{"date":"2023-01-11","type":"Board Meeting","videoId":"1O2eUw21SqE","audioDuration":9716,"speakers":{"A":{"name":"María Díaz-Slocum","role":"Board President"},"B":{"name":"Cecilia I. Márquez","role":"Vice President (presiding as President for portions)"},"C":{"name":"Janet Lawson","role":"Clerk"},"D":{"name":"María Díaz-Slocum","role":"Board President (also roll call caller)"},"E":{"name":"Liz Wolf","role":"Assistant Superintendent of Educational Services"},"F":{"name":"Mike Wells","role":"Trustee"},"G":{"name":"Alisa MacAvoy","role":"Trustee"},"H":{"name":"David (Trustee)","role":"Trustee (likely Wells or unnamed trustee based on context)"},"I":{"name":"Wendy (staff)","role":"Staff presenter (HR/Personnel)"}},"utterances":[{"start":4880,"end":5760,"speaker":"A","text":"Good evening, everyone."},{"start":12560,"end":17840,"speaker":"B","text":"Okay, roll call, please, everyone."},{"start":18640,"end":19840,"speaker":"C","text":"Trustee Weekly."},{"start":20880,"end":21920,"speaker":"D","text":"Trustee Weekly."},{"start":22080,"end":22480,"speaker":"A","text":"Present."},{"start":24960,"end":25520,"speaker":"C","text":"Trust."},{"start":26010,"end":27050,"speaker":"D","text":"Dean McAvoy."},{"start":28570,"end":28970,"speaker":"E","text":"Present."},{"start":29850,"end":30930,"speaker":"C","text":"Trustee Wells."},{"start":30930,"end":31290,"speaker":"F","text":"Here."},{"start":31850,"end":32970,"speaker":"D","text":"Vice President Lawson."},{"start":32970,"end":33370,"speaker":"C","text":"Here."},{"start":33450,"end":34490,"speaker":"D","text":"President Marquez."},{"start":35050,"end":90820,"speaker":"B","text":"Here. Happy New Year, and welcome, everyone, to another Redwood City school board meeting. For those that need Spanish interpretation. Cinco uno, tres, siete, y precione. Ocho, tres, siete, siete, sero, Cuatro uno y el signo de numeros para la contra se. If you're speaking to the board, we encourage you to. I'm sorry. Cause I'm, like, jumping ahead of my game. The public is encouraged to speak to the board on issues or concerns, whether or not issues are on the agenda or not. To address the board, please complete the speaker's card. If you are in person and if you are virtual, please submit the Google Doc. And do we have any changes to the agenda?"},{"start":96900,"end":97300,"speaker":"C","text":"No."},{"start":98500,"end":99060,"speaker":"D","text":"Okay."},{"start":100740,"end":109210,"speaker":"G","text":"We could move 9.1 to a consent if we. If that's okay. That's just a measure you addendum."},{"start":112650,"end":117450,"speaker":"D","text":"Any other changes to the agenda? Okay."},{"start":118410,"end":120250,"speaker":"B","text":"Can I please get a motion to approve?"},{"start":122010,"end":122810,"speaker":"F","text":"So moved."},{"start":123450,"end":123850,"speaker":"E","text":"Second."},{"start":124890,"end":126090,"speaker":"D","text":"All those in favor?"},{"start":126090,"end":126570,"speaker":"G","text":"Aye."},{"start":129050,"end":130650,"speaker":"B","text":"Do we have any oral communication?"},{"start":131390,"end":132430,"speaker":"D","text":"No oral communication."},{"start":133150,"end":133510,"speaker":"B","text":"Great."},{"start":133510,"end":134030,"speaker":"D","text":"Thank you."},{"start":134670,"end":137230,"speaker":"B","text":"Item 6, bond program, consent items."},{"start":137630,"end":143470,"speaker":"D","text":"Can I please get a motion to approve? So moved."},{"start":146909,"end":147310,"speaker":"F","text":"Second."},{"start":148110,"end":150030,"speaker":"D","text":"All those in favor? Aye."},{"start":150350,"end":150830,"speaker":"H","text":"Aye."},{"start":151950,"end":153630,"speaker":"A","text":"Thank you, guys. Happy New Year."},{"start":154030,"end":154710,"speaker":"C","text":"Happy New Year."},{"start":154710,"end":155710,"speaker":"E","text":"Happy New year. Will."},{"start":157080,"end":161080,"speaker":"B","text":"Item 7, discussion. Item 7.1, data update."},{"start":162200,"end":194130,"speaker":"F","text":"So we are going to begin this evening with a lot of information which you have all received previously. And Liz Wolf, Assistant Superintendent of Ed Services, and her team are going to present you with some information. And also this evening, if it's fine with board members, if those that are presenting, and I know Liz is here in person, it's okay. She know does not use her mask, so it's a lot easier for her while she's presenting. Okay, perfect. Go ahead. We don't want 100."},{"start":197490,"end":318710,"speaker":"E","text":"So we are so excited to present this information to you tonight. And I want to thank Jenny Tran, who is here as one of our panelists, who put all of this information together, or 90% of it. And I believe Kendall Klein is going to be joining us to talk about a component of our slides as well. And so we'll thank her when she gets here. And I know that all many of our principals are here online listening, and so I want to thank them for being here as well. So we have a marathon of data to show you. And what we have talked about doing to present this data is to give you. This is all district data, not school data, to give you this kind of high level look at a number of our sources of data and then to give you an opportunity to ask some questions about the district data or kind of, you know, how, how we're using it. And then we can also talk about that at the end of our presentation tonight as well. But we were thinking that it would be important for you to see all of this data, although it's probably too much and we could do it differently next time so that as you start to hear the site reports which begin next week, you can have in mind some maybe particular questions that you would like to ask the school sites. And so, and that's another reason that the principals are here today to hear what in particular they should focusing on as they present their site reports to you beginning next week. And then you can also send those questions to us ahead of time and then we can make sure that we forward them to the principal so that they're prepared to answer. Because what we are, what we know is that we've got this large data that we're going to show you. But what your interest is is not only what are we doing as a district to address the data, but what are the school sites in particular doing. And so they're better prepared to answer those questions for you. So I'm going to go ahead and share my scre and then I'm going to be saying a couple of things at the very beginning and then I'm turning over 100 slides to Jenny. So let me get this up here."},{"start":326790,"end":331510,"speaker":"D","text":"No, wrong one. There we go."},{"start":336560,"end":469140,"speaker":"E","text":"All right, so I want to start with just a quick overview of the kinds of data that you're going to be taking a look at tonight. And we've become quite enamored of the book street data as it defines different ways of looking at data and different kinds of data and what the uses of that data are. And so we'll be looking at the satellite data, which is that high level data, which will be the California Dashboard, which gives us information, but it doesn't get to the point of being really actionable, but it gives us that overview from that high level. So we'll be taking a look at that. We'll also be looking at the map data which gives us more particular information based on our own local assessments and is more useful to us as we think about planning, particularly around our instruction and moving forward with our support of our sites and our staff. But what we're really looking forward to getting more deeply into is what they call the street data, which is really having the conversations with the Students with the teachers, what do they need to learn? What are their conditions that need to be improved? And this will be the kind of information that you'll be able to get also directly from the school sites when you talk with each of the principals. So this is based on a book that we've read and that we're happy to get. I know that one of our trustees here is a lending library and has offered to lend it out to. To the board members, but we'd be happy to provide that for you as well. This. We're not going to show this video, but this is a brief clip and I'm going to make sure that this information is available to any of the people who are here seeing this tonight. If you're not able to access some of this easily through the board agenda document, just send me an email and I can send this out to you. But this video also gives a nice overview of the street data philosophy. The authors of the book are discussing their philosophies around the use of data in conversation with a couple of experts on data and data analysis. And so again, we're not going to look at that, but that's. It gives a nice view. If you don't want to read the whole book. Yikes. I just turned it on."},{"start":469140,"end":470340,"speaker":"D","text":"Can I just say, Liz, that I"},{"start":470340,"end":471620,"speaker":"G","text":"thought it was an excellent video?"},{"start":471620,"end":472180,"speaker":"E","text":"Oh, good."},{"start":472180,"end":481360,"speaker":"G","text":"Yeah. I really appreciate you putting it in there. And it is an hour long, so obviously we're not going to look at it here, but. Yeah, but it is worth it if people didn't have a chance to look at it. Yeah."},{"start":481360,"end":482040,"speaker":"C","text":"Thank you. Thank you."},{"start":484680,"end":485560,"speaker":"D","text":"Let's see here."},{"start":487720,"end":526730,"speaker":"E","text":"Okay, so as mentioned earlier, we've got these three levels of street data. And so I've said that. So I'll just go ahead to the next one. So we'll start off with the satellite data, which is that large grain size. And again, it's used primarily for accountability and looking at the system that we're working in and where our system is being successful and where our. Our system needs work in order to better reach all of our students. So it's pointing us in that direction. And again, there's a lot of information about the dashboard. And I'm going to turn this over to Jenny. And Jenny, why don't you. Is Jenny able to just speak?"},{"start":528490,"end":529370,"speaker":"C","text":"I think I can."},{"start":529610,"end":537210,"speaker":"E","text":"Okay. Yes, thank you, Jenny. So I'm going to turn off my microphone and then Jenny, just say next every time you want me to advance the slide. And thank you again for being here tonight."},{"start":538350,"end":661890,"speaker":"C","text":"You're welcome. Hi everyone. So my name is Jenny Tran. I'm the coordinator of data analysis and accountability for school district. So today I'm going to start with the California School Dashboard. It has been a couple years that we have not visited this type of data. So I kind of want to start off with providing you with some basic information. Also as a refresh for those who only know about a dashboard, just so that we understand what is the school dashboard is about. All right, so California recognized that there are many different elements that are critical for the healthy and happy learning and growing of our students. So the state considers the factor in the eight state priority for school including basic services, implementation of state standards, parental involvement, people achievement, people engagement, school climate, course success, and then other people outcomes including broader course of study. Next, how are these priority Measure? There are 11 indicators in place to measure the performance of these priorities. There are six state indicators and five local indicators. For us at the elementary school district we only have four state indicators because we don't have college and career and graduation rate. So we only have the academic for English language acquisition and math, English learner progress, chronic absenteeism and suspension rate. For local indicator we have the basic condition of the school setting, implementation of academic standards, parent engagement, school climate and access to broad course of study. Next slide. Next please."},{"start":665090,"end":665730,"speaker":"E","text":"I'm sorry."},{"start":667490,"end":1517960,"speaker":"C","text":"Oh no. Just go back. Yes. Okay. So California School Dashboard is designed to report on many of those indicators for the community and for federal and state accountability. The dashboard is released annually each fall. So for each of these state indicators there are five status level ranging from very high to very low and then 5 change level going from increased significantly to decline significantly. The combination of these status and change in level result in the performance level or color on the color 5 by 5 color chart right here for the district. So that is what the original dashboard is about. However, for this year this is not what happening next. For 2022 school dashboard, we call it the limited purple edition because this only applies for this year. Due to the restriction that imposed by the Assembly Bill 130, California is required to report on current data only for the 2022 dashboard. Therefore, the 2022 dashboard will not display the differences compared to prior year. Only the status is displayed and it is displayed as what we call the cell phone bar going from very low to very high. And the whole dashboard will only have one color which is purple. Next. So which are the student group that are included on the dashboard? They include all our students. The student by ethnicity group, African American, American Indian, Asian, Filipino, Hispanic, Pacific Islander, White or two or more races. And then also the student in some special specific programs such as English learner, students with disability, social, economically disadvantaged, homeless and foster youth. Next, before we dive into the dashboard data, I want to provide you some information about what we call M size threshold. So the student group on the dashboard are only being reported if there are 30 or more students. With the exception that foster youth and homeless, there has to be at least 15 or more students at the district level to be reported on the dashboard. For example, if the district have 20 foster students, then their result will be reported at the district level but not at the school level. For student group between 11 to 29 students, their result will be displayed, but they will not be assigned a status level. So for example, if our district have 20 foster students, for example, the suspension rate will be reported. You will see the rate, but they will not be assigned a status whether it's a low or high level. And then the student group with 10 or less will have no information display to protect the confidentiality of the student. Next. So this is the landing page if you are to look at the California School Dashboard. It has our district demographic information and a note that this information, the count and the percentage is as of census day or some people know it as a CBET date which is the first Wednesday of October. Next. This is the overall of how Redwood City School District is doing for 2122 school year. The measurement that pass the cell phone bar are state measure. The measurement with the standard map or not map. Those are local measures. Okay, next. So I will go over the state measure here. The first one is the academic performance for English language art. This measure how well the students are meeting the grade level standard based on their performance in EOA portion of the CAS and the CAA test that were taken during spring for student grade 3 to 8. The left side graphic show you the district performance which Is we have 14.7 points below standard and that score with that score we are assigned a low status compared to the state. Which is the graphic on the right that has 12.2 points below standard, which is also a low status. Next slide. This is the English language art performance breakdown by student group. You can see that most of our student group end up in the very low and low performance status. Also a note that the faster youth there it says no performance level because they do not meet the inside threshold requirement which is 15 students or more. We have about, I would say 13 foster youth. Next, in the same academic performance. This one measure how well students are performing based on the performance in math that taken again during spring cast and CA administration. As a district we have 40.2 points below standard that give us a low status compared to the state 51.7 points below standard, also a low status. Next slide. This is the overall performance format broken down by student group level also. So again most of our students end up in the very low or low status group. The next indicator is called the English Learner Progress or elp. The ELP measure look at the progress that an English learner student are making toward achieving English proficiency by taking the English Proficiency Test or we call lpac. It is administered in the spring every year. The results from two years of ELPAC score are used to calculate the English learner progress. Because of the two years data requirement, only the student in grade one through eight are included in this measure. At the district we have 55.7% of our El students who are making progress toward their English proficiency which translates into a status of high performance. However, the district is this year is automatically assigned a low status for this indicator due to not meeting the 95% participation rate. We got 94% on our participation rate for 20, 21 and 22 school year. Okay, next here I want to give you a little explanation on what it means when a student is considered making progress toward English proficiency on the dashbo. When the student receives the LPAC score, there are four level one through four. However, on the dashboard for accountability purpose only the LPAC level were divided into 6 LP level. So the level 2 and 3 is broken down to too low too high and then 3 low to 3 low 3 high. So for example, when the student took an LPAC test for two years and the score showed that they go from a too low to too high even though it's still an LPAC Level 2 on the dashboard the student is counted at making progress of one LP level. Next slide. This is the breakdown for the English learner progress. The purple and the blue part which is the purple is the student who progress at least one LP level and the blue is EL students who maintain the LP level four. Those two color purple and blue is what made up the 55.7% progress that we have on the dashboard we have 31.8% of our students maintain their LP level between the two LPAC administration. We have 12.6% of our students decrease at least one LP level between two LPAC administration. Next, the next indicator on the dashboard is Chronic absenteeism. This measure show how many students were absent for at least 10% or more of the instructional day that they were enrolled in a school district. The chronic absenteeism calculation include only the student that were enrolled in the school for at least 31 or more days. For most of the state indicator, the design outcome is to have a high percentage performance in the current year. However, for the chronic absenteeism, the desired outcome is reversed. The goal for the district is to achieve a low chronic absenteeism status. So for 22 school year we have 27.4% of our students chronically absent. That land us on a very high chronic absenteeism status. And compared to the state on the right is 30% chronically absent, also very high status. Next please. So this is chronic absenteeism broken never Student group. Majority of our student group have a very high status for chronic absenteeism. Next slide. So the last state indicator is called suspension rate. This measure the number of students suspended during any portion enroll in a school. A student is counted as suspended in the district suspension rate only once regardless whether they have multiple suspension, multiple days of suspension or multiple school of suspension. So when a student is suspended at multiple school, he or she is counted once at the district level and then once at each of the school. Similar to the chronic absenteeism, the desired outcome for the suspension rate is also reversed and the goal is to achieve a low suspension rate. We we have 2.8% of our students suspended for at least one full day. That give us a status of medium compared to the state received 3.1% suspended at least one day. Next. So this is the suspension rate broken down by student group. Most of our group end up in the high status level. Okay, next slide. So with the information that you have regarding how the student group are doing, I want to mention also about Differentiate assistant or da. The DA is a state accountability system that intended to support the school district in building their capacity to improve the student outcome. So using the dashboard information, the result from the student group data is being used to determine eligibility for differentiate Assistant. To be eligible for assistance, the same student group must meet the criteria criteria in two different priority area. So if you can see that there are 11 priority 10 priority here. Let's say we have a student group that have really really high chronic absenteeism which is priority five. And then we have that same student group who have very high suspension rate which is priority six. That group of students will meet the criteria for differentiate assistance. So that is in the normal year process, both state and local priority are being used to determine differentiated assistance. Next. However, for 2022. This year only, only the state priority, which is priority 4, 5 and 6 are being used for differentiate assistance. So a group of the student group must have a very low or very high status in a combination of priority four and five or five and six or four and six with that guideline. Next slide. We have determined that we have five student groups in our district highlight in red that are eligible for differentiated assistance for 2022. Okay, I think that's the end of the dashboard presentation. Do we open up for questions? So."