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All

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right, Evelyn, we can get started with

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roll call.

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>> Trusty Lee and Trusty King are absent.

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Trusty Marquez

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>> here.

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>> Vice President Wake weekly

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>> present.

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>> President Wells

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>> here. Uh, good evening and welcome to

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the meeting of the Redwood City School

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Board.

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Quatro signal.

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All right. Thank you for joining us

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tonight as our partners in education. Uh

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the board encourages you to participate

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and provide comments on issues of

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concern uh regardless of whether they're

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on the agenda. to do so. Just fill out a

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speaker card. Uh they're located at the

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front of the entrance to the room and

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then just hand it to Evelyn. Um or if

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you're attending via Zoom, you can

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submit a speaker card online from the

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links in the agenda or just raise your

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Zoom hand when the topic comes up. And

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then to be fair to all speakers, we're

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going to limit public comments to three

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minutes per person per topic unless

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otherwise noted. Uh okay. Do we have any

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changes to the agenda?

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>> Nope. Okay. Can we get an approval of

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the agenda?

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>> I move to approve the agenda.

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>> Second. All in favor? I

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>> I Perfect. Okay, we're on to public

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comment. I do have one speaker card. I

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think just this one in person. Uh and

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it's from Carl Landers.

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>> Carl, you'll have uh I know you know

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this, but I'm going to remind you you'll

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have three minutes. The timer is right

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at the front of the podium.

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>> All right. Good evening, board members.

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Thank you. Uh we have just the right

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three because I'm going to refer back to

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a February decision that you made. So,

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um I'm here in my capacity as uh a

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member of the Citizens Bond Oversight

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Committee and unfortunately last week I

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wasn't able to speak on a topic that

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came up in the bond consent which is on

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the funding of air conditioning rentals

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and that's $155,000 expense that you

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approved under the bond uh Measure S

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bond funds. I want to take you back to

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February where you approved the project

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initially to purchase and rent cooling

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units which we all needed and have been

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greatly appreciated. And at that meeting

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um you directed the district to use bond

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funds for purchase of capital assets but

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to use operating funds for rentals and I

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that was the appropriate decision. bond

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funds should be used for capital

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projects and facilities improvements,

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not for short-term rentals. So, when the

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item was presented to you last week on

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the agenda, it asked you to approve

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$155,000 in rental expense, but and

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referred to the February meeting, but

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didn't mention that back then you

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directed the district to use operating

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expense, not bond funds. And I'm sure

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that was just an oversight, but I would

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greatly appreciate if you would

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reconsider your decision for consistency

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with the direction that you gave to the

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district back in February uh to be in

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compliance with bond requirements

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and just to be a good steward of

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taxpayer bond money. Uh the money that

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the taxpayers are giving you will be

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paid back over 30 years. it doesn't make

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sense to use that for a two-month rental

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of an air conditioning unit. So, please

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reconsider. The cooling is fantastic.

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Let's just use the correct funds to pay

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for it. Thank you.

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>> Thank you, Carl, for uh your comments

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and I know you've emailed a few of us as

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well. Um I don't see anyone else for uh

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public public comment. No. Okay, great.

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Then we are going to move on to our

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discussion items. We have uh several

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policies up for tonight. Uh the first

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one is BP0520

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which is intervention in underperforming

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schools.

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>> Well, my two partners on the board

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policy committee are absent. So I will

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uh represent tonight. Uh we do have a

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variety of board policies uh tonight and

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and coming your way certainly at each

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board meeting. So I wanted to I know the

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board has read them in advance. I

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appreciate that. I wanted to open up any

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discussion on this particular item.

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Cecilia or David? No, it look good to

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me. I didn't I didn't have any comments

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or or questions about it. Okay. Thanks.

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Thanks for preparing it. Uh we'll go on

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to the next one which is um 6.2 and this

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is board policy 5131. This is conduct.

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>> Yes, regarding conduct. Uh this is an

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update and of course as is noted the

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CSBA items are in red and any staff

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changes are in highlighted yellow. This

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board policy really is directing the

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district to ensure that it's updated

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every five years. So that was actually

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noted in there. Uh and there was other

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updates about suspensions and

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expulsions. Any questions on this one or

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comments?

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>> And all of the red lines here and so

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forth were red versus any being yellow.

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So it's 100% CSBA language is my

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interpretation.

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>> That is true.

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>> Okay.

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>> Yeah. I look good. And since we're

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talking about the meta part of it, I did

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appreciate the new highlighting. I think

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it was great. Later on, I think later

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later policies we can see the difference

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where it's in there. But I found that

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really helpful to understand where where

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the changes were coming from.

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>> Yes.

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>> Cecilia, any comments or should we move

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on to 6.3? Okay, 6.3 is uh BP and AR

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5141.52.

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This is suicide prevention.

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>> And once again, an update. Um we do have

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mental health positions. So this policy

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also addressed districts that didn't. Uh

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but in general I just wanted to open it

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up for any further discussion.

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>> Looks again similarly it's 100% CSBA

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language. It's obviously a very

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important subject. So thank you for

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that.

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>> Yeah I appreciated the alignment with um

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SB1318 to you know encourage districts

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um to have school mental health

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professionals. I know we have them here.

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If only it came with funding along with

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encouragement, that would have been

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amazing. But, uh, I'm I'm I'm really

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proud of the program that we have here.

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So, I'm glad that we're already doing

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that.

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>> Thank you.

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>> Um, 6.4. Uh, ready to move on? Yeah.

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Okay. 6.4. Uh, BPN 6174. This is

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education for English learners.

