EDUCATIONAL STANDARDS ARE AND WHO THE RESPONSIBLE PEOPLE ARE FOR THE CLASSES, EDUCATION, AND TO MAP OUT THE RESOURCES THAT BASED ON DISCRIMINATION, WE'RE HERE TO SUPPORT THE PRIVILEGED SCHOOLS.
WERE THE BEST INCOME CHILDREN WITH THE PARENTS, WITH CAREERS ARE, BUT OUR LATIN COMMUNITY AND ALL AFRO-AMERICAN COMMUNITIES ARE WORSE AND WORSE.
YOU ARE THE CULPABLE ONES AND ARE EDUCATIONAL MODEL IS BAD THINGS TO YOU.
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START TO THINK THAT YOU ARE THE RESPONSIBLE ONES AND THE CULPABLE ONES FOR THE FUTURE.AND THIS IS DUE TO THE SAFETY WE HAVE IN SCHOOLS, THE QUALITY OF TEACHERS AND THE PRIVILEGES THAT THESE, THESE UNIONS HAVE, JUST LIKE THE MEMBERS ON THIS BOARD WHO ARE POLITICIANS.
THIS STRATEGIC PLAN SHOULD REFLECT THE TRUE NEEDS AND ALTERNATIVES AND SOLUTIONS SO THAT THE EDUCATION IMPROVES.
AND OUR KIDS HAVE A FUTURE, NOT TRAIN THEM.
SO THEY CAN JUST BE DONKEYS AND FOLLOWERS AND LEMMINGS.
THEY NEED A QUALITY EDUCATION.
AND IT'S IMPORTANT THAT YOU LISTEN TO US TEACHERS AND NOT CORNERED TO SCREAM ON THE STREETS BECAUSE YOU HAVE A SICARIO THAT IS PREVENTING PARENT VOICES TO HAVE THEIR VOICE TO SPEAK FOR EDUCATION.
THAT'S WHY WE HAVE ALL THESE SCANDALS, BECAUSE YOU'RE NOT TRANSPARENT AND YOU'RE ONLY HERE TO SPEAK ABOUT EDUCATIONAL MODELS THAT IF THEY HAD WORKED, WE WOULD BE IN PARADISE.
BUT YOU'RE CULPABLE AND RESPONSIBLE FOR US BEING WORSE AND WORSE.
I HOPE YOU FORGET ABOUT YOUR SALARIES AND THINK ABOUT EDUCATION.
THANK YOU AND HAVE A GREAT DAY.
OKAY, MS. ROSALES GONNA SPEAK IN SPANISH, SO PLEASE CONTINUE TO USE THE HEADSETS.
I'M HERE TO ASK YOU TO PLEASE, UM, NOT INCREASE THE TEACHER SALARIES BECAUSE THEY HAVE NOT DEMONSTRATED ANYTHING ACADEMICALLY.
SINCE 2% IS NOTHING AND OUR KIDS MEAN MORE.
I WAS A MOM WHO SUPPORTED TEACHERS IN THE REIGN IN 2013.
I WAS DISILLUSIONED BECAUSE THEY JUST LEFT.
AND NOW I'M NOT IN AGREEMENT FOR THEIR INCREASE IN, IN MONEY SINCE THEY CAN BE PROVIDING BETTER RESULTS FOR OUR KIDS.
SO IN THIS MOMENT, I PLEASE ASK THAT YOU NOT INCREASE THEIR SALARIES.
AND WE HAVE A LOT OF CONTACTS WITH OTHER PARENTS TO TELL THEM WE'RE IN FAVOR OF THE DISTRICT AND NOT THE TEACHERS.
ANYONE NEEDS ONE? PLEASE PUT YOUR HANDS UP.
I REPRESENT THE PARENT NETWORK FOR SCHOOL SAFETY.
I'M GLAD TO SEE MR. SALCITO BECAUSE I THOUGHT HE WAS GOING TO TAKE THE SUPERINTENDENT'S POST SINCE HE WAS THE SECONDARY THERE, AND I'M NOT SURE WHY HE'S NOT THERE.
BUT THEN I SAW AN ARTICLE WHERE VERY CLEARLY IT DESCRIBES WHY MR. CHA WAS CHOSEN.
HE HAS A LOT OF CONFLICT OF INTERESTS BECAUSE HIS WIFE IS A TEACHER.
HIS, UH, FAMILY MEMBERS, ONE OF THE UTLA LEADERS, MR. OROZCO, AND ALSO THE WIFE OF MR. OROZCO IS A LEADER OF U IN UTLA.
SO HERE, SUPPOSEDLY IT SAYS THAT THE ETHICS CODE OF THE EMPLOYEES ESTABLISHES THAT THEY HAVE TO ABSTAIN FROM MAKING DECISIONS THAT COULD PROVIDE A BENEFIT, A DIRECT BENEFIT TO A RELATIVE.
AND HERE HIS MR. CHA'S WIFE WILL BE, UM, GETTING SOMETHING OUT OF THESE SALARY INCREASES.
AND US PARENTS ARE WILLING TO HAVE OUR KIDS SEVEN DAYS AT HOME, BUT THEY SHOULD NOT BE ABLE TO HAVE THESE INCREASES WITH SUCH LOW RESULTS.
AND IF YOU'RE GOING TO GO ABOUT THESE CONTRACTS, YOU HAVE TO, YOU HAVE TO COMMIT TO SOMETHING WHERE THEY'RE NOT GOING TO HAVE A MEDIOCRE BASED RESULTS.
SO THE BOARD MEMBERS ARE IN CAHOOTS WITH UTLA BECAUSE THEY'VE BEEN PAID FOR WITH THESE CAMPAIGNS.
IT LOOKS LIKE HE IS ALSO ROPED IN.
AND MR. SALCITO, WHO IS MORE INDEPENDENT, WOULD NOT BE TAKING THE PLACE.
SO MR. CARVALLO NOW LOOKS LIKE A SAINT BECAUSE WITH WHAT YOU GUYS ARE DOING, YOU'RE COMPROMISING OUR CHILDREN'S FUTURE AS PARENTS ARE HERE TO DEFEND THEM.
AND AT THE VERY LEAST, SPEAK OUT LOUD TO WHAT ALL THIS IS ALL THAT'S HAPPENING.
AND YOU KNOW THAT MR. CH HAS CONFLICT OF
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INTEREST, AND EVEN THEN YOU'RE CONTINUING.WE HAVE TWO MORE SPEAKERS TO THIS ITEM.
IS ROMAN HERE? ROMAN? I DO NOT SEE ROMAN.
IS KIANA SELENA HERE? KIANA C? NO.
UH, AND THAT CONCLUDES PUBLIC COMMENT ON ITEM ONE.
AND WE DO NOT HAVE ANY PUBLIC COMMENT ON ITEM TWO.
[2. Ms. Gonez, Dr. Rivas - Standing with Survivors and Recognizing Farmworkers (Res-052-25/26) (Waiver of Board Rule 72)]
THE RESOLUTION.UH, CAN I HAVE A MOVE AND A SECOND FOR THE RULE 72 WAIVER? MOVE IT.
SO A VOTE ON THE RULE 72 ON MS. NEW BILL.
IN BOARD PRESIDENT MOLSON? YES.
SO THE RULE 72 HAS BEEN APPROVED, AND NOW WE GO TO THE RESOLUTION.
CAN I HAVE A MOTION AND A SECOND FOR THE RESOLUTION? I'M GONNA MOVE AN AMENDED VERSION OF THE RESOLUTION THAT'S BEING CIRCULATED TO BOARD MEMBERS.
SO CAN WE CALL THIS VERSION TWO? YES.
SO MOVING VERSION TWO AND SECOND.
I WILL NOW TURN IT OVER TO THE BOARD MEMBERS FOR DISCUSSION.
AND I APPRECIATE THE OPPORTUNITY TO BRING THIS RESOLUTION ON AN URGENT MATTER THAT IS AFFECTING OUR FAMILIES, OUR SCHOOLS, AND OUR BROADER COMMUNITY.
UM, LIKE MANY THROUGHOUT CALIFORNIA AND THE NATION, I WAS HORRIFIED TO READ THE NEW YORK TIMES INVESTIGATION, PUBLISHED LAST WEEK, AND LEARN OF THE REPEATED ABUSE OF GIRLS AND WOMEN BY CESAR CHAVEZ.
UM, JUST LAST APRIL, WE HONORED DOLORES HUERTA IN OUR BOARDROOM.
AND TO LEARN OF THE BURDEN THAT SHE HAS CARRIED, UM, IN SILENCE FOR SIX DECADES HAS BEEN DEVASTATING.
I AM SO GRATEFUL FOR THE BRAVERY OF THE SURVIVORS.
I'M SO GRATEFUL FOR THE BRAVERY OF SURVIVORS WHO HAVE OPENLY SHARED THEIR STORIES, DESPITE THE REPERCUSSIONS THAT THEY MAY FACE.
THESE HEART-WRENCHING STORIES REPRESENT A BETRAYAL FOR SO MANY OF US.
AND, AND YET THEY RESONATE WITH MANY SURVIVORS AND MANY WOMEN WHO HAVE EXPERIENCED THIS AS GIRLS.
AND IN OUR ADULTHOOD, INCLUDING MYSELF.
THIS RESOLUTION HAS RIGHTLY PROMPT A RECKONING AT ALL LEVELS OF GOVERNMENT AND ACROSS OUR EDUCATIONAL INSTITUTIONS.
AND THIS RESOLUTION IS ABOUT SPEAKING WITH ONE VOICE, THAT WE STAND WITH SURVIVORS AND WE CONDEMN ALL FORMS OF SEXUAL VIOLENCE.
THAT WE SPEAK OUT AGAINST A CYCLE THAT CONSISTENTLY LEADS TO THE ABUSE OF CHILDREN AND OF WOMEN, WHICH WE READ IN THE NEWS EVERY DAY WITH THE EPSTEIN FILES.
AND NOW WITH SOMEONE WHO HAS BEEN A HERO FOR SO MANY OF US, THIS IS ABOUT DEMANDING SOMETHING DIFFERENT AND BETTER FOR THE CHILDREN AND WOMEN WHO ARE PART OF THE SYSTEM THAT WE SERVE.
WE CONTINUE TO CELEBRATE AND CHAMPION THE COLLECTIVE WORK OF MANY PEOPLE, WORKING PEOPLE TO ADVANCE WORKERS' RIGHTS, LABOR RIGHTS, AND HUMAN RIGHTS FOR FARM WORKERS AND MANY OTHERS, NOT THE ACHIEVEMENTS OF ANY SINGLE INDIVIDUAL.
NOW IS THE TIME TO BEGIN A PROCESS TO ENSURE THAT OUR INSTRUCTIONAL PROGRAM, OUR SCHOOL CALENDAR, THE NAMES OF OUR SCHOOLS AND THE MURALS ON OUR WALLS, REFLECT OUR VALUES AS A SYSTEM OF SAFETY, DIGNITY, AND TRUTH FOR OUR FAMILIES AND OUR STUDENTS.
I APPRECIATE THE SWIFT ACTION THAT DISTRICT HAS ALREADY TAKEN TO PROVIDE GUIDANCE AND LESSONS THAT FOCUS ON THE BROADER FARM WORKER MOVEMENT AND JUSTICE FOR OUR COMMUNITIES.
THIS RESOLUTION WILL CONTINUE THAT WORK TO TURN A NEW PAGE AND WORK WITH OUR COMMUNITIES TO RECAST OUR SCHOOLS TOWARDS OUR CONTINUED GOAL OF A SAFE, INCLUSIVE ENVIRONMENT FOR ALL STUDENTS AND FAMILIES.
UM, WITH THAT, I WOULD LOVE TO TURN TO MY CO-SPONSORS, DR. RIVAS AND BOARD MEMBER OR THI FRANKLIN, FOR ANY WORDS THAT THEY WOULD LIKE TO SHARE.
SO, I AM, UM, HONORED TO BE INTRODUCING THIS RESOLUTION WITH, UM, MY COLLEAGUE, MY COLLEAGUES, AND HOPING THAT, UM, THE REST OF THE BOARD JOINS US AS WELL.
I WANNA BE CLEAR THAT THIS IS NOT AN EASY MOMENT, BUT IT'S A NECESSARY ONE.
WE BEGIN WHERE WE MUST WITH SURVIVORS, GIRLS AND WOMEN WHO WERE HARMED, SILENCED, AND MADE TO CARRY THE, THAT PAIN FOR, FOR DECADES.
SURVIVORS LIKE DOLORES HUTA, ANNA MUG DE ROJA LOPEZ, WHOSE COURAGE IN COMING FORWARD
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DEMANDS NOT JUST ACKNOWLEDGEMENT, BUT ACTION.WE BELIEVE YOU AND ALL OF THE SURVIVORS, WE STAND WITH YOU, AND WE WILL NOT LOOK AWAY.
AND I ALSO WANT TO ACKNOWLEDGE THAT FOR MANY IN OUR SCHOOL COMMUNITY, STUDENTS, STAFF, AND FAMILIES, THIS MO MOMENT MAY BE DEEPLY TRIGGERING.
IT MAY BRING UP PERSONAL EXPERIENCES, FEAR OR PAIN THAT IS REAL.
AND WE HAVE A RESPONSIBILITY TO RESPOND WITH CARE, WITH URGENCY, AND WITH SUPPORT.
BECAUSE WHAT THIS MOMENT REVEALS IS NOT ISOLATED.
IT IS ABOUT POWER, ABOUT SYSTEMS THAT PROTECT IN INDIVIDUALS, OVER PEOPLE, AND ABOUT THE WAYS ABUSE IS TOO OFTEN ENABLED BY TRUST AND PROXIMITY.
AND IF WE ARE SERIOUS ABOUT OUR RESPONSIBILITY AS A SCHOOL DISTRICT, THEN OUR RESPONSE MUST GO BEYOND WORDS.
THIS RESOLUTION COMMITS US TO THAT, TO ENSURING REAL TRAUMA, INFOR INFORMED SUPPORTS FOR STUDENTS TO CLEAR AND CONFIDENTIAL REPORTING PATHWAYS AT EVERY SCHOOL SITE, TO EDUCATING OUR STUDENTS ON CONSENT BOUNDARIES AND RECOGNIZING GROOMING BEHAVIORS.
AND TO MAKING SURE EVERY STUDENT KNOWS THEY ARE NOT ALONE, OR ANY WOMAN OR GIRL THAT THEY ARE NOT ALONE AT.
WE CAN, AND WE MUST HOLD TRUTH.
THE FARM WORKERS MOVEMENT IS A MOVEMENT OF THE PEOPLE ROOTED IN COLLECTIVE STRUGGLE AND DIGNITY.
AND LEADERS LIKE DORES HUTA REPRESENT THE VALUES.
WE UPLIFT COURAGE, JUSTICE, AND COMMUNITY POWER.
BUT WE WILL NOT PROTECT A NARRATIVE AT THE EXPENSE OF PEOPLE.
WE WILL NOT CELEBRATE HARM BECAUSE OUR STUDENTS ARE WATCHING.
THEY'RE LEARNING NOT JUST FROM WHAT WE SAY, BUT FROM WHAT WE CHOOSE TO DO.
SO TODAY, THE BOARD IS MAKING A CHOICE, A CHOICE TO STAND ON THE SIDE OF TRUTH, A CHOICE TO STAND ON THE SIDE OF ACCOUNTABILITY, AND A CHOICE TO SAY, WITHOUT HESITATION OR CONDITION IN THIS DISTRICT, WE WILL ALWAYS CHOOSE SURVIVORS.
AND I WANNA THANK MY COLLEAGUES FOR BRINGING THE RESOLUTION.
AND THANK YOU, MS. EZ, FOR YOUR BRAVERY TODAY.
WHEN WE HEARD OF THE NEWS LAST WEEK, MY SMALL TEAM OF SEVEN WOMEN, THE MAJORITY OF US HAD STORIES TO TELL.
AND I KNOW IN ROOMS ACROSS THE COUNTRY, ROOMS ACROSS OUR CLASSROOMS, GIRLS AND WOMEN WERE TELLING THEIR STORIES TOO.
WE CANNOT UPHOLD A SYSTEM THAT PERPETUATES SILENCE, THAT ELEVATES MEN AND LEADERS WHO COMMIT THESE VIOLATIONS AGAINST GIRLS AND WOMEN.
AND TODAY, THIS DISTRICT SAYS NO MORE BY CHANGING THE NAME OF THE SCHOOLS, BY CHANGING MURALS AND LIKENESSES OF CESAR CHAVEZ AND ANY OTHERS.
WE ARE STANDING UP FOR SURVIVORS ALWAYS.
WE WALKED BY A SCHOOL YESTERDAY WHERE HIS FACE WAS ON THE WALL, AND I THOUGHT, HOW MANY GIRLS, HOW MANY WOMEN ARE WALKING AROUND HOLDING THEIR STORIES? I, I INVITE MY COLLEAGUES TO STAND TOGETHER, TO BE WITH SURVIVORS, ALWAYS.
AS WE VOTED UNANIMOUSLY IN OCTOBER THAT WE HAVE THESE TRAININGS.
DR. RIVAS LIFTED UP JUST THIS MONTH.
STAFF WILL BE ENGAGING IN TRAINING AND FAMILIES AND STUDENTS ABOUT GROOMING BEHAVIORS THAT WE LEARNED DECADES AGO THROUGH THIS NEW YORK TIMES INVESTIGATION.
WE'RE ALREADY SHOWING IN GIRLS AS YOUNG AS EIGHT AND NINE.
THANK YOU COLLEAGUES FOR STANDING WITH US TODAY AND MAKING SURE THAT WE ARE DOING EVERYTHING WE CAN TO PREVENT VIOLENCE IN ALL FORMS. WE INVITE YOU TO VOTE YES ON THIS RESOLUTION.
WELL, THANK YOU FOR BRINGING THIS, UM, RESOLUTION SO QUICKLY.