},{"start":1518200,"end":1520440,"speaker":"E","text":"Yes. Thanks, Jenny."},{"start":1520440,"end":1532200,"speaker":"D","text":"Thank you so much. But red, I thought red meant turned off."},{"start":1533080,"end":1534440,"speaker":"E","text":"Thank you, Jenny. Say it again."},{"start":1535000,"end":1535400,"speaker":"C","text":"So"},{"start":1537160,"end":1568820,"speaker":"E","text":"we've had the chance to take a look at this data and so I'm wondering if you have any additional questions that you would like to ask at this time or if we can also talk. This would be more if you have questions about how it's calculated or the information that you've seen. Because we can save conversations towards the end about some of our strategies and ways that we're dealing with this when we take a look at the other data pieces as well. If you'd prefer to do that, we can keep going on with the data or if you've got some particular questions about the dashboard."},{"start":1574510,"end":1575630,"speaker":"D","text":"Yeah. Okay."},{"start":1575790,"end":1577550,"speaker":"E","text":"Thank you. So Jenny, we'll keep going."},{"start":1580030,"end":2329280,"speaker":"C","text":"Okay, so the next piece of data that we have is what this call is the local assessment that we have called iReady. And the result that I am to show you is to include both the fall and winter data. So it just give you an idea on our student progress through the two assessments. Next slide. So just a quick recap for everybody that I ready assessment have five relative placement level going from three or more grade levels below, two grade levels below, one grade level below and early on grade. And the last one, the highest level is mid or above grade level. This is the reading overall relative placement in fall which is orange color and winter which is blue color grouped by their placement level. Overall, there is some steady decreases in below grade levels and increases on the on and above level placement between fall and winter. Next, within the mid or above grade level placement, the highest level. Here is how our students are doing breakdown by grade level. I want to point out here that there were not that many kindergarten students taking the I ready test for the fall. So the fall I ready result for kinder does not truly reflect the performance of this grade level. Therefore, they're not being used to compare to the winter performance level here. So we don't display the fall data there. Okay, next Slide is how each of grade level is doing for the early on grade placement. Overall, we can see that there is some little but there are some change and some increase in this level placement between fall and winter. Next, Here is the 1 grade level below placement. We can see that a high percentage of our kinder to second grade students are performing one grade level before below the level. Next, here is two grade levels below placement within this placement. I want to point out that kindergarten does not have two grade level below placement so their group is not being reflected here. Okay. Next, here is the three or more grade level below placement. We can see that a high percentage of our upper grades, you know six through eight fall into this placement level. Kindergarten and first grade do not have three grade levels below placement. So their grade level are not being reflected here. There is no second grader in our district that have three or more grade level below. So they're showing at zero percentage. Next. So now that you see how the makeup population for each of the placement level, here is how the changes that we're seeing district wide going from no change to when down in level or when up in level. So the gray color part is reflect no change in level placement. The darker gray which is 42% of our students who are below the grade level have no change in their performance from fall to winter. A lighter gray of 23% reflect that's how many of our students who are on or above grade level but do not but did not have any change in their performance level. Overall. We have 26% total of our students went up in their level and 9% of our students went down in the level. On the left corner side. I also have the count of how many students broken down for you. Next, here is how our English learner students are doing in fall versus winter assessment. You can see majority of our English students English learner students are performing below the grade level. So the top three levels right there for reading. Next, here is the overall changes between fall and winter for our EL group. 71% of our ESL students who are below grade level did not have any change in their placement between fall and winter assessment. About 21% went up in level and then 6% went down in level. Next, here is how our student with disability or SWD is doing. You can see that about half of our students with disability are in the three or more grade level below for reading. Next, here is the change in the placement for students with disability. 69% did not have any change in their placement level. 14% went up in placement and then 7% went down in placement. Next, Most of our this is for economically disadvantaged group. Most of our students in this group are below grade level placement. Next. 65% of our students in the economically disadvantaged group did not have any change in placement. 25% of them went up in level and then 10% of them went down level. Here's how our homeless student group is doing. They mostly are in the below grade level placement. Also. Next, between fall and winter, 78% of our homeless students student did not make any change in placement level. 17% went up in level and 5% went down in level. Next. This is the last of the student group for the foster group. The percent of students in placement level did not change from the fall to the winter. You can see they are the same even though some students in the group have changes in their placement. But somehow the total number of the students in each placement is the same. So the percentage percentage of the student in the level stated same. Next. With that saying, we have about 11 foster students who took the test and two of them went down level. A of them have no change in their placement and two of them and one of them went up two levels. Okay, so that is for reading. We're going to find a very similar pattern when it comes to the math performance. Next. Again, a high percent of estrogen is in the one grade level below the math compared to other levels. Next, here is the mid above grade level placement broken down by grade level. Overall we see some increases between fall and winter. Next, here is the early on grade level placement. Next, majority of our students are in one grade level below placement for math as you can see here especially for kindergarten. Next. So this is the two grade levels below placement and again kindergarten do not have two grade level below. So their information are not reflected here. But we have high percent of our second graders fall into this group. Next, kinder and first grader again do not have three grade level replacement. We have no student in second grade with three or more grade level below. And we can see that there is a high percentage of our upper grade again who are three or more below grade levels. Next, here is the change overall for the district in terms of the math performance. We have 64% have no change in placement, 29% went up in level and 7% went down in level. Next, very similar to the reading result. The majority of our English learner students are below in grade level placement between fall and winter. Though you can see that if you look at the fall and the winter there is some good Decrease in the two or three grade level below which is resulting in an increase on the one grade level. So the student shift from three to two grade level three and two grade level below to the one grade level below between fall and winter. Next. Here is the changes that have for our English learner group. We have 69% of our students did not have any change in their placement. 26% went up in level and 5% went down level. Next. Also consistent with the reading performance, there are very high percentage of our student with disability fall under the three or more grade level below in the math placement. Next. So there are 69% of our students with disability did not have any change in their level. 24% went up and 7% went down. Next. This is the changes that happening for the economically disadvantaged group. Majority of our student group are performing below the grade levels. Next. Next. Oh, did I. Sorry. Just go back. Yes. 65% of our students in this group have no change. 28% went up in level and 7% went down level. Next. Homeless group. Almost all of our homeless students are below grade level in placement. Next. 65% with no change in placement, 24% went up and 11% went down. Next. And lastly, all of our foster students are below grade levels. Next. Since there's only 11 students, the makeup for is that 6% of 6 students did not have any change in their grade level and then five of them went up in one level. Okay, that is the end of the I ready reading and math. Does anybody have any questions?"},{"start":2331680,"end":2332960,"speaker":"D","text":"Do you guys have any questions?"},{"start":2333280,"end":2334240,"speaker":"C","text":"So was it the same?"},{"start":2334240,"end":2335360,"speaker":"E","text":"We'll talk about this later."},{"start":2335360,"end":2336000,"speaker":"B","text":"Yeah, right."},{"start":2336000,"end":2336480,"speaker":"D","text":"Okay."},{"start":2353130,"end":2354250,"speaker":"E","text":"She's gone. Jenny."},{"start":2356730,"end":3597250,"speaker":"C","text":"Hi. Sorry, I've been speaking. I'm so sorry. All right, so the next piece of data we're going to look at is the district Panorama Panorama survey. The Panorama surveys are given twice a year now to different stakeholders in our district. There are different part to the Panorama survey including grade three to fifth survey, grade six to eight survey, family survey and school staff survey which include both teacher and non classroom staff. All surveys are anonymous. So what we get back is just aggregated count for the answers for their survey. So before I showing you the result, I just want to make sure everybody have understand of how these survey response work. Each survey question has five answer choices. Most of them some have six, but majority of them have five. The total percentage of the two most positive answer will be used to calculate percent favorable for each of the topic or the question. So for example, if the question is how often are people disrespectful to others in your class. And the choices are almost never, once in a while, sometimes frequently, almost always. The first two answer almost never and once in a while are the percentage from those two answers will be combined and that will provide us with the percentage for response favorably. Okay, so that's how you the these percentage that I'm going to show you work. Next slide please. So for the student survey we are split into two different surveys for grade three to five and grade six to eight. We have 82% of our students participate in this survey. And I also have to count for each grade level right there. Next. So the student survey asked the student question about their social and emotional learning, school climate and the school satisfaction. This is the overall favorable response for grade three to fifth survey. So you can see the percentage there right in the second column. And then you can see the changes that compare to the previous administration, which is the last column. For grade three to fifth. There is not many changes from the last spring survey. The result for the topics are below. For the school, Rigorous expectation and school climate are the two topics that are lower that are in the lower percentile compared to others nationally. The rest of it we are pretty on bar compared to other nationally. Next. For grade six to eight, the result of most of our topic are in the lower percentile compared to others nationally. And you can see that the grade six to eight also have more topics compared to grade three to fifth because we also include some question regarding the drug and alcohol use. Next. So this is a snapshot of the responses over time. I just want to give a note on that. The Panorama survey will administer once every spring in the previous year. Starting last year 2021, 22, we start to have the survey twice a year in fall and spring. So that's why when you look at this chart for every other year before last year, you only see spring data up until 2122. Then you see the fall and spring and then now fall. So that's also one thing is that there is a data point where It's a winter 2020. That is actually that survey would administer in January 2020 20. So it actually can be considered spring 2020. But the Panorama for some reason at a time they just decided to name winter. But I want to note on everybody that is we can consider a spring so that we can have a consistent view of the data from spring to spring each year. Okay. For grade three to fifth on a school belonging topics, this measure how much the student feel that they're being a Value member to the school and the community. Our favorable percentage is kind of below the pre pandemic year. So note that the spring which is the winter 2020 here, that is the January right before we went on COVID lockdown. So you can see that the data point where the data change that there's a dip or there's a raise in the percentage. So we are for grade three to fifth now at 64%. Compared to other years we went up a little bit, but it's still low. Compared to before the pandemic, grade 3, 6, 8 we are at 34% favorable. Next. For both of our student group the school climate measure their perception of the overall social and learning climate of the school. You can see that the Suddenly in spring 2021 everybody responds so positively because that is the semester or the trimester that we reopen the school for the student to come back on campus after the pandemic. So everybody give a really favorable response. But slowly and steadily the response kind of went down and back to the pre pandemic level. Next, on the school engagement topic we can find the same pattern on both student group. So their response went up on spring 2021 when they're back on campus and then it kind of went down a little bit and luckily for this fall 2022 the response picked up and give us a more higher favorable response. Next, for grade three to fifth, the school safety topic measure the perception on student physical and psychological safety at school. For this topic, the grade three to fifth is around high 50 to low 60% except for that one year that there's a sudden tick because everybody's back on campus after being home for grade six through eight. In this topic I would say that we're doing a little bit better than the pre pandemic response again of course except for the spring 2021 school year. Next. The exact finding also applied to school teacher relationship. This measure how the social connection is between teachers students within and beyond the school. So for grade three to fifth we got a pretty good high favorable score of 34%. Compared to grades six to eight we have a little lower but still good 51% favorable response. Next. And the topics topic is measure of how students feel in their teacher is holding them with high expectation around their effort and understanding of the performance in class. Overall we have good response for our students steadily around 70% for grade three to fifth and then around 60% for grade six to eight. Next. So the observation that we have for the student survey is that our district wide percent variable has not changed much compared to the last spring in the majority of our topic. The result from the district grade 6 through 8 student survey are below national benchmark in most of the topic. And then it does look like our 6 to 8 grade student survey favorable score are lower than those of three to fifth grade student. However, I just want everybody to note that the questions that being asked on the three to fifth grade survey is a little bit different that grade six to eight three to fifth is different from grade six to eight. They have the grade 608 have a little more questions. So we just a note on that. So we're not making like a direct comparison between these two group of grade levels. Okay, next, here is how our student responding in each of the student group compared to the district. So this is the. If you can look at the chart at the EL group, for example, this is how you understand it. If the EL for the el group has a plus 2% under school and teacher student relationship topic meaning that their average of favorable score is 2% above the district average. So the district average there is 74%. That means the EL group respond with 76% favorable. Again, the same EL group has a negative 9 on school safety topic meaning that their average percent favorable score is 9% lower than the district average. So the district average is 59%. That would make the EL group would have 50% of their answer are favorable. Okay, next. This is how a student with disability group those with a yes indicator. This is how they respond to the topic compared to the district. Pretty on bar except for school safety which has about 4% below the district average. Okay, this is how a student grade three to fifth in the homeless group are responding comparing to the district. Most of it are responding at the lower variable score than the district. Next, this is how student responses breaking down by grade level. We can see that the 5th graders favorable response are lower compared to the district. And of course the lower grade level three and fourth are a little bit above the school district average. Next, this is how student responses are broken down by race and ethnicity. We can quickly see that African American student response are generally below the district favorable response. However, just a note that there's only 22 students in the group. So there's a small size. So a couple of individual respond will have a big effect on the average for this group. Okay, next. So that was grade three to fifth survey. For grade six to eight survey the student the EL student group percent variable score are less than the district on average in most of the topics. Next, so this is how our student with disability is responding to the topics compared to the district. Pretty on bar. Next, for six to eight homeless group students, their favorite percent favorable response are quite below district response in majority of the topic, especially in the diversity and inclusion topics. Next this is the grade six grade response broken down by grade level. Sixth graders seem to have more positive response compared to the two upper grades. Next, here is also the breakdown for student grade 6 to 8 response by ethnicity. We can quickly see that Pacific Islander and Korean have lower positive response in some of the topic compared to others. However, if we note that the number of students in these two groups are also very small. So just one student, one