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I was pleased we were able to have our

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assistant superintendent of ed services

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on Herrera and our director of

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multilingual learners, Katherine Rivera,

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at the board policy committee meeting

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for the focused items on ed services,

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this being one of them. Um, we did do

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something unusual and take out high

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school in our ed code, which was a wild

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move uh because we typically don't make

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changes and I've actually said that

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publicly many times, but it it seemed um

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appropriate to do so. And then there

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were other highlighted changes noted in

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this particular one. Uh we wanted to

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note that the district potentially down

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the line um for other courses besides

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math may be offering acceleration and

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then of course our enrichment courses.

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So we wanted to make sure those were

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added in properly as well and that was a

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recommendation for the staff changes uh

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and with the board policy uh committee.

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And then at the very bottom of this one

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we wanted to also add new language. So

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this was highlighted in yellow regarding

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DAC meetings and updates to the board.

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So that was something new that we

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discussed and put in there.

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>> Yeah, that was great. And this is the

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one where the highlighting really really

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made the difference. Um and I

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appreciated the recommendation that the

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staff put in there for ensuring that

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being an English learner doesn't block

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access to any of the classes that we

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have regardless of whether it's

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enrichment or acceleration or what have

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you. So that was that was great to see.

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Um

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6.5 homework. Uh this is board policy

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6154 on homework and makeup work.

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>> For this board policy, there are a

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handful of B board policies that are

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starting to come in that talk about

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artificial intelligence. And there is

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actually a presentation coming up in the

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fall on this topic. So we're holding

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actually the board policy on artificial

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intelligence. But this one this

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particular board policy is starting the

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conversations about how um you know AI

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could could potentially be used in in

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student assistance for technology and so

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forth. But other than that, I'm I'm

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pleased to bring this one to you tonight

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because it's been a while since we've

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had an update um on this particular

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board policy. So any questions?

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>> I had none. Look good to me.

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Nope. All right. Thanks, Wendy. That was

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great.

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>> Thank you.

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>> Okay, we're on to our consent agenda.

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We'll pass all of them in one motion.

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>> I move we approve our consent agenda.

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>> Second.

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>> All in favor?

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>> I.

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Okay, now we're on to action items. Uh

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this is 8.1. It's resolution number 10.

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This is approval of education code for

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teaching assignments for the 2526 school

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year.

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Hopefully we'll this will be the last

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one coming to you, but uh this is um an

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item where we would appreciate the

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board's approval in order to um allow

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this teacher to move forward in this

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assignment.

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>> Yeah, look good. Kennedy needs social

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sciences, so makes sense to me.

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>> Um can I get a motion to approve?

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>> I move we approve resolution 10.

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>> Second.

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>> All in favor?

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>> I.

255
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>> Thank you.

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>> Okay. Uh now we have another one.

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Resolution 11. Uh, this is approving the

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agreement with Kip Excellencia for

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Proposition 2 Charter School Facilities

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Program Rehabilitation Funding at the

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Fair Oak site. I believe we have someone

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presenting introduce and hand off to

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Adam. Uh, tonight we're bringing

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resolution number 11 uh, which is

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approving the agreement. As you just

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stated, President Wells, uh, Adam K, the

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director of real estate for Kip Public

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Schools is here to give a short

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presentation that I'll share.

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that.

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>> Yeah.

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>> Yeah. Just like that. Perfect.

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>> Am I good? Oh, there we go. Um,

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>> thanks very much for uh to the board and

275
00:10:12,320 --> 00:10:16,480
to the superintendent um and to everyone

276
00:10:14,320 --> 00:10:19,120
else here for giving us the opportunity

277
00:10:16,480 --> 00:10:22,880
to present this to you about Proposition

278
00:10:19,120 --> 00:10:25,920
2. Um,

279
00:10:22,880 --> 00:10:27,839
Prop 2, as I imagine the board knows, is

280
00:10:25,920 --> 00:10:30,480
a proposition that was passed by the

281
00:10:27,839 --> 00:10:33,680
voters in November of 2024.

282
00:10:30,480 --> 00:10:36,000
uh it authorizes 10 billion dollars for

283
00:10:33,680 --> 00:10:37,839
facilities improvements and uh there's a

284
00:10:36,000 --> 00:10:39,519
separate there's a separate bucket for

285
00:10:37,839 --> 00:10:41,839
district schools and for charter

286
00:10:39,519 --> 00:10:43,680
schools. So uh we will not be competing

287
00:10:41,839 --> 00:10:47,360
with the district directly on any of

288
00:10:43,680 --> 00:10:49,760
these funds. Uh it is for repair upgrade

289
00:10:47,360 --> 00:10:54,959
construction of facilities specifically

290
00:10:49,760 --> 00:10:56,720
of facilities. Um and um we think that

291
00:10:54,959 --> 00:10:58,720
uh one of the excellent things about

292
00:10:56,720 --> 00:11:00,720
this is it gives us the opportunity

293
00:10:58,720 --> 00:11:05,040
potentially because it's competitive

294
00:11:00,720 --> 00:11:07,920
competitive uh program that we um we can

295
00:11:05,040 --> 00:11:09,760
do repairs to the district's facilities

296
00:11:07,920 --> 00:11:11,839
without the district having to spend any

297
00:11:09,760 --> 00:11:15,000
of its own money. So in a sense it's

298
00:11:11,839 --> 00:11:15,000
true win-win.