UM, YOU KNOW, IT'S, IT'S VERY HARD.
IT'S A VERY HARD AND SAD MOMENT.
UM, AND FRANKLY, IT JUST MAKES ME FEEL VERY ICKY, RIGHT? BUT IT IS A REMINDER THAT MONUMENTAL FIGHTS, SUCH AS THE FARM WORKERS, FIGHTS THE FIGHT TO HAVE RESTROOMS, THE FIGHT TO HAVE WATER, SIMPLE, BASIC THINGS.
THE FIGHT FOR HEALTHCARE AND PENSIONS ARE DRIVEN BY A MOVEMENT OF PEOPLE EXPERIENCING THE SUFFERING.
AND YES, SOMETIMES A MOVEMENT HAS A FACE, BUT WE MUST REMEMBER THAT IT IS THE
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PEOPLE WHO ARE EXPERIENCING THAT DRIVE, THAT THIS IS A REMINDER THAT MOVEMENTS OF ALL MOVEMENTS HAVE TO MAKE SPACE FOR ALL OF THEIR MEMBERS AND COMMUNITIES AND STAKEHOLDERS SO THAT THEIR MEMBERS CAN FEEL SAFE.AND ULTIMATELY, THE SAFETY OF THEIR MEMBERS WHO PRECEDES ANY MOVEMENT.
YOU CANNOT HAVE A SUCCESSFUL FIGHT IF THE FIGHTERS IN THE MOVEMENT ARE NOT FEELING SAFE.
AND YOU CANNOT BE A GOOD LEADER IF YOU ARE CAUSING HARM IN MAKING PEOPLE FEEL UNSAFE.
AND WE'RE ALSO REMINDED THAT WHENEVER WE'RE TRYING TO DISMANTLE SYSTEMS OF OPPRESSION AND CHANGING SYSTEMS, YOU DO IT FROM A PLACE OF LOVE.
AND EVERYONE SHOULD BE FEELING THAT LOVE.
THE WAY THAT THIS HAS UNFOLDED WITH CESAR CHAVEZ DEMONSTRATES AND REMINDS US THAT WE CANNOT BE COMPLACENT OR SIT IDLE WHEN WE WITNESS, WHEN WE HEAR, OR EVEN WHEN WE JUST FEEL THAT SOMETHING IS NOT RIGHT.
WE SHOULD BE ABLE TO FEEL SAFE TO SPEAK UP AND STAND UP FOR THOSE WHO CANNOT, TO CALL OUT WHEN INJUSTICE IS DONE.
AND MOST IMPORTANTLY, BELIEVE PEOPLE AND GIVE THEM SPACE TO SHARE THEIR SUFFERING.
PEOPLE RIGHT NOW COME TO US ON A REGULAR BASIS.
PEOPLE ELECTED US BECAUSE THEY BELIEVED IN WHAT WE SAID WE WERE GONNA DO.
THEY BELIEVED IN OUR PROMISES.
AND SO, TO ME, THIS IS A CALL OUT FOR US.
THIS IS A MOMENT FOR US TO GROW AND TO LEARN THAT EVEN US AS PEOPLE WHO ARE CONSIDERED LEADERS AND HELD UP, THAT WE MUST CHECK OURSELVES ON A REGULAR BASIS.
WHAT ARE WE MOVING? WHO IS BEHIND THIS? WHO ARE WE CENTERING? WHO DO WE UPHOLD? WHO DO WE PRIORITIZE? AND IT'S GOT TO BE OUR STUDENTS AND OUR FAMILIES AND OUR COMMUNITIES, AND FRANKLY, OUR MOST VULNERABLE STUDENTS.
AND SO I SEE THIS AS A MOMENT FOR US TO, TO MODEL REFLECTION, TO MODEL SELF-ASSESSMENT, AND TO BRING THIS FORTH TO OUR STUDENTS, TO OUR SCHOOL COMMUNITIES, TO INVEST, LIKE DR.
REVA SAID, IN MAKING SURE THAT ALL OF OUR L-A-U-S-D STAFF IS TRAINED AND HAS SPACE TO BE ABLE TO LEARN ABOUT THIS, TO GROW FROM THIS.
BECAUSE WE NEED EVERY SINGLE SPACE IN OUR DISTRICT TO BE A SAFE SPACE.
THE CAFETERIA, THE BATHROOMS, THE PLAYING FIELDS, THE CLASSROOM.
AND THE ONLY WAY THAT'S GONNA HAPPEN IS IF WE INVEST IN MAKING SURE THAT EVERYONE HAS THIS AWARENESS, WE SHOULD BECOME THE LEADER AND THE MODEL IN THIS.
AND SO I SEE THIS AS A MOMENT OF RECKONING, AS A MOMENT OF AWAKENING, AS A REMINDER THAT WE NEED TO DO THIS WORK FOR OUR STUDENTS.
AND THAT THERE ISN'T ONE PERSON WHO MATTERS IN ANY MOVEMENT.
THAT IT IS THE PEOPLE, IT IS THE STUDENTS WHO COME AND SPEAK UP.
IT IS THE PARENTS AND THE FAMILIES.
AND JUST AS A FARM WORKERS UNION, IT WAS A FARM WORKERS WHO LED THAT FIGHT.
AND CESAR CHAVEZ HAS NOW ADDED TO THAT HISTORY.
I DON'T THINK WE SHOULD ERASE HIM.
THIS IS NOW PART OF THE HISTORY, AND IT SHOULD BE SOMETHING THAT WE SHOULD LEARN FROM AND WE SHOULD GROW FROM, AND WE SHOULD CONTINUE TO HOLD PEOPLE ACCOUNTABLE.
OTHER BOARD MEMBERS? OKAY, I HAVE A COMMENT I'D LIKE TO MAKE.
I ALSO WOULD LIKE TO MAKE, UM, SO I, I WANT TO COMMEND THE BRAVERY OF DOLORES HUERTA, DEBORAH ROJAS AND ANNA MIA.
AND SO SOLIDIFY THAT LOS ANGELES UNIFIED STANDS WITH THEM.
WHILE THE NEWS CONCERNING CESAR CHAVEZ MAY HAVE BEEN DIFFICULT FOR MANY, THE MOVEMENT GOES BEYOND ANY ONE PERSON, AS YOU SAID.
THOUSANDS OF PEOPLE PROTESTED, BOYCOTTED, AND MADE A DIFFERENCE FOR BETTER WORKING CONDITIONS AND BETTER LIVING CONDITIONS.
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MORE THAN FITTING THAT WE TAKE THIS STAGE TO REFLECT ON THEIR WORK AND RECOGNIZE THE COLLECTIVE CONTRIBUTION OF FARM WORKERS.I ALSO SUPPORT RENAMING ANY L-A-U-S-D BUILDING THAT BEARS SE CHAVEZ'S NAME, ALLOWING THE COMMUNITY TO IDENTIFY BETTER WITH A DISTRICT THAT SERVES THEM.
AND LET THIS ALSO SERVE AS A MESSAGE THAT SURVIVORS WORDS DO MAKE A DIFFERENCE.
AND IF YOU ARE A SURVIVOR OF ASSAULT, PLEASE REACH OUT TO A TRUSTED ADULT AT A USD AND WE WILL HAVE RESOURCES READY FOR YOU.
AND, UH, BOARD PRESIDENT CHARLES, AND I APPRECIATE YOU SAYING SOMETHING AS WELL, BECAUSE I WANT OUR COLLEAGUES TO KNOW THAT THIS ISN'T JUST THEIR BURDEN TO BEAR, AND THIS IS NOT JUST THEIR ISSUE.
AND THAT THE, THE, UH, THE, THE MEN OF THIS BOARD AND OF THIS DISTRICT STAND WITH THE WOMEN OF LA UNIFIED, UM, OUR EMPLOYEES, OUR STUDENTS AND FAMILIES, UH, BEING UNITED IN THIS EFFORT TO END, UM, THIS CULTURE, UH, SYSTEMIC CULTURE, NOT JUST IN THIS COUNTRY, BUT INTERNATIONALLY OF ABUSE AND WORK, UH, WORK WITH YOU.
I, I, UNFORTUNATELY, I WOULD LOVE TO BE ADDED AS A CO-SPONSOR.
UM, I APPRECIATE MY COLLEAGUES BRINGING THIS SO QUICKLY, AND I DO, UH, APOLOGIZE THAT THIS ALWAYS FALLS ON WOMEN TO HAVE TO COME FORWARD.
AND I APPRECIATE MY COLLEAGUES AND I KNOW ARE ACTING SUPERINTENDENT AND THE MEN OF VALLEY UNIFIED WHO ARE STANDING UNITED IN THIS EFFORT.
I APPRECIATE HOW SWIFTLY THE DISTRICT ACTED.
UM, I APPRECIATE HOW SWIFTLY LEGISLATIVE LEADERS HAVE ACTED, BUT AS MS. EZ ALLUDED TO IN MENTIONING THE EPSTEIN FILES, THERE ARE FAR TOO MANY POWERFUL MEN IN THIS WORLD WHO ARE WALKING UNAFFECTED BY A CULTURE OF ABUSE.
AND THAT IS ONE OF THE REASONS THAT IT TAKES PEOPLE DECADES TO COME AND BE VOCAL ABOUT WHAT HAPPENED TO THEM.
AND SO I APPRECIATE NOT ONLY THE QUICK ACTION TO RENAME SCHOOLS AND MURALS AND, UH, PUT THIS CONTEXT AS MS. GRIEGO SAID IN THE BROADER CONSTELLATION OF WHAT HAPPENS.
UM, BUT ALSO HOPE THAT THE, THE DISTRICT'S EFFORTS AROUND OUR TRAININGS CAN ENCOURAGE FOLKS TO COME OUT AS EARLY AS POSSIBLE, NOT ONLY TO PREVENT THIS IN THE FIRST PLACE, BUT TO MAKE SURE THAT THEIR TRAUMA IS NOT COMPOUNDED, UH, AND THAT WE DO HAVE TO HOLD THOSE POWER ACCOUNTABLE.
I'D, I'D APPRECIATE TO BE ADDED AS A CO-SPONSOR.
UM, AND, UH, I WANT YOU TO, MY COLLEAGUES ON THIS BOARD, THE WOMEN IN THIS ROOM, AND AGAIN, THE GIRLS AND FAMILIES, UH, AVE UNIFIED TO KNOW THEY'RE NOT ALONE.
AND WE STAND A HUNDRED PERCENT WITH YOU.
AND NEXT, WE'D LIKE TO HEAR FROM, UH, BOARD MEMBER NEW BILL, FOLLOWED BY, UH, SUPERINTENDENT.
CH CAN YOU ACTIVATE YOUR MICROPHONE? I DON'T THINK WE CAN.
SO THE FACT THAT OUR DISTRICT HAS BEEN SO PRONOUNCED IN PROTECTING AND BEING A SAFE SPACE FOR OUR STUDENTS AND OUR FAMILIES, AND THAT WE CONTINUE TO DO THAT AND WE CONTINUE TO EXERCISE IT THROUGH EXAMPLE, UM, I AM SO PROUD TO BE HERE, TO BE A PART OF THIS BECAUSE AS WE TRANSITION AND TO BE THAT, THAT DISTRICT THAT CONTINUES TO MOVE FORWARD, UM, TO CONTINUES TO BE THE EXAMPLE FOR SO MANY, UM, I AM SO PROUD, I CAN'T SAY IT ENOUGH, BECAUSE IT IS SUCH A HARD THING.
AND I THINK OF DECADES OF HOW WOMEN HAVE CARRIED, UH, SELF INCLUDED OF THINGS THAT HAVE HAPPENED IN YOUR LIFE THAT YOU HAD NO CONTROL OVER, OR FELT YOU HAD NO CONTROL OVER AND COULD NOT SAY ANYTHING IN FEAR OF SOME RETALIATION IN FEAR OF SOMETHING HAPPENING TO YOUR FAMILY.
AND I HOPE THAT OUR SCHOOLS ARE LEADERS IN SPACES THAT, AS MENTIONED, EVERY SPACE WHEN IN OUR SCHOOLS IS SAFE, THAT OUR STUDENTS CAN TRUST SOMEONE IN OUR SCHOOLS TO BE ABLE TO SPEAK UP.
THAT THIS HAS HAPPENED AT A TIME TO BE ABLE TO TRANSFORM HOW THINGS WERE, TO HOW THINGS CAN BE.
AND SO I TOO WOULD LIKE TO BE A CO-SPONSOR AS WE HAVE DONE THIS WORK IN OCTOBER.
UM, AND THAT IT CONTINUES TO SHED LIGHT FOR OUR FAMILIES, FOR OUR STUDENTS TO BE ABLE TO KNOW THAT HERE IN L-A-U-S-D, WE SEE YOU.
YEAH, I DIDN'T SAY, BUT CAN I BE A CO-SPONSOR AS WELL,
[00:30:01]
MR. CHA, I'D LIKE TO START, OBVIOUSLY BY, BY THANKING COMMENDING AND PRAISING THE BOARD, FRANKLY, FOR THEIR LEADERSHIP AND THEIR SWIFT ACTION IN THIS SPACE.UH, I WANT TO BUILD ON A COUPLE OF COMMENTS MADE BY BOARD MEMBER GRIEGO AND BY BOARD MEMBER ORTIZ FRANKLIN.
UH, IN TERMS OF THE, THE TRAINING AND THE SUPPORTS THAT WE OFFER AT SCHOOLS.
YOU KNOW, WE'VE, WE'VE OFFERED TRAINING FOR THE ADULTS ON CAMPUS FOR MANY, MANY, MANY YEARS AROUND GROOMING AWARENESS.
AND, AND, AND WHAT THAT, THAT LOOKS LIKE.
WHAT WE TOOK ON A FEW YEARS AGO IS OFFERING THAT SAME LEVEL OF TRAINING FOR OUR STUDENTS.
UH, IT'S NOT SOMETHING THAT WE HAD REALLY DONE AT LEAST SYSTEMICALLY UP UNTIL ABOUT THREE YEARS AGO.
BUT WE NEEDED STUDENTS, AND I HATE TO PUT IT THIS WAY, BUT FRANKLY, PARTICULARLY GIRLS, TO BE AWARE OF THE BEHAVIORS THAT ARE NOT OKAY, THAT ARE NOT APPROPRIATE, EVEN FROM FOLKS THAT SOMETIMES THEY MAY LOOK TO, YOU KNOW, WITH RESPECT AND, AND TRUST.
WHERE, WHERE THIS MOST HITS HOME FOR ME THOUGH, IS, YOU KNOW, I, I, I TALK ABOUT MY, MY GIRLS PROBABLY WAY TOO MUCH
I DON'T WANT THEM TO GROW UP IN A WORLD WHERE THEY HAVE TO CONSTANTLY KIND OF HAVE THIS PERVASIVE FEAR, APPREHENSION, AWARENESS THAT, AGAIN, FOLKS THAT THEY LOOK TO AS, AS FIGURES OF TRUST, UH, COULD ONE DAY NOT ACT IN A WAY THAT THAT BUILDS ON THAT TRUST.
I THINK WE CAN DO, WE CAN AND WILL DO BETTER.
UM, I'LL CLOSE THERE, BUT AGAIN, I JUST REALLY WANTED TO THANK YOU ALL FOR YOUR LEADERSHIP.
I, I DON'T HAVE ANY MORE RE REMARKS.
I, I JUST APPRECIATE, UM, THE ENTIRE BOARD.
AND, UM, YOU KNOW, WE, WE BEAR RESPONSIBILITY IN ENSURING THAT WE'RE PROTECTING THE YOUNG PEOPLE OF OUR CITY.
AND I, I TRUST AND BELIEVE IN THE WORK THAT WE ARE DOING AND MAKING SPACE FOR SURVIVORS ON OUR SITES, PROVIDING THOSE RESOURCES.
AND I APPRECIATE EVERYONE'S SUPPORT TODAY.
SO WE HAVE, UH, VOTED ON THE AMENDED RESOLUTION.
WE HAVE ALL YOUR CO-SPONSORS WHO HAVE WISHED TO BE CO-SPONSORS, AND NOW WE'D LIKE TO VOTE.
UH, MS. REGO, CAN I RETURN TO YOU FOR YOUR RULE 72 VOTE? THAT'S THE RULE 72 WAIVER.
HAVING BEEN MOVED BY MS. EZ AND SECONDED BY DR. RIVAS, NOW THE VOTE ON VERSION TWO OF THE RESOLUTION, MS. NEW BILL? YES.
AND BOARD PRESIDENT SCHON? YES.
[1. Board Retreat – Development of District’s Revised Strategic Plan]
ON TO THE BOARD RETREAT SECTION OF TODAY'S PROGRAM.UH, WE'LL HAND IT OVER TO THE DISTRICT TO TAKE IT AWAY.
JUST CREATING A LITTLE SPACE FOR OUR TRANSITION HERE.
COLORFUL, NEW, COLORFUL FOLDERS.
AGAIN, BOARD MEMBERS, GOOD MORNING AGAIN, TO ALL STAFF THAT, UH, THAT, UH, ARE HERE WITH US THIS MORNING.
UH, WE'RE, WE'RE AGAIN, UH, HERE TODAY TO BUILD ON THE WORK THAT, THAT BEGAN IN JANUARY.
OBVIOUSLY, I, I WOULD SAY PROBABLY WELL BEFORE JANUARY, BUT REALLY CAME TOGETHER COALESCED IN JANUARY, UH, WHEN WE STARTED LOOKING AT OUR DISTRICT GOALS, UH, FOR OUR NEXT ITERATION OF OUR STRATEGIC PLAN.
UM, A AS, AS SOMEONE WHO WAS A PRACTITIONER OF THE PILLARS, THE PRIORITIES THAT WERE CAPTURED IN THE LAST PLAN.
UH, I'VE SEEN THE GUIDANCE THAT THE GOALS CAN CREATE FOR ALL OF US AS STAFF AND FOR OUR COMMUNITIES.