individual student can make a big difference on the percentage of the response being reflected here. Next so the next one is the family survey. We were able to survey 1815 of our family. The family survey provide the school with a general picture of family attitude about several key topics. Next, here is the overall response in our topic for family survey in academic care and school safety we went down in the score a little bit about 3 point compared to the spring administration. The family engagement topic however went down went up in 4% compared to last administration. Next here is the school safety response through time. This measure the family perception of the school safety. It has been declining before the pandemic. You know that winter 2021 is the mark of pandemic, so it's been declining before that. It was picking up a little bit when we reopened the campus in spring 2021 and then slowly declined since then. We are at now 74% favorable. Next. The school climate topic. Measure the family perception of the overall social and learning CL the school. It took a dip before the pandemic hit which is it went from 76% down to 71% but it has been picking up slowly and steadily since fall of 2021 until now. Next the cultural and awareness and action topic was a new topic that was added in starting in 2021 school year. So that's why you can see that there's only it has been only administered full time and we are currently at 58% favorable. Next this is a very interesting graph. Family Engagement. This measured the degree in which the family become involved with the and interact with the school. The score for this topic suddenly dropped in the January survey right before the pandemic. You know that winter 2021 it go from 41% down to 35% and then continue to drop sharply the year after but then slowly pick up in 2122 and then right now we're at 22%. This does make sense due to the limited in person contact and gathering at the school site that we have. Next. So the last part of the Panorama survey is on school teacher and staff. We were able to have about 200 of our staff response to this survey. The survey give the school and the district leader a tool to listen to and address our staff professional, social and emotional needs. Next. This is the overall response for classroom teacher. So the survey, there's two different survey for classroom teacher and non classroom teacher. For classroom teacher there's not much changes from the last spring. Overall we got positive response from our teacher in all of our topics. Next. This is for the non classroom teacher. It looks like we getting a lot better favorable response from our non classroom staff in all our topic compared to the last spring. Next. Okay. For the school climate survey the percentage of variable response was declining pre pandemic level and then pick up after post pandemic level. And we are back up to, you know, 69% for classroom teacher and 65% for non classroom teacher which is a good percentage. Next please. The same findings are also here on the perception of staff relationship with the school admins. We went down a little bit after pandemic but it's been picking up the people are responding possibly to this topic. Next. Staff family relationships topic measure the perception of the family and the staff relationship with each other. So the classroom teacher response seems to be steady. But for non classroom teachers it took a dip after the pandemic happened. But it seems like to our staff their perception of the relationship has got better since last year's survey and right now we're at 65%. Still a little bit lower than pre pandemic but it's picking up slowly. Next. Cultural awareness. This topic measure how well the school staff is learning about and discussing about issue of race and ethnicity and culture. This also is a new topic that added into the survey starting in 2122 in 2021 school year. So right now we have 52% variable for classroom teacher and 39% for non classroom teacher. I think that is the end of my presentation."},{"start":3603090,"end":3619270,"speaker":"E","text":"Jenny, thank you so much. Are there any particular questions about the displays of the Panorama survey? Not so much. Maybe what how we're dealing with some of those things. But in terms of the information that Jenny has presented, can I just ask"},{"start":3619590,"end":3622510,"speaker":"D","text":"one question about the cultural awareness category?"},{"start":3622510,"end":3632870,"speaker":"E","text":"Do we know what questions are asked in that one? Because I know there's like a group of questions that fall under that we can get those, Jenny. I don't know if you have them."},{"start":3633030,"end":3634390,"speaker":"D","text":"I don't know if you're right there."},{"start":3636320,"end":3644320,"speaker":"C","text":"Yes, I only have them for the student survey on the slide. But yes, we can get the question for the staff survey for the cultural awareness."},{"start":3644800,"end":3645440,"speaker":"E","text":"Thank you."},{"start":3647840,"end":3660400,"speaker":"H","text":"For the family, teacher and staff surveys because they're a small percentage of the overall base. Do we have issues with selection bias and being able to interpret these results with statistical confidence?"},{"start":3671410,"end":3679970,"speaker":"C","text":"Yes. So are you, are you asking about the staff and is it a staff survey?"},{"start":3680770,"end":3716730,"speaker":"H","text":"It seems equally applicable to family teachers and staff that only a small fraction of the overall base answered the survey. And when you get small fractions of a base who are answering a survey, the fraction that answers the base is not a random subset of the population. So I'm just, I'd be worried about getting a head fake in terms of who is filling it out. I had at least one principal on my school tours I've been doing tell me that they basically ignore the results of the family survey because of this issue, that it's only a small fraction of the families that are filling out the survey. So it doesn't give a blanket view into how families are feeling about the school."},{"start":3718160,"end":3749660,"speaker":"C","text":"So the family surveys we were able to count as their 1,815 responses. However, I just want you to note that one parent only do one survey for their multiple kids. So it's not 1,800 kids being of the parents being surveyed. So the percentage of the family being surveyed is probably higher. But because only one parent is the one survey for multiple kids. Yeah."},{"start":3750140,"end":3763180,"speaker":"H","text":"Do we have an estimate? Like, is this ballpark about a third of the families that have at least one student in our schools filled that out? Do we have a ballpark estimate of like what completion rate we have?"},{"start":3765740,"end":3775260,"speaker":"C","text":"It's not something that Panorama provided to us, but if you really want that number, we would have to gather the family's household and actually count how many."},{"start":3775340,"end":3795960,"speaker":"H","text":"I'm mainly looking for a spitball estimate here. We've got a little bit over 6,6000 students who are in the district. So I would GUESS there's about 4,000 families representing those 6,000 students. Like estimating here, like, I don't need people to run SQL queries, so. So that, that means that about about a third is basically okay,"},{"start":3797880,"end":3804080,"speaker":"C","text":"and. Oh, 6,000 students. But we only survey. Oh, this is a family survey."},{"start":3804080,"end":3804560,"speaker":"E","text":"Yes, it is."},{"start":3804560,"end":3807280,"speaker":"C","text":"Send it to all the. That student. Yeah, okay."},{"start":3807280,"end":3808760,"speaker":"D","text":"But we do, we do have the"},{"start":3808760,"end":3811960,"speaker":"E","text":"information about the number of parents at each school site."},{"start":3811960,"end":3812800,"speaker":"G","text":"That's what I was gonna."},{"start":3812800,"end":3814520,"speaker":"E","text":"Yeah, so we do have that, right?"},{"start":3814520,"end":3816320,"speaker":"F","text":"How many parents at each school site took it?"},{"start":3816400,"end":3817680,"speaker":"D","text":"Yeah, yeah, right."},{"start":3817680,"end":3887480,"speaker":"G","text":"Because it may be that there's some schools where statistically you've just got, you know, you've got higher groups and so it's more relevant. And hopefully that principle, in lieu of using the panorama data then is getting the data elsewhere. And maybe they have a community school. They're doing a lot of. They're doing more that street data, you know, kind of response. Because, you know, it is a good point. You'd hope that. I know. I mean, we send it out in a lot of different ways. So I think we're getting to everybody. And my guess is, if anything, it's a little bit more on the negative side than the positive side because if you're feeling okay about the school, you may just not fill it out. But if you're really upset about something, you're probably going to take the time to fill it out. You know what I mean? So that's in general how I've looked at it over the years, but I was surprised to see when we're comparing ourselves to other school districts with the climate survey, that we do seem a little lower than our remembering us being pre pandemic, because pre pandemic, even when we had kind of lower percentages, we compare them with the national. And I always felt like we were right. Janet, do you remember? Because were we on the commitment some of us really dealt with."},{"start":3887480,"end":3888760,"speaker":"F","text":"You were on the committee for the question."},{"start":3889000,"end":3961380,"speaker":"G","text":"We were. We were. And so, you know, like we might have a, you know, like a 39% or 43%, which didn't seem that great. But then when you compare this nationwide, we actually were doing pretty well. So part of it is sort of where the kids are at developmentally or, you know, whatever it is. With that said, this time around, it felt to me like. Or not it felt. What we saw was that we may be lower than some of the national data and some of that might just. Just be the fact that we'd have to look at, you know, this is national data and some states, their schools did go back in person sooner than California did. That's maybe what I'm seeing. But I don't, but we don't. I don't know if we know that and I don't know if panorama sharing that with us. But anyway, the good news is it did seem like we as, as you were saying, Jenny, we're starting to tick up. And so it's almost like we need to continue doing the work we're doing and more and then kind of watch it for another couple of cycles, right. To see if we, we get back to where we were pre pandemic. But I think your question is a good one, you know, in terms of do we have enough data to make it meaningful?"},{"start":3962340,"end":3989680,"speaker":"H","text":"My other just quick, quick point about the data slicing was that I felt like it was maybe somewhat oversliced in terms of the Asian ethnicities categories, because you get some of these categories where there's seven, eight students across, like Chinese versus Japanese versus Korean. It might actually be more helpful in seeing how the overall Asian community is doing by aggregating those because we'll have more statistical resolving power with larger n. So just. It just. That's a feedback on the data side."},{"start":3989680,"end":3990160,"speaker":"F","text":"Okay,"},{"start":3995200,"end":3999760,"speaker":"E","text":"Jenny, thank you very much. Had her little baby that she's got"},{"start":3999760,"end":4000960,"speaker":"C","text":"to go take care of."},{"start":4001120,"end":4002280,"speaker":"E","text":"So. Thank you, Jenny."},{"start":4002280,"end":4120799,"speaker":"G","text":"Yeah, actually, can I. So she's going to go. Just one other thing I did want to say is I really appreciate seeing the response by student group on the climate survey because that was actually very telling as well. And it's kind of this. Similar groups were not as happy with the different climate and school rigor and things. And then, you know, when you looked at the, when you looked at the satellite data and the map data, it kind of correlated. But again, it tells you, it helps us focus on what groups we really, I mean, it was very clear like the ELS were saying. I mean, they had a, a worse response on school rigor as an example, which can tell you, you know what, maybe our school rigor needs to be more rigorous when it comes to els. Right. That if, if that's what they're telling us, that they don't feel like it's rigorous enough for them. And that's an important piece of information. So anyway, I just wanted to say I really appreciated the additional, you know, disaggregation of the data. So it can help us. And then. And again, it's just like so much. And particularly that satellite map, it's so big when you just look at the district, that it is really important. And I know this is happening, that we're looking at it school by school and then even classroom by classroom, because that's where teachers and principals can really start to make a difference with this data. Because when we look at it so big, it's just so overwhelming. And of course, we're not where we want to be with most. Again, it can help us prioritize because it's very clear. Which are the groups we need to be really focusing on and helping, you know, get to where we want them to be. Anyway, you know, I just want to say that. That I appreciate all the work that you put into this, Jenny, and I'm. And I'm glad to see all the principals online tonight, and we also have some of our teachers and others. So hopefully this data will continue to be used. And I guess we're going to talk about that next in terms of. Of sort of, you know, how we're using this data. Yeah. Okay. So thank you, Jenny, everyone."},{"start":4121359,"end":4123439,"speaker":"C","text":"Have a good night. You're welcome."},{"start":4124159,"end":4124799,"speaker":"D","text":"Thank you."},{"start":4127919,"end":4128439,"speaker":"F","text":"Go ahead."},{"start":4128439,"end":4132359,"speaker":"E","text":"Okay. I'd like to invite Kendall, who was able to get here in like, five"},{"start":4132359,"end":4135199,"speaker":"D","text":"minutes from her home here."},{"start":4135519,"end":4136119,"speaker":"E","text":"Amazing."},{"start":4136119,"end":4138839,"speaker":"D","text":"And Kendall, if you want to take a break."},{"start":4138839,"end":4139279,"speaker":"E","text":"Yeah."},{"start":4143290,"end":4213260,"speaker":"A","text":"Good evening. Nice to see you all again. I'm here to give an overview of something that we are using as a classroom research cohort is the way I'm phrasing it with some of our teachers in the district in terms of looking at other math assessments that are very useful for teachers in analysis and planning instruction to meet the needs of our students. So before the Mini mirror, there was the Mira and there still is the Mira. Mira is the Sequoia Union High School District math assessment that they use to help gain understanding of the students coming into high school, to make balanced classrooms, and to truly identify those who need support classes to be successful in algebra as a ninth grader. And so after a few years of having success with that, Menlo park started collaborating with Patrick Callahan's group and Sequoia to do some of this work in the lower grades. And so we were invited to listen in and it pert my interest and. And Liz's. And so we got the blessing to go ahead and kind of reach out to teachers who would be interested in doing this as well."},{"start":4214460,"end":4214860,"speaker":"D","text":"Next."},{"start":4216780,"end":4300970,"speaker":"A","text":"So the first. First off, there's I Ready and Mini Mira. They are both. Both separate and useful tools, but they're different. And so I Ready is a great way to assess what grade level our students are operating in in terms of MTSS structures like our screeners and monitoring for growth and progress. It also provides my path lessons for our students that really target where the student is at with math instruction on an independent, asynchronous model. And that has really shown to support our students who are two or three or more grade levels below. And again, it offers resources for teachers to do small group instruction and can provide a standards report. That is great. Mini Mirror is More on an item analysis basis. And so we've done things like this in the past when I was in the classroom with MARS tasks where they, yeah, everyone gives it, we calibrate and score it. And so there's the time and the energy that the teachers put into it that slowly over time we kind of lost with other things. But Mini Mirror is kind of a solution to that. And so Patrick Callahan's group Annex, they calibrate, they score and they provide a dashboard for analysis that then allows teachers to spend time on analyzing the student work and the ways of their thinking. And what also perked us was that this aligns with the Sequoia Union initiatives. And so we feed into them. And so any way that we can prepare our students is always great."},{"start":4302250,"end":4302650,"speaker":"D","text":"Next."},{"start":4303530,"end":4413270,"speaker":"A","text":"And so I have it was advertised to all and we specifically targeted 5th and 8th grade. And would I love every math teacher to be doing this? Yes. But we have other initiatives and sites are, you know, doing a lot of other trainings and PDs on other goals for their sites. And so I was able to capture five 5th grade teachers and four 8th grade teachers that kind of run the span of the demographics in our district. And so again, with teacher needs, some of the teachers are on the pilot committee, some of the teachers are, I believe, bits of mentors or induction mentors and so trying to provide a differentiated way for them to access participation. And so sorry, I forgot my water. I'm already a little dry. And so level one is you just administer the assessments so we can get data from your students because that way we can capture a representative demographic or population. Level two is you, you know, you do the level below plus then analyze the data. And so they administered it. I've been working with the people at Annex to help me understand and process the data to then work with the teachers. And that should be coming up within the next month or so with that data planning through the RE engagement that's targeting their needs. And then the ultimate goal is then from their participation, their experiences, to then present the findings to the larger math departments in general to reflect on the assessment and how it's helpful and what data we are able to obtain to help us in our classroom. And of course they are stipend for their time. And so these are slides for Math Annex just to give you an overview. I'm going to go kind of fast because I know you had a lot of data talk. But the assessment philosophy really supports what we always aim to do in the classroom."},{"start":4414430,"end":4415230,"speaker":"D","text":"Thank you so much."},{"start":4417230,"end":4447750,"speaker":"A","text":"So mathematics is not just about getting the right answers, that's our goal, but it's how are they getting there and they're thinking behind that to help us gauge our best way to support them in clearing up any misconceptions. And so it brings up the student voice, it validates the diverse ways of answering problems and also it's collecting evidence. And so the way they respond is collected in the dashboard. So it's living there and you can go in and see it and you'll see examples of that coming up."},{"start":4447750,"end":4448230,"speaker":"D","text":"All right,"},{"start":4450630,"end":4483390,"speaker":"A","text":"so in terms of, you know what Mars and other open ended assessments are low floor to high ceilings. So we get access for most, if not all of our students and then it levels up so that it is, we're going to see the range of their abilities to access the problems. They're open ended. So there's answers quantify, quantifiable answers, but also written responses and authentic situations. So it's giving them problems but extending it to real world context where they are applying their knowledge into the problem."