299
00:11:15,600 --> 00:11:21,839
So what we're looking to do is a lot of

300
00:11:18,480 --> 00:11:24,000
what we're doing is um is improvements

301
00:11:21,839 --> 00:11:26,560
to the ground would okay a lot the

302
00:11:24,000 --> 00:11:29,440
application that we're putting in would

303
00:11:26,560 --> 00:11:32,000
allow for us to do

304
00:11:29,440 --> 00:11:35,839
uh improvements to the grounds to

305
00:11:32,000 --> 00:11:38,399
facilities to blacktop to um the field

306
00:11:35,839 --> 00:11:41,040
to a lot of exterior parts of the of the

307
00:11:38,399 --> 00:11:43,040
school as well as some case work and

308
00:11:41,040 --> 00:11:46,399
other work on the interior of the

309
00:11:43,040 --> 00:11:50,079
school. Uh we will also propose would be

310
00:11:46,399 --> 00:11:54,240
to add a TK classroom

311
00:11:50,079 --> 00:11:56,000
um to our current uh inventory of

312
00:11:54,240 --> 00:11:57,600
modulars at the school. I think as you

313
00:11:56,000 --> 00:12:00,320
know we have eight modulars at the

314
00:11:57,600 --> 00:12:01,600
school which we put in oh I don't know

315
00:12:00,320 --> 00:12:04,160
it must have been seven or eight years

316
00:12:01,600 --> 00:12:05,440
ago or something like that. Um and so

317
00:12:04,160 --> 00:12:07,040
they've been there a long time. I

318
00:12:05,440 --> 00:12:08,399
actually I haven't been down here for a

319
00:12:07,040 --> 00:12:10,240
while. I went to the campus for the

320
00:12:08,399 --> 00:12:12,160
first time in like three or four years

321
00:12:10,240 --> 00:12:13,760
and I I haven't been here so long that

322
00:12:12,160 --> 00:12:15,920
that building wasn't there last time I

323
00:12:13,760 --> 00:12:18,399
was here. So, there definitely have been

324
00:12:15,920 --> 00:12:21,279
changes around here. Uh I'm finally sort

325
00:12:18,399 --> 00:12:22,720
of coming back down south of of Oakland

326
00:12:21,279 --> 00:12:25,279
and and looking at some of the schools.

327
00:12:22,720 --> 00:12:27,040
So, the campus actually looks good and

328
00:12:25,279 --> 00:12:29,279
we appreciate the work that the district

329
00:12:27,040 --> 00:12:30,880
has done on the campus over the years.

330
00:12:29,279 --> 00:12:33,040
Um you know, we've been in a partnership

331
00:12:30,880 --> 00:12:34,959
with the district now for a long time.

332
00:12:33,040 --> 00:12:40,560
Um

333
00:12:34,959 --> 00:12:44,800
and okay, next slide please. So the the

334
00:12:40,560 --> 00:12:47,120
Prop 2 program allows for um it's like

335
00:12:44,800 --> 00:12:50,160
half grant half loan from the state. So

336
00:12:47,120 --> 00:12:51,600
that's the 50 you know 50%. It is a like

337
00:12:50,160 --> 00:12:53,120
I said it's a competitive program. We

338
00:12:51,600 --> 00:12:55,279
don't know if we're going to get any

339
00:12:53,120 --> 00:12:57,120
funds from the application. Uh there's a

340
00:12:55,279 --> 00:12:59,680
lot of schools looking for facilities

341
00:12:57,120 --> 00:13:02,240
money. Uh we are looking for it for

342
00:12:59,680 --> 00:13:04,240
seven of our schools. Uh now we have we

343
00:13:02,240 --> 00:13:05,519
in the in the not the Bay Area anymore.

344
00:13:04,240 --> 00:13:08,160
Now we're all Northern California

345
00:13:05,519 --> 00:13:10,320
because we're in Stockton. We have uh 23

346
00:13:08,160 --> 00:13:12,160
schools now. Uh but seven of them we're

347
00:13:10,320 --> 00:13:13,760
looking for these funds and we don't we

348
00:13:12,160 --> 00:13:15,120
don't know if if we're going to get

349
00:13:13,760 --> 00:13:17,760
them. We hope we're going to get some

350
00:13:15,120 --> 00:13:22,560
because as we all know facilities get

351
00:13:17,760 --> 00:13:23,600
old. Um we would not as a uh just so you

352
00:13:22,560 --> 00:13:25,279
know, we would not increase our

353
00:13:23,600 --> 00:13:29,279
enrollment over what is currently in our

354
00:13:25,279 --> 00:13:31,360
charter. that obviously um dictates how

355
00:13:29,279 --> 00:13:34,560
many students we can have at Kip

356
00:13:31,360 --> 00:13:36,560
Excellencia at Fair Oaks. And again, we

357
00:13:34,560 --> 00:13:40,399
see this as a win-win for the district.

358
00:13:36,560 --> 00:13:42,480
Um and we appreciate consideration of

359
00:13:40,399 --> 00:13:44,320
this. This is just to be able to put in

360
00:13:42,480 --> 00:13:46,160
an application. It doesn't commit the

361
00:13:44,320 --> 00:13:48,079
district to anything. Doesn't commit the

362
00:13:46,160 --> 00:13:49,680
district to do it. It doesn't commit the

363
00:13:48,079 --> 00:13:51,839
district to come to a long-term

364
00:13:49,680 --> 00:13:54,000
agreement with him. All it is is we have

365
00:13:51,839 --> 00:13:56,160
to per the statute, we have to get

366
00:13:54,000 --> 00:13:58,079
permission from uh our chartering

367
00:13:56,160 --> 00:13:59,680
authority to our chartering district to

368
00:13:58,079 --> 00:14:02,240
put in the application. That's all this

369
00:13:59,680 --> 00:14:04,000
is. If we were to be allocated funds, we

370
00:14:02,240 --> 00:14:06,560
would come back to the district. We

371
00:14:04,000 --> 00:14:08,320
would negotiate what that would look

372
00:14:06,560 --> 00:14:10,399
like. We negotiate the lease. So, it's

373
00:14:08,320 --> 00:14:11,920
not committing anything the district to

374
00:14:10,399 --> 00:14:14,160
anything. I think there's one more

375
00:14:11,920 --> 00:14:16,320
slide.