AND HOW, AGAIN, THAT CAN LEAD TO OUTCOMES FOR STUDENTS.
BECAUSE, AGAIN, THE MOST IMPORTANT THING OF THE WORK THAT WE DO IN TERMS OF A STRATEGIC PLAN IS THE OUTCOMES THAT IT CREATES FOR STUDENTS.
I WANNA MARK THAT PLANS ARE EXCELLENT, BUT IT REALLY COMES DOWN TO EXECUTION.
BUT PLANS, THOUGH, ARE DRIVEN BY GOALS.
SO I WANT TO COMMEND THE BOARD FOR THEIR LEADERSHIP SO FAR.
AND AGAIN, I KNOW THAT TODAY THE HOPE IS THAT WE WILL FINALIZE OUR GOALS, LITERACY, NUMERACY, COLLEGE AND CAREER READINESS, GRADUATION, SOCIO-EMOTIONAL EDUCATION AND AWARENESS, WHICH I THINK FOR ME PERSONALLY, IS SOMETHING THAT'S CLOSE TO HEART.
I LOOK TO US TO HAVE HONEST, VULNERABLE, AND ENGAGING DIALOGUE TODAY THAT LEADS US TO A PLACE WHERE WE CREATE NORTH STARS
[00:35:01]
THAT WILL SERVE US WELL FOR AT LEAST THE NEXT THREE OR FOUR YEARS TO COME.WITH THAT, I DO WANT TO TURN IT OVER TO BOARD PRESIDENT SCHMERIN FOR SOME OPENING REMARKS AS WELL.
SO, GOOD MORNING TO EVERYONE AND WELCOME COLLEAGUES TO OUR SECOND BOARD RETREAT OF 2026.
IF YOU REMEMBER, AT OUR FIRST RETREAT IN JANUARY, WE BEGAN OUR WORK TO DEVELOP THE DISTRICT'S NEXT STRATEGIC PLAN FOR 2026 TO 2030.
WE UPDATED THE DISTRICT'S CORE BELIEFS, VISION, AND MISSION STATEMENTS, AND, AND DISCUSS DISTRICT-WIDE GOALS AND TARGETS.
TODAY, OUR GOAL IS TO COMPLETE THE WORK WE BEGAN IN JANUARY.
AS BOARD MEMBERS, WE WILL FOCUS ON FINALIZING THE TARGETS FOR THE DISTRICT GOALS, WHICH WILL BE THE ANCHOR FOR THE REST OF THE STRATEGIC PLAN.
ONCE WE HAVE AGREED ON THESE IMPORTANT TENANTS, MR. CH AND HIS TEAM WILL DRAFT THE UPDATED STRATEGIC PLAN AND DEVELOP OPERATIONAL IMPLEMENTATION IMPLEMENTATION PLANS.
I AM EXCITED FOR TODAY AND LOOK FORWARD TO A PRODUCTIVE AND ENGAGING DISCUSSION WITH ALL OF YOU.
AND NOW, MS. MS. PATE, GOOD MORNING.
UM, SO I WILL JUST SPEND A COUPLE OF MINUTES GROUNDING US IN WHAT WE DID LAST TIME, WHAT WE'VE DONE SINCE LAST TIME, WHAT WE'RE DOING TODAY, AND THEN WHAT WE'LL DO AFTER TODAY.
SO, UM, AS MR. CHA AND MR. MOLSEN MENTIONED LAST TIME WAS QUITE SUCCESSFUL.
I MEAN, IT WAS A, YOU KNOW, I'VE DONE THIS WITH A LOT OF DIFFERENT ORGANIZATIONS, AND IT WAS IN THE TOP, PROBABLY 5% OF SUCCESSFUL RETREATS BECAUSE YOU ALL CAME, YOU LEFT THE DAY WITH A FINALIZED VISION, MISSION, CORE VALUES, AND, UH, TWO OUT OF THE FIVE GOALS WERE ALMOST COMPLETED IN TERMS OF TARGET.
SO THE ELA AND MATH GOAL, UM, HAD, UM, ALMOST AGREEMENT.
SO WE WILL TOUCH ON THOSE BRIEFLY THIS TIME.
AND THEN WE ALSO ADDED SCIENCE LAST TIME, IF YOU RECALL, AND THEN HAD A LOT OF DISCUSSION ON SEL, SOCIAL EMOTIONAL LEARNING AND ON POST-SECONDARY.
UM, AND THEN WE AS STAFF HAD A LOT OF TO-DOS FROM THE BOARD ABOUT THOSE THREE LEFT GOALS LEFT, SO SCIENCE, SEL, AND POST-SECONDARY.
SO SINCE LAST TIME, WHAT WE'VE DONE IS THE, WE'VE WORKED VERY HARD, THE DEPARTMENT'S CROSS DEPARTMENT, SO, UM, INSTRUCTION, OPERATIONS, DATA, WE HAVE ALL STRATEGIC PLANNING.
WE HAVE ALL BEEN MEETING TO DO THE WORK ON THE SCIENCE SEL AND POST-SECONDARY GOALS TO BRING YOU ALL OPTIONS THAT WE DO HAVE DATA FOR THAT WE THINK WOULD BE, UM, GOOD GOALS FOR THIS BOARD, GIVEN WHAT WE HEARD FROM YOU AND WHAT WE'VE HEARD FROM THE COMMUNITY.
BECAUSE WE'VE STARTED, I'M GONNA SHOW YOU, YOU KNOW, ALL THE COMMUNITY MEMBERS THAT WE'RE SPEAKING TO IN GROUPS, BUT WE, UM, HAVE STARTED GETTING FEEDBACK FROM THEM AS WELL.
SO TODAY WHAT WE'LL DO IS WE HAD MORE ACTIVITIES, UM, BOARD MEMBER ORIS FRANKLIN, WE HAD A FEW ACTIVITIES PLANNED, BUT NOW WE HAVE ONE.
SO WE DO HAVE AN ACTIVITY AFTER LUNCH, UH, BOARD MEMBER, NEW BILL.
WE HAD MORE BREAKS BUILT IN, BUT THOSE KIND OF GOT SQUEEZED OUT TOO.
BUT PLEASE TAKE THE BREAKS AS NEEDED.
UM, BUT WE ARE GONNA FOCUS ON PRIMARILY SEL POST-SECONDARY AND SCIENCE.
WE'LL HAVE BREAKOUT GROUPS SO THAT WE CAN GET, SO, AND WE'LL HAVE THE DATA AT THE TABLE SO YOU CAN SEE WHERE WE'VE GONE.
UM, AND THEN WHAT IT WOULD BE IF WE HAVE CERTAIN TARGETS BETWEEN NOW AND 2030.
AND WE'RE HOPING, SO THAT'S WHAT, WHAT THIS IS.
WE'LL TOUCH ON THE LITERACY AND NUMERACY QUICKLY.
WE'LL REVIEW THE TARGETS BEFORE LUNCH, AND THEN WE WILL AFTER LUNCH, UM, FINALIZE THEM HOPEFULLY.
AND BEFORE LUNCH IS WHEN WE'LL HAVE THE BREAKOUT GROUPS.
AND WE DID MIX THE BOARD MEMBERS UP A BIT.
SO YOU HAVE DIFFERENT PEOPLE IN YOUR GROUP.
UM, AND THEN AFTER TODAY, THE STAFF WILL BEGIN THE VERY HARD WORK OF USING THE GOALS THAT YOU'VE OUTLINED, CASCADING DOWN AND CREATING OPERATIONS PLANS AROUND ALL OF THOSE.
AND THAT'S WHERE WE WILL HAVE THINGS LIKE THE ARTS, AND WE'LL HAVE ALL THE OPERATION AND THE BUDGET AND ALL THE PIECES THAT WILL THEN, YOU KNOW, ROLL UP TO WHAT IS AS BOARD MEMBER GRIEGO SAID, WHAT IS OUR CENTER? AND OUR CENTER? AND YOU CAN TELL FROM THE GOALS OR TRULY OUR, OUR STUDENTS.
UM, SO I WILL NOW TURN IT OVER, UM, TO, OH, YOU KNOW WHAT, LET ME TELL YOU REAL QUICKLY, I KNOW YOU'VE ALL SEEN THIS, UM, SLIDE, AND I KNOW WE MET WITH EACH OF YOU INDIVIDUALLY SINCE OUR LAST STRATEGIC PLAN, BUT I JUST, I'VE HAD A FEW QUESTIONS.
SO I WANTED TO MENTION ONE MORE TIME ALL OF THE ENGAGEMENTS THAT WE'RE GOING THROUGH.
SO YOU'LL SEE, I MEAN, THIS IS, YOU'LL SEE ALL THE DIFFERENT, UH, WE'RE GONNA BREAK OUT THE, THE FOCUS GROUPS FOR STAFF IN A MOMENT.
BUT WE ARE TRULY TOUCHING ALL OF OUR STAKEHOLDER GROUPS.
WE'VE ALREADY STARTED THAT, AND WE WILL CONTINUE.
UM, SO, AND THEN THIS IS BREAKING OUT THE BY REGION.
WE'LL BE TALKING TO PARENTS, STUDENTS, TEACHERS, CLASSIFIED STAFF ADMINISTRATORS, AND UM, AND THEN THE REGION LEADERSHIP.
SO YOU WILL SEE THIS IS ABOUT AS EXTENSIVE AS I HAVE EVER SEEN.
AND WHAT WE'LL BE DOING WITH THIS INFORMATION IS TAKING IT AND INCORPORATE IT, PARTICULARLY IN OUR OPERATIONS PLANS.
WHAT WE'RE ASKING THE, UH, THE COMMUNITY GROUPS
[00:40:01]
IS WHAT'S WORKING VERY SIMPLY, WHAT'S WORKING, WHAT'S NOT WORKING, AND WHAT IS YOUR PRIORITY.AND WE WANNA PUT THAT AS WE CREATE THE OPERATIONS PLANS AS A BASE, UM, FROM THE STRATEGIC PLAN THAT YOU ARE GOING TO FINALIZE THE GOALS FOR TODAY.
JOHN, JOHN FULLERTON FROM USC.
HE HELPED US LAST TIME AND WAS VERY EXCITED TO COME BACK AND HELP US AGAIN.
OKAY, WELL, IT'S, UM, GOOD TO SEE EVERYONE AGAIN.
AND, UH, UH, AS MS. SPOT SAID, WE'RE GOING TO BE, UM, UH, FINALIZING THE FIVE GOALS, UH, TODAY, UH, IN TERMS OF THE TARGET.
SO YOU SELECTED THE FIVE GOALS LAST TIME, BUT, UH, TODAY WE'RE GONNA TRY TO FINALIZE THE LITERACY, NUMERACY SCIENCE, POST-SECONDARY READINESS, AND SEL UH, TARGETS.
FOUR OF THOSE WILL ACTUALLY AIM TO, UM, END UP WITH, UH, SORT OF SPECIFIC NUMBERS ON, UH, ONE OF THOSE, UH, WILL BE MORE OF A AGREEMENT ON AN APPROACH, UH, TO MOVE FORWARD.
'CAUSE WE DON'T QUITE HAVE SPECIFIC NUMBERS YET.
UM, WITH THAT YOU HAVE THE CLICKER.
UH, SO THIS IS, UH, THE, UH, STRATEGIC PLAN GOALS THAT ARE COMING, UH, TO AN END THIS YEAR.
UH, AND THESE ARE THE, UM, STRATEGIC PLAN DRAFT GOALS FOR, UH, THE NEXT PLAN, UH, THE NEXT FIVE YEARS.
UM, STAFF HAS, UH, PULLED TOGETHER, UH, RECOMMENDATIONS FOR EACH OF THESE, UH, GOALS.
YOU ARE OF COURSE, THE BOARD, YOU COULD DECIDE WHAT YOU WANT, UH, THE GOALS TO BE, BUT SORT OF, THESE ARE SORT OF A POLICE PRELIMINARY, UH, PRELIMINARY STARTS AND PRELIMINARY RECOMMENDATIONS.
UM, AS NOTED, UH, WE WERE VERY CLOSE LAST TIME ON LITERACY AND NUMERACY.
SO THAT'S WHERE WE'RE HOPING TO BEGIN.
UH, AND THEN WE WILL MOVE, UM, UH, UH, AFTER THAT TO SORT OF DISCUSS, UH, IN SMALLER GROUPS, UH, THE LAST THREE GOALS, IF THAT MAKES SENSE TO EVERYONE.
AND PLEASE ALSO, IF YOU HAVE QUESTIONS, ANY STOP ME.
SO, UH, IN LITERACY, UH, WE, THE, THE ORIGINAL, UH, GOAL WAS 30 POINTS, UH, DIS MOVING UP 30 POINTS DISTANCE FROM STANDARD.
UM, OR THAT WAS THE 22 TO 26 GOAL, THE PROPOSALS AND THE JANUARY 14TH DISCUSSION.
UH, BASICALLY THE THOUGHT WAS TO GET TO STANDARD, GET ON, UH, STUDENTS ON AVERAGE TO STANDARD BY THE END OF THE NEXT STRATEGIC PLAN.
UM, UH, BUT THERE WAS SOME DISCUSSION ABOUT WHETHER OR NOT WE COULD GO ABOVE STANDARD, UM, FOR THIRD THROUGH FIFTH LITERACY AS WELL.
UM, THE STAFF RECOMMENDATION WAS AT THIS POINT IS TO SORT OF TRY TO GET BOTH GRADES THREE THROUGH FIVE AND SIX THROUGH EIGHT TO STANDARD, AS OPPOSED TO HAVING THEM, ONE BEING ABOVE STANDARD AND ONE BEING BELOW.
UH, WHAT WOULD THAT LOOK LIKE? SO, UH, TO GET TWO STANDARD, THAT WOULD MEAN GROWING ABOUT THREE POINTS A YEAR, UH, FOR THE NEXT FIVE YEARS, UH, AND GRADES THREE THROUGH FIVE.
AND, UM, THAT IS ACTUALLY A PRETTY AGGRESSIVE TARGET.
SO WHAT, WHAT WE DID HERE WAS WE LOOKED AT OTHER DISTRICTS AROUND THE STATE, ANY DISTRICT THAT, EXCEPT, YOU KNOW, ANY DISTRICT THAT HAD AT LEAST A THOUSAND THIRD THROUGH FIFTH GRADERS TESTING OVER THE PAST THREE YEARS, AND, UH, TO SEE HOW MANY DISTRICTS AROUND THE STATE HAVE DONE THAT LEVEL OF IMPROVEMENT IN, IN ONE YEAR OR TWO YEARS OR THREE YEARS RUNNING.
'CAUSE WHAT WE'RE PROPOSING RIGHT HERE IS 2.9 POINTS PER YEAR FOR THE NEXT FIVE YEARS CONSECUTIVE TO GET TO THIS GOAL OF, OF, UM, YOU KNOW, ALL STUDENTS AT STANDARD ON AVERAGE.
AND THERE WERE ONLY 11 DISTRICTS OUT OF 290 SOME THAT HAVE DONE THIS.
AND SO WHAT WE ARE PROPOSING PUTS US IN THE TOP SINGLE DIGITS, PERCENTILES AND, AND RATE OF IMPROVEMENT DISTRICT, UM, STATEWIDE AND IN FACT, UM, DOING SOMETHING UNPRECEDENTED THAT WE'VE SEEN FROM OTHER DISTRICTS.
SO, SO WE DO SEE THIS AS, YOU KNOW, THIS BLUE OPTION, THIS, THIS MIDDLE, MIDDLE OPTION IN THE CURRENT PLOT AS, AS BEING TRULY AMBITIOUS.
UM, UH, SIMILAR TO THE GRADE SIX THROUGH EIGHT.
AND THEN FOR GRADE SIX THROUGH EIGHT, UH, THE PROPOSAL IS AGAIN TO GET AT STANDARD.
UH, AND THE, THE, UH, NUMBER OF DISTRICTS WHO HAVE GONE UP AT THIS RATE FOR THE, FOR THREE, UH, YEARS IN A ROW IS EVEN FEWER.
UM, I BELIEVE IT'S SOMEWHERE THIS, SO IT LOOKS LIKE, UH, THREE HAVE GONE UP AT THAT, AT THAT LEVEL OF, AT THAT LEVEL FOR THREE YEARS IN A ROW.
SO THOSE ARE BOTH, THOSE ARE BOTH A AMBITIOUS TARGETS, UH, BUT, UH, BUT ALSO I THINK THEY GET YOU SORT OF IN A GOOD PLACE IN FIVE YEARS.
SO, SO, UH, AND A PLACE TO GROW FROM, UH, THERE AGAIN.
SO, UH, SO WITH THAT, THAT'S KIND OF, THAT'S
[00:45:01]
THE INFORMATION ABOUT THE LITERACY GOAL.IS THIS, IS, THIS IS THE LITERACY GOAL OF GETTING ON STANDARD IN BOTH THREE THROUGH FIVE AND SIX THROUGH EIGHT SEEM RIGHT? ANY OBJECTIONS TO THAT? THAT'S ALRIGHT.
UH, SO HERE, UH, SAME, IT WAS THE SAME ISSUE, UH, AS BEFORE.
UH, THE, THE THOUGHT WAS TO SORT OF MOVE TOWARDS GETTING TO, UH, AT STANDARD, UH, AN AVERAGE AT STANDARD, UH, IN BOTH THIRD THROUGH FIFTH AND SIXTH THROUGH EIGHTH.
AND THERE WAS SOME QUESTION OF COULD WE GO ABOVE A STANDARD IN THIRD THROUGH FIFTH? THE, UH, AGAIN, THE STAFF RECOMMENDS GOING TO A STANDARD, UH, THAT WOULD BE AN INCREASE OF 4.6 POINTS PER YEAR OVER THE NEXT FIVE YEARS.
UH, AND, UH, ABOUT 13 DISTRICTS HAVE DONE THREE YEARS IN A ROW OF THAT LEVEL OF GROWTH SO FAR.