},{"start":4484350,"end":4484910,"speaker":"C","text":"Yeah,"},{"start":4488110,"end":4696550,"speaker":"A","text":"so again they, it's not comprehensive. It focuses on major math concepts. It also with Patrick Callahan they have vetted experts, they look through the questions. They do bring teacher input when they. Well, you can give teacher input on the creation of the questions as well and the mindset. And so you can also include questions on mindset into these assessments in addition to the mathematical questions. Next, you can skip this one, go to the next one. This is a way to kind of get a bird's eye view of the types of questions that are asked on the assessment. And so from third through eighth grade, well, ninth grade, but third through eighth grade for us is we have knowledge, application and communication and those are the types of questions that are being asked. So knowledge is really like do you know how to add fractions? What's the answer? But then the application is including those fraction concepts in a word problem. But then the communication is how are we, how are they explaining and justifying their answer? And out of the questions that are on there, and the number escapes me, but it's usually done in an average of 30 minutes to 45 minutes each grade level. Like you see the spanning, let's say it's fractions. Fractions is a progression that starts in third and works its way all the way through eighth. There's a fraction question that is in every grade level so that when they take it you can then see how the span of our grades are doing in that, in the vertical alignment. And then you can see how their Other questions are chunked in knowledge, application and communication. All right, next. That shouldn't be blank. Click again. Okay, I don't have my notes. Traditional math assessments, you know, it ranges from multiple choice and other math assessments by hand where they are writing. But some of the other ones that had been used in the past specifically by the high school were multiple choice. And so it's a percentage of incorrect are in correct versus incorrect. And there's a pressure to like re to reteach and fix the student thinking. Whereas Math Annex is really looking to the open ended questions and open response. Not open ended, open response. Excuse me. And also they categorize. Once they do the analysis and the calibration, they then categorize the responses by certain ways of thinking. And so as a teacher you're getting that presented to you so you can easily identify. Teachers often can get there on their own. But to have the data just categorized for you, just, you know, teachers time is valuable. It helps speed that process up and then utilize and build upon student assets through RE engagement. Next. Again, so it's really tapping into student mathematical thinking, not just the answer, getting to help us better understand where their thinking is so that we can appropriately support them. And another highlight there, the way that the questions are developed is that it builds a district wide coherence via common experience and expectations of the students. And it's useful data and you'll see as it comes up. So after I submitted this, I talked with the rep and they're actually moving away from this graphical representation on the dashboard. But in the past it's been this way where it categorizes it between knowledge, application and communication and the percentage of students and their level of proficiency within that category."},{"start":4697510,"end":4697910,"speaker":"D","text":"Next."},{"start":4700230,"end":4746540,"speaker":"A","text":"So this is just one sample question. I won't make you do the problem. This was their presentation for us. But here's an example of a problem. Everyone take a deep breath. It's okay. The art teacher is buying new tables to go into the art room. Each table can seat for students. The ART class has 33 students. How many art tables does the art teacher need to buy so that each student has a place to sit when they come to art class? So question and then move to the next slide please. So you know, in a multiple choice or right versus wrong, what do you notice? What do you wonder? Right. 60% versus 40%. That is one data point. We can kind of talk about that satellite version. But if you go next, what Annex does for us is it breaks down the answers and the percentage that answered it. That way."},{"start":4747980,"end":4748380,"speaker":"D","text":"Next."},{"start":4758220,"end":4928000,"speaker":"A","text":"And so keep going, keep going. And so these are snapshots from their dashboard. But next to each of those answer responses, these are like the little verbal explanations of how they would have gotten there. So very helpful for new teachers. We often teachers that are teaching different grade levels or new to teaching or in terms of speeding up our analysis process to see the thinking to then get to the root of it is very helpful. Next. So just a pause to reflect. So students don't have misconceptions, they have conceptions. And those conceptions make sense for them until they encounter something that no longer works. They are only misconceptions. When we begin with the expectation that others need to come to our way of thinking or viewing the world. So this is what they presented in there. And I just it the way that we see their thinking, they have concepts, they have knowledge, is the application of that thinking to the overall problem. And so we want to validate that and honor that and then utilize that for our in our favor. Next. Again, these are common ways of thinking. We can move along. But this is how they break them down in some of the categories, counting and comparison. And then some items like that one. Sorry, now you can slow down, go back this one. So again, what was your numerical answer? But then there's the communication aspect. And so if you want to go to the next slide now they use this framework to a rubric of sorts to analyze their written response. And so it's MCL modeling and mathematizing connection to the context and logic. And so just some examples are what math did they do and how did they set it up? The problem is that visible. What are the quantities or units in the context and why did they do the math they did and how does it connect to the solution? So all those being incorporated, so those are the components. And then that should still have I think the picture of the art table. But with a deficit mind approach, these students answers would have all been categorized as incorrect like we saw on that pie chart or the circle graph. So as a teacher you wouldn't necessarily know why. And so with a test like this that's online and submitted with an asset based approach, these students answers are categorized by ways of thinking, which is something I've kind of already said so that the teacher can take specific action to support it. And so we're trying to shift the narrative of the relationship with data. All right, next. So here's an example. So and we can just fly through here, but here are all the different answers. Here is their common way of thinking or the most likely way we're thinking their explanation and then the quality of their explanation using that rubric or that framework. And so there's more that go beyond this page. But that was just a snapshot."},{"start":4928560,"end":4929120,"speaker":"E","text":"Go ahead."},{"start":4929200,"end":4996130,"speaker":"A","text":"Next knowledge example. So just can you answer this question with the numeric and then break down percentages and then the ways they would have most likely gotten to that answer next and then the application again. So I think something happened there. My apologies. But the answer, the way the percent who answered that way and the ways they got there. And so you can probably just skip through these because they're repetitive. They're through eighth grade. Just some examples. But in terms of next steps and as you saw the level of participation we will be analyzing, revisiting the dashboard, analyzing the data big picture by 5th and 8th and then with the asset based lens and with our level three participants and then using that data to then targetly create re engagement lessons and then find our present our findings of the process to other teachers and departments to get their take. Because we have the I ready. Like I said, it does one version and it's super helpful. And this is kind of more of that PLC model with the data. What has a common assessment where you can look at the item specifically."},{"start":4997490,"end":4999820,"speaker":"D","text":"And I think that that's it."},{"start":5000780,"end":5001820,"speaker":"A","text":"All right, thank you."},{"start":5006380,"end":5009500,"speaker":"G","text":"Level 3 and Level 4 participants, what does that relate back to?"},{"start":5011500,"end":5021260,"speaker":"A","text":"If you want to go back to this slide, that could help me. So level three, I think was where they're coming to analyze their data. So there's some who. I forget what slide that was. Sorry, Liz."},{"start":5025270,"end":5025750,"speaker":"C","text":"Thank you."},{"start":5026550,"end":5028310,"speaker":"G","text":"We've had a lot of slides tonight."},{"start":5028550,"end":5029510,"speaker":"D","text":"Trying to go fast."},{"start":5029510,"end":5034550,"speaker":"G","text":"Hopefully 120 is. Oh, never mind. That's street dating."},{"start":5035590,"end":5036230,"speaker":"C","text":"So it's broke."},{"start":5036230,"end":5057890,"speaker":"A","text":"Yeah. So like, and some people can join, like they might change their mind. Like, oh, I've done level two. I do want to do level three. We do have a handful that are gonna already, you know, when they did their little application said they want to go to level four. And so that way we'll be able to present what we found and the usefulness of the tool or whatever consensus they come to through this process."},{"start":5059490,"end":5060330,"speaker":"G","text":"Great, thank you."},{"start":5060330,"end":5061010,"speaker":"A","text":"Yeah, no problem."},{"start":5065250,"end":5089290,"speaker":"G","text":"I think this looks really exciting. I mean like you said, because before you just get a right or a wrong answer and you have no idea why did they get it wrong? Right. What was their thinking there? And then I also loved like, like even those that got it right, you know, again, they come to it at different ways and that's helpful for the teacher too, because then you can just, you know, describe it in a few different ways and maybe the kids will like, say, oh, okay, you know, anyway, suit. Really helpful. Right."},{"start":5089290,"end":5090770,"speaker":"F","text":"Realize I could do that, you know."},{"start":5090770,"end":5091770,"speaker":"G","text":"Right, right."},{"start":5092490,"end":5093530,"speaker":"D","text":"Yeah, I think it's great."},{"start":5093530,"end":5095770,"speaker":"F","text":"Yeah. So often it's either right or wrong."},{"start":5095930,"end":5104800,"speaker":"G","text":"Right. And if it's wrong, they have no, you have no idea. Just. Well, what does that mean? They, they don't completely understand anything or they, you know, anyway, so that's much better."},{"start":5104800,"end":5105000,"speaker":"D","text":"Yeah."},{"start":5105000,"end":5106680,"speaker":"A","text":"So having access to the items is"},{"start":5106840,"end":5114120,"speaker":"H","text":"how intensive is the scoring of the degree of correctness and axes of correctness of these answers? Is it pretty labor intensive?"},{"start":5115320,"end":5160780,"speaker":"A","text":"So the way it's explained to me, they have lots of scores and they calibrate and would turnaround time from administration. You will get the data within two weeks. And so we had a smaller group. It wasn't district wide, like some sort of, you know, but they said like two weeks. So whether that had to do with just the number of students we had versus the district. But I think that's their goal, like the timeliness and getting it. But when you speak to teachers, when you talk about, if you administer 125 math tests and you, you score those hands, you know, on your own, you're, you're not taking two weeks, but it's your labor intensive, which teachers still need to do. And they will. But this one as a district wide, saves that time and then gets our teachers together to analyze the data."},{"start":5161580,"end":5179420,"speaker":"H","text":"I love the directionality of this. I'm just curious about, like, if the goal is that for all of our math students in all grades, we would have this degree of richness in being able to calibrate how the student came to know a thing. And to what level does that imply this army of human scorers that is, you know, going through these things or"},{"start":5179500,"end":5201190,"speaker":"A","text":"it's, it's through Callahan Consulting. So it's through them and Naomi and, you know, Patrick Callahan, he's Common Core, he's one of the writers. So they have created these questions with the same intent and rigor to highlight the mathematical practices. And so in terms of timing, we noticed the two weeks. I don't know the exact. Maybe I'm not answering your question."},{"start":5201190,"end":5201670,"speaker":"D","text":"I don't know."},{"start":5201670,"end":5202230,"speaker":"A","text":"Am I?"},{"start":5202950,"end":5203430,"speaker":"E","text":"It's okay."},{"start":5203430,"end":5203910,"speaker":"F","text":"It's okay."},{"start":5204950,"end":5205990,"speaker":"H","text":"Yeah, I, I understand."},{"start":5206070,"end":5210560,"speaker":"D","text":"Yeah, yeah. And so we pay them. Yes, yes."},{"start":5210560,"end":5211120,"speaker":"B","text":"Yeah."},{"start":5211760,"end":5212040,"speaker":"C","text":"Well."},{"start":5212040,"end":5217200,"speaker":"G","text":"And you can get, you know, you can try it out and. Yeah, try it out and see how it goes."},{"start":5217200,"end":5217440,"speaker":"A","text":"Right."},{"start":5217440,"end":5223840,"speaker":"G","text":"And then decide if this is something you want to go district wide or not? Right? Because this, right now you're just doing it with the test teachers, Right?"},{"start":5223920,"end":5225440,"speaker":"D","text":"Right, yeah, yeah."},{"start":5225840,"end":5229400,"speaker":"G","text":"Which is actually, which is actually good to start small, I think, with something like this."},{"start":5229400,"end":5245350,"speaker":"A","text":"Right, yeah. And they're even considering it like a pilot too. This is their first year doing lower grade grades. So I don't think I mentioned that because it was high school and now they've kind of trickled down because they saw success with it at the high school level. And so we're along for the journey with."},{"start":5245590,"end":5246230,"speaker":"E","text":"With them."},{"start":5247190,"end":5249230,"speaker":"D","text":"How many school sites are participating in this?"},{"start":5249230,"end":5253670,"speaker":"E","text":"Because I actually saw in some of the principal newsletters they were mentioning the mirror testing."},{"start":5253670,"end":5255430,"speaker":"A","text":"Oh, okay. So mirror. So that."},{"start":5255430,"end":5256710,"speaker":"D","text":"So that may be the high school."},{"start":5257190,"end":5257550,"speaker":"E","text":"Yeah."},{"start":5257550,"end":5263510,"speaker":"A","text":"So the mini mirror is the K through seven or third through seven and then the mira, the big one."},{"start":5263510,"end":5264190,"speaker":"E","text":"That's the big one."},{"start":5264190,"end":5264550,"speaker":"G","text":"Okay."},{"start":5264630,"end":5264950,"speaker":"D","text":"Yeah."},{"start":5265030,"end":5267110,"speaker":"E","text":"How many are participating in mini Mira?"},{"start":5267110,"end":5268230,"speaker":"D","text":"Because there was like, what?"},{"start":5268230,"end":5276870,"speaker":"A","text":"So 1, 2, 3. There's five teachers, but I think there's four different sites."},{"start":5276870,"end":5278790,"speaker":"D","text":"Okay, thank you."},{"start":5278790,"end":5281910,"speaker":"A","text":"Pressure's on. I'm visualizing it, but yeah, I think it's like four different sites."},{"start":5283750,"end":5284230,"speaker":"C","text":"Yes."},{"start":5285670,"end":5286070,"speaker":"D","text":"Great."},{"start":5286070,"end":5312500,"speaker":"B","text":"Thank you. And then my question would be, obviously, you know, this is a new way of testing, but with those teachers that just. If we want to say, pilot this assessment, will they be at one point collaborating with other math teachers to see if they would be interested or is this something that we are going to be trying to. I don't want to say push, but I'm going to use the word right now."},{"start":5313620,"end":5341060,"speaker":"A","text":"Sorry. That's what level four is for. So I think it's empowering our teachers to try it out, to see the data and then to be able to present it and share it with others. And then that's a conversation that can come after what we've heard from those who have done it. And so I don't have a final answer for you on that, but I think the first step is to have our teachers engage with it and then have them present it and so that they can then relay that. So that's what that level four is, is for the intent."},{"start":5341940,"end":5342820,"speaker":"D","text":"Great, thank you."},{"start":5343620,"end":5344500,"speaker":"C","text":"Any more question?"},{"start":5348590,"end":5356190,"speaker":"H","text":"Since we are paying them for the scoring, do we. Do we have some rough idea of cost per pupil per year? So to get a rough sense of what it would cost if we did"},{"start":5356270,"end":5357790,"speaker":"D","text":"expand things, it was five."},{"start":5357950,"end":5359110,"speaker":"A","text":"Five, five dollars."},{"start":5359110,"end":5359470,"speaker":"C","text":"Yeah."},{"start":5359470,"end":5360190,"speaker":"D","text":"So cheap."},{"start":5360670,"end":5361350,"speaker":"H","text":"All right, thank you."},{"start":5361350,"end":5362110,"speaker":"D","text":"That's very helpful."},{"start":5365310,"end":5365910,"speaker":"A","text":"And that could."},{"start":5365910,"end":5368470,"speaker":"F","text":"Yeah, yeah, yeah. Once it gets popular."},{"start":5368470,"end":5370910,"speaker":"D","text":"Yeah, definitely but also there are other"},{"start":5370910,"end":5416200,"speaker":"E","text":"districts who are using this as well. Right. And so this was presented to us, us, with our consortium, working with the Sequoia High School District, who uses the mira. And then so we are part of a collaboration with other districts, but each district is running it a little differently. And so this is working well for us. And I think one of the things that has been so great about this is that it gives us information. It kind of gets to this idea of street data because it gives us information about how the students are thinking. Right. And so there we can use that information. We can have conversations with kids about how they're thinking, but we can also now get this analysis about how they're thinking based on the work that they have done. So we're looking forward to seeing how we can use this and how we can possibly spread that."},{"start":5417720,"end":5418840,"speaker":"A","text":"All right, thank you."},{"start":5419160,"end":5425080,"speaker":"E","text":"Thank you, Kendall. Thanks for getting here so quickly. Not sure how she did that."},{"start":5426440,"end":5436480,"speaker":"F","text":"Thanks, Kendyl. Top job. Kendall is always on top of it. I mean, she's been very helpful with our Stanford program and helping us with those statistics."},{"start":5437440,"end":5542660,"speaker":"E","text":"Thanks, Kendall. So this last component here, we're not going to spend a lot of time looking at because once again, this. It's videos and things that have recently been added. So I don't know that you've even had the time to see these yet, because we had the opportunity to do some interviews, like yesterday. But one of the things that we know is that in order to really determine how we can make a difference in the learning experiences of students as well as in the classroom environment, as in what teachers need to be able to teach to meet the needs of the kids, is that we have to talk to them. Right? And we have to talk to them and ask them. And so that's the idea of empathy interviews and interviewing students, interviewing teachers and bringing them together. So we've started to do that and in a variety of different settings. But it's something that we want to grow and expand because we really believe that that's the level of data that will make. Help us make better decisions that really are more targeted to the needs of the kids. And this is also very much aligned with the NUA work, right in the. In the elevating of student voice. So what you'll see here. And so I'm just going to go through this really quickly because I know we're kind of fatigued of looking at slides, but that is information from the book, from Street Data. But I just want to show you we had the opportunity to Interview some students from Ms. Kabach's class in fourth grade at Henry Ford. And so when you have time to listen to the interviews about what have been their successes and what have been their difficulties, kids are so honest."