376
00:14:14,160 --> 00:14:19,040
Uh so we're asking the district uh to

377
00:14:16,320 --> 00:14:20,320
approve the agreement uh and to I think

378
00:14:19,040 --> 00:14:22,880
you have a board resolution on for

379
00:14:20,320 --> 00:14:24,560
unhoused pu pupils. I don't know if that

380
00:14:22,880 --> 00:14:26,880
is is tonight or was at a different

381
00:14:24,560 --> 00:14:29,199
meeting uh and submit that enrollment

382
00:14:26,880 --> 00:14:31,680
projection. And again as I had said

383
00:14:29,199 --> 00:14:33,519
before if we are awarded funds it would

384
00:14:31,680 --> 00:14:37,040
be subject to negotiation with the

385
00:14:33,519 --> 00:14:38,560
district. Um, and as a last thing, I

386
00:14:37,040 --> 00:14:40,079
would like to congratulate the

387
00:14:38,560 --> 00:14:43,600
superintendent

388
00:14:40,079 --> 00:14:45,920
um for his pending um retirement. When I

389
00:14:43,600 --> 00:14:47,760
started I started at Kip 11 years ago, I

390
00:14:45,920 --> 00:14:49,199
think. So, right before the

391
00:14:47,760 --> 00:14:50,720
superintendent became superintendent.

392
00:14:49,199 --> 00:14:52,480
So, we been through a lot over the

393
00:14:50,720 --> 00:14:54,079
years, some contentious things, some

394
00:14:52,480 --> 00:14:56,959
agreements, you know, back and forth,

395
00:14:54,079 --> 00:14:59,440
but he's always been fair, levelheaded,

396
00:14:56,959 --> 00:15:02,240
really, you know, we work with a we have

397
00:14:59,440 --> 00:15:05,760
nine chartering agencies. And so, we or

398
00:15:02,240 --> 00:15:07,199
11 maybe. and Redwood City is like one

399
00:15:05,760 --> 00:15:08,480
of the best for sure. So, we really

400
00:15:07,199 --> 00:15:12,000
appreciate the partnership we've had all

401
00:15:08,480 --> 00:15:13,440
these years. So, thanks. Any questions?

402
00:15:12,000 --> 00:15:15,600
>> Thanks, Adam. Uh, thanks for the

403
00:15:13,440 --> 00:15:16,880
presentation and the kind words you said

404
00:15:15,600 --> 00:15:18,880
for the superintendent. I'll say thanks

405
00:15:16,880 --> 00:15:21,279
on his behalf. I'm sure he'll say later.

406
00:15:18,880 --> 00:15:24,399
Um, Cecilia or David, do you have any

407
00:15:21,279 --> 00:15:25,839
any questions?

408
00:15:24,399 --> 00:15:27,120
>> I mean, I just want to make sure that I

409
00:15:25,839 --> 00:15:30,000
understand because it sounds like

410
00:15:27,120 --> 00:15:31,920
today's motion is very low regrets that

411
00:15:30,000 --> 00:15:33,680
you you get to go and apply, right? and

412
00:15:31,920 --> 00:15:37,040
we cross our fingers and and hope you

413
00:15:33,680 --> 00:15:38,480
get it. Um, so that feels pretty

414
00:15:37,040 --> 00:15:39,760
straightforward to go and approve. I'm a

415
00:15:38,480 --> 00:15:41,360
little bit more curious about the next

416
00:15:39,760 --> 00:15:42,800
chess move on the board. It's like if

417
00:15:41,360 --> 00:15:44,320
you don't get it, very simple. There's

418
00:15:42,800 --> 00:15:46,240
no action, nothing to do. If you do get

419
00:15:44,320 --> 00:15:48,079
it, you come back and I would love to

420
00:15:46,240 --> 00:15:50,720
understand a little bit more about like

421
00:15:48,079 --> 00:15:52,560
that you implied a negotiation when you

422
00:15:50,720 --> 00:15:55,279
came back. So, if we could hit the fast

423
00:15:52,560 --> 00:15:57,040
forward button, let's presume for just a

424
00:15:55,279 --> 00:15:58,959
moment. We we say yes tonight. You go

425
00:15:57,040 --> 00:16:02,320
and apply. You get it. Congratulations.

426
00:15:58,959 --> 00:16:03,680
What What happens next exactly?

427
00:16:02,320 --> 00:16:05,600
Well, depending on the amount of money

428
00:16:03,680 --> 00:16:07,279
they were to receive from this, which

429
00:16:05,600 --> 00:16:09,279
hasn't been deter I don't even know if

430
00:16:07,279 --> 00:16:11,120
you know what you're applying for yet.

431
00:16:09,279 --> 00:16:12,959
>> We we don't. They have a formula that

432
00:16:11,120 --> 00:16:14,720
they use based on square footage of like

433
00:16:12,959 --> 00:16:16,240
bathrooms and non-bs. They come back to

434
00:16:14,720 --> 00:16:17,440
you with a number if you get allocation

435
00:16:16,240 --> 00:16:19,199
for it.

436
00:16:17,440 --> 00:16:21,600
>> So then they would whatever that

437
00:16:19,199 --> 00:16:23,040
allocation would be x amount of dollars.