UH, AND THEN IN TERMS OF SIX THROUGH EIGHT, UH, THAT'S QUITE, UH, AN AMBITIOUS TARGET THAT'S GROWING AT 11.8, UH, UH, UM, 11.8 UH, POINTS PER YEAR.
UH, I DON'T BELIEVE SIX DISTRICTS HAVE DONE THAT TWO TIMES, BUT NONE HAVE ACTUALLY DONE THAT, UM, MORE THAN THAT.
SO THAT'S A, THAT'S A VERY AMBITIOUS TARGET, BUT THAT TAKES, TAKES US BOTH UP TOP.
I'M JUST WONDERING, CAN WE HAVE THE DISTRICTS THAT HAVE ACCOMPLISHED THAT, THOSE GOALS, IF YOU CAN SEND THEM TO US, THAT WOULD BE HELPFUL.
SO THE PROPOSAL IS TO, UH, SORT OF FOR NUMERACY TO, UH, MOVE, UH, MAKE A TARGET OF HAVING, UH, STUDENTS ON AVERAGE BEING AT STANDARD IN BOTH GRADES THREE THROUGH FIVE AND SIX THROUGH EIGHT.
ARE THERE ANY, ANY, ANY DISAGREEMENTS OR DOES THAT SOUND LIKE A, LIKE THE GOAL? I HAVE A DIFFERENT QUESTION, BUT IT SOUNDS LIKE THE GOAL, WHAT IS THE NUMBER OF STUDENTS, DO WE HAVE LIKE AN AVERAGE NUMBER OF STUDENTS THAT WE'RE SEEING REACH THIS? UH, DO WE CALL THAT, UH, WELL THIS, THIS GOAL OF BEING, UM, ON AVERAGE, YOU KNOW, AT A DISTANCE FROM STANDARD EQUALING ZERO COULD, COULD COME FROM A, A DIFFERENT, IT COULD BE VARIOUS NUMBERS OF STUDENTS THAT ARE, THAT ARE AT, YOU KNOW, AT DFS ABOVE ZERO, YOU KNOW, THIS IS THE AVERAGE OF ALL.
SO, YOU KNOW, I MEAN, IF WE WERE TO SAY, YOU KNOW, THE HOPE IS THAT AT LEAST 50% OF OUR STUDENTS ARE AT ZERO OR ABOVE, AND YOU KNOW, THE THOUGHT WOULD BE, YOU KNOW, ON AVERAGE WE WOULD BE AT ZERO THAT, AND SO TO HAVE THAT KIND OF ARTICULATION, WE'RE REALLY SWITCHING OVER TO THE PERCENTAGE OF STUDENTS MEETING OR EXCEEDING STANDARD.
AND, YOU KNOW, THAT IS, THAT, THAT HAS BEEN A CONSIDERATION TO, TO USE FOR OUR DISTRICT GOAL INSTEAD OF FOCUSING ON DISTANCE FROM STANDARD AS THE METRIC.
UM, YOU KNOW, WE'VE BEEN ADVISING THAT THE DOING, DOING SO REALLY PUT PLACES THE EMPHASIS JUST AT THAT THRESHOLD.
AND THEN STUDENTS WHO ARE ALREADY ABOVE IT AND GROWING YOU, DON'T, WE, YOU DON'T REALLY SEE, YOU DON'T TRACK THAT ANYMORE.
STUDENTS WHO ARE VERY, ARE BELOW STANDARD IMPROVE A LOT, BUT THEY DON'T JUMP THAT THRESHOLD.
BUT, YOU KNOW, WE ALSO DON'T GET TO ACCOUNT FOR THOSE STUDENTS.
AND SO HAVING IT BE ABOUT THE AVERAGE DISTANCE FROM STANDARD BEING ZERO, WE DO SEE, YOU KNOW, ALL STUDENTS ARE ACCOUNTED FOR IN THAT CALCULATION.
WHETHER YOU'RE ALREADY 10 ABOVE AND YOU GO TO 30 ABOVE, YOU'RE IN, YOU'RE IN OUR MATH.
IF YOU'RE 30 BELOW AND YOU GO TO 10 BELOW, YOU'RE IN OUR MATH.
YOU KNOW, IT'S NOT JUST THE KIDS THAT GO FROM 10 BELOW TO 10 ABOVE, YOU KNOW WHAT I MEAN? SO, SO THAT'S THE IDEA OF, OF LOOKING AT DISTANCE STANDARD AND, AND IT'S NOT A DIRECT CORRESPONDENCE.
YOU KNOW, WE COULD HAVE AN AVERAGE DISTANCE FROM STANDARD BEING ZERO, BUT ONLY, YOU KNOW, 35% OF OUR STUDENTS ARE AT STANDARD BECAUSE THOSE WHO ARE ABOVE ARE SO FAR ABOVE THE AVERAGE GETS PULLED UP.
WHAT I MEAN, SO WE WOULD GET, OBVIOUSLY WITH THE NUMBERS THAT WE ALREADY HAVE, OUR CURRENT GOALS, WE WOULD BE ABLE TO SEE THAT THOUGH AS FAR AS WHO HAVE, WHO ARE ABOVE IT, WHO ARE RIGHT THERE, WHO ARE MAKING IT, AND BE ABLE TO CORRELATE, OF COURSE, THOSE NUMBERS.
AND THESE, UH, NONE OF THESE GOALS ARE SORT OF WHAT ALL WILL BE REPORTED.
I MEAN, THESE ARE THE GOALS FOR THE, FOR THE DISTRICT, THE BIG GOALS FOR THE DISTRICT, BUT SORT OF, BUT, BUT THE MORE DETAILED INFORMATION ABOUT SORT OF WHO'S ABOVE, WHO'S BELOW AND SORT OF IN PROGRESS ACROSS GROUPS WOULD BE, UM, UH, ALSO REPORTED.
SO EVERYONE'S AGREEMENT ON THIS NUMERACY GOAL.
SO NOW WE'RE ACTUALLY GOING TO, UH, BREAK OUT, UH, INTO, UH, INTO GROUPS, UM, TO TALK ABOUT, UH, THE TARGETS FOR THE NEXT THREE GOALS.
THESE WERE, THESE WERE, SCIENCE WAS A BRAND NEW GOAL, SO THERE WAS NO, UH, SO WE DIDN'T, THERE WAS NO DISCUSSION OF POSSIBILITIES THERE.
UM, PEOPLE WANTED TO ADD, UM, MORE ON CAREER TO THE POST-SECONDARY READINESS GOAL.
UH, SO, AND, AND STAFF'S THOUGHTS AND, AND SUGGESTIONS THERE.
AND THEN THE SOCIAL EMOTIONAL LEARNING GOAL, UH, ALSO NEEDED, UH, SOME WORK IN TERMS OF SORT OF THINKING ABOUT WHAT WAS ACTUALLY GONNA BE THE PROCESS AND APPROACH.
UM, SO WHAT WE'RE GOING TO DO NOW IS BREAKUP
[00:50:01]
INTO THREE, UH, THREE TABLES.UH, YOU'LL GO TO A TABLE AND THEN FOLKS WILL ROTATE, UH, THE, THE SORT OF THE DIFFERENT GOALS WILL ROTATE, UH, AROUND YOU.
AND THEN WE WILL COME BACK, WE'LL DO THAT FOR ABOUT AN HOUR.
WE'LL COME BACK, WE'LL HAVE LUNCH, WE'LL COME BACK AFTER LUNCH AND WE'LL SORT OF DISCUSS AND TRY TO SORT OF NAIL DOWN THOSE LAST THREE GOALS.
AND, UH, AS FAR AS YOUR TABLE ASSIGNMENTS, SO ON TABLE EIGHT WE HAVE BOARD, UH, PRESIDENT SCHON, AND TABLE EIGHT IS THAT ONE.
UM, UH, BOARD MEMBER VIS AND, UH, BOARD MEMBER MELVOIN.
UH, FOR TABLE NINE, WE HAVE BOARD MEMBER, NEW BILL, BOARD MEMBER ORTIZ FRANKLIN.
FOR TABLE 10, WE HAVE, UH, BOARD MEMBER EZ AND BOARD MEMBER GGO.
AND 10 IS THAT ONE 10 YOU SAID 10.
[01:29:58]
HI[01:29:58]
AGAIN,[01:29:58]
WE'RE[01:29:58]
GONNA[01:29:59]
REALLY[01:29:59]
QUICK,[01:30:00]
SLIGHT[01:30:01]
CHANGE.UM, WE HAVE LUNCH BEING SET UP NOW.
SO AFTER WE DO THIS ACTIVITY, WE WILL THEN GO TO LUNCH IN 30 MINUTES FOR LUNCH AND COME BACK TOGETHER AND WE WILL, YOU ALL WILL TALK AS A GROUP ABOUT WHAT YOU TALKED ABOUT, WHAT YOU WANT TO DO, AND HOPEFULLY WE'LL COME TO SOME CONSENSUS ON THE THREE REMAINING GOALS.
SO I AM GONNA HAND IT OVER TO ERIC HANSON WHO HAS, UH, AN ACTIVITY FOR EVERYBODY.
UH, COMING FROM AN ELEMENTARY TEACHER BACKGROUND AND AN ELEMENTARY PRINCIPAL BACKGROUND, AND THIS IS GOOD FOR ANY LEVEL, ANY LEVEL OF STUDENT.
SO WE HAVE A QUICK MOOD ACTIVITY.
SO YOU CAN DO A COUPLE OPTIONS.
ONE, YOU CAN SCAN THIS QR CODE OR ON YOUR DEVICE, YOU CAN TYPE IN WWW.CLASSMOODUF.EDU.
EITHER ONE OF THOSE WILL WORK.
SO PLEASE TAKE A MOMENT AS WE DO A CLASS MOOD TOGETHER AGAIN, AS WE WORKED ON, UH, ONE OF OUR DISTRICT GOALS TODAY, SEL.
SO ONCE YOU GO TO THE WEBSITE, I'LL SWITCH OVER.
YOU CAN SEE THE WEBSITE, BUT ONCE YOU GO TO THE WEBSITE, THE, AT THE VERY TOP, THERE IS A CODE HERE IN THE GRAY BOX.
SO ONCE YOU GET TO THE WEBSITE AT THE VERY TOP, YOU'LL SEE A BOX.
AND THE INVITE CODE IS AT THE VERY TOP HERE.
AND I'LL READ IT OFF MAEZ S3 Y.
THIS INVITE CODE YOU'LL NEED TO ENTER AT THE VERY TOP.
AND THEN ONCE YOU ENTER THAT AND YOU CLICK, THEN YOU'RE ABLE TO GO IN AND, UH, WE'RE GONNA SEE, WE'RE NOT GONNA SEE ANYONE.
THIS IS, IT'S ANONYMOUS, WE'RE NOT GONNA SEE ANYBODY'S MOOD, BUT WE'LL SEE THE ENTIRE GROUP.
SO AT THE VERY TOP, UNDER LESSON CODE, YOU'RE GONNA ENTER MA EZ S3 Y, AND THEN ENTER IT INTO THE ENTER LESSON CODE AND SEND.
AND I'M GONNA GO TO THE COMPUTER TO SWITCH OVER.
BUT BEFORE I GO TO SWITCH OVER, JUST RAISE YOUR HAND IF YOU NEED SOME HELP, I'LL COME BY TO, TO GIVE YOU A HAND LOADING SLOW WIFI.
IT'S NOT WIFI RELATED, SO I'M NOT EVEN CONNECTING TO WIFI MAYBE.
IT, IT JUST MAYBE TAKING A MINUTE TO LOAD IF YOU'RE ON YOUR, UH, ON YOUR PHONE.
I DON'T WANT IT TO CHANGE YOUR MOOD, BUT, YOU KNOW, WE'LL, WE'LL, WE'LL TAKE WHATEVER YOUR AUTHENTIC MOOD IS.
SO LET ME, IF YOU NEED HELP, I'LL COME BY AND GIVE YOU A HAND BILL.
YOUR, YOUR, YOUR MOOD IS SUBMITTED.
SUPERINTENDENT, HOW ARE WE DOING? YOU NEED ANY HELP? NO.
SO TAKE A LITTLE BIT BELOW? YEAH, BOTH DEVICES ARE OKAY.
DOCTOR, DOC, YOU'VE GOTTA PAUSE AND GIVE WAIT TIME, RIGHT? PLEASE.
YOU GUYS ARE DOING AN EXCELLENT JOB.
I KNOW IT'S TAKING A LITTLE BIT OF PATIENCE AS IT TAKES A MINUTE TO LOAD, BUT THAT'S OKAY.
IT JUST, YEAH, I THINK EVERYBODY'S ON RIGHT NOW.
MAYBE IT'S TAKING A MINUTE TO LOAD UP.
TAKING A MINUTE TO LOAD THOUGH, YOU KNOW, WORK WITH MY TEAM YESTERDAY THAT FIGURED IT OUT.
MAYBE JUST TAKING A MOMENT TO LOAD UP.
YEAH, IT'S, IT'S, UH, LAGGING RIGHT NOW.
IT DID WORK ON THE TEAM YESTERDAY.
WELL, WE DIDN'T, YEAH, HOW YOU DOING? BOARD MEMBER? SORRY, IT'S LOOKING.
[01:35:01]
OH YEAH, THERE IT IS RIGHT THERE.AND THEN IT'S, UH, MABZ S3 Y BOARD MEMBER.
FRANKLIN, I THINK YOU COULD JUST DO ONE.
I, NO, I THINK IT'S JUST YOU WERE ASKING IF YOU COULD DO A COUPLE.
SORRY, I WAS GIVING UP THE DIRECTIONS, BUT I THINK IT'S JUST ONE EACH ONE.
YEAH, YOU YOU GOT IT RIGHT? YEAH.
WELL, IT'LL BE, IT'LL, IT'LL BE REALLY COOL ONCE I, HOPEFULLY EVERYBODY'S ABLE TO GET IN, IN A MINUTE AND THEN I'LL SHOW EVERYBODY.
YEAH, YOU WON'T SEE LIKE ANYBODY'S ENTRY, BUT YOU'LL, YOU'LL SEE THE, YOU'LL KIND OF SEE THE COLOR.
YOU GOT IT, MR. IT'S JUST RIGHT, RIGHT THERE.
THAT'S WHERE YOU PUT THE CODE IN.
WHAT HAPPENED? OH, I DON'T KNOW.
YEAH, IT'S JUST THE WRONG WE WERE, YEAH.
WELL, LEMME SEE WHAT I CAN, I CAN SEE HERE.
I KNOW IT'S LAGGING AND LOGGING IN.
OKAY, SO I WANT TO GO TO, HOW DO I, HOW DO I LIKE REFRESH IT? AND I WANT YOU TO PUT THIS ON THE SCREEN.
WELL LET REFRESH SITE'S SO SLOW.
JUST LIKE ANY CLASSROOM WE HAVE TO PLAN FOR, UH, TECHNOLOGY AND, AND THAT'S OKAY.
BUT YOU KNOW WHAT YOUR MOOD IS AND I THINK I KNOW WHAT ONE OF YOUR MOODS ARE.
THE MOOD THAT YOU HAVE IS HUNGRY.
SO FOR THE NEXT, LET'S TAKE A SECOND.
LET'S TAKE A LOOK AT WHERE WE ARE.
I SEE WE HAVE ABOUT 60 PEOPLE IN THE ROOM, AND IT'LL REGISTER AS IT COMES THROUGH, BUT WE SEE SOME HAPPINESS, BE SOME CALM, OH, I LOOK, YEAH, EXCITED.
I SEE A SLEEPY WHO NEEDS A CAPPUCCINO.
BUT AS AN INSTRUCTOR, I CAN KIND OF SEE WHERE, UH, IF I WAS IN A CLASSROOM, I COULD SEE WHERE A CLASS IS KIND OF JUST AS A CHECK-IN, RIGHT? AND SO THANK YOU FOR TAKING PART, UH, WITH THIS QUICK CLASS MOOD.
WELL, WE WANTED TO CHECK IN, SEE IF EVERYBODY IS, AND AGAIN, I APOLOGIZE FOR THE LAG WITH THE, UH, TECHNOLOGY, BUT YOU CAN KIND OF SEE, UH, THE POWER OF THE TOOL TO CHECK IN, UM, WITH THOSE THAT YOU SERVE.
SO WITH THAT, I'M GONNA, UH, EXCUSE EVERYBODY TO LUNCH.
UM, SO NOW, UH, WE, WE SPENT AN HOUR, UH, LEARNING ABOUT THE DIFFERENT GOALS AND ASKING QUESTIONS.
AND SO NOW OUR JOB IS TO OVER THE NEXT, UH, 60 MINUTES, UH, PLUS OR MINUS, UH, LAND THIS PLANE, UH, FOR THESE THREE, UH, THREE REMAINING GOALS.
UH, AND THE THREE GOALS ARE, UH, SCIENCE, UM, UH, POST-SECONDARY READINESS AND, UH, AND, UH, SOCIAL EMOTIONAL LEARNING.
AND WE'LL GO THROUGH THEM IN THAT ORDER.
UH, SO START WITH SCIENCE AND THEN GO TO, UH, POST-SECONDARY READINESS AND THEN GO TO SEL.
UM, AND WHAT WE'LL DO FOR EACH OF THEM IS, WE'LL FIRST START WITH A REPORT OUT FROM THE TABLES, UM, AND THEN WE WILL DISCUSS EACH GOAL AND HOPEFULLY COME TO CONSENSUS ON, UH, WHAT THOSE, WHAT THOSE, UH, TARGETS,
[01:40:01]
UH, MIGHT BE.SO, UM, SO WITH THAT, LET'S GO TO THE SCIENCE GOAL, UH, IN WHICH THE RECOMMENDATION WAS AT STANDARD ON AVERAGE IN GRADES FIVE AND EIGHT, UM, EVERY, ALL OUR STUDENTS WILL BE AT STANDARD, ON AVERAGE IN GRADES FIVE AND EIGHT.