},{"start":5543610,"end":5543810,"speaker":"B","text":"Right."},{"start":5543810,"end":5551370,"speaker":"E","text":"And so we get great data from. From talking to students. But I want to move forward here to this next slide."},{"start":5551530,"end":5554290,"speaker":"H","text":"We don't have this deck. We have copy of data update for"},{"start":5554290,"end":5555450,"speaker":"D","text":"board that does not incorporate."},{"start":5555530,"end":5575290,"speaker":"E","text":"Okay, so I will make sure that you get this as soon as we're done, I'll email this to everybody. But what I just going to ask you to guess, when they talk about what are the changes that you think should happen now? They just talked about their successes in schools and some of their challenges, and so they're thinking about it. What kind of changes do you think they're recommending should take place?"},{"start":5576090,"end":5577450,"speaker":"G","text":"Oh, I see. The food."},{"start":5581930,"end":5582290,"speaker":"D","text":"Right?"},{"start":5582290,"end":5583290,"speaker":"E","text":"It's about the food."},{"start":5584730,"end":5585170,"speaker":"C","text":"Yeah."},{"start":5585170,"end":5587290,"speaker":"D","text":"Right, right."},{"start":5588010,"end":5590210,"speaker":"E","text":"Just adorable, right? Because they're kids and they're talking about,"},{"start":5590210,"end":5591330,"speaker":"C","text":"well, you know, I'm getting a little"},{"start":5591330,"end":5592330,"speaker":"E","text":"tired of the hamburgers."},{"start":5592330,"end":5593770,"speaker":"C","text":"And. But."},{"start":5593850,"end":5627300,"speaker":"E","text":"But then they do move into talking about having environments that are more inclusive for kids and friendship corners and things. And so when you keep at it, right. And keep asking questions, you can get the information that you need. And so with that, again, we're not gonna. Okay, so you look forward to listening to these. And. And I want to thank Bronya Whip, who is the person who interviewed them. And then because they're. You can't hear them very well in. In some cases, she also transcribed the conversation."},{"start":5627460,"end":5630940,"speaker":"F","text":"And this is Sandra's class. This is Sandra's class at Henry Ford Kabacha."},{"start":5630940,"end":5632260,"speaker":"E","text":"Sandra Kabacha, huh?"},{"start":5632500,"end":5633060,"speaker":"D","text":"Yep."},{"start":5633620,"end":5637220,"speaker":"E","text":"Okay, so that's it for our 158"},{"start":5637220,"end":5638660,"speaker":"D","text":"slides for you tonight."},{"start":5642260,"end":5732230,"speaker":"F","text":"So when we start the presentations next week, when the school starts the presentation, keep in mind, you know, of the district, the whole. But then you'll also see school data that's coming before you and what they're doing for next steps after analyzing. So I think that is going to be when we have those conversations with our principals and whoever comes with them. They could bring staff members with them to the presentation. It will enlighten you to what is happening at the school sites and the rationale to why they are where they are at this point in time, but where they are going. So I'm looking forward to it. I can hardly wait. It's something we haven't done, what, three years now, Right? So it. It's going to be great. It's going to Be great. So I just keep. I know this is the district data in your head, or bring your, bring the laptop. I mean, just have it on the laptop and you can go back to it and compare it to look at their data when they show it and we'll have a good conversation. And we hope next year that we can do these, you know, it twice during the school year, you know, instead of just once. But we're getting back into the, to the, to the momentum of where we were previously. You know, we've missed them. I mean, we garnered a lot of good information. We had a lot of good laughs with the kids that came with, with, with the principals and the teachers. So I think we're in for a treat starting next week."},{"start":5736800,"end":5807930,"speaker":"G","text":"One of the things I was going to ask, because I mentioned this to John earlier today, Liz, is that when we have the school presentations, could we also have the principals talk about the street data? I don't know if that was going to be a part of it. But like, I love this slide 151 that was in the slide deck that's on there. And it's ways to gather street data. You know, artifacts, stories, narratives, observations. And then of course, in this book, there's other ideas of what you can do. And, you know, we won't have time to go over all of that because that gets into a lot of detail. But if they could maybe talk about. Because they're going to be showing the satellite and the map data. But I think that other data is equally or even more important. And I would love to hear about, you know, how are they working with the community schools to get input from families and from students or what, you know, how are students, you know, we know at Clifford they're doing a whole lot of work with NUA and Student Voice and all of that. And I'm familiar with what's going on at that school site, but I would love to hear from the other school sites, what are they doing around Student Voice as an example? So hopefully we can add that to the"},{"start":5810090,"end":5811210,"speaker":"F","text":"template that was created."},{"start":5811210,"end":5830290,"speaker":"G","text":"Yeah, yeah. Because I think. Yeah. Anyway, this has all just sort of come up recently and I know that in the, in the professional development day that you had, I mean, it was focused on MTSs, but I would imagine some of this came up as well about the importance of kind of student voice and all of that."},{"start":5831970,"end":5832370,"speaker":"C","text":"Great."},{"start":5832770,"end":5833730,"speaker":"G","text":"Okay, thank you."},{"start":5838210,"end":5843110,"speaker":"F","text":"Thanks for putting all the data together. I know Jenny's not on the call anymore. Kendall already left."},{"start":5843180,"end":5843340,"speaker":"C","text":"Left."},{"start":5843340,"end":5891590,"speaker":"F","text":"And then Bronya. I'm looking forward to the interviews, really, all the work that went into this, I think was pretty impressive. It's actually really powerful to see the different levels of data, the dashboard data, together with the iReady data, together with the panorama data, even with the flaws that might be in any of them, because it keeps me from being narrowly focused on, hey, there's just an academic solution for this, maybe there's just another solution for it. It kind of seems like, like looking across the spectrum of it. And I want to apologize to our classroom teachers and our staff. I appreciated seeing their survey information there, but I'm going to focus on the student data and the family data. Of course they're very valuable, but that's where I'd like to spend my time tonight. It sort of seems like"},{"start":5894790,"end":5895230,"speaker":"B","text":"it makes"},{"start":5895230,"end":5946670,"speaker":"F","text":"me wonder coming out of the pandemic, how much of the pandemic are we still feeling today? I know we've invested so much in making sure that our students have the mental health support, the additional support that they need to be able to come back and be ready to learn and successful in school. And I just, I wonder if as we dig down into the data, you know, is that going to be something that comes out as opposed to just like, oh yeah, we need more reading intervention or something along those lines. And that kind of leads me to my first question. Has there been an opportunity to go in and sort of root cause, do root cause analysis and what's sort of that plan for, you know, at least at the map data and the satellite data, the dashboard and the iread? Because on I ready, I mean, I think we all saw that like half the students aren't are below grade level and not progressing or they've declined in both math and ela. And so I just wasn't sure if that process has started, how that's going to look, what's going to happen."},{"start":5946910,"end":6007870,"speaker":"E","text":"So thank you for asking that question because that is the MTSS work, right? And so as you know, you've been involved in the different venues that We've talked about MTSs and this is now we're getting really serious about implementing MTSs and it's going to take some time after. I don't know if you had the opportunity to take a look at the information that I sent you about our January 3rd PD day. But after our presentation, the school sites had conversations, individual conversations about my computer just died about what are the practices that are common across their school site for Tier 1 instruction, for positive behavior, for emotional supports, and then bring that information back together with a Whole school conversation about what are we seeing that are school wide strategies. And what we're seeing is that there's not a lot of commonality at this point."},{"start":6008030,"end":6008350,"speaker":"D","text":"Right."},{"start":6008350,"end":6066970,"speaker":"E","text":"There are a lot of strategies that people are using, but they're not necessarily aligned. And so that's the work. We're going to be talking about this with the administrators tomorrow at our site admin meeting about how we can realign our work because I think it probably was aligned a few years ago a little bit more so. And so if we've done different things and had different pandemics and things that have gotten in the way, but we need to bring things back together again and make some decisions based on data about what's working for the kids. So there's a variety of ways that we're planning to have those conversations because site administrators are a group, but so are the classroom teachers, so are MTSs tosas. So our staff development team, how do we bring all of those people together to work on really establishing this tiered systems of support, really focusing on language arts and math. So that is the work that we are, we've been doing, but now we're going to be really focused on doing it."},{"start":6067760,"end":6067960,"speaker":"I","text":"Yeah."},{"start":6067960,"end":6081520,"speaker":"F","text":"And this, this next one might kind of jump the gun a little bit in terms of getting ahead of the analysis part. But like, yeah, what, what is it that needs to be doing differently to be able to see a change? And it sounds like you're, you know, really invest in it as the."},{"start":6082240,"end":6111200,"speaker":"E","text":"Well, and I think too, because you were involved in the MTSS team last year, that was the process, that root cause analysis that we thought would more easily transfer it to the school size as they looked at their data and it hasn't and that's because they need more support. And so those will be things that we practice together as administrators and then with our staff development team and our MTS associate team so that more people have that experience and what that process is so that work can take place at the school site."},{"start":6111760,"end":6166690,"speaker":"F","text":"Cool, that's great. And then in Panorama, which has been kind of flat since I guess we're getting back to pre pandemic, but it's still all the results are kind of flat there. It's another question of like, well, first of all, reading through some of the questions, like, I could see how kids would get confused by this and we even talked about this in the MTSS meetings before. The example I'll always use is the, you know, how connected are you to the adults in the school versus like, is there a caring adult that you can go to when you have a problem. I mean, those are two totally different questions. And they, I think the latter is one that is the signal we want to get. But, but you can't get that from Panorama. So is that street data? Is that the kind of thing that we would use street data to go in and uncover like what's really happening here when we see that there's this connection. But we talk to our teachers and they're saying, and I'm dealing with like 40 kids that I have a tight connection with. Like, is that what street data would cover?"},{"start":6166690,"end":6196490,"speaker":"E","text":"Yes. And as a matter of fact, I had a conversation with a couple of our staff development team who is working with one of our school sites in having those conversations, unpacking the Panorama data and what they saw. And then they followed up with the kids. And what the kids said is that we didn't really understand the question and the choices that we were given didn't really answer, you know, directly what it was that we wanted to say. And so they have started having conversations with the kids."},{"start":6196490,"end":6196810,"speaker":"C","text":"Right."},{"start":6196810,"end":6227340,"speaker":"E","text":"And so, and gathering that data. And so that definitely is something to talk to the sites about when they are meeting to talk about their site plans, because that, that direct asking questions of students in, you know, in a caring, nurturing environment. Right. Not so they feel like they're getting in trouble is how we're going to get more information. This is great information to have to compare us to the nation and all that kind of stuff. But in terms of really thinking about what do we need to do to make a difference, we need to go"},{"start":6227340,"end":6229140,"speaker":"D","text":"directly to, to the source. Yeah."},{"start":6229380,"end":6229860,"speaker":"C","text":"Yeah."},{"start":6230100,"end":6236660,"speaker":"F","text":"Cool. Thanks. I never thought we'd get through 150 slides, but I was like relatively impressed that we could do that. So again,"},{"start":6239060,"end":6240620,"speaker":"D","text":"you know, Panorama is interesting."},{"start":6240620,"end":6244620,"speaker":"E","text":"It's, it's helpful and it's not, and"},{"start":6244620,"end":6245660,"speaker":"D","text":"it's always been that way."},{"start":6245660,"end":6248900,"speaker":"E","text":"And it's, it's so limited because you"},{"start":6248900,"end":6250380,"speaker":"D","text":"pick the categories you want, but you"},{"start":6250380,"end":6253060,"speaker":"E","text":"can't pick the questions within there. They ask all of them."},{"start":6253220,"end":6255580,"speaker":"D","text":"Some of them make no sense, but"},{"start":6255580,"end":6267300,"speaker":"E","text":"you are interested in that category and that question alone might bring your category down or up, who knows, depending on how a person interprets it. And as a parent, I mean, I've"},{"start":6267300,"end":6268180,"speaker":"D","text":"been taking it for."},{"start":6268980,"end":6270340,"speaker":"E","text":"When did we start doing it?"},{"start":6272500,"end":6273500,"speaker":"D","text":"Yeah, so what?"},{"start":6273500,"end":6281230,"speaker":"E","text":"My oldest is in ninth grade now. I've been doing it, I think the whole time that he was in our csd. And there are definitely questions where I get it as a parent and I'M"},{"start":6281230,"end":6285750,"speaker":"D","text":"like, like, oh, I know that my answer is going to bring things down, but it's just because I haven't been"},{"start":6285750,"end":6287710,"speaker":"E","text":"on campus because we've been in a pandemic."},{"start":6288350,"end":6290510,"speaker":"D","text":"So am I not engaged as a parent?"},{"start":6290510,"end":6290910,"speaker":"E","text":"No."},{"start":6291230,"end":6294110,"speaker":"D","text":"But my answer to how often I'm"},{"start":6294110,"end":6295630,"speaker":"E","text":"on campus is never."},{"start":6297470,"end":6300190,"speaker":"D","text":"So it's just interesting with that information,"},{"start":6300190,"end":6302310,"speaker":"E","text":"like you said, then you need to go to the source and find out"},{"start":6302310,"end":6308200,"speaker":"D","text":"what's really going on. And that's why our parent engagement scores were so low on the."},{"start":6308200,"end":6314360,"speaker":"E","text":"On the most recent one, such a huge dip, because they were asking questions like, how often do you meet with the teacher?"},{"start":6314360,"end":6315720,"speaker":"D","text":"And how often are you on campus?"},{"start":6315720,"end":6319080,"speaker":"E","text":"And never, never, never this year."},{"start":6319880,"end":6322200,"speaker":"D","text":"So just interesting."},{"start":6322280,"end":6355550,"speaker":"E","text":"We actually, when we first. When I first saw the Panorama survey, this was last fall, a year ago, and Jenny had just gotten started, we were working with. Roberto was in our team at that time. We went through all of the questions and we wrote them and then we called up Panorama and said, you know, this is what. This is how we'd like you to ask these questions. And they're like, we can't do that. They're nationally normed. I said, well, should have told us that before we spent all this time rewriting the questions. But we completely agree that those questions can be misinterpreted and not give us the information that we want. And so we have to find other ways to get that information."},{"start":6355790,"end":6356350,"speaker":"D","text":"Yeah."},{"start":6359710,"end":6372090,"speaker":"H","text":"To wit, have. Do we have a clear, crisp set of questions that would give us data that we're not currently being given that are framed in a way that is likely to be understandable by students? Like, it sounds like that work's already been done."},{"start":6372330,"end":6375050,"speaker":"E","text":"No. Oh, to give you the quick answer."},{"start":6375210,"end":6375610,"speaker":"D","text":"So."},{"start":6375610,"end":6424740,"speaker":"E","text":"So that is the work that needs to be done. People are talking directly to students and elevating student voice in a variety of different ways, mostly through their lessons, but in terms of asking them also about their opinions about how they best learn, about how, you know, not necessarily trying to steer them away just from what they want to eat for lunch, but what is it that need to thrive in school? I think we need to think about how to ask those questions. And I know that we can get a lot of support from our NUA team that has been doing that, but we also have a lot of our teachers and our mtstosis and self development ptosis who have that kind of direct communication with kids a lot who can help inform that. So I think that is the next step for us is to come up with some common questions."},{"start":6425130,"end":6425850,"speaker":"D","text":"That we could ask."},{"start":6426410,"end":6426890,"speaker":"C","text":"Yeah."},{"start":6430410,"end":6430810,"speaker":"D","text":"So."},{"start":6431690,"end":6452310,"speaker":"G","text":"Oh, you know, just real quick, because it's still kind of on the Panorama or Climate survey. So, you know, I don't even. I mean, I don't know if it was. How many years ago was it when we. Were you here originally when we. We explored different options. Sorry, I'm sort of. But I remember it was with Naomi Hunter, maybe it was Shelly and I initially."},{"start":6452780,"end":6453460,"speaker":"E","text":"I think it was. Yeah."},{"start":6453460,"end":6492200,"speaker":"G","text":"Because I think we looked at different. Different systems that were out there to use. We decided that Panorama was the best for a bunch of different reasons. So I don't know if we've recently looked at any other options because one thing would be, you know, I mean, we sort of invested in this and we've got year over year of data and we may be that we just keep it because it. It's good enough for what we need. But the question is, are there other sources out there that we could be looking at that might provide better data? And that's, you know, that's not necessarily, necessarily. It's not necessarily a direction I'm giving you. I'm just curious, have you guys talked about that or do you know if there's other climate surveys out there to use?"},{"start":6492440,"end":6497560,"speaker":"E","text":"So I'll bet there's a lot. But I know that Panorama is used pretty consistently across our county."},{"start":6497560,"end":6498600,"speaker":"G","text":"Oh, well, then let's just."},{"start":6498600,"end":6502120,"speaker":"E","text":"Yeah, but we can still certainly search for better things."},{"start":6502120,"end":6502520,"speaker":"C","text":"Yeah."},{"start":6502520,"end":6503200,"speaker":"E","text":"In the meantime."