438
00:16:21,600 --> 00:16:24,639
Uh they would determine what projects

439
00:16:23,040 --> 00:16:27,519
would that they would like to do on

440
00:16:24,639 --> 00:16:30,000
their campus. Then they'd come and the

441
00:16:27,519 --> 00:16:31,440
negotiation, if you will, would be, do

442
00:16:30,000 --> 00:16:33,199
we want them to do those projects on

443
00:16:31,440 --> 00:16:34,639
that campus or do we want them to alter

444
00:16:33,199 --> 00:16:36,240
them or do something completely

445
00:16:34,639 --> 00:16:38,000
different where we would hopefully come

446
00:16:36,240 --> 00:16:40,959
to agreement at that point where they

447
00:16:38,000 --> 00:16:42,720
could continue forward with that. But as

448
00:16:40,959 --> 00:16:44,720
uh Adam said, it doesn't obligate the

449
00:16:42,720 --> 00:16:46,480
district at this point to move forward

450
00:16:44,720 --> 00:16:48,399
and we do have to be in agreement with

451
00:16:46,480 --> 00:16:50,160
the projects that they choose to do if

452
00:16:48,399 --> 00:16:52,480
they are awarded this money.

453
00:16:50,160 --> 00:16:54,560
>> Okay. So, walk me through the absolute

454
00:16:52,480 --> 00:16:56,000
worst case scenario. Like, they go and

455
00:16:54,560 --> 00:16:58,079
apply, they get it, they come back and

456
00:16:56,000 --> 00:17:00,720
they're like, "We have to goldplate all

457
00:16:58,079 --> 00:17:03,360
of our toilets and we're like, "No,

458
00:17:00,720 --> 00:17:05,439
that's a terrible idea." Um, and and

459
00:17:03,360 --> 00:17:08,160
then like is there any scenario in which

460
00:17:05,439 --> 00:17:10,400
a disagreement there becomes an

461
00:17:08,160 --> 00:17:12,959
obligation to the district?

462
00:17:10,400 --> 00:17:15,760
>> No. If if we couldn't come to agreement,

463
00:17:12,959 --> 00:17:17,039
then they would have to forfeit the the

464
00:17:15,760 --> 00:17:18,880
>> Okay, that's right. you you have you

465
00:17:17,039 --> 00:17:20,160
have full approval over over the plans,

466
00:17:18,880 --> 00:17:21,919
over the funds, the way the funds are

467
00:17:20,160 --> 00:17:23,280
spent. If we say we want to go play the

468
00:17:21,919 --> 00:17:24,880
toilets, which I'll now have to take off

469
00:17:23,280 --> 00:17:28,720
the list,

470
00:17:24,880 --> 00:17:29,440
>> unfortunately, um uh then you would say

471
00:17:28,720 --> 00:17:29,760
no.

472
00:17:29,440 --> 00:17:32,640
>> Right.

473
00:17:29,760 --> 00:17:34,400
>> Um it would it would require uh for us

474
00:17:32,640 --> 00:17:36,799
to get the funds a long-term lease for

475
00:17:34,400 --> 00:17:39,039
the site. So that is something that

476
00:17:36,799 --> 00:17:40,880
would probably in all honesty be the one

477
00:17:39,039 --> 00:17:41,520
that would potentially be the biggest

478
00:17:40,880 --> 00:17:44,320
sticking point

479
00:17:41,520 --> 00:17:46,559
>> cuz right now is it fiveyear at a time

480
00:17:44,320 --> 00:17:48,000
like how how long was the

481
00:17:46,559 --> 00:17:49,360
>> Well, they're through 27.

482
00:17:48,000 --> 00:17:52,240
>> Yeah, we're through 27 right now.

483
00:17:49,360 --> 00:17:54,480
>> Extended multi-year through 27. Their

484
00:17:52,240 --> 00:17:56,559
charter uh is up.

485
00:17:54,480 --> 00:17:58,480
>> Sure. But like let's assume none of this

486
00:17:56,559 --> 00:18:01,840
happened. We we would probably be

487
00:17:58,480 --> 00:18:03,280
talking about a fiveyear term guessing

488
00:18:01,840 --> 00:18:04,720
>> that that's the maximum we can get their

489
00:18:03,280 --> 00:18:06,320
charter authorization.

490
00:18:04,720 --> 00:18:08,000
>> Okay. Got it. And so if they come back

491
00:18:06,320 --> 00:18:09,520
and we come to an agreement like, okay,

492
00:18:08,000 --> 00:18:12,000
let's do a bunch of these improvements

493
00:18:09,520 --> 00:18:14,799
for the site and they need now a

494
00:18:12,000 --> 00:18:16,240
long-term lease. Does long-term mean the

495
00:18:14,799 --> 00:18:17,280
same five years we're talking about here

496
00:18:16,240 --> 00:18:18,799
or something different?

497
00:18:17,280 --> 00:18:20,160
>> No, it' be I believe it' be the same

498
00:18:18,799 --> 00:18:21,760
thing. Adam, if you know something

499
00:18:20,160 --> 00:18:23,520
different, please please

500
00:18:21,760 --> 00:18:25,760
>> I think I think a longer term lease is

501
00:18:23,520 --> 00:18:27,360
and I'm not sure of the exact amount of

502
00:18:25,760 --> 00:18:29,760
time, but I think a longer term lease is

503
00:18:27,360 --> 00:18:31,919
required for us to get the funds from

504
00:18:29,760 --> 00:18:36,080
the district. I could get back to you on

505
00:18:31,919 --> 00:18:39,200
on that information, but um um I believe

506
00:18:36,080 --> 00:18:40,880
it's longer than 5 years. And you know,

507
00:18:39,200 --> 00:18:42,080
some districts have policies where they

508
00:18:40,880 --> 00:18:43,280
don't have leases longer than five

509
00:18:42,080 --> 00:18:46,559
years. I can't remember. I don't think

510
00:18:43,280 --> 00:18:48,640
Redwood City is one of those. Um

511
00:18:46,559 --> 00:18:51,280
um there are ways sort of around that.