SO, UH, SO THE SCIENCE TABLE REPORT OUT, THANK YOU, JOHN.
FOR THE, UH, FOR THE SCIENCE ROTATIONS THAT WE HAD, UM, TO THE, TO THE, TO THE QUESTION AT HAND OF THE SETTING THE DISTRICT GOAL, THERE WAS, I, I, I BELIEVE GENERAL AGREEMENT AND COMFORT WITH, WITH THE GOAL AS BEING OUR, OUR RECOMMENDED HERE, THE CONVERSATIONS WERE, WERE ACTUALLY MORE FOCUSED ON HOW THE, HOW DO WE GET THERE AND WHAT DOES THIS MEAN FOR, FOR THE WORK MOVING FORWARD AND HOW WE ORGANIZE THE WORK AND PRIORITIZE THE WORK AND MAKE SURE SCIENCE IS GETTING THE ATTENTION IT DESERVES, UM, ACROSS GRADE LEVELS HERE.
SO, UM, AS FAR AS THE, THE QUESTION OF THE GOAL, WHAT I HEARD AT LEAST IN THE, IN THE, IN THE, IN, IN THE ROTATIONS WAS AGREEMENT WITH THE RECOMMENDED TARGET.
SO, UM, BUT I HAPPY TO DISCUSS AND HAVE, YOU KNOW, LEAVE IT AT THAT FOR THE BOARD TO DISCUSS.
SO OPENING IT UP TO THE BOARD FOR DISCUSSION.
ANY QUESTIONS, THOUGHTS, UH, OTHER REACTIONS TO THE GOAL? OR DOES THAT SOUND CORRECT TO EVERYONE? I THINK THAT'S NOW, THAT'S NOW ON.
SO I, YEAH, I AGREE THAT THE HOW WAS VERY IMPORTANT TO US, PARTICULARLY IN ELEMENTARY SCHOOL IS HOW OUR, HOW CAN WE, UM, ENSURE THAT, UH, TEACHERS HAVE ENOUGH TIME IN THE DAY TO BE ABLE TO TEACH MATH.
AND IT'S ALSO, UM, NOT ONLY TO BE ABLE TO, I MEAN, DID I SAY MATH? I MEANT SCIENCE.
UM, NOT ONLY, UM, THAT THEY ARE ABLE TO READ ABOUT SCIENCE, BUT ALSO TO BE ABLE TO ENGAGE IN IT.
RIGHT? UM, AND WE HAD SOME IDEAS THAT, UH, I HEARD THAT DOI HAS CREATED SOME SAMPLE SCHEDULES THAT THEY MIGHT SHARE WITH, UM, UH, ELEMENTARY SCHOOL TEACHERS THAT SOME SCHOOLS ACTUALLY DE DESIGNATE A ROOM AS THE SCIENCE ROOM TALKED ABOUT POTENTIAL, UM, UH, WAYS THAT WE CAN HAVE TEACHERS WHO CAN EITHER RECEIVE A MICRO-CREDENTIAL IN SCIENCE AND BECOME THE SCIENCE TEACHER AT A SCHOOL, OR HAVE SCIENCE LEAD TEACHERS AT SCHOOLS.
WE HAVE SOME, YOU KNOW, DISPLACED TEACHERS.
MAYBE THEY CAN TAKE ON THIS JOB.
SO HOW CAN WE MAKE THIS HAPPEN? BECAUSE IT'S VERY IMPORTANT TO US.
THE GOAL IS VERY IMPORTANT, BUT THEN ALSO MAKING SURE THAT WE'RE WORKING TOWARD THAT HOW PIECE WAS VERY IMPORTANT BOARD PRESIDENT.
WE, UH, DIFFERENTIATED BETWEEN FIFTH GRADE AND EIGHTH GRADE SCIENCE.
NOW IN EIGHTH GRADE YOU HAVE A DESIGNATED PERIOD OF SCIENCE.
BUT IN FIFTH GRADE, YOU HAVE TO MAKE TIME.
MAKING TIME DURING ELEMENTARY TEACHERS' A BUSY DAY.
SO FROM BOTH OF THESE, IT'S BASICALLY THE SCIENCE GOAL AS A GOAL IS GREAT, BUT THE STRATEGIC PLAN REALLY NEEDS TO HAVE SOME, HOW ARE WE GONNA GET THERE AND WHAT'S GONNA, WHAT'S GONNA MOVE US TO IT.
YES, KELLY? YEAH, I AGREE WITH BOTH OF THOSE POINTS.
AND, AND ONE THING I RAISED WAS JUST AS WE ARE UPLIFTING SCIENCE TO THE LEVEL OF PRIORITY AS READING AND MATH, JUST A DESIRE TO ENSURE THAT OUR INSTRUCTION CONTINUES TO BE FOCUSED ON HANDS-ON KIND OF EXPERIENTIAL LEARNING FOR SCIENCE, THE TYPE OF SCIENCE INSTRUCTION THAT'S ENGAGING AND RA RATHER THAN, UH, GETTING TO A PLACE WHERE ROTE TEST PREP IS MORE OF A FOCUS, BECAUSE I THINK RIGHT WHEN THE STANDARDIZED ASSESSMENT BECOMES SUCH A PRIORITY, THAT THAT CAN, CAN LEAD TO SOME UNINTENDED CONSEQUENCES.
SO, UM, JUST A, A DESIRE TO ENSURE THAT WE TEACH SCIENCE THE WAY THAT IT, THAT IS MOST EFFECTIVE, WHICH IS THROUGH HANDS-ON LEARNING.
ANYONE ELSE ON SCIENCE? ALL RIGHT.
THUMBS UP FOR PEOPLE WHO THINK THIS IS FOR THE SCIENCE GOAL.
UH, THE STAFF RECOMMENDATION, UH, IS THAT 85% OF, OF STUDENTS AND THE GRADUATING, UH, NINTH, 12TH GRADE COHORT WILL BE COLLEGE AND OR CAREER READY WITH AT LEAST 70% BEING COLLEGE READY BY, WHICH IS MEANT, UM, A THROUGH G UH, UM, COMPLETING A THROUGH DA THROUGH ALL A THROUGH G REQUIREMENTS.
UH, AND THEN CAREER READY IS CO COMPLETING EITHER A CTE, A CTE PATHWAY OR J-R-O-T-C.
[01:45:02]
SO THAT'S THE, THAT'S THE PROPOSAL YOU ALL HAD CONVERSATIONS WITH, UH, WITH THE STAFF.I WANNA SORT OF OPEN IT UP NOW FOR, OH, I'M SORRY.
SO SIMILAR TO SCIENCE, I THINK THERE WAS KIND OF IMPLICIT APPROVAL OF THE STAFF RECOMMENDED GOAL.
THERE WAS A LOT OF DISCUSSION ABOUT THE NEED FOR INCLUDING SOME SORT OF CAREER MEASURE AND A LOT OF TALK AROUND, AGAIN, THE HOW PIECE IN TERMS OF MAKING SURE THAT CTE IS WIDELY AVAILABLE TO STUDENTS WHO MIGHT WANT IT.
UM, TALKING ABOUT THE ELEMENTS OF THE COLLEGE AND CAREER INDICATOR THAT THE STATE OFFERS, UM, THAT WE DON'T, SO LIKE PRE-APPRENTICESHIP PROGRAMS. THERE WAS A LOT OF TALK ABOUT THAT.
ALRIGHT, SO WITH THAT, LET ME OPEN IT UP TO THE BOARD AGAIN ABOUT, UH, QUESTIONS, COMMENTS, THOUGHTS ON THIS, ON THIS GOAL.
UM, NO, I THINK WE, WE HAD A ROBUST DISCUSSION IN OUR GROUP ABOUT THIS ONE AND JUST THIS, THE, UM, WELL ONE, I WILL SAY FOR THE RECORD, AGAIN, I THINK WE SHOULD CALL IT COLLEGE AND CAREER READINESS.
POST-SECONDARY READINESS IS BETTER THAN IT WAS LAST TIME.
BUT IF THAT'S WHAT WE'RE GOING FOR, WE SHOULD JUST SAY WHAT WE NEED AND CALL IT COLLEGE AND CAREER READINESS.
'CAUSE I THINK THAT'S HOW WE TALK ABOUT IT COLLOQUIALLY, LIKE OUT THERE.
I ALSO THINK, I MEAN, WE WERE JUST, YOU KNOW, I DIDN'T LOVE AREAS WHERE THE STATE WOULD BE MORE RIGOROUS THAN US.
AND SO WHEN WE WERE REALLY, WE SPENT A LOT OF OUR TIME DISCUSSING THE SUB GOAL, THE, OR I GUESS IF YOU GO TO THE THREE SUGGESTIONS, UM, AND FOR EXAMPLE, LIKE ON THE J-R-O-T-C, THIS, IN THE CCI FRAMEWORK, IF YOU DO TWO YEARS, YOU ARE, UM, LIKE ALMOST PREPARED OR YOU'RE GETTING RIGHT.
BUT IN OUR GOAL, YOU WOULD BE PREPARED.
AND I DON'T, I DON'T LOVE THAT WE'RE LESS RIGOROUS THERE, BUT I UNDERSTAND THAT WE WANTED TO KIND OF CALL OUT AND ELEVATE THE CAREER PIECE.
SO I STILL LEAN TOWARDS THE CI AS THE BEST INDICATOR.
UM, AND, BUT THAT'S, THAT'S ME.
SO, BUT THAT, SO THIS ONE I STILL THINK NEEDS SOME FLUSHING OUT WHEN IT COMES TO WHAT WE'RE, WE'RE TRYING TO SAY.
I THINK, UM, IT SEEMS LIKE TANYA WANTS TO CHIME IN TOO, BUT YES.
SO, SO THAT ONE WAS, I MEAN, WE HAD, WE SPENT A GOOD AMOUNT OF TIME DISCUSSING AND I APPRECIATED THE TEAM, UM, FOR HELPING US UNDERSTAND KIND OF THE PROS AND CONS OF, WELL, IF YOU JUST DO SEE BETTER, YOU'RE, MAYBE THERE'S NO TEST SCORES AND THERE'S NO PATHWAYS.
AND IF YOU DO CCC, CCI, YOU ARE ALSO NOT ALLOWING FOLKS TO WHO JUST HAVE C ARE BETTER.
BUT THAT'S ALSO AN INTERESTING POINT, RIGHT? AND THEN I'LL PAUSE LIKE, THE FACT THAT THE STATE'S OWN FRAMEWORK SAYS THAT IF YOUR AIR THROUGH GC ARE BETTER, YOU'RE ALSO NOT COLLEGE PREPARED.
YOU ARE APPROACHING PREPARATION IS JUST INTERESTING.
AND LIKE, MAYBE ONCE A FURTHER CONVERSATION, IF THE STATE IS NOW ACKNOWLEDGING THAT THEIR OWN REQUIREMENTS TO GET IN AREN'T RIGOROUS ENOUGH, THAT'S A WHOLE NOTHER CAN OF WORDS, I GUESS.
I'LL SUPPORT THE COLLEGE CAREER READINESS.
UM, WE HAD SOME TIME TALKING ABOUT THE, AND OR I FEEL REALLY STRONGLY WE SHOULD NOT USE, OR BECAUSE WE HAVE A HISTORY IN THIS DISTRICT, IN THIS COUNTRY OF TRACKING KIDS INTO ONE OR THE OTHER.
UM, SO IF YOU JUST TAKE OUT THE AND OR, AND JUST SAY COLLEGE SLASH CAREER, THEN YOU KNOW, YOU GET RID OF THAT.
UM, BUT I, I, UH, AGREE THAT, UM, THAT'S HOW WE TALK ABOUT IT, RIGHT? WE NEVER SAY POST-SECONDARY.
I DUNNO IF YOUR FAMILY'S EVER TALKED ABOUT POST-SECONDARY, BUT THAT, THAT TERM NEVER COMES UP IN MY COMMUNITY.
UM, AND I, I LIKE THE IDEA OF JUST CONTINUING TO LEARN ABOUT IT BECAUSE IF THE STATE IS USING CCI AND WE'RE USING IT FOR, UH, POTENTIAL BENCHMARKS FOR CHARTERS, UM, THAT MIGHT BE WHAT SOMETHING WE WANNA HOLD OURSELVES TO AS WELL.
UM, BUT WHATEVER WE DO, I'M IN SUPPORT OF MAKING SURE THAT KIDS HAVE ACCESS TO ALL OPTIONS.
AND ONE OF THE THINGS THAT CAME UP IN OUR GROUP IS THAT STILL DOZENS OF OUR SECONDARY SCHOOLS DON'T HAVE A CTE PATHWAY AVAILABLE YET.
AND SO MAYBE SIMILAR TO THE SEL GOAL, LASKO AROUND, WE PUT OUT THIS BIG GOAL AND WE DIDN'T HAVE ALL THE TOOLS IN PLACE TO GET THERE.
ONCE WE PUT THIS GOAL OUT, WE'RE GONNA GET THE TOOLS IN PLACE TO GET THERE SO THAT ALL OF OUR KIDS CAN EARN A-A-C-T-A PATHWAY.
THAT'S, I THINK, SUPER IMPORTANT TO US.
WORDPRESS, I'M GOING TO DISAGREE ABOUT COLLEGE SLASH CAREERS BECAUSE FOR YEARS AND YEARS AND YEARS IT WAS ALL COLLEGE.
I DON'T CARE WHAT ANYBODY SAYS, IT WAS ALWAYS COLLEGE AND CAREER WAS AN ADD-ON.
SO IT'S REALLY IMPORTANT TO HAVE BOTH SEPARATE, IN MY OPINION.
MR. SCHMILL, WOULD YOU SAY COLLEGE AND CAREER? WOULD YOU BE OKAY WITH THAT? YES, BUT NO SLASHES.
SO
'CAUSE I THINK IT'S, IT'S, IT'S, IT'S IMPORTANT.
SO COLLEGE AND CAREER MIGHT MEAN, WELL, YOU NEED TO BOTH HAVE A COLLEGE READINESS AND CAREER READINESS IN ORDER FOR THE IT TO COUNT.
IS THAT, IS THAT WHAT YOU'RE THINKING ABOUT? OR YOU KEEP UP BECAUSE, UM, THEN THE NUMBER WOULD BE MUCH LOWER FOR THE NUMBER OF STUDENTS OR BOTH AS AN INDIVIDUAL, BUT AS A DISTRICT, I THINK WE CAN SAY THE NUMBER OF STUDENTS WHO ARE COLLEGE AND THE NUMBER OF STUDENTS WHO ARE CAREERS, SOME OF WHICH MAY HAVE OVERLAP, SOME OF WHICH MAY NOT.
WOULD KEEP US IN THE, YOU KNOW, HIGH SEVENTIES GETTING TO EIGHTIES PERCENTAGE.
SO, UM, I THINK WE CAN THINK ABOUT THE, THE WAY THAT WE UNDERSTAND WHAT AND MEANS WITHOUT,
[01:50:01]
YOU KNOW, LOWERING OUR, UM, LIKE COLLECTIVE UNDERSTANDING OF, OF THE KIDS' READINESS.SO, SO COLLEGE SLASH CAREER SOMEWHAT MEANS, SO WOULD COLLEGE SLASH CAREER BE OKAY? THE, THE IDEA NOT BEING THAT SORT OF YOU, THAT WHERE EVERYONE HAS TO BE READY HAS TO GO TO COLLEGE.
WE USED TO HAVE CAREER COUNSELORS AND COLLEGE COUNSELORS, RIGHT? THERE ARE NO MORE, I DON'T SEE THEM ANYMORE.
I JUST SEE COLLEGE COUNSELORS.
AND I TALK TO THEM AND THEY'RE EXCELLENT ABOUT COLLEGE ADVISEMENT, BUT NOT SO EXCELLENT ABOUT CAREER ADVISEMENT, IN MY OPINION, IN MY OPINION.
UM, AND I THINK THIS, AND I, I, I AGREE ON, ON BOTH SIDES, UM, AND I THINK FOR ME, WHEN I THINK OF COLLEGE AND CAREER, THAT'S EXACTLY WHAT DUAL ENROLLMENT IS AIMING FOR.
OUR STUDENTS ARE GOING, UH, TAKING ADVANTAGE OF, UM, TAKING A A, A COLLEGE COURSE AT A COMMUNITY COLLEGES, WHICH ARE PREPARING THEM BOTH WITH COLLEGE AND THE, THEY CAN ALSO TAKE CATE, UH, A CERTIFICATE IN DIFFERENT INDUSTRIES.
SO THEY'RE GETTING PREPARED FOR BOTH, RIGHT? AND IT'S ULTIMATELY IS THE STUDENT WHO'S GONNA DECIDE, I'M COLLEGE READY, I CAN GO TO COLLEGE, BUT I ALSO WANNA WORK AND I'M ALSO WORK READY.
SO IT'S JUST AMPLIFYING THOSE, BOTH OF THOSE OPPORTUNITIES.
UM, BUT FROM WHAT I SEE, I SEE OUR STUDENTS PREPARING FOR BOTH, UM, GETTING THE CERTIFICATES, GETTING AN AA SO, YOU KNOW, WHEN THE DECISION COMES OF GOING TO COLLEGE OR CAREER, THEY CAN MAKE EITHER ONE.
SO I THINK GETTING THEM READY FOR COLLEGE AND CAREER SHOULD BE THE GOAL, RIGHT? BUT THEN HOW DO WE USE THOSE METRICS? SO I THINK THAT'S SOMETHING WE STILL NEED TO SORT OF FLUSH OUT.
I, UH, I, I WILL JUST, I MEAN, I, I ACTUALLY LIKE POST-SECONDARY READINESS.