},{"start":6503200,"end":6503560,"speaker":"D","text":"But."},{"start":6503640,"end":6527730,"speaker":"G","text":"Well, I do think it's also useful if other people in the county are using it too. So, I mean, I think there's a lot of things we need to invest in, and I'm not sure that's where I would spend our time right now, sort of thinking about that. But I just. So anyway, we, you know, all along we've known there's. There's sort of. There's sort of good things about it and bad things about it. And overall we felt like at least it gives us some data."},{"start":6527810,"end":6528170,"speaker":"E","text":"Right."},{"start":6528170,"end":6530370,"speaker":"G","text":"Because before we were using that, we really had no idea."},{"start":6530610,"end":6532210,"speaker":"F","text":"We were just using the healthy kids."},{"start":6532290,"end":6532690,"speaker":"C","text":"Right."},{"start":6532930,"end":6535050,"speaker":"G","text":"Which was really only, what, fifth and eighth grade?"},{"start":6535050,"end":6537630,"speaker":"F","text":"Fifth and seventh grade. Oh, fifth and seventh grade given every year."},{"start":6537860,"end":6538780,"speaker":"E","text":"Every. Every other year."},{"start":6538780,"end":6539100,"speaker":"G","text":"Yeah."},{"start":6539100,"end":6539660,"speaker":"F","text":"Every other year."},{"start":6539660,"end":6540020,"speaker":"D","text":"Yeah."},{"start":6543860,"end":6623150,"speaker":"B","text":"So with Panorama in mind, you know, just like Janet, I answer the same thing. I haven't been to the school. Right. So as a parent, you don't, you know, I haven't participated. And then I also, as a classified employee, again working for the high school district as a classified employee, there's a lot of questions for classified like instructional associates or paraprofessionals, but they don't apply to myself. And so I've talked to either some of my colleagues and they're like, well, I'm not even going to answer any of those questions. So again, when you look at, and I don't know, right, how we break it down to know, out of 600 employees, 250 responded. But were there all your IAS and para professionals, but maybe not that office staff. So again, with the responses and the percentages, I've always, you know, wondered too. Even as, you know, as an employee myself, I'm like, okay, that does not pertain to me. And I wouldn't even know how to answer the question. I'm no longer a high school parent. And so when they tell you what do you think the student feels or I forget what, how the question is worded. I'm like, I have no idea. I could tell you what my eighth grader feels, but not, you know, high school. I don't know what they're thinking of right now."},{"start":6623230,"end":6624590,"speaker":"D","text":"So, yeah."},{"start":6624670,"end":6655990,"speaker":"B","text":"So with that in mind, but I do want to say thank you. That was definitely a lot of information. I know we have a lot of, you know, improvements to do, but I do want to say also I appreciate all the principals being here and I don't know who's here because I haven't really paid attention at the attendee, but, but. Or any teachers. I know it's a lot of work, but I also do think that we just, you know, one day at a time and we just try our best and we'll get through it. So thank you."},{"start":6660550,"end":6684780,"speaker":"G","text":"And you know, I think we talked. We didn't specifically talk about it tonight, but I think it's just worth saying we talked about it previously is that clearly the chronic absenteeism is so high that we need to get a handle on that and hopefully it's better this year. But as we know, if kids aren't at school, they're not learning. And so that's very reflective in our data. So I just want to make sure that we say that tonight how important that is."},{"start":6686700,"end":6748350,"speaker":"E","text":"Can I have one little thing about that? So we are attending some training. So as you know, I think Everyday Labs is an organization that we're working with that sends out those friendly nudges is, you know, at least it hasn't been in School for 15 days. You know, did you know that? Right. And so, you know, can you please, you know, we, we miss her. Please send her. And so they also provide professional learning opportunities. And so we have contacted them, not very much money once again for a series of four learning sessions. And all of our MTSs TOSAs who have some of the responsibility for attendance follow up at the school site slides are attending those along with some of our office managers, along with our, some of our district office staff. And we're going to be developing kind of an incentive and some additional outreach kinds of opportunities to really try to target chronic absenteeism because it's not good and our attendance data is not good. And so we really have to reach out and make some changes there."},{"start":6748420,"end":6748660,"speaker":"F","text":"There."},{"start":6748740,"end":6762660,"speaker":"H","text":"So in, in the literature review I've been doing, one approach that seems like it can move the needle with absenteeism is to have a teacher visit to the home. This is a relatively proven intervention. I don't know what is the degree to which we've used that intervention."},{"start":6762660,"end":6777100,"speaker":"E","text":"So that's rare and particularly lately. Right. In the past couple of years. I know that Antonio, our director of student services, often visits homes, so he would be the. Has been the person who when there's some pretty significant need, he'll go out and do a home visit. But I think it's, it's fairly rare"},{"start":6777100,"end":6778100,"speaker":"D","text":"at the school side sites."},{"start":6778100,"end":6786380,"speaker":"H","text":"Okay. Is this an intervention that we could consider given the literature around the impact of a teacher visit in particular to a student's household?"},{"start":6786540,"end":6789740,"speaker":"E","text":"So I think that's a conversation to have with the sites when they, when they come."},{"start":6789980,"end":6790460,"speaker":"F","text":"All right."},{"start":6790700,"end":6791980,"speaker":"H","text":"I just wanted to surface that."},{"start":6792220,"end":6833910,"speaker":"F","text":"Hey, the one thing I'll point out about chronic absenteeism, and this is probably for you, Elisa, is that we're actually below the state, which is at 30%. And I think that this might be an opportunity to find out how is CSBA looking at it. Like, are there going to be states, state interventions for it? Because it's clearly not a local problem. And I, I think I don't want to, I don't want to absolve it. I don't want to absolve our district from having to take actions for our students and like focusing on it and trying to get that in. I think that's an important thing to do. But it's not limited just here. And I wonder if there's, if this is surfacing in, you know, when you're in your, in the CSBA director meetings or anything along those lines. Is it happening there? Because there's definitely an opportunity to fund maybe teacher visits or something along those, whatever is the right intervention there."},{"start":6834060,"end":6834300,"speaker":"C","text":"There."},{"start":6834700,"end":6852940,"speaker":"F","text":"Just looking at the state dashboard data now Every single group is in and in a state level is very high or high. That's not true for our local ones. But we still, you know, but it's. So it's a statewide problem. And I think that there's an opportunity to see if we can take advantage of something along there."},{"start":6853020,"end":6879020,"speaker":"G","text":"Well, and that's where it'll be interesting when you talk to the site administrators, you know, are there opportunities? Well, we just had conferences, but. But when the teachers are reaching out to the families or the principals are reaching out to the families and whatever newsletters or the coffees they have or what have you is to really stress the importance to the families of being at school. Like being at school every day that we're open."},{"start":6879020,"end":6879340,"speaker":"A","text":"Right."},{"start":6879340,"end":6887740,"speaker":"G","text":"How important it is. And you remember, John, we did some huge campaigns, probably in. Randy, you would remember, too."},{"start":6888220,"end":6889780,"speaker":"F","text":"Margaret Lavin was here. And Margaret."},{"start":6889780,"end":6950370,"speaker":"G","text":"Yeah, like six, seven, eight years ago. And we really improved our rates. Like we had been down to, I don't know, 92%. We got up to 60, 96%. So we only had a 4% absentee rate, chronic absentee rate. And so now when I look at this, I'm just like, it is shocking how bad it is. And so the other thing I was thinking is, you know, we had gotten some donations from some companies of prizes and, you know, maybe even just some fun things like that. If we could get some donations from some of our partners and we could have some raffles at school sites and things like that for kids that come to school. I mean, there may be some, you know, and again, it seemed to work for our district. I mean, I'm not saying. I'm sure the literature doesn't say. I think the teacher visits would be a way. But then you need to pay the teachers. There's a stipend involved with that. And anyway, I don't know. But I do feel like when I look at the data, to me that's just. It's such a big red flag because if the kids aren't here, then and we're not teaching them."},{"start":6950370,"end":7007940,"speaker":"F","text":"Right. And I think if you look at, you know, if you look at the principal's newsletter, she will not see in the newsletter each week how important it is to come to school. You know, come to school. You know, if you have sniffles, come to school, but you have a fever, you should stay home, but. And you have covet. You should stay home, but otherwise, you know, you should be at school. And so it's all of their newsletters and it takes, you know, several Sentences in their paragraphs, from paragraphs, and they're constantly weaving it in every week, week. So whatever we can do. The, the other thing that really hurt us was during the pandemic, of course, you stay home, stay home. If you're not feeling well, stay home, don't come to school. So we're, we're, you know, working with Jorge. Well, yes, if you're sick, stay home. But if you're not, if you're just feeling a little, you know, you have no fever, come to school. But you remember, but remember it was when the, the notices that we were sending out for the last couple years."},{"start":7008580,"end":7008900,"speaker":"H","text":"Yeah."},{"start":7008900,"end":7012220,"speaker":"F","text":"It was like, stay at home. And I think there's a mindset right"},{"start":7012220,"end":7015020,"speaker":"G","text":"now that's what I say is we"},{"start":7015020,"end":7016860,"speaker":"E","text":"actually spent, you know, the better part"},{"start":7016860,"end":7018900,"speaker":"D","text":"of the last few years telling people stay home."},{"start":7019460,"end":7022500,"speaker":"E","text":"So I'm not surprised our absentee rate is up."},{"start":7022980,"end":7027100,"speaker":"D","text":"It's, it's very high. But I think, I mean, probably a"},{"start":7027100,"end":7028500,"speaker":"E","text":"chunk of that too is people staying"},{"start":7028500,"end":7029210,"speaker":"D","text":"home because they're sick."},{"start":7029280,"end":7029600,"speaker":"C","text":"Sick."},{"start":7030480,"end":7034000,"speaker":"E","text":"And we know that Covid is still going around and the kids are still getting sick too. So."},{"start":7034000,"end":7060230,"speaker":"H","text":"So one question I have here is that the data that we reviewed for this California state dashboard was backward looking and ended about six months ago. And so we've had now half of this school year. And I would love to know, like, how are we trending on this school year? You know, are things going up? And like, do we have a forecast given that we have now half a school year behind us is like, how would we guess things are going to land for the next year's California school dashboard?"},{"start":7060230,"end":7060430,"speaker":"F","text":"Right."},{"start":7060430,"end":7061710,"speaker":"H","text":"Because we have some data on that."},{"start":7061710,"end":7063350,"speaker":"E","text":"So is that something principals can bring"},{"start":7063350,"end":7064190,"speaker":"D","text":"to us when they."},{"start":7064350,"end":7068270,"speaker":"H","text":"That would be great. Principals on the call. Yeah, that would be awesome."},{"start":7069070,"end":7071230,"speaker":"D","text":"And Jenny can help with that too. Yeah, yeah."},{"start":7075710,"end":7084700,"speaker":"H","text":"So do, do we have predicted predictions around how the next dashboard is going to look given that we're halfway through this year or no."},{"start":7084700,"end":7115680,"speaker":"E","text":"So one of the things complicates that as well is that next year the dashboard will also take into consideration growth. Right. And so where, if it were just pure status each time, it'd be easier to predict. But if we grow, you know, then that will have an impact on what our scores will be and all that kind of stuff. And so I don't know if they've established the cut points for the growth sections yet, you know, for the colors. So all of that. There's actually a meeting with the county office tomorrow and so maybe we'll hear"},{"start":7115680,"end":7116800,"speaker":"D","text":"a little bit more about that, but"},{"start":7116800,"end":7134600,"speaker":"E","text":"probably not, because the state is probably taking some time to figure that out. But when we have that information, I can certainly share that. But we can look at predictive information in terms of just like, straight status. But what that's going to look like on the dashboard would be potentially different."},{"start":7135080,"end":7150900,"speaker":"H","text":"That's fair. I'm just thinking, like, there's a couple of these areas, like chronic absenteeism, that we know are super important priority areas. We know we have measured in the past very poorly. And so it'd be good to track how are we doing on those things and see if we can be moving the. The needle up and to the right on those."},{"start":7155860,"end":7220410,"speaker":"B","text":"So just for clarification, as. As you know, you guys were talking and talking about absenteeism. For example, my son has been sick, and so I actually got the letter and I was like, here, the board member got the letter, but he's been sick. Not Covid, but, you know, like, stomach ache and a headache. And so he just stayed home. One of the other things, though, or my clarification on this is when we're talking about, we for a long time said keep your kids at home. So. But nothing really has gone out to say unless you have had a fever for the last 24 hours. But, like, right now, the flu, I mean, the, the. Yes, the flu is kind of going around, right? I mean, do we want the kids with sniffles at school? You know what I mean? So I just wanted for clarification because I was like, am I understanding, should kids go to school with a runny nose if it's not Covid? Because then if that's the case, then maybe we do want to notify the parents that unless your kid had a fever or they're throwing up, please bring them to school. You know what I mean?"},{"start":7220410,"end":7220500,"speaker":"C","text":"So."},{"start":7220650,"end":7224010,"speaker":"B","text":"So again, I just wanted clarification. Since we're talking, I just want to make sure that."},{"start":7224090,"end":7238250,"speaker":"F","text":"So let me look into that and see what the county health department is indicating. I'm kind of thinking already what they're doing is stay at home, stay at home. But let me have that checked out, and I'll ask Petrina to check that out for me."},{"start":7239370,"end":7242090,"speaker":"C","text":"And I think with the emergency mandate being lifted,"},{"start":7244490,"end":7260500,"speaker":"I","text":"I think also with the emergency mandate being lifted on February 28, I think we're in this nice moment to start a. And I think guidance from the county would be really helpful because we. We're very close to that Runway right now, so we can start working on our PR and messaging for that."},{"start":7260500,"end":7262460,"speaker":"D","text":"Yeah, Right."},{"start":7262460,"end":7271020,"speaker":"G","text":"And that's actually something I'm sure other school districts are wondering about too. And it would be really great just to have some direction from our county. Right. On what we ought to be doing."},{"start":7271020,"end":7271540,"speaker":"F","text":"So that's."},{"start":7272260,"end":7273060,"speaker":"G","text":"That would be helpful."},{"start":7273620,"end":7274740,"speaker":"F","text":"I'll put on the agenda."},{"start":7275460,"end":7293830,"speaker":"B","text":"And then the other thing, I kind of wrote myself a note and I didn't really want to ask this question while. So we were talking about the I ready information that Jenny just gave us. But one of the things that. I'm just curious if we know that in some cases a percentage had increased during the winter for like the I ready."},{"start":7293830,"end":7294110,"speaker":"C","text":"Right."},{"start":7294110,"end":7300430,"speaker":"B","text":"So now maybe do we know or we have a correlation where like chronic absenteeism has actually"},{"start":7302990,"end":7303790,"speaker":"F","text":"diminished."},{"start":7303790,"end":7304270,"speaker":"C","text":"Yes."},{"start":7304590,"end":7316190,"speaker":"B","text":"And so. Or maybe affected that because then in the winter, maybe more, More kids got sick and that's why they didn't go to school, therefore they didn't do well in the ira. I mean, I don't know. I was just. Again, just."},{"start":7316190,"end":7343650,"speaker":"E","text":"So we haven't done that level of analysis, but we could. Right. So we can look at the student's I ready score and compare it to their absenteeism rate or their attendance rate. We haven't done that yet. Right now what you saw was just, you know, total student and by student group. But in our educlimber, we, in our data management system, we can put those two pieces of information together so we can look at that."},{"start":7346050,"end":7425260,"speaker":"B","text":"And then before I forget, when you were speaking about, you know, speaking to the principals and then talking to the teachers, and of course this is later down the line when, let's just say this is all figured out and the teachers know what level their student is in. Are we as a district going to communicate that information to the parents before sending the I ready scores or before the parents meet for conferences? Because I'm just wondering if there are times when, if the parent doesn't ask the correct questions and they go to the conference and they still say, oh, your kid is doing great. Well, they're doing great. They're getting good grades, maybe doing their work, but when it comes to the assessments, they're not. I mean, I don't know. I'm just saying it's. It's been a long time. But I know with my older son, he was behind and there was times when the teachers said, he's fine. And so I'm thinking, okay, he was, and. But he wasn't. Right. And so if the questions are not asked, if the teacher is really not being clear that the student is behind, then again, they're just going to continue to fall behind. So I'm just curious if what kind of communication we're going to have with the families so that the family can help the student succeed."},{"start":7426940,"end":7453810,"speaker":"E","text":"So I think that depends on the site and the communication practices that they have with their parents. Some may rely, and that would be a good question to ask when they're here. Some may rely just on report cards to be sent home with information. Some may, may do more regular communications, particularly if there's some concerns. But I don't know. I can't say that we have a consistent practice across the district right now"},{"start":7453810,"end":7458450,"speaker":"D","text":"for that other than the report cards. But."},{"start":7458450,"end":7491000,"speaker":"F","text":"And then a conference is in a conference, what is, what is given at that time. But if we want to look at it differently and how we're starting, this is just a conversation that we're starting to have. We have not, you know, know, really teased everything out, but instead of has having those conferences, you know, in November, you know, we're trying to stop start talking about maybe not doing it in that fashion, but going to October. And instead of a conference, it's goal setting with the parents. And that's when you would find out where your child is."