512
00:18:48,640 --> 00:18:53,440
If that's the case, you can have you can

513
00:18:51,280 --> 00:18:55,280
have a series of five-year leases that

514
00:18:53,440 --> 00:18:57,919
recur. you know, there's ways to do it

515
00:18:55,280 --> 00:18:59,520
that fit within the guidelines of the

516
00:18:57,919 --> 00:19:01,200
CSFA,

517
00:18:59,520 --> 00:19:03,679
you know, to to to give you the grant

518
00:19:01,200 --> 00:19:05,679
and and the and the money. But, um,

519
00:19:03,679 --> 00:19:07,840
again, all that stuff would be would

520
00:19:05,679 --> 00:19:10,320
have to be negotiated between us if we

521
00:19:07,840 --> 00:19:12,320
got So, I'm I'm just again, I'm not

522
00:19:10,320 --> 00:19:14,400
saying that this is likely, but just I

523
00:19:12,320 --> 00:19:16,320
feel like it's part of my my job here is

524
00:19:14,400 --> 00:19:18,400
to like map out what are what is the

525
00:19:16,320 --> 00:19:20,960
absolute worst case scenario, even if

526
00:19:18,400 --> 00:19:23,200
it's improbable. And it would be that uh

527
00:19:20,960 --> 00:19:25,120
we come to an agreement about a we say

528
00:19:23,200 --> 00:19:26,799
yes tonight, you get the award, you come

529
00:19:25,120 --> 00:19:30,000
back, we we come to an agreement about

530
00:19:26,799 --> 00:19:32,640
what to spend the money on. Um we end up

531
00:19:30,000 --> 00:19:35,360
finding some way to go and chain a a

532
00:19:32,640 --> 00:19:37,520
series of leases that lasts a very long

533
00:19:35,360 --> 00:19:38,559
time. Are we talking 10, 20, 30 years?

534
00:19:37,520 --> 00:19:39,760
Like what is long?

535
00:19:38,559 --> 00:19:41,440
>> I think it might be 30 years.

536
00:19:39,760 --> 00:19:43,200
>> 30 years. Okay.

537
00:19:41,440 --> 00:19:46,160
But I don't want to say for sure and

538
00:19:43,200 --> 00:19:49,760
because everything's rosy now and then

539
00:19:46,160 --> 00:19:54,799
fast forward seven years down the line,

540
00:19:49,760 --> 00:19:58,160
things go south, whatever. And now we're

541
00:19:54,799 --> 00:20:00,960
regretting that we baked in such an

542
00:19:58,160 --> 00:20:02,880
extremely long-term commitment um that

543
00:20:00,960 --> 00:20:04,880
we don't have a way clear way out of at

544
00:20:02,880 --> 00:20:06,160
that point. Is is is that a possibility?

545
00:20:04,880 --> 00:20:07,919
I'm just trying to map out like what

546
00:20:06,160 --> 00:20:09,120
what are what is the risk to the

547
00:20:07,919 --> 00:20:11,039
district? Obviously, there's no risk

548
00:20:09,120 --> 00:20:11,520
tonight. is more about like what happens

549
00:20:11,039 --> 00:20:12,880
next.

550
00:20:11,520 --> 00:20:14,000
>> I mean, I would say that's a risk. I

551
00:20:12,880 --> 00:20:15,440
mean, I think that's a risk if you're

552
00:20:14,000 --> 00:20:16,880
going to any sort of long-term

553
00:20:15,440 --> 00:20:20,160
agreement. Um,

554
00:20:16,880 --> 00:20:22,240
>> I think that it's unlikely and we, you

555
00:20:20,160 --> 00:20:23,840
know, we've obviously made um

556
00:20:22,240 --> 00:20:25,919
investments here to be here for the long

557
00:20:23,840 --> 00:20:27,760
run and we hope to be here forever.

558
00:20:25,919 --> 00:20:28,400
>> But sure, that I would consider that a

559
00:20:27,760 --> 00:20:28,720
risk.

560
00:20:28,400 --> 00:20:30,880
>> Okay.

561
00:20:28,720 --> 00:20:31,440
>> I mean, I don't want to sugarcoat it. I

562
00:20:30,880 --> 00:20:32,000
mean, that's

563
00:20:31,440 --> 00:20:33,039
>> okay.

564
00:20:32,000 --> 00:20:35,360
>> Something that would have we'd have to

565
00:20:33,039 --> 00:20:38,080
figure out amongst ourselves.

566
00:20:35,360 --> 00:20:39,520
I I think to the to that and I don't

567
00:20:38,080 --> 00:20:41,679
know about the 30-year thing. I'll check

568
00:20:39,520 --> 00:20:44,240
on that if you will as well, Adam.

569
00:20:41,679 --> 00:20:46,400
>> Uh but any type of extended lease could

570
00:20:44,240 --> 00:20:48,720
also have contingencies in there on

571
00:20:46,400 --> 00:20:50,799
charter renewal because we can't you

572
00:20:48,720 --> 00:20:51,360
can't

573
00:20:50,799 --> 00:20:54,000
correct. Yeah.

574
00:20:51,360 --> 00:20:56,240
>> Right. So we could say it's a 105 year

575
00:20:54,000 --> 00:20:57,600
lease and with a 5year renewable period

576
00:20:56,240 --> 00:20:58,080
based on charter renewal.

577
00:20:57,600 --> 00:21:00,480
>> Okay.