I THINK WHEN I TALK TO, UH, COMMUNITY MEMBERS, THERE'S A, WHAT, WHAT WE KNOW FROM THE RESEARCH IS THAT THE FOLKS WHO ARE MOST, YOU KNOW, ECONOMICALLY SUCCESSFUL, WHO CAN SUPPORT THEIR FAMILIES, ESPECIALLY IN THIS ECONOMY, HAVE SOME SORT OF POST-SECONDARY TRAINING.
AND IT DOESN'T ALWAYS MEAN COLLEGE.
AND SO I, I APPRECIATE THAT POST-SECONDARY IS INCLUSIVE AND DOESN'T NECESSARILY, UM, MAKE IT SOUND AS THOUGH LIKE AN APPRENTICESHIP PATHWAY IS LESS THAN A COLLEGE DEGREE.
UM, BECAUSE I THINK FOR MANY PEOPLE THAT THAT IS A GREAT PATHWAY TO BE ABLE TO SUPPORT THEIR FAMILY, PURSUE THEIR INTERESTS, AND HAVE A STABLE MIDDLE CLASS LIVELIHOOD.
UM, SO I THINK THAT WAS PART OF THE REASON WHY POST-SECONDARY READINESS WAS APPEALING TO ME.
UM, I ALSO THINK, LIKE I DON'T, IN FOUR YEARS, I, I DON'T, I THINK THERE ARE QUESTIONS AROUND LIKE THE, THE VIABILITY OF SOME COLLEGE DEGREES WITH THE, A WAY THAT TECHNOLOGY IS RAPIDLY CHANGING THE WORKFORCE.
AND SO I THINK THAT A BROADER TERM, UM, MIGHT IN HINDSIGHT FOUR YEARS FROM NOW, LIKE, MIGHT BE BETTER AND PRESCIENT OF WHAT, WHAT IS TO COME, UM, BECAUSE WE CAN'T NECESSARILY ASSUME THAT IT'S GOING TO LOOK THE SAME IN 2030 AS IT DOES RIGHT NOW.
AND THE BROADER TERM BEING THE POST-SECONDARY READINESS.
I ALSO, I, UH, UM, NOT LIKE I HAVE SOME QUESTIONS ABOUT FEASIBILITY AS WELL, UM, BECAUSE I THINK IF STUDENTS WERE TO, TO TAKE A REALLY RIGOROUS CTA PATHWAY, LIKE I THINK THERE'S SOME SCHEDULING CHALLENGES, UM, EVEN, AND I THINK WE'VE SEEN THAT WITH THE FOCUS ON A THROUGH G, WHICH I, WHICH I AGREE IS COMPLETELY RIGHT.
WE WANT ALL OF OUR STUDENTS TO HAVE THAT ELIGIBILITY AND THAT CHOICE.
THERE IS SOME CROWDING OUT, UM, IN HIGH SCHOOL SCHEDULES THAT MAKE IT DIFFICULT FOR STUDENTS TO BE ABLE TO PURSUE BOTH.
SO, UM, I GUESS MY POINT THERE IS LIKE THE, AND MAY BE CHALLENGING IN, IN PRACTICE IF WE ARE TO DO A REALLY RIGOROUS JOB IN BOTH AREAS, RIGHT? OKAY.
I'M NOT SURE, I THINK I MIGHT HAVE CONTRADICTED MYSELF THERE, BUT HOPEFULLY YOU UNDERSTAND WHAT I'M SAYING.
DON, I, I, I AGREE WITH THE POST-SECONDARY READINESS.
I, I DO BELIEVE THAT AS WE MOVE FORWARD, WE ARE PREPARING THEM AS A BASELINE FOR WHAT'S HAPPENING AFTER HIGH SCHOOL, RIGHT? AND WE'RE DOING THAT WITH DUAL ENROLLMENT.
WE'RE DOING IT WITH CAREER TECH, NEW EDUCATION AND PATHWAYS.
AND SO, AND HOPE THAT WE CAN GROW THEM IN OUR SCHOOLS THAT EVERY SCHOOL HAS EACH, BECAUSE LIKE, AS WE MENTIONED, WE DON'T, WE HAVE 108 AND WHETHER, YOU KNOW, STUDENTS PICK THOSE AND HOPEFULLY THAT THEY CAN GROW.
[01:55:01]
DO BELIEVE AS WE MOVE INTO 2030, IT'S GONNA BE A LITTLE DIFFERENT, BUT PREPARING OUR STUDENTS TO TAKE ADVANTAGE OF THE OPPORTUNITIES THAT ARE THERE.BECAUSE I THINK PART OF OUR CONCERN IS THAT MANY OF OUR FAMILIES DIDN'T KNOW THAT THEY EVEN EXISTED IN OUR DISTRICT, THAT THEY COULD ACHIEVE AN ASSOCIATE'S DEGREE AND BE PREPARED TO GO TO WORK MM-HMM
WHEN THEY WERE DONE AFTER SENIOR HIGH SCHOOL.
AND SO I THINK IF WE KEEP IT THE BROADER TERM, IT DOES HELP US TO BE ABLE TO, TO MEET THAT GOAL.
AND AS WE MOVE INTO 2030 AND BEYOND, UM, FAMILIES WILL LEARN THAT POST-SECONDARY AND WHAT THAT MEANS BECAUSE YOU'RE BEING READY FOR WHAT HAPPENS AFTER HIGH SCHOOL.
TO THAT POINT, UM, SOMETHING THAT WE ALSO TALKED ABOUT IN OUR GROUP WAS ABOUT THE FACT THAT NOT ALL SCHOOLS HAVE A CTE PATHWAY.
AND, UM, SO SOME IDEAS THAT CAME UP WERE THAT PERHAPS IN SOME, UM, SCHOOL COMPLEXES LIKE SAY RFK, THAT HAS ABOUT FIVE OR SIX DIFFERENT SMALL SCHOOLS, MAYBE THEY COULD BE A HUB FOR CTE.
UM, ALSO HAVING OUR, UM, OPTION SCHOOLS ACCESS THE DAYS CLASSES.
THAT COULD BE ANOTHER OPTION, UH, IN CREATING THESE HUBS FOR OTHER SCHOOL COMMUNITIES THAT DON'T HAVE CTE.
UM, AND WE WERE TALKING ABOUT CAN WE MAKE THIS HAPPEN BY THE TIME WE START WITH THESE GOALS? SO WE SAID THAT IF WE DON'T SET THE GOAL, THEN WE WON'T WORK TOWARD THE GOAL.
SO IF WE SET THE GOAL, THEN AT LEAST WE'RE BEGINNING TO WORK ON THAT.
SO I SEE, UH, TWO QUESTIONS HERE.
SO ONE IS, WHAT'S THE NAME OF THE GOAL, AND THEN THE SECOND IS
DO WE AGREE ON, UH, DO WE AGREE ON THE GOAL ONCE WE GET THE NAME DOWN? SO, UH, SO IN TERMS OF POST-SECONDARY READINESS VERSUS COLLEGE SLASH CAREER READINESS SLASH NO SLASH COLLEGE DASH CAREER, ALRIGHT, UH, READINESS, LIKE WHO, UH, SORT OF THUMBS UP FOR POST-SECONDARY READINESS? 1, 2, 3.
COLLEGE, UH, DASH CAREER READINESS, COLLEGE CAREER, ONE, TWO.
SO ONE, TWO, WE'RE THREE AND THREE.
AND, AND, AND ONE, ONE ABSTAIN.
CAN YOU ALL HEAR ME? I DON'T HAVE, I DON'T HAVE AN OPINION HONESTLY ON EITHER POST-SECONDARY OR COLLEGE AND CAREER INDICATOR.
IF I HAD TO CHOOSE ONE, I THINK I WOULD GO WITH A COLLEGE AND CAREER.
IT'S JUST MORE ACCESSIBLE LANGUAGE TO EVERYBODY.
SO WE WILL PROVISIONALLY GO WITH COLLEGE AND CAREER.
UH, AND NOW LET'S TALK ABOUT THE, THE, THE GOAL.
IT'S, LET'S TALK ABOUT THE GOAL ITSELF, UH, WHICH IS THE, UH, UH, USING A THROUGH G AND, UM, CTE PATHWAYS AND J-R-O-T-C.
SO THUMBS UP OR DOWN ON THE GOAL AS, AS PROPOSED.
I SAW A THUMB OVER HERE, BUT NOW IT'S GONE.
WE HAVE, WE HAVE BROAD CONSENSUS ON THE GOAL, THOUGH.
THERE'S A LITTLE BIT OF, OF LITTLE WAVERING
THE REASON FOR MY HESITATION WAS JUST, 'CAUSE I THINK SO MUCH OF IT IS IMPLICIT IN HOW WE MEASURE IT, BECAUSE LIKE ONE OF THE OPTION ONE FOR HOW WE MEASURE THIS GOAL IS JUST PERCENT OF STUDENTS IN FOUR YEAR COHORT WITH C ARE BETTER IN A THROUGH G COURSES.
SO IF WE'RE GONNA CHOOSE THAT, THAT DOESN'T, THE 85% OF THE PEOPLE, OH YEAH.
SO THIS, SO THIS IS THE, THIS IS, I THINK THIS IS OPTION TWO IN THAT THING, WHICH IS THE A THROUGH.
BUT THERE, I DON'T THINK THOSE ARE, I THINK THOSE ARE TWO SEPARATE QUESTIONS.
MAYBE BILL CAN, YEAH, THAT'S WHY I WAS HESITATING.
LET'S, LET'S GO TO, I THINK THE SLIDE YOU'RE TALKING ABOUT HERE, NICK, IS, OH, YOU KNOW WHAT YOU SAID WE CHOSEN IT'S WAY BACK.
OH, IT'S, UH, THIS IS A 5 27 IS THE ONE.
[02:00:01]
PROPOSED IS OPTION TWO.AND, UH, AND SO AGAIN, THAT IS, AND AGAIN, IT WOULD BE TWO NUMBERS.
SO, AND THIS IS WHERE WE'RE HEADING FOR, YOU KNOW, UM, THE OTHER THREE GOALS WE'VE DONE SO FAR AS WELL.
YOU KNOW, SO WE'RE GONNA HAVE TWO NUMBERS FOR LITERACY, NUMERACY, AND SCIENCE.
'CAUSE YOU KNOW, THERE'S ELEMENTARY AND, AND SO SIMILARLY, WE'D HAVE TWO NUMBERS.
THE FIRST NUMBER WOULD BE THIS, UH, PERCENTAGE OF STUDENTS WHO COMPLETED A CAREER, A CTE PATHWAY OR ROTC, UH, JRE COURSES.
UM, UM, AND THEN, UH, BUT IT WOULD BE, IT WOULD BE THE BOTH NUMBER AND I, AND I CAN SHOW THAT.
AND THEN THE SECOND WOULD BE JUST THE A TO G.
AND SO THEN WHAT THE NUMBERS WOULD BE AS PROPOSED ARE ACTUALLY THE TWO NUMBERS THAT WE WOULD, WE WOULD BE DOING ARE THE BLUE LINE AND THE GREEN LINE.
SO IT WOULD, AND SO, AND AGAIN, THE GOAL WOULD BE THE HOPE, YOU KNOW, AND YOU KNOW, THE CONCERN IS THAT WHEN WE DO THE, OR ARE WE JUST FUNNELING STUDENTS TO, TO THE NON, YOU KNOW, THE NON-COLLEGE OPTIONS.
SO OBVIOUSLY IF THAT HAPPENED, THIS GREEN LINE WOULD JUST FLAT WOULD END UP BEING FLAT OR MAYBE GETTING WORSE, RIGHT? AS WE'RE DEEM, YOU KNOW, IF WE WERE TO DE-EMPHASIZE COLLEGE READINESS.
AND SO THE HOPE IS THAT BOTH ELEVATE, BOTH GET TO 85.
THAT WOULD, YOU KNOW, THAT THESE WOULD BE THE TWO NUMBERS WE TRACK.
AND THEN THE TWO TARGETS WE, WE SHOOT FOR.
ONE OF THE QUESTIONS WE HAD IN OUR GROUP THAT WOULD BE INTERESTING EMPIRICALLY IS JUST SO HOW INCLUSIVE IS THE COLLEGE AND CAREER READY OF THE COLLEGE READY? SO YOU BASICALLY, THE ONLY, IF YOU'RE COLLEGE READY, SEE ARE BETTER, YOU'RE COLLEGE READY.
THE, THE OTHER TWO MECHANISMS ARE J-R-O-T-C, WHICH IS I THINK 2% OF STUDENTS ARE IN THOSE PATHWAYS ABOUT THAT, OR THE, THE CT PATHWAY.
AND THEN ONE OF THE QUESTIONS OR DISCUSSIONS WE HAD IS LIKE, MOST OF THOSE CI WOULD ARGUE MOST, BUT YOU COULD TELL ME OF THOSE CTE PATHWAY STUDENTS ARE ALSO THE SEE OR BETTER STUDENTS.
I'M TRYING TO FIGURE OUT LIKE HOW MANY STUDENTS ARE WE ACTUALLY TALKING ABOUT IN THAT 15%? YEAH, YOU CAN SEE, YEAH.
SO THE, THE AMOUNT OF STUDENTS THAT ARE BASICALLY ALL OF THE ABOVE ARE, ARE THE, UM, ARE, IT'S ABOUT 20%, YOU KNOW, MAYBE, UH, OF THE STUDENTS.
AND SO THERE'S ONLY, SO THE GAP BETWEEN THE BLUE AND THE GREEN, THOSE ARE STUDENTS WHO ARE O UM, ESSENTIALLY J-R-O-T-C OR CTE PATHWAY, BUT NOT A TO GG, YEAH.
IT'S ABOUT 7% OF OUR STUDENTS.
AND NOW REMEMBER TO BE C TO, TO GET THE CTE OR THE J ROT, YOU ALSO HAVE TO EARN A DIPLOMA, RIGHT? SO THESE ARE STUDENTS WHO ARE EARNING A DIPLOMA, BUT THEY'RE NOT GETTING ALL THE A TO GC BETTER.
SO IT MIGHT NEED, I SKIP AHEAD.
SO WE ARE DONE WITH, UM, UH, COLLEGE, UH, CO UH, COLLEGE AND CAREER READY, UM, NOW ONTO SOCIAL EMOTIONAL LEARNING.
UM, AND THE PROPOSAL HERE WAS, UH, TO CREATE A DIAGNOSTIC ASSESSMENT OR THE, THE, THE DISTRICT WILL CREATE A DIAGNOSTIC ASSESSMENT, UH, THAT WILL BE GIVEN AT THE BEGINNING AND END OF SCHOOL YEARS, UH, TO, UH, EXAMINE, UM, UH, THE, THE STUDENTS' SEL COMPETENCIES SEES, GO AHEAD, ELMER.
YEAH, JUST WANTED TO REPORT OUT ON THE SOCIAL EMOTIONAL LEARNING.
UH, WE, THERE WAS AN ACKNOWLEDGEMENT FOR SURE ON THE COMPLEXITY AROUND THIS METRIC ON MEASURING SOCIAL EMOTIONAL LEARNING.
UH, AND BECAUSE IT WAS A BOARD GOAL, UH, IN THE PREVIOUS STRATEGIC PLAN, THERE WERE A LOT OF, UM, TEACHER TRAININGS, RIGHT? PORTFOLIOS WORK AROUND PORTFOLIOS.
WE ALSO TOOK THE RECOMMENDATION OF LOOKING AT ELEMENTARY MARKS FROM OUR LAST BOARD RETREAT.
AND SO, UH, WITH ALL THAT INFORMATION, WE THOUGHT ABOUT HOW DO WE MEASURE TRULY, UH, TEACHERS REPORT CARDS OR TEACHERS, UH, MARKING WHETHER STUDENTS ARE DEMONSTRATING SOCIAL EMOTIONAL LEARNING COMPETENCIES IN THEIR CLASSROOMS OR AT SCHOOL.
AND SO, UH, WE LANDED ON, UM, A PRE AND POST DIAGNOSTIC, AND WE EXPLAINED THAT TO THE BOARD, AND, UH, THEY HAD SOME QUESTIONS ABOUT THAT AND WHEN IT WOULD BE ADMINISTERED, AND SO IT WOULD BE PRE AND POST AND TO WHOM.
AND SO THESE WOULD BE SCHOOLS THAT ADOPTED WITH 91% OF OUR SCHOOLS ADOPTED A SOCIAL EMOTIONAL LEARNING CURRICULUM.
AND SO WE WOULD, UH, NEXT YEAR, UH, ADMINISTER A PRE AND POST, UH, DIAGNOSTIC TO THEN GATHER DATA, COLLECT DATA, AND THEN CREATE A BASELINE, UH, FROM, FROM THAT DATA TO THEN CREATE A NEW GOAL, UH, NEXT YEAR AFTER A PILOT YEAR OF, UH, ADMINISTERING, ADMINISTERING THE DIAGNOSTIC.
[02:05:02]
UM, WELL, I, I APPRECIATE THE TEAM'S CREATIVE THINKING.UM, THERE MIGHT BE A LITTLE BIT OF A PAUSE BECAUSE WE STRUGGLED, I THINK WITH THIS ONE LAST GO AROUND, WE HAD PUT OUT A GOAL AND THEN, UM, HAD A HARD TIME FIGURING OUT THE PORTFOLIO AND THE RUBRIC, AND IT HAD A SMALL AMOUNT OF IMPLEMENTATION.
AND SO AGAIN, WITH CREATING SOMETHING, THERE MIGHT JUST BE SOME HESITATION WITH HOW QUICKLY CAN WE, UM, YOU KNOW, ENVISION AND REALIZED THE TIMELINE THAT WE'VE DRAFTED AND SCALE THAT AND ASK STAFF TO DO IT AND TRAIN EVERYONE UP ON IT AND GET THE DATA AND USE IT IN A WAY THAT IN THE NEXT FOUR YEARS, WE'RE NOT IN THE SAME POSITION THAT WE WERE WITH THE 26 STRATEGIC PLAN.