},{"start":7491000,"end":7492280,"speaker":"D","text":"Yeah, specifics."},{"start":7492280,"end":7502830,"speaker":"F","text":"But we haven't teased all that out yet. If, if we're, you know, when that'll start or. And also, you know, negotiating that at this point in time next year, that"},{"start":7502830,"end":7532160,"speaker":"H","text":"might also be a good intersection point to encourage parents to have high levels of expectations for their kids. Because another thing that's come out of the literature review is that as much as we're talking about, and we got some questions measuring parental involvement, parental expectations have significantly higher impact on student achievement. And so finding ways to encourage parents to have a high level of academic expectations for their children would be great. And just finding ways to put that into, for instance, the goal setting in"},{"start":7532160,"end":7541720,"speaker":"F","text":"October would be great for parents to really encourage and to definitely demonstrate model. You know, what does that look like for you when you're in the classroom?"},{"start":7541959,"end":7543680,"speaker":"D","text":"Yeah, right."},{"start":7543680,"end":7624900,"speaker":"G","text":"Because I mean, you know, when we start looking at the IREADY data and when you see the students who are three grade levels behind or two grade levels behind, that's very serious right now. It's one thing if they're a newcomer to our system, and I know that there's some group that's there, but the bulk of them have been with us. Right. For years. And so there needs to be very serious conversations with the student and the parent that this is not where we want you to Be we want to work with you to get you to grade level. Right. And the issue becomes even more so when you start to see those seventh and eighth graders that are three and, and three grade levels behind, two grade levels behind, and you realize they're heading off to high school. It's going to be very hard for them to be successful in high school and to get through there and to be college and career ready. Right. So, yeah, I think that's a really important thing is, you know, kind of. Cecilia, I think what you were saying is, my guess is, you know, you want to play up the assets with students, obviously, and, and build confidence and, you know, make the family feel good. But we also need to have very serious conversations when we see the students that, that we know are not where they need to be and that we're concerned long term. So it is a balancing act,"},{"start":7626980,"end":7627260,"speaker":"C","text":"you"},{"start":7627260,"end":7653870,"speaker":"G","text":"know, and, and I don't know how much of it is that parents don't really appreciate, like what you said, Cecilia, and this is going back years ago and I'm hoping that, that, you know, we're doing more of having those serious conversations now. But that is a question maybe for the sites is are we, you know, really pointing out the data in a way that they can appreciate where their kids at and how we need to work together to get them where they need to be? Right."},{"start":7656910,"end":7657470,"speaker":"H","text":"And I don't know."},{"start":7657470,"end":7667890,"speaker":"G","text":"I mean, I'd be interested to hear from you because, you know, is this is. Do you, do you think we're doing it or do you think this is the right direction? Or am I off target or."},{"start":7669330,"end":7670450,"speaker":"F","text":"You are not off target."},{"start":7670610,"end":7671010,"speaker":"G","text":"And"},{"start":7673330,"end":7728360,"speaker":"F","text":"what we need to do is we, and we've been like, I say we're trying to tease this out right now, especially that conferences, the conferences we have right now are, we're looking at it really differently for the next school year. And when you talk about goal setting and your goal setting with the parent, this is where your child is. But to get them to hear this is what we're going to have to do together to move forward. So, and then as David is pointing out, and the expectation is that you as a parent are going to have high expectations for your child and you're going to definitely, you know, work with them, definitely converse and say, this is what the expectation is I need to get you here. We're going to get, get you here, whatever here is. So that's a whole different mindset than what we've been doing previously. And, and so this is like we're working on it and, and hopefully have it all ready to go when we, when the teachers are coming back."},{"start":7728680,"end":7744950,"speaker":"G","text":"Yeah, well, the goal setting is great because the thing is we don't want people to leave, leave that conversation and like oh, you know, what can I do? It's more about we want to work with you together. Like here, here's the goal, here's where we want to get you. Here's how we're going to get you. This there. Right. Working together. Yeah."},{"start":7745830,"end":7779410,"speaker":"I","text":"I just wanted to add, I think the real nice intent behind that is six weeks will have passed and there's a really good opportunity to have given assessments, to have a really good sense and to lay out a plan earlier than what we're experiencing now, which tends to be summative in nature. And the report card is handed out. So one trimester has passed. Not to say the teachers and the administrators haven't put in the conversations here and there, but it will create a much more formalized, cohesive plan. So I think we're heading in a really good direction and this will be favorable and wrapped up very soon I might add."},{"start":7779490,"end":7780450,"speaker":"C","text":"So that's good."},{"start":7786050,"end":7869870,"speaker":"H","text":"This is maybe a bit of a curveball but I mean that's me. I'm sorry, you're stuck with me now. I don't know that we have form factors of meetings today that are the teacher, the parent and the student coming together is like hey, what do we want to get done? What are we all, all three of us coming together as a team committing to go and, and do for the year and, and to have some of that. The motivation, the plan come from the student as, as much it is from the, from from the parent or even from the teacher. Like how do you learn best when you've learned things and really enjoyed it? What has been true of that? That what is how can we support you in your learning journey and have it be a metacognitive activity that the, the student takes responsibility for their learning with the support and love of their teacher and the support and love of their parents. Yeah, because we have parent teacher conferences where it's like the, the parent and the teacher talk about how's Johnny doing? Right. And then obviously the teacher and the student have a lot of interaction and we don't have a lot of visibility into the, the parent student interactions because those happen at home. But like it's really, it's ultimately schooling. Is that that three way team teaming and, and I don't know that we ever get all three together in a room for a conversation just occurred to me, I'm, I'm not saying I have"},{"start":7870190,"end":7871950,"speaker":"G","text":"some teachers do, but not all."},{"start":7872030,"end":7883370,"speaker":"F","text":"Not all. Not all. And some teachers when, during this time when they had a conference, actually the student is there and the student is giving student led. It's student led. And that's interesting."},{"start":7883370,"end":7884290,"speaker":"H","text":"Thanks. I didn't know."},{"start":7884290,"end":7903210,"speaker":"F","text":"Yeah. So like I say, it's not at all schools, some schools, but I've, I've been, I've been in, I'm presently at a conference where I've just observed and the student has led it and the parent has asked all these questions not only to the, not necessarily to the teacher, but to the student."},{"start":7905380,"end":7906100,"speaker":"H","text":"Well, that's cool."},{"start":7908980,"end":7914500,"speaker":"F","text":"But we're going to start, like I say, with the goal setting and I think going in that direction will really, you know, help us all."},{"start":7916100,"end":7931260,"speaker":"B","text":"Yeah, I mean, and I think that's good. I mean, again, I don't, I don't want to say I want to push the teachers, but obviously, you know, we're on this together and you know, we, we need their support. Definitely. But. And I do think moving in that direction with goal settings, I think that, that, that's great."},{"start":7934460,"end":7995240,"speaker":"I","text":"I just want to add one more thing. Part of being a professional teacher and part of the cstps, which is the California Standards for Teaching profession in which teachers are evaluated and they learn through and prioritize and earn proficiency in one of those items is students taking accountability for their learning. And so in this goal setting approach, it is truly just that. It's saying, let's sit at the table and figure out where we are, when, where do we need to go with more of a growth mindset approach rather than a punitive approach, because there's a long Runway of a school year ready to go. And knowing that the student has support and voice at the table is quite powerful. So I went into it assuming the student was going to be there, but I know Liz is going to work with her team, work out all the particulars. But I think that was, it's a real switch from that. More summative. Oh, that's too bad. These standards weren't met. We know we need to move on situation, so I'm really excited about it."},{"start":8002360,"end":8003960,"speaker":"D","text":"So, Cecilia, one thing I was going"},{"start":8003960,"end":8012640,"speaker":"G","text":"to say is it's so it is 9:15. Usually we take a break at 9, but I realize we don't, I don't know how much more we have to do, so I just wanted to bring that to your attention."},{"start":8012640,"end":8030070,"speaker":"F","text":"Well, there is, is definitely the first reading. You know, we have the first Reading discussion of the board calls and independent study, which I don't think is going to be that long. And then I think relatively the other items under action item quite should go quite quickly."},{"start":8030550,"end":8031110,"speaker":"G","text":"Okay."},{"start":8031430,"end":8033790,"speaker":"F","text":"But if you want to take a break, I'm fine."},{"start":8033790,"end":8044080,"speaker":"G","text":"I just want to make sure if there's anybody who needs a break that we take one. Okay. It's just, I think it's just important at 9 to sort of acknowledge that."},{"start":8044480,"end":8045400,"speaker":"H","text":"Thank you for doing that."},{"start":8045400,"end":8046160,"speaker":"D","text":"Yeah, you bet."},{"start":8046160,"end":8047040,"speaker":"H","text":"I think we're all good."},{"start":8048400,"end":8049760,"speaker":"D","text":"Great. Thank you."},{"start":8051360,"end":8064850,"speaker":"B","text":"Okay, so then if there is no more question regarding 7.1, we'll move forward with item 7.2. First reading and discussion of board policy 6158 independent standards."},{"start":8066680,"end":8067160,"speaker":"C","text":"Thank you."},{"start":8067800,"end":8220430,"speaker":"I","text":"So over the course of many years, independent study as a board policy has been in existence, but it's looked different over time and I think it was highlighted quite remarkably at the start of the pandemic. So you'll notice at the bottom of the board policy that it was revised in 2021 with the big changes. We had about approximately 150 students that participated and a much more robust, well thought out, Cadillac version of independent study that we chose to go forward with in our district. That also of course meant all of the particulars within the board policy and even more enhanced to support student learning during that critical year where 150 students chose not to come back for whatever their reasons were. Now for 2223, this policy is coming to you because there's been a new version that is bridging the old policy, the pandemic policy and where we are right now. And so it does include, as you can see in the board memo, particular pieces, especially regarding special ed students, specific courses, but also a very strategic plan on how to re engage students that may not be as successful in independent study as perhaps themselves or their parent had intended. That being said, we went from 150 to two students. So I want you to know our end is very, very small and I would prefer not to speak about the success or unsuccessfulness of this program because there's just two students. However, it is important that we look at this board policy and take another read of it because there are some changes as noted in the board memo, but I also think there's going to be another revision as we progress forward because we're not quite there yet. This was never supposed to replace a comprehensive in person education, but it was supposed to support families that still wanted to opt in or opt out and be able to move back and forth Somewhat quickly. And it also addresses the short term independent study that we're used to from the pandemic past. So that's my comprehensive summary. Thank you again to the board policy committee. We look through this with a fine tooth comb and where we can, outside of ED code and laws, try to look at it and customize it for Redwood City. And I think we felt pretty comfortable with it. So I'm interested in any comments you might have about this policy."},{"start":8231560,"end":8250419,"speaker":"F","text":"So they don't have. I'm sure they have no comments. No, it looks good. And Wendy just answered my question that I asked earlier about like how many are there students in it? Yeah. And are they affected by the change in the policy? And the answer is no, that they're probably not affected by it. And all this does is strengthen the communication for parents if the situation is not working out. So looks good to me."},{"start":8252339,"end":8252899,"speaker":"D","text":"Yeah."},{"start":8253459,"end":8256899,"speaker":"H","text":"Thanks. Sharing the end was very helpful. So."},{"start":8256899,"end":8257299,"speaker":"C","text":"Yeah."},{"start":8259379,"end":8264299,"speaker":"B","text":"And then of course I don't. Except for whatever I emailed you and so you could just find that out."},{"start":8264299,"end":8269859,"speaker":"C","text":"That would be great. Thank you."},{"start":8273859,"end":8277310,"speaker":"B","text":"Moving on to consent items. Can I please get a motion to"},{"start":8277310,"end":8281350,"speaker":"D","text":"approve the consent items including 9.1? So moved."},{"start":8284390,"end":8285110,"speaker":"H","text":"Seconded."},{"start":8286710,"end":8287510,"speaker":"D","text":"All in favor?"},{"start":8287670,"end":8288150,"speaker":"B","text":"Aye."},{"start":8288390,"end":8288830,"speaker":"G","text":"Aye."},{"start":8288830,"end":8289270,"speaker":"D","text":"Aye."},{"start":8291189,"end":8303800,"speaker":"B","text":"Action items 9.2, Recommendation regarding approval of governing board's initial proposal for negotiations with the California School employee association, chapter five for 2022 and 2023."},{"start":8304200,"end":8363780,"speaker":"I","text":"Well, it's that time again. So excited. We're going back to the table with CSEA. And so in front of you in 9.2 is the district and board's proposal. Currently this year for 22, 23, we open Article 6, salary and benefits, but then we also open two other articles. So those that were chosen or calendar, we need to work on some timelines with adopting of the calendar and then reclassification to open up more opportunity for reclassification. So once again, a timeline concern. But this, the contract for CSCA does end in June 2023. So we will then quickly open up a successor agreement which will open up all articles of the contract for next school year. So this is a smaller version of what's to come for next year. And I'll bring you updates as we progress along."},{"start":8368580,"end":8372179,"speaker":"D","text":"Are there any questions? Okay. Hearing."},{"start":8372260,"end":8380740,"speaker":"I","text":"So may I add one more item? We begin at the table on February 1st and then we have three dates on the calendar for March. Just want to inform you."},{"start":8382669,"end":8383149,"speaker":"D","text":"Thank you."},{"start":8383869,"end":8387469,"speaker":"B","text":"So if there are no questions, can I please get a motion to approve 9.2."},{"start":8390669,"end":8395309,"speaker":"D","text":"So moved. Second, all those in favor?"},{"start":8395389,"end":8395869,"speaker":"G","text":"Aye."},{"start":8396989,"end":8404029,"speaker":"B","text":"Item 9.3. Recommendation regarding third reading and final approval of board bylaw 9100 organization."},{"start":8405629,"end":8409509,"speaker":"I","text":"Well, this is the third time, and I appreciate feedback."},{"start":8409509,"end":8410069,"speaker":"C","text":"You know, this."},{"start":8410069,"end":8440990,"speaker":"I","text":"The whole point of this is to get this right as best as we can. And I appreciate the attention to detail. So we took various trustees input, of course, and pulled that together. I sent it out to you early for to look at another final revision. Appreciate trustee Marquez's recent input, too, prior to the break. And so I believe this document captures everything that we're interested in. Unless you find something else tonight, and then we'll come back for a fourth."},{"start":8443870,"end":8444830,"speaker":"D","text":"Any questions?"},{"start":8445150,"end":8446350,"speaker":"C","text":"Does it look good to you?"},{"start":8446910,"end":8451190,"speaker":"F","text":"I think you had the feedback from the last time, so I just wanted to make sure that it looks good to you."},{"start":8451190,"end":8451430,"speaker":"C","text":"Yeah."},{"start":8451430,"end":8451790,"speaker":"H","text":"Okay."},{"start":8453950,"end":8454590,"speaker":"D","text":"Okay."},{"start":8454910,"end":8456470,"speaker":"B","text":"Can I please get a motion to approve?"},{"start":8456470,"end":8457150,"speaker":"D","text":"9.3."},{"start":8459470,"end":8460270,"speaker":"G","text":"So moved."},{"start":8462110,"end":8464670,"speaker":"D","text":"Second, all those in favor?"},{"start":8464670,"end":8465150,"speaker":"G","text":"Aye."},{"start":8466780,"end":8467580,"speaker":"D","text":"9.4."},{"start":8468220,"end":8475208,"speaker":"B","text":"Recommendation regarding acceptance of California School Employees Association Chapter 5 sunshine proposal for 2022."},{"start":8475392,"end":8476220,"speaker":"D","text":"2023."},{"start":8477100,"end":8508850,"speaker":"I","text":"So traditionally, both proposals are brought at one board meeting. The district's proposal and CSEA's proposal. And so this board item reflects the attachment that was submitted from csea. Once again, opening up article via and two other articles. And CSEA chose bargaining unit vacancies, which I appreciate in our efforts to recruit and then also disciplinary action. So we will meet with them to discuss their proposals, assuming approval."},{"start":8512370,"end":8515290,"speaker":"D","text":"Okay. Is there any questions? Okay."},{"start":8515290,"end":8517250,"speaker":"B","text":"Hearing none. Can I please get a motion to"},{"start":8517250,"end":8529050,"speaker":"D","text":"approve of item 9.4? So moved. Second, all those in favor? 9.5."},{"start":8529050,"end":8532770,"speaker":"B","text":"Recommendation regarding approval of retirement notification incentive."},{"start":8534210,"end":8582300,"speaker":"I","text":"Over the past several years, we have requested board approval to offer an early retirement notification incentive, which means that we're requesting those employees who will be leaving us to venture out into their next chapters in retirement to notify us early so that we. When we're looking at staffing numbers for next year, we can take that into account if there would be potential reductions or if we need to have some movement that we're aware early on. By ED code, individuals are able to notify us by June 30, but that is very late in the hiring season, and my department is super motivated to close that gap. And so these types of offerings help"},{"start":8582300,"end":8584300,"speaker":"D","text":"our cause for the retirement."},{"start":8584300,"end":8591020,"speaker":"I","text":"So I put data in here regarding the last few years. We're not talking about a large number, but it does help us with planning purposes."