578
00:20:58,080 --> 00:21:01,679
>> As well. So, they would have the lease,

579
00:21:00,480 --> 00:21:04,000
but if they don't fulfill the

580
00:21:01,679 --> 00:21:06,080
requirements of their charter or we deny

581
00:21:04,000 --> 00:21:08,400
the petition, then it would terminate

582
00:21:06,080 --> 00:21:10,720
the lease as well.

583
00:21:08,400 --> 00:21:12,960
>> I appreciate you all walking me through

584
00:21:10,720 --> 00:21:14,559
this. I just what I don't want to happen

585
00:21:12,960 --> 00:21:16,000
is something that seems like an easy

586
00:21:14,559 --> 00:21:17,600
decision tonight because this seems like

587
00:21:16,000 --> 00:21:20,640
so low risk that of course we're going

588
00:21:17,600 --> 00:21:23,360
to go and say yes, becoming in implicit

589
00:21:20,640 --> 00:21:25,440
tacit, okay, we are now bound to this

590
00:21:23,360 --> 00:21:28,240
30-year contract that we can't possibly

591
00:21:25,440 --> 00:21:29,679
escape, right? And so I just want to put

592
00:21:28,240 --> 00:21:31,360
out there for the record without trying

593
00:21:29,679 --> 00:21:33,360
to make a determination we do or don't

594
00:21:31,360 --> 00:21:35,280
want to be together working on this for

595
00:21:33,360 --> 00:21:37,280
30 years. Maybe the answer is yes, but

596
00:21:35,280 --> 00:21:39,760
like that's not the decision that we're

597
00:21:37,280 --> 00:21:41,840
making tonight. And I want to make sure

598
00:21:39,760 --> 00:21:44,240
that the board when you assuming that

599
00:21:41,840 --> 00:21:46,799
you get this this grant from California

600
00:21:44,240 --> 00:21:48,240
and I hope you do. when you come back, I

601
00:21:46,799 --> 00:21:50,400
don't want to have the discussion be

602
00:21:48,240 --> 00:21:52,880
that it was implicit that tonight on

603
00:21:50,400 --> 00:21:54,720
September 18th, we kind of already knew

604
00:21:52,880 --> 00:21:57,440
what we were getting ourselves into and

605
00:21:54,720 --> 00:22:00,320
kind of already tacitly agreed to go and

606
00:21:57,440 --> 00:22:01,840
do a a 30-year project together.

607
00:22:00,320 --> 00:22:04,480
>> No, that's that's fair enough. Yeah,

608
00:22:01,840 --> 00:22:06,640
that's again, this is only just allowing

609
00:22:04,480 --> 00:22:09,360
us to file the paperwork and

610
00:22:06,640 --> 00:22:10,960
>> I get it. There's explicit, you know,

611
00:22:09,360 --> 00:22:12,480
consent and what you're asking for is

612
00:22:10,960 --> 00:22:14,559
very easy and there's implicit consent

613
00:22:12,480 --> 00:22:15,919
and that part is a much bigger deal.

614
00:22:14,559 --> 00:22:17,840
>> Yeah. and and my history with Redwood

615
00:22:15,919 --> 00:22:21,120
City is is like you're not just going to

616
00:22:17,840 --> 00:22:21,760
say yes just like yeah sure go ahead

617
00:22:21,120 --> 00:22:24,240
that's not going to happen

618
00:22:21,760 --> 00:22:26,559
>> great negotiations with our side and

619
00:22:24,240 --> 00:22:29,840
their side our attorneys and

620
00:22:26,559 --> 00:22:31,120
>> attorneys I feel very confident if they

621
00:22:29,840 --> 00:22:33,039
were to get it

622
00:22:31,120 --> 00:22:35,200
>> that our attorneys would definitely be

623
00:22:33,039 --> 00:22:36,960
right beside us along with yours and

624
00:22:35,200 --> 00:22:38,720
we'd all be at the table hammering this

625
00:22:36,960 --> 00:22:40,159
out before we even considered to bring

626
00:22:38,720 --> 00:22:40,960
it back to you for approve for

627
00:22:40,159 --> 00:22:43,200
approvement.

628
00:22:40,960 --> 00:22:45,039
>> Okay. Thank you. Thank you so much.

629
00:22:43,200 --> 00:22:49,200
Hopefully that will be under under Dr.

630
00:22:45,039 --> 00:22:50,880
Baker's uh tenure before he leaves.

631
00:22:49,200 --> 00:22:52,320
>> We've had some good meetings.

632
00:22:50,880 --> 00:22:54,159
>> Yeah,

633
00:22:52,320 --> 00:22:55,919
>> I I I appreciate your answers. Thank

634
00:22:54,159 --> 00:22:57,039
you.

635
00:22:55,919 --> 00:22:58,480
>> Yeah. Thanks, Adam, for the

636
00:22:57,039 --> 00:23:00,240
presentation. That pretty much covered

637
00:22:58,480 --> 00:23:01,360
covered my questions, too. Love that. I

638
00:23:00,240 --> 00:23:03,039
don't have any questions tonight, but

639
00:23:01,360 --> 00:23:05,200
I'm sure I'll have some at the next one

640
00:23:03,039 --> 00:23:07,120
if you get the award. Uh, so this is a

641
00:23:05,200 --> 00:23:09,120
resolution that we need to approve. Can

642
00:23:07,120 --> 00:23:10,880
I get a motion to approve?

643
00:23:09,120 --> 00:23:11,200
>> I'll make a motion to approve resolution

644
00:23:10,880 --> 00:23:11,840
letter

645
00:23:11,200 --> 00:23:13,360
>> and a second.

646
00:23:11,840 --> 00:23:16,360
>> Seconded. All in favor?