I DUNNO IF MY COLLEAGUES ARE FEELING THAT, BUT I'M, I'M FEELING A LITTLE BIT OF THAT.
UM, I WILL SAY I DON'T LOVE THE TITLE, UM, AND MAYBE THE TEAM IS NOT GONNA CALL IT A COMPETENCY APPLICATION SURVEY,
UM, AND HONESTLY, I, I THINK THIS MIGHT BE AN OPENING TO REVISIT THE REPORT CARD ITSELF.
I THINK A COUPLE OF US HAD THE IDEA LASKO AROUND TO USE THE REPORT CARDS, UM, AND IF THE REPORT CARDS AREN'T MEASURING WHAT WE WANT THEM TO MEASURE, LIKE, LET'S CHANGE THE REPORT CARD RATHER THAN MAKING A SEPARATE TOOL.
AND I REALIZE THAT IS, UH, IMPLYING OR IMPLICATING, YOU KNOW, SEVERAL OTHER PROCESSES AND I DUNNO THAT WE'RE READY TO ADDRESS THAT TODAY.
UM, BUT THAT WOULD BE MY RECOMMENDATION A YEAR FROM NOW, IF WE'RE GONNA PILOT THIS AND HAVE SOME INFORMATION.
LET'S ALSO HAVE SOME INFORMATION ABOUT WHAT IT WOULD TAKE TO CHANGE THE REPORT CARDS TO TRULY REFLECT THE SEL COMPETENCIES WE WANT OUR KIDS TO HAVE.
OTHER THOUGHTS? UH, I, I AGREE WITH BOARD MEMBER FRANKLIN.
UM, I, I DON'T, I KNOW THAT THE TEAM HAS DONE A LOT OF WORK AND IT'S, IT'S BEEN A CHALLENGING PROCESS TO, TO CREATE SOMETHING ENTIRELY NEW BECAUSE I THINK THAT WAS THE CHARGE FOUR YEARS AGO, AND WE'VE SEEN THAT, THAT, THAT, THAT CAN BE CHALLENGING.
UM, I THINK THE OPPORTUNITY TO LEVERAGE AN EXISTING SYSTEM, LIKE I THINK THAT THAT HAS PROMISE, UM, BUT CERTAINLY TAKE THE TEAM'S RECOMMENDATION UNDER ADVISEMENT AND MAYBE THERE'S A WAY TO, TO BE ABLE TO REALLY EXPLORE BOTH OPTIONS.
UM, AND I THINK THERE, THERE CAN BE BENEFITS TO, UH, UPDATING THE REPORT CARD ANYWAYS, UM, RIGHT, BECAUSE IT, IT MAY NOT BE FULLY IN ALIGNMENT WITH WHAT OUR NOW OUR STATED PRIORITIES ARE AS A DISTRICT VIA OUR GOALS.
UM, SO I I WELCOME THAT AND, UM, I JUST, I, I, I WANT TO ENSURE THAT, UH, THAT WE, THAT WE GET SOMEWHERE IN THIS SPACE, LIKE I THINK IN THE CURRICULUM SIDE, IN TERMS OF TEACHING AND LEARNING, LIKE THERE'S BEEN A LOT OF PROGRESS, BUT WE DON'T WANNA END UP IN A, IN A SIMILAR PLACE, YOU KNOW, FOUR YEARS FROM NOW.
UM, THE LAST THING I'LL SAY, AND I'VE SAID IT SEVERAL TIMES, IS JUST LIKE A CONCERN ABOUT TESTING O OVERALL.
AND YOU KNOW, HOW EXCLUSIVELY WE ARE RELYING ON TESTS AS THE WAY THAT WE'RE MEASURING PROGRESS TOWARDS OUR GOALS.
SO I DO THINK THAT THERE IS A CON TO THIS AS IT IS A PRE AND POST ASSESSMENT, UM, THAT IT IS ADDING ANOTHER TEST.
AND I ALSO, I THINK KELLY BROUGHT UP IN OUR CONVERSATION THAT, UM, THIS PRE AND POST WOULD NOT NECESSARILY SHOW US THAT STUDENTS CAN APPLY, THAT IT'LL SHOW US THAT THEY UNDERSTAND THAT THEY HAVE KNOWLEDGE OF THAT COMPETENCY, BUT ARE THEY ABLE TO APPLY IT? AND SO I SUGGESTED COULD WE USE OTHER FORMS OF METRICS THAT WE COULD BRING IN EITHER REFERRALS OR I STARS, WHATEVER IT IS THAT CAN GIVE US AN INDICATION OF HOW STUDENTS ARE ACTUALLY DOING IN THE SCHOOL.
BUT ALSO I, I SEE THIS AS A, AS A METRIC FOR US AS WELL, FOR EACH SCHOOL TO MEASURE THEMSELVES AND ALSO US AS A DISTRICT, HOW ARE WE, UM, SUPPORTING OUR STUDENTS AND OUR COMMUNITY.
SO, UH, WHEN WE START TO APPLY THESE SEL LESSONS, I WANT US TO NOT RELY ON TECHNOLOGY TO DO THE, THE TEACHING, BUT RATHER THAT IT'S OTHER HUMANS DOING THE TEACHING ON SEL SO THAT, UM, WE, THERE'S MORE ENGAGEMENT.
I MEAN, KIDS ARE ACTUALLY PRACTICING, UH, THESE, UH, TOOLS AND THESE, THESE, UH, COMPETENCIES, RIGHT? YEAH.
YOU MENTIONED, UH, CHANGING THE REPORT CARD, POSSIBLY THAT WOULD BE MONUMENTAL AND EARTH SHATTERING, BUT A GOOD IDEA, BUT A GOOD IDEA.
UM, I'M, I'M WONDERING IF THERE'S AN OP ANOTHER OPPORTUNITY TO MAYBE REVISIT THIS.
I'M TRYING TO GATHER MY THOUGHTS JUST ON THE CONVERSATIONS, IF THERE WOULD BE ANOTHER OPPORTUNITY TO MAYBE THINK THIS THROUGH A LITTLE BIT MORE ON SEL.
UM, I MEAN, I UNDERSTAND RIGHT NOW IT'S, YOU KNOW, COLLECTING THE BASELINE DATA, BUT AS WAS MENTIONED, YOU KNOW, HOW IS IT BEING THE CURRICULUM SIDE AND
[02:10:01]
THE SCHOOLS ALSO ASSESSING THEMSELVES? UM, I'M ALSO THINKING ABOUT OUR PARENTS AS WELL.HOW DO WE, YOU KNOW, UM, INCORPORATE, UM, SOCIAL EMOTIONAL LEARNING ALSO AT HOME? I DON'T KNOW.
I JUST, I'M NOT SURE ABOUT HOW THIS IS GONNA PAN OUT, RIGHT? WITH SOCIAL EMOTIONAL LEARNING ANYWAY, SO IT'S ONLY COMMENTS, BUT WE DON'T, TWO THOUGHTS, DON'T WANT MORE ASSESSMENTS OR, YOU KNOW, MORE TESTING.
BUT YEAH, I DUNNO, I GUESS WE, I DIDN'T ASK THE QUESTION WHEN WE WERE TALKING ABOUT THE DIAGNOSTIC, THE LENGTH OF IT AS WE TALK ABOUT, RIGHT? UM, HAVING IT POST, UH, PRE AND POST.
WE DIDN'T DISCUSS HOW LONG IT WOULD BE, OR, YOU KNOW, WHAT, HOW MUCH TIME IT WOULD TAKE FOR TO BE ADMINISTERED.
IS THAT TAKEN INTO ACCOUNT OR THAT CAN BE GIVEN TO US AS WELL.
SO THANK YOU SO MUCH FOR THESE QUESTIONS.
UM, IT, THIS MEASUREMENT THAT WE'RE, UH, PROPOSING IS, UH, IT, IT MEASURES APPLICATION.
SO THE PROMPTS ARE DEVELOPED TO ASSESS STUDENTS IN REAL LIFE SITUATIONS AT DIFFERENT GRADE SPANS.
SO IT TAKES THE LEARNING THAT THEY'VE HAD THROUGH THEIR CURRICULUM AND THEN ASKS PROMPTS THAT ARE SPECIFICALLY DESIGNED TO ASSESS WHERE THEY ARE AND HOW THEY WOULD APPLY IT IN THEIR LIVES.
SO, UH, IT DOES ASSESS APPLICATION AND TIME-WISE, WE'RE, WE'RE LOOKING AT 10, 15 MINUTES.
IT IS NOT A LENGTHY, IT'S, AND, AND, AND IN MY TERMS OF DEFINING IT, IT'S NOT REALLY AN ASSESSMENT.
HOWEVER, IT'S A DIAGNOSTIC HAS ASSESSMENT VALUE.
IT IS A PARTIAL SURVEY, PARTIAL DIAGNOSTIC.
SO IT TAKES, UH, AN UNDERSTANDING IN ALL THE COMPETENCIES OF HOW STUDENTS ARE APPLYING IN REAL LIFE SITUATIONS, UH, HOW THEY'RE APPLYING THEIR LEARNING TO THEIR LIVES, WHICH I THINK AND, UH, BOARD MEMBER, UH, DR. RIVAS ASKED ABOUT PARENTS.
SO WE PLAN ON USING THIS DATA TO INFORM, UM, HOW WE, UH, PROVIDE PROFESSIONAL DEVELOPMENT OR WORKSHOPS FOR PARENTS BASED ON THE LEARNING THAT WE GET FROM THESE.
SO THERE'S A LOT OF DIFFERENT, UH, THINGS THAT WE COULD TAKE FROM THE DATA THAT WE RECEIVE ON THESE, UH, APPLICATION DIAGNOSTICS.
SO THERE'S THE QUESTION ABOUT LENGTH.
UM, SO LET ME SUGGEST A COUPLE THINGS JUST TO, TO TRY TO BRING THIS IN A LITTLE BIT.
UM, SO ONE WOULD BE, UH, UH, THAT OVER THE NEXT YEAR SORT OF, SO THE NEXT, THEY, WE HAVE TO, UH, THE, THE TEAM WOULD HAVE TO DEVELOP THE ASSESSMENT, THEN WE'LL BE PILOTING IT AND SORT OF GETTING RESULTS.
NEXT, UH, SPRING I ASSUME IS WHEN YOU'D HAVE THIS SORT OF THE FINAL RESULTS THAT COULD BE USED AS A BASELINE.
UM, AT THAT SAME TIME, YOU COULD ALSO SORT OF HAVE MORE IN DEPTH STUFF ON, UH, THINKING ABOUT USING GRADES AND THE CHALLENGES AND OR POSSIBILITIES OF THAT AND ALIGNMENT.
SO THAT'D BE KIND OF ONE PART TO SORT OF SAY, WELL, THIS IS, YOU KNOW, WE'RE MAKING THE DECISION TO MOVE FORWARD ON THIS, BUT SORT OF ALSO SORT OF MAKE SURE WE WANNA MAKE SURE IT HAPPENS ONE, AND THEN TWO, WE WANNA MAKE SURE SORT OF THE ALTERNATIVE, IT'S BETTER THAN THE ALTERNATIVES.
AND THEN THE OTHER WORRY I HEAR IS, OKAY, SO SOME THE DIAGNOSTICS ASSESSMENTS, WHATEVER.
SO THESE PAPER PIN THINGS ARE, I GUESS KEYBOARD THINGS, UH, UH, DON'T NECESSARILY REFLECT, UH, WHAT KIDS ARE ACTUALLY DOING, UH, LEARNING AND SORT OF THEIR ACTUAL SORT OF SOCIAL EMOTIONAL SKILLS.
AND SO THERE, UH, BOARD MEMBER GRIEGO HAD A GREAT IDEA, I THINK, TO, TO, TO DO KIND OF AN AUDIT OF SORT OF NOT JUST SORT OF LOOK AT THIS TEST AND SAY, OH, LOOK, EVERYBODY TOOK THE TEST, WE GOT SCORES.
UH, AND ASSUME THE SCORES ARE NECESSARILY WHAT YOU THINK THEY ARE, BUT ALSO LOOKING, RELATING THOSE SCORES TO THINGS LIKE ABSENTEEISM, REFERRALS.
UH, AND THEN YOU CAN EVEN DO MORE IN DEPTH TYPE STUDIES ABOUT SORT OF LOOKING AT, FOR BEHAVIORS FROM A, A, A SMALL SELECTION OF, UH, YOU KNOW, A SMALL SAMPLE OF KIDS TO SORT OF MAKE SURE THAT THE, THE ACTUAL TOOL IS MEASURING WHAT YOU THINK IS MEASURING.
IT'S NOT JUST, I'VE LEARNED HOW TO SAY YES, I'M GRITTY IN ALL SITUATIONS AND WHATNOT.
AND I'LL JUST PIGGYBACK ON THAT.
AND YOU KNOW, ONE, NOT TO GET TOO NERDY ABOUT IT, BUT YOU KNOW, WHEN LOOKING AT ANY KIND OF MEASUREMENT OF SOMETHING YOU WANNA LOOK AT VALIDITY AND RELIABILITY.
AND RELIABILITY IS, IS THE, IS THE TOOL A GOOD MEASUREMENT? IS IT MEASURING THE THING IT'S PURPORTING TO MEASURE? IS IT, IS IT A SOLID? IS IT, UM, IN DOING THAT THING? DOES IT, OR IS EVERYONE JUST GETTING THE SAME SCORE AND IT'S USELESS? YOU KNOW, EVERYONE GETS AN 85% AND THEN TELLS YOU NOTHING, YOU KNOW, WE DON'T WANT ANYTHING LIKE THAT.
AND THEN ON THE VALIDITY SIDE IS, IS WHAT YOU'RE SUGGESTING BOARD MEMBER DIEGO, LIKE WE NEED TO SEE IS THIS, IS THERE, YOU KNOW, WE, YOU THINK OF FACE VALIDITY, LIKE DOES THIS PASS THE SNIFF
[02:15:01]
TEST? AND SO IN TERMS OF, ARE THE SCHOOLS THAT ARE, THAT ARE, YOU KNOW, CLAIM SEEMING TO BE REALLY STRONG IN THIS, WE KNOW FROM USING OUR EYEBALLS THAT THAT'S NOT THE CASE.YOU KNOW, OR OTHER, OTHER PIECES OF INFORMATION.
AND SO FOR SOMETHING AS COMPREHENSIVE AND CONSEQUENTIAL AND, AND AND COMPLICATED AS THIS, WE WOULD MAKE SURE TO, TO, TO DO BOTH OF THOSE THINGS ON IN AN ONGOING MANNER, AT LEAST IN THE EARLY YEARS OF IT.
RIGHT? ANY OTHER THOUGHTS BEFORE WE GET TO OUR COMPLEX VOTING? ALL RIGHT.
SO IN TERMS OF GOING FORWARD WITH THIS APPROACH, RECOGNIZING AGAIN THAT SORT OF IN A YEAR YOU'LL HAVE MORE DATA TO A, DEVELOP A BASELINE ON IT, AND B, IF YOU DON'T LIKE THE WAY EVERYTHING'S GONE, YOU CAN OBVIOUSLY SHIFT, BUT, UM, BUT DOES THIS, UH, DOES THIS SEEM LIKE THE, THE PLACE TO GO? SO A THUMBS UP, THUMBS DOWN, OR MAYBE THUMBS SIDEWAYS, BUT HOPEFULLY UPWARD DOWN IS BEST SIDEWAYS WOULD MEAN NEEDS MORE DISCUSSION.
I COULD PUT SIDEWAYS A LOT OF SIDEWAYS ONE THUMBS UP.
SO, SO WHAT, WHAT ELSE DO YOU WANNA KNOW? UH, SORT OF FOR MORE DISCUSSION OR WHAT'S WHAT, HOW DO, HOW DO YOU WANNA MOVE THAT FORWARD? I TOO, LIKE MANY OTHERS WANT TO AVOID ANY ADDITIONAL ASSESSMENTS THAT THE TEACHER HAS TO GIVE IN CLASS.
UH, I GUESS I'M JUST WONDERING, UM, DID WE CONSIDER JUST ADMINISTERING THE DESSA OR THE SEARS AND A ASSESSMENT THAT'S ALREADY OUT THERE AND ALIGNED TO THESE COMPETENCIES RATHER THAN CREATING OUR OWN, WE DIDN'T TALK ABOUT THIS TODAY, SO ANYWAYS, YEAH.
UM, I CAN, AND, AND FEEL FREE TO JUMP IN DOI FOLKS, BUT I THINK THAT'S, THAT IS SORT OF, I THINK JOB NUMBER ONE OF, OF THIS WORK NOW.
AND, AND, AND LOOKING AT, YOU KNOW, WHAT ARE SOME SOLID OFF THE SHELF, IF YOU WILL, AS YOU KNOW, UH, DIAGNOSTIC TOOLS THAT ARE OUT THERE, UM, TO SEE, YOU KNOW, THAT, YOU KNOW, FOR THIS TO WORK, IT HAS TO ACCOMPLISH A COUPLE THINGS.
ONE, IT'S GOTTA BE AGNOSTIC TO, TO, TO CURRICULA.
YOU KNOW, THIS IS GOING TO BE, YOU KNOW, THE IDEA, UH, IS THAT THIS WOULD BE COHERENTLY LINKED TO WHAT SCHOOLS ARE GOING TO BE USING WITH DISTRICT APPROVED, DISTRICT FUNDED SEL PROGRAMS. UM, SO AGNOSTIC TO THOSE.
AND THEN A VERTICAL ALIGNMENT SO THAT IT'S APPROPRIATE FOR OBVIOUS FOR GRADE LEVELS.
AND SO I THINK THESE PIECES, WE CALL THESE PIECES OUT.
'CAUSE THESE MAY, YOU KNOW, WHAT WE DO MAY BE MAYBE WHOLESALE IMPLEMENTATION OF DESSA AS IS.