},{"start":8593820,"end":8598920,"speaker":"H","text":"Is there some data about, like, what percentage of employees that Retire notify early versus don't?"},{"start":8600120,"end":8608520,"speaker":"I","text":"So we have approximately 30 or so retirements per year. But the numbers noted here are those that meet the deadline."},{"start":8608680,"end":8609080,"speaker":"D","text":"Right."},{"start":8609240,"end":8619880,"speaker":"I","text":"So we have. So, for example, last year, what is that, 21. So the remainder happened up before June 30th or actually even into August, depending if they're classified."},{"start":8620600,"end":8629090,"speaker":"H","text":"And is there a target with this new incentive about what percentage would notify early just to see if, like, we're proposing doing this to move a needle. Doesn't move the needle."},{"start":8629250,"end":8675920,"speaker":"I","text":"Yes, we did see increases after the pandemic. I think we all know that the pandemic was difficult for our staff and in education in general. And so I would imagine it would probably go back to some lower numbers that we've experienced in the past. But I don't have a percentage that I am anticipating. I'm just meeting with staff right now principals about, about their staffing plans and hearing anecdotal information about those that are looking at retirement. But I'd say probably, if I had to put a number on it, 25% this will go, assuming approval will go out tomorrow to employees to consider. And most people reflect after, during the winter break about this decision in order to take advantage of any potential incentive."},{"start":8676800,"end":8738750,"speaker":"G","text":"But I think what it does do is, I think your question is a good one. Does it move the needle? But I think without the incentive, most of the employees do not tell us in a timely manner. And so even with these numbers, it allows you to then start to fill vacancies in a timely way, at least of these employees. And since we know our gap well, our gap is actually getting better, according to Wendy. We got a little preview of that with our new system, which is great. But regardless, us, if, if we're, if we're trying to find teachers in July, it's very different than finding them now. So, but, but I, I know what your question is, and I don't know that we have that data. But what I, what I can say is that prior to starting this, I mean, you can see the numbers have grown over time as people, they sort of now expect it and they understand, oh, if I tell you now, versus waiting to March, I can actually get some incentive. And then it gives us a little more time. So, anyway, I think it's worth it. But I know what you're saying is, you know, is there a way to get better data?"},{"start":8741150,"end":8758270,"speaker":"H","text":"I don't think at these numbers we risk this. But there's a bathtub curve here where if the numbers are too large, we start encouraging some very highly qualified and seasoned teachers to start retiring earlier than we'd like. Right. We want to keep great teachers who've Been with our district with us, but I think at these numbers it's fine."},{"start":8758270,"end":8761250,"speaker":"G","text":"Yeah, the incentive is not that large, you know, in terms of."},{"start":8761400,"end":8761640,"speaker":"F","text":"Of."},{"start":8761640,"end":8762920,"speaker":"H","text":"Yeah, this is fine."},{"start":8766760,"end":8767320,"speaker":"F","text":"Okay."},{"start":8767320,"end":8773080,"speaker":"D","text":"If there are no more questions, can I please get a motion to approve item 9.5"},{"start":8774920,"end":8775960,"speaker":"G","text":"as so moved."},{"start":8776360,"end":8777080,"speaker":"F","text":"Seconded."},{"start":8777560,"end":8779080,"speaker":"D","text":"All those in favor? Aye."},{"start":8780200,"end":8783640,"speaker":"B","text":"Item 9.6, recommendation regarding approval of personnel"},{"start":8783640,"end":8786040,"speaker":"D","text":"changes for 2022, 2023."},{"start":8787330,"end":8870390,"speaker":"I","text":"So this mid year request is reflected. Regarding our special ed department. We had a couple of unique situations pop up in which we have special ed students that are attending non public schools outside of Redwood City, 20 minutes away or what have you. And with our current transportation system, our, our staff can't manage those types of schedules. And then, you know, there are specific equipment involved and so forth for the students. And so our ask is for a 75fte van driver that can accommodate the need for these unique scenarios. And then also in an effort to maintain appropriate minutes, instructional minutes for RSP students and special ed students with assistance, our request is to have four six hour employees, which is an equivalent of a 3.2 FTE added that can fill in for absences because we don't have a sub pool for paraeducators. And so if somebody is out for five days or what have you, that really affects the special ed required minutes that are needed to be provided."},{"start":8874700,"end":8883580,"speaker":"D","text":"Are there any questions? Hearing none. Can I please get a motion to approve item 9.6? So moved."},{"start":8886060,"end":8901580,"speaker":"B","text":"Second, all those in favor 9.7, recommendation regarding approval of local interagency agreement to provide education and training to credential candidates."},{"start":8903020,"end":8935160,"speaker":"I","text":"So in another effort to bolster our special ed staff, I'm pleased that we have a special ed teacher who currently has a mild MOD special ed credential who wants to enhance her credential by adding the MOD severe credential, which is essentially getting a whole new credential, some aspect. And so in doing so will be entering into an internship even though she's fully credentialed. And so that's what this agreement is for. So I appreciate that desire to really help with what the needs are in our district."},{"start":8939080,"end":8940680,"speaker":"G","text":"I'll make a motion to approve."},{"start":8942200,"end":8943000,"speaker":"H","text":"Seconded."},{"start":8944280,"end":8956530,"speaker":"B","text":"All those in favor? 9.8, Recommendation Regarding Approval of update on plan expenditures for the Effective educator grant."},{"start":8958290,"end":8959570,"speaker":"F","text":"And that is Ms. Wolf."},{"start":8962290,"end":8981950,"speaker":"E","text":"We weren't able to fill all the positions that we had originally intended to sponsor with this grant. And additional needs have arisen this year. And so we are bringing this information to you about making the shift in our funding from a couple of different positions that we're closing into a couple"},{"start":8981950,"end":8984310,"speaker":"D","text":"of other different positions that we're opening."},{"start":8992070,"end":8994550,"speaker":"G","text":"I'll make a motion to approve second."},{"start":8995030,"end":8997910,"speaker":"D","text":"All those in favor? Aye. Thank you."},{"start":8998950,"end":9001110,"speaker":"B","text":"Item 10, board and superintendents report."},{"start":9004240,"end":9007040,"speaker":"D","text":"And you guys are welcome to start whoever you want. I'll go ahead and start."},{"start":9008480,"end":9055770,"speaker":"G","text":"So Janet, Wendy and I had a board policy committee this week. So you'll be seeing some additional policies coming up. We're having a lot of fun. Let's see. I also in fact I saw Wendy there yesterday. We were over at the Boys and Girls Club doing the speech prep for the youth of the year and it's always great to get over there and see youth and I think some of the rest of you are doing that as well. And then let's see, I also was able to attend the morning session of the professional development and thank you so much. I thought that was really good. Some great guest speakers, really focusing in on MTSs and I love seeing the chat with some of the teachers. Really got a lot out of it. So I'm hoping the afternoon went well as well. So thank you."},{"start":9059050,"end":9060920,"speaker":"E","text":"I only have the policy committee so"},{"start":9062040,"end":9063320,"speaker":"D","text":"thanks for covering mine."},{"start":9064520,"end":9066040,"speaker":"F","text":"And Logo committee. Right."},{"start":9067000,"end":9068840,"speaker":"D","text":"Oh, that was before the break we did have."},{"start":9071480,"end":9117090,"speaker":"F","text":"It's narrowing in. Logo committee's narrowing in on a few options that'll then go out to the sites first before coming to the board at the. Probably at the end of the school year. And then right after that I went to the SEPTAR meeting and I got to hear this sort of the tail end of Sam Drazen speak. He was, he's the, he visited a lot of schools in San Mateo county kind of around the Inclusive Schools week and a lot of the Redwood City school districts. So it was neat to hear him talk. And also I got to meet Dr. Mulholland there who I hadn't met yet. So that was really, that was nice. And here's sort of a bit of her thoughts about how she's our newest director of Special education. I say newish because obviously started this year and here's some of her thoughts about how, how you know, how we're delivering special education where things should change. That was neat. Otherwise, holidays."},{"start":9122530,"end":9144580,"speaker":"H","text":"Last week I did my school tour with Roosevelt which brings me to nine out of the 12 schools in the district and the. The remaining three are now calendared and I should be able to knock out in the next ballpark week and a half. So I will have completed my first kind of tour through meeting with the principals, touring the different places in terms of literature, currently reading through Visible learning."},{"start":9144660,"end":9150020,"speaker":"D","text":"So, yeah, so great. Thank you."},{"start":9150180,"end":9151860,"speaker":"B","text":"Thanks everyone. I have nothing to report"},{"start":9153940,"end":9295230,"speaker":"F","text":"myself. Just been really great. I'm really grateful that Taft will be up and running tomorrow working with the, you know, the damn electricity. You know, Anna did a great job of making sure that, you know, she, she was out there. Even though we put out the robocall, the tax, the email regarding what took place yesterday and stayed until 10 o' clock. Because I was thinking it was going to come on at any time, just like, like McKinley and Northstar came on right away. They came on about 45 minutes. 45 minutes to. Yeah, about 45 minutes they were on. So that's why we staggered their, their comeback times because of the traffic. And then if you saw in front of the Sequoia District office a big tree fell and it fell on their sidewalk. It didn't hit the street, but it was on the, the grass area and the sidewalk and then it was a huge tree. So we said we're gonna, you know, stagger the timings of the two schools coming together. And so that worked out really, really well. And I was just hoping the same thing was going to happen for tap. But then they said, we went on to the website where the power outages and it said tonight at 11. And I went, what? And so we had maintenance check with our representative and they said, no, we, it's going to be, it's not going to happen tonight. We give ourselves a five to a six hour buffer of when it's going to come on again. But it's not coming on. They said the rest of this day, which was yesterday. And they said maybe tomorrow morning, but it'll be late morning. So we had told parents not to, school would not be opening today. And then we reminded them again this morning at six o' clock when I got up and talked to Jorge, Jorge sent it out again and it came on like a sensual 1042. But Anna was working with her staff, was working from home and she was working from home. But she did a professional development piece with her staff today virtually. So that was really good. So some time was really brought back in a manner of PD for the teachers. So we're up and running for tomorrow. Can hardly wait for the kids to come back. Neither can the parents."},{"start":9295230,"end":9307270,"speaker":"H","text":"I'm sure, sure if there had been an extended outage, like, oh, it's looking like it might be a month until we get the power back on. Do we have contingency procedures for like placing a generator on site or just,"},{"start":9308070,"end":9373100,"speaker":"F","text":"just to be perfectly honest, we do have a generator, but it's not generator that's big enough to bring the whole school up. It's for. And I don't know how many of you board members remember a few years ago when they were doing work around here and they cut the. The power out here at the district office and they brought these semi trailer generators in here to get this up and running. The city did because it was a city project that was taking place. So we don't have that type of generator, but we have a generator that can definitely go into one of our school sites and handle the kitchen and so forth and keep that all moving along. But that type of generator we don't have. So that is something I have never even considered. But when Martin returns, it's a conversation that I think we're going to have to have along with the business office. What are we going to do in the future? Because we've never experienced anything like that. Normally it goes out and it's back within 35 to 40 minutes. But this was amazing."},{"start":9375030,"end":9385510,"speaker":"H","text":"So it sounds like we don't have a contingency plan. So. So if there was a major extended outage at a school site, we. We don't have a plan for what would happen for the schooling of those children."},{"start":9386230,"end":9405810,"speaker":"F","text":"That is correct. Okay. And I can tell you that there's no district that does because Superintendent McGee is getting us together to see what are we going to do if this happens in the future. Because La Honda Piscadero, they were out yesterday. Yeah, they were out yesterday and I think on Monday they had closed."},{"start":9405810,"end":9426140,"speaker":"G","text":"The school also has four school districts right now that are closed. I was hearing on the news coming over here. But you know, I think it's a good point. I mean it seems like if. If that was the case, it was just one school, we could take that those school kids and we could move them to other school sites. That's what we could do. Or if you had a big earthquake or. I mean that's a whole different thing. So probably with that emergency plan we should."},{"start":9426210,"end":9426450,"speaker":"D","text":"Should."},{"start":9426450,"end":9437810,"speaker":"H","text":"Well, it's like the contingency plan could be like look a. That's really unlikely to happen. But if it did happen, we would just go back to like Covid days and make it all remote schooling for as long as the campus was unsafe to inhabit."},{"start":9438450,"end":9441730,"speaker":"F","text":"Except for like in her area there couldn't. We couldn't do."},{"start":9443250,"end":9444210,"speaker":"E","text":"I live around there."},{"start":9444210,"end":9445010,"speaker":"D","text":"I had no power."},{"start":9445010,"end":9447290,"speaker":"C","text":"So any students that live in that"},{"start":9447290,"end":9453970,"speaker":"D","text":"area that go to that school would not have power to have Internet or Access to electronics, unfortunately."},{"start":9455020,"end":9455340,"speaker":"H","text":"Yeah."},{"start":9455340,"end":9485390,"speaker":"F","text":"Yes. So we would have to go in a direction, as probably Elisa alluded to, is to we could, you know, have teachers go to different teachers and students go to be at different classrooms at different school sites from the district. And we would probably even open up some of those classrooms that we have that are available at some of schools that we're renting out and go back into there, go back in that direction for that. But we, there is no contingency plan. And I had no. Ever thought of anything like that earthquake. Yes, we have that"},{"start":9487310,"end":9491870,"speaker":"H","text":"sort of question. I'm going to ask if one of our schools goes down for two days, like what happens if it goes down for two weeks?"},{"start":9491870,"end":9515800,"speaker":"F","text":"But okay, so it's something. Yes, we have to think about. And that's one of the things that I know Superintendent McGee is bringing to our next meeting. What are we going to do, you know, and how can the county office also help us? Yeah, so that was my comment report. Otherwise I have not attended any other outside meetings."},{"start":9517320,"end":9518280,"speaker":"D","text":"Great. Thank you."},{"start":9519480,"end":9521800,"speaker":"B","text":"And then item 11 correspondence,"},{"start":9525080,"end":9543090,"speaker":"G","text":"the correspondence I've gotten this week has been around North Star and asking for us to do some more thinking about what we can do there. So. And I did talk to Dr. Baker about that. So that'll circle back to us. But I don't know, I, and I think, you know, I think some of those are just coming to me."},{"start":9543810,"end":9544530,"speaker":"B","text":"I know I got."},{"start":9544610,"end":9548769,"speaker":"G","text":"And people are getting them individually, I think. But anyway, I just. That's the correspondence I'm getting right now."},{"start":9548769,"end":9552410,"speaker":"B","text":"Yeah. And then I did get an email from two parents that wanted me talk to me about our story."},{"start":9552410,"end":9552930,"speaker":"G","text":"Okay."},{"start":9552930,"end":9553410,"speaker":"D","text":"Yeah."},{"start":9559240,"end":9561960,"speaker":"B","text":"Any other business suggested items for future agendas?"},{"start":9563400,"end":9568360,"speaker":"F","text":"No. Just a reminder about Friday the 20th. We will begin at 11:30 in this room."},{"start":9570840,"end":9580880,"speaker":"D","text":"Thank you. Board meeting calendar. Are there any changes to the board meeting calendar? Actually, I'm sorry, real quick back to"},{"start":9580880,"end":9628100,"speaker":"G","text":"just suggested items for future agenda. Maybe as a result of the conversation we just had from the school reports, just at some point maybe we could talk about the emergency plans. And you know, I think particularly with climate change, we're going to see more of this sort of crazy weather where we are going to see more flooding, you know, more smoke days, more whatever. And so maybe we do need to update our emergency management plans. Not just to deal with the things that we, you know, the earthquake, the fires. Well, actually a fire to school site. I'm talking about the smoke days, you know, where the fires are all around us. So anyway. So anyway. But maybe at some point it's it's not an urgent need, but maybe we could have that as an agenda item and just circle back and you could let us know how those plans are being updated. That would be helpful, I think."},{"start":9628260,"end":9628740,"speaker":"A","text":"Yeah."},{"start":9629060,"end":9629700,"speaker":"G","text":"Thank you."},{"start":9630180,"end":9632340,"speaker":"I","text":"Okay, regarding that meeting, I just want"},{"start":9632340,"end":9635420,"speaker":"D","text":"to know like about how long the length of the meeting so I can"},{"start":9635420,"end":9640850,"speaker":"F","text":"schedule for it until four and then you and I need to talk because I need to put portion of it closed session."},{"start":9640850,"end":9641410,"speaker":"C","text":"Okay,"},{"start":9643250,"end":9645170,"speaker":"G","text":"so for us, it's 11:30 to"},{"start":9645730,"end":9646530,"speaker":"F","text":"or at the latest."},{"start":9646770,"end":9648050,"speaker":"D","text":"Okay, great."},{"start":9649570,"end":9650530,"speaker":"H","text":"Friday the 20."},{"start":9650930,"end":9651410,"speaker":"F","text":"Yes."},{"start":9655170,"end":9655730,"speaker":"C","text":"Okay."},{"start":9656050,"end":9661330,"speaker":"D","text":"And with that, it's 9:41. Does anybody want to make a motion to adjourn the meeting?"},{"start":9661570,"end":9681710,"speaker":"H","text":"One last comment before we adjourn the meeting. I am so grateful for a board meeting where we spend the majority of our time talking about data and student achievement. This is the kind of board meeting that we should be having and it makes me really happy that we had it. So yay to you and your staff and yay for the agenda for the meeting. That's all."},{"start":9684510,"end":9685590,"speaker":"B","text":"Do you want to make the motion?"},{"start":9685590,"end":9692790,"speaker":"H","text":"Oh, I would like to move for us to adjourn the meeting at this point in honor of data and business team."}]}