BUT THERE, YOU KNOW, I'M, I'M GONNA, I'M GONNA DEFER TO THE EXPERTS PERHAPS ON IF THERE'S A REASON WHY WE'RE NOT JUST ALREADY SAYING TODAY WE'RE NOT USING DESSA.
BUT I THINK THAT THAT IS IN THE REALM OF POSSIBILITY THAT WE COULD MIC BACK THERE.
SO, UH, THANK YOU SO MUCH FOR THAT.
UH, ADESA SURVEY, UH, IS SIMILAR TO WHAT WE DO WITH THE SCHOOL EXPERIENCE SURVEY.
SO IT IS A SURVEY, IT IS, IT, IT, IT MEASURES MINDSETS AND SKILLS.
THIS IDEA OF WHAT WAS MISSING IN OUR DISTRICT IS MEASURING APPLICATION, MEASURING THOSE EXECUTIVE FUNCTIONING SKILLS, SEE WHERE THEY TAKE THEIR LEARNING AND SOCIAL EMOTIONAL LEARNING, AND THEN ARE THEY APPLYING IT.
SO THAT WAS THE IDEA BEHIND THIS.
WE CAN CERTAINLY TAKE A LOOK AT THOSE THINGS, BUT WE, WE, AS FAR AS WE KNOW, THIS DOESN'T EXIST.
UM, WE TALKED TO CASTLE AND THEY'RE VERY INTERESTED IN THIS BECAUSE CASTLE IS NOW LOOKING AT APPLICATION FOR OUR DISTRICT.
WE'VE BEEN VERY SUCCESSFUL WITH SEL INTEGRATION, INTEGRATING IT ACROSS THE, THE SCHOOL, UM, UH, IN VARIOUS WAYS.
SO MEASURING THE APPLICATION OF IT IN REAL LIFE SITUATIONS IS SOMETHING THAT REALLY ISN'T EXISTS OTHER IN, IN A, IN A FORM OF SOME TYPE OF A DIAGNOSTIC BECAUSE IT'S, AGAIN, IT'S NOT AN ASSESSMENT.
UH, BUT THIS IS SIMILAR TO THAT.
IF SECOND STEP HAS THEIR OWN DIAGNOSTIC BEFORE THEIR CURRICULUM AND AFTER THEIR CURRICULUM THAT THEY ALREADY GIVE, SO WHAT WE WOULD SAY IS WE WOULD, UM, CREATE A DIAGNOSTIC SIMILAR TO THAT IS AGNOSTIC THAT MEASURES, AGAIN, ALL THOSE DIFFERENT AND DIFFERENTIATES FOR ALL THE SPANS THAT IS NOT IN EXISTENCE AS WELL WITH ODESSA.
UM, SO THIS IS SOMETHING BRAND NEW AND I, I THINK IT'S GROUNDBREAKING IN OUR DISTRICT.
UM, I THINK WE COULD DO SOME GREAT THINGS WITH THIS, WITH THIS TYPE OF A, A MEASUREMENT.
WELL, MAYBE JUST GIVEN THAT IT IS SO NEW AND THE HOUR IS AFTER LUNCH, UM, THAT POSSIBLY LIKE RE REVISIT THIS WHEN WE'RE FRESH AND, UM, CAN SEE SOME EXAMPLES.
BECAUSE I THINK EVEN JUST FOR US TO UNDERSTAND, LIKE I WAS ASKING, YOU KNOW, CAN I LOOK AT THE REPORT CARD RIGHT NOW? CAN I LOOK AT A SAMPLE QUESTION? AND, UM, FOR US TO ALL BE ABLE TO KIND OF DIG IN ON THAT LEVEL, UH, I I WILL SAY I HAVE A LITTLE BIT OF WORRY ABOUT US CREATING SOMETHING
[02:20:01]
THAT HASN'T YET BEEN DONE BEFORE.UM, I FEEL LIKE THIS WAS THE CONVERSATION FOUR YEARS AGO AND, UM, I, I WOULD APPRECIATE IF THE TEAM COULD, YOU KNOW, DOUBLE CHECK AND I'M SURE CASTLE IS UP AND UP ON WHO'S DOING THE, THE, YOU KNOW, MOST RECENT WORK.
UM, BUT IF THIS IS SOMETHING WE TAKE ON, YOU KNOW, I, I APPRECIATE ODA WEIGHING IN BECAUSE WE WOULD TELL A SCHOOL OR ASK THEM, YOU KNOW, DO AN I-E-B-I-A-B RATHER THAN A TEACHER CREATED INTERIM, RIGHT? BECAUSE YOU WANNA MAKE SURE IT'S VALID AND MEASURED AGAINST LIKE THE, THE STANDARD AT SUCH A HIGH LEVEL.
UM, SO MAYBE I WOULD ASK IF WE COULD REVISIT THIS AT A TIME WHEN WE'VE GOT SOME MORE INFORMATION, UM, AND ARE A LITTLE BIT FRESHER TO EXAMINE.
YEAH, I WOULD EVEN ASK LIKE, CAN WE HAVE AN OPTIONS MENU OF LIKE THE OPTIONS AND PRO CON OF, OF DIFFERENT, UM, OF THE DIFFERENT AS, UH, TOOLS THAT ARE AVAILABLE TO US.
SO LIKE WE'VE GOT PORTFOLIO RUBRIC, WE KNOW WHAT THE PROS ARE THAT WE'VE SEEN, WE KNOW WHAT THE CONS ARE.
UM, WE HAVE THIS IDEA OF A NEW DIAGNOSTIC.
THERE'S EXISTING ASSESSMENTS, THERE'S THE REPORT CARD MARKS.
UM, I WILL ALSO ASK IF YOU ALL COULD LOOK AT THE DRDP.
I KNOW IT'S AN EARLY CHILDHOOD MEASURE.
IT DOES GO THROUGH GRADE THREE.
AND IT IS A, IT'S A TEACHER OP, IT'S, IT'S RELYING ON TEACHER OBSERVATION, BUT IT IS ABOUT STUDENTS PRACTICE OF SOCIO-EMOTIONAL COMPETENCIES AND IT IS GROWTH FOCUSED.
SO MAYBE, MAYBE THAT'S AN OPTION WE WOULD CONSIDER FOR PRE-K THROUGH THREE AND OR MAYBE THERE'S A WAY TO BUILD OFF OF IT FOR A FEW, LIKE FOR THE DEVELOPMENT OF A NEW REPORT CARD, FOR EXAMPLE.
SO IF YOU ALL COULD LOOK AT THAT IN YOUR, IN YOUR RESEARCH AS WELL, I THINK THAT MIGHT BE A HELPFUL TOOL.
I WOULD BE OPEN TO TO DOING THAT, COMING BACK TO REVISIT AS LONG AS WE SCHEDULE IT SOON ENOUGH, BECAUSE I DON'T WANT TO LOSE SIGHT OF THIS.
BUT THE OTHER THING IS I WOULD ASK SOME OF OUR FOLKS WHO ARE ALREADY USING THE TOOLS THAT ARE OUT THERE AND WHAT THEY WOULD SUGGEST, UM, COULD BE USED TO ASSESS SEL COMPETENCIES, RIGHT? WE, WE HAVE ABOUT 90% OF OUR SCHOOLS WHO ARE USING AT LEAST SOME FORM OF PROGRAM FOR SEL.
I'VE SPOKEN TO TEACHERS AND THEY'VE SAID THAT, YOU KNOW, WHAT'S WORKED FOR THEM IS WHEN THEY HAD, UH, AN RJ TEACHER WHO ACTUALLY DID THIS WORK WITH THE TEACHERS FIRST, OR THE ADULTS AT THE SCHOOL FIRST, AND THEN THEY SELF-REFLECTED ON THEIR OWN COMPETENCIES SO THAT THEY WERE ABLE TO, THEY UNDERSTOOD AND THEY OWNED IT AND THEY FELT IT, AND THEN THEY WERE, THEN IT WAS TAUGHT TO THE STUDENTS AND THERE WERE SOME, UM, ME SOME, UH, TARGETS, SOME LEARNING TARGETS AROUND WHAT IT IS THAT THEY WERE GOING TO ACHIEVE AND ACCOMPLISH BY THE END OF SAY, THAT SEMESTER OR THAT YEAR.
SO THIS IS FROM ONE EDUCATOR WHO HAD A GREAT PROGRAM WHEN THEY HAD A GREAT RJ TEACHER, AND, UM, BUT IF WE CAN GET MORE INFO FROM THE FIELD FROM FOLKS WHO ARE PRAC PRACTICING THIS, THAT WOULD BE GREAT.
THAT'S WHY I SAID I, I WANTED US TO COME BACK AND REVISIT, UM, BECAUSE THERE'S SO MANY THOUGHTS AND THERE'S SO MANY AREAS THAT I THINK STILL NEED TO BE SORT OF FLUSHED OUT.
UM, AND YEAH, MY OTHER COMMENT WAS GONNA BE ON, CAN WE HEAR FROM SCHOOLS? CAN WE IDENTIFY SOME SCHOOLS AT THREE LEVEL, ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL THAT HAVE REALLY BEEN SUCCESSFUL IN, UH, SOCIAL EMOTIONAL LEARNING? AND I DON'T NEED THE APPLICATION IN THE SCHOOL, BUT OVERALL IN, IN ENTIRE SCHOOL COMMUNITY.
UM, THAT WOULD BE GREAT TO HEAR FROM THEM AS WELL.
UM, YEAH, I DON'T, I, I FEEL LIKE MAYBE THIS IS A TOPIC JUST IN AND OF ITSELF THAT WE CAN REVISIT.
SO I WAS GONNA OFFER, UH, THE COMMITTEE OF THE WHOLE, MAYBE JUST HAVING JUST
UM, JUST TO HAVE, JUST THIS, THIS CONVERSATION WHERE WE CAN HEAR ALL THE DIFFERENT, UM, DIAGNOSTICS OR, OR APPLICATIONS THAT WE CAN USE HEARING FROM SCHOOLS, AND THEN JUST HAVING A REAL WELL-ROUNDED CONVERSATIONS.
SO WE CAN JUST LEAVE FROM THAT MEETING.
IT'S OKAY, THIS IS WHERE WE'RE GONNA GO.
AND BECAUSE THERE'S A LOT OF THINGS YEAH, I WOULD LOVE TO SEE, UM, THE, UH, THE REPORT CARD OR MAYBE THE, SOME QUESTIONS FROM THE SURVEY.
SO YEAH, I THINK THERE'S A LOT MORE THAT WE NEED TO REALLY ANALYZE AND, AND THINK ABOUT BEFORE WE SET A A GOAL GOAL.
SO, SORRY, JUST ONE LAST THING.
I ALSO WONDER IF WE COULD THINK ABOUT A GOAL, LIKE, SORT OF SIMILAR TO THE ENGLISH LANGUAGE PROGRESS OF THE LP AT THE STATE LEVEL THAT LOOKS AT INDIVIDUAL GROWTH RATHER THAN, 'CAUSE I THINK WHAT I HEAR IN SOME OF THE FEEDBACK IS THAT WE DON'T WANNA PENALIZE OR STIGMATIZE, UM, STUDENTS WHO AREN'T YET DEVELOPING THESE COMPETENCIES.
LIKE, WELL, THAT WOULD ACTUALLY BE CONTRARY TO THE COMPETENCIES THEMSELVES,
UM, BUT INSTEAD WE WANT TO LOOK AT, YOU KNOW, HOW ARE SCHOOLS HELPING OUR STUDENTS GROW IN THESE AREAS? SO I WONDER IF THERE'S LIKE A, THE, THE MEASURE IS MORE ABOUT STUDENTS MAKING PROGRESS TOWARDS ACHIEVING THESE COMPETENCIES MM-HMM
RATHER THAN BEING AT ANY PARTICULAR
[02:25:01]
LEVEL.UM, SO THAT WE ARE FOCUSED ON THAT GROWTH MINDSET, WHICH IS, WHICH IT SOUNDS LIKE THE DIAGNOSTIC IS INTENDED IN THAT WAY TO SORT OF LOOK AT GROWTH OVER TIME, BUT DOESN'T, IT'S NOT HERE OBVIOUSLY.
SO, UH, VERY MUCH HEAR THE FEEDBACK.
UM, WE'LL CERTAINLY LOOK AT COMMITTEE OF THE WHOLE RIGHT IN THE NEXT I, THERE IS A FAIR AMOUNT OF URGENCY HERE.
SO PROBABLY LOOK AT THE NEXT COMMITTEE OF THE WHOLE AND SEE HOW WE CAN REALLY JUST FOCUS ON THIS ONE ITEM.
I HEARD ABOUT FOUR OR FIVE DIFFERENT, YOU KNOW, TAKING ANOTHER LOOK AT THE PROGRESS REPORT OPTION, RIGHT? AND, AND, AND AGAIN, ACKNOWLEDGING THAT THAT IS, UH, WHAT WAS YOUR WORD, SCOTT? EARTH, EARTH SHATTERING,
UM, BUT WE CAN CERTAINLY TAKE A LOOK AT IT AND EVEN LOOK AT WHAT PROSPECTIVELY, WHAT IT WOULD LOOK LIKE TO TRY TO CAPTURE SOME OF THESE COMPETENCIES THERE.
LOOKING AT, AGAIN, EXISTING ASSESSMENTS IF THERE IS ONE THAT WE CAN, IT DOESN'T SOUND BASED ON WHAT BILL SAID AND, AND JUSTIN, THAT THERE'S ONE THAT'S A GOOD FIT, BUT MAYBE THERE'S SOMETHING WE CAN AT LEAST BUILD FROM.
UM, ALSO LOOKING AT INTERNAL ASSESSMENTS IN THE EXISTING PROGRAMS, UH, AS WE ALL LEARNED, BASICALLY ABOUT 90% OF OUR SCHOOLS ARE CURRENTLY USING, YOU KNOW, ONE CURRICULUM ESSENTIALLY FOR SEL OR ANOTHER.
SO MAYBE THERE'S SOMETHING THAT WE CAN GLEAN FROM THERE.
SO WE'LL PUT TOGETHER, I WOULDN'T CALL IT A MENU, BUT WE'LL PUT TOGETHER FOUR OR FIVE SORT OF CURATED OPTIONS, BRING THEM FORTH FOR FURTHER RECOMMENDATION AND HOPEFULLY LAND THIS AT THE NEXT COMMITTEE OF THE WHOLE.
ALRIGHT, EVERYONE WITH THAT, WITH THAT RESOLUTION, THUMBS UP OR THUMBS DOWN.
WELL THAT IS THE END OF OUR, UH, GOING THROUGH THE GOALS.
YEAH, NO, WE HAVE, WE HAVE ANOTHER LUNCH.
PROBABLY SOME BREAKFAST BACK THERE TOO.
UM, SO WE HAVE THE CLOSING, SO, OKAY.
MICROPHONE IS STILL HERE, RIGHT? UH, SO REALLY JUST WANT TO CLOSE WITH GRATITUDE.
JUST LIKE WE BEGAN THE, THE WORD TODAY.
YOU HEARD A LOT OF REALLY OO OBVIOUSLY GREAT DISCOURSE AT THE, THE BREAKOUT SESSIONS.
AND THEN HERE AT THE, THE COLLECTIVE TABLE, UH, NO ONE IS TAKING THESE GOALS LIGHTLY, RIGHT? WE KNOW THAT THEY'RE BASICALLY GOING TO BE OUR NORTH STARS NOW FOR ANOTHER FOUR YEARS.
SO THERE'S A LOT OF THOUGHT BOTH FROM OBVIOUSLY LEADERSHIP AND ALSO FROM STAFF AROUND HOW WE ACCOMPLISH THESE.
THERE THERE'S A SWEET SPOT BETWEEN ASPIRATIONAL AND ACHIEVABLE THAT ALSO HONORS THE ABILITY OF OUR STAFF AND OUR STUDENTS.
WE DON'T WANT IT TO BE SUCH A SLAM DUNK THAT TWO YEARS FROM NOW WE'RE LIKE, WOW, WE ALREADY MET ALL OUR GOALS BECAUSE THEN FRANKLY WE DIDN'T SET OUR GOALS HIGH ENOUGH.
WE ALSO DON'T WANNA GO TO A PLACE, I THINK IT WAS A BOARD MEMBER, ORTIZ FRANKLIN, THAT TOOK US BACK TO A PLACE WHERE WE USED TO SAY 100% OF THIS, 100% OF THAT.
IT SOUNDS LOVELY, RIGHT? AND IT REALLY OBVIOUSLY IS WHAT WE SHOULD ALL BE STRIVING FOR AND WE DO EVERY DAY, BUT WE HAVE TO COMBINE THAT WITH WHAT WE CAN ACTUALLY ACCOMPLISH IN THIS FOUR YEAR SPAN OF TIME.
WE WILL COME BACK AROUND THE SEL GOAL, THAT IS A NUT THAT STILL NEEDS TO BE CRACKED.
UH, I, I HAVE EVERY CONFIDENCE THAT WE CAN DO IT IN SHORT ORDER.
I ALSO WOULD LIKE TO THANK, UH, DR.
FULLERTON AND MR. CHA AND THE WONDERFUL STAFF WE HAVE FOR A, A ROBUST AND ENGAGING DISCUSSION.
AND THANK YOU BOARD MEMBER RIVAS FOR OFFERING THE COMMITTEE OF THE WHOLE, I MEAN, WE REALLY, THAT'S GONNA SOLVE A LOT OF PROBLEMS. THANK YOU.
AND, UH, I LOOK FORWARD TO THE TEAM'S PRESENTATION OF THE 26 TO 30 STRATEGIC PLAN TO THE BOARD AND L-A-U-S-D COMMUNITY IN JUNE.
AND, YOU KNOW, TO HAVE THE COMMITTEE OF THE WHOLE, YOU ALREADY HAVE THINGS I KNOW THAT YOU WANNA PRESENT, SO YOU'RE LETTING US COME IN AND WE APPRECIATE THAT.