647
00:23:13,360 --> 00:23:16,360
>> I

648
00:23:16,480 --> 00:23:22,640
on to uh Oh, are we there already? Board

649
00:23:20,000 --> 00:23:27,120
and superintendent reports.

650
00:23:22,640 --> 00:23:30,720
>> Um I don't I'm surprised. Uh who's uh

651
00:23:27,120 --> 00:23:33,919
Cecilia, do you have anything to report?

652
00:23:30,720 --> 00:23:36,559
>> No, we you reported last time.

653
00:23:33,919 --> 00:23:39,760
>> Okay, David. No. Okay. And then the I

654
00:23:36,559 --> 00:23:41,600
just have that the first um RCSD

655
00:23:39,760 --> 00:23:43,600
strategic resource alignment advisory

656
00:23:41,600 --> 00:23:44,720
committee meeting in English was held on

657
00:23:43,600 --> 00:23:47,039
Tuesday. I think the first one in

658
00:23:44,720 --> 00:23:49,919
Spanish was held the Friday before. Um

659
00:23:47,039 --> 00:23:52,799
and Rick presented the budget uh and

660
00:23:49,919 --> 00:23:54,720
answered a lot of questions. Um and the

661
00:23:52,799 --> 00:23:56,640
committee asked for a lot of data for

662
00:23:54,720 --> 00:23:57,600
the next meeting uh which I think is

663
00:23:56,640 --> 00:24:01,360
sometime in October.

664
00:23:57,600 --> 00:24:05,200
>> It's October 14th. October 14th. But

665
00:24:01,360 --> 00:24:07,280
also um there is now a summary a summary

666
00:24:05,200 --> 00:24:09,360
of the meeting and there's the website

667
00:24:07,280 --> 00:24:09,919
and along with

668
00:24:09,360 --> 00:24:12,400
>> the slides

669
00:24:09,919 --> 00:24:14,559
>> the slides and everything because the

670
00:24:12,400 --> 00:24:16,880
the committee members are to go back to

671
00:24:14,559 --> 00:24:20,240
school site councils they're go to go

672
00:24:16,880 --> 00:24:22,720
back to PTAs PTO's and then we're doing

673
00:24:20,240 --> 00:24:24,720
ELACs and then our dis at a at a

674
00:24:22,720 --> 00:24:27,440
district DAC meeting we're going to give

675
00:24:24,720 --> 00:24:29,440
the updates also so it's all there and

676
00:24:27,440 --> 00:24:30,240
it's English Spanish.

677
00:24:29,440 --> 00:24:32,320
>> I love it.

678
00:24:30,240 --> 00:24:34,000
>> Yeah. And membership was obviously the

679
00:24:32,320 --> 00:24:36,080
parents that you were talking about that

680
00:24:34,000 --> 00:24:39,279
were there, but we also had staff. Um,

681
00:24:36,080 --> 00:24:41,919
Maria was there. U, Briana was there.

682
00:24:39,279 --> 00:24:44,159
Um, uh, we had a few principles, three

683
00:24:41,919 --> 00:24:46,720
principles. So, it's a good good mix of

684
00:24:44,159 --> 00:24:48,480
a group. I think 20 people maybe like

685
00:24:46,720 --> 00:24:49,440
20.

686
00:24:48,480 --> 00:24:52,799
>> Yeah.

687
00:24:49,440 --> 00:24:55,600
>> Sorry, I couldn't make it. I was

688
00:24:52,799 --> 00:24:56,640
>> Dr. N just Yeah, that's just

689
00:24:55,600 --> 00:24:58,799
>> Okay.

690
00:24:56,640 --> 00:25:01,840
>> Uh, all right. We're on to information.

691
00:24:58,799 --> 00:25:04,240
This is 10.1. The RCSD cohesion and its

692
00:25:01,840 --> 00:25:08,360
alignment of district priorities

693
00:25:04,240 --> 00:25:08,360
sana. Yeah. Okay.

694
00:25:10,880 --> 00:25:14,440
Just get this.

695
00:25:16,240 --> 00:25:20,799
All right. So, thank you. First of all,

696
00:25:19,039 --> 00:25:22,880
I want to first thank our my team

697
00:25:20,799 --> 00:25:26,080
because this work of this district

698
00:25:22,880 --> 00:25:28,960
cohesion um really started last year and

699
00:25:26,080 --> 00:25:30,720
we started with um sort of bare bare

700
00:25:28,960 --> 00:25:34,240
bones of what we were expecting and

701
00:25:30,720 --> 00:25:35,840
we've definitely come back this year and

702
00:25:34,240 --> 00:25:38,400
clearly defined a little bit more

703
00:25:35,840 --> 00:25:40,960
explicitly what we are expecting our

704
00:25:38,400 --> 00:25:43,039
staff to do in the district. Um, but all

705
00:25:40,960 --> 00:25:45,360
of this work that you see on the on this

706
00:25:43,039 --> 00:25:47,039
document, it is it is due to our

707
00:25:45,360 --> 00:25:49,039
coaches,

708
00:25:47,039 --> 00:25:51,840
our multilingual department, everyone

709
00:25:49,039 --> 00:25:53,840
coming together and really creating this

710
00:25:51,840 --> 00:25:57,440
cohesion for the district and making

711
00:25:53,840 --> 00:25:59,039
sure that we are sharing um our vision

712
00:25:57,440 --> 00:26:01,279
where our expectations are for the

713
00:25:59,039 --> 00:26:02,960
district. And all of this is really

714
00:26:01,279 --> 00:26:06,720
started because we started looking at

715
00:26:02,960 --> 00:26:09,600
MTSS work a long time ago. and the MTSS

716
00:26:06,720 --> 00:26:12,240
work really requires um that we have

717
00:26:09,600 --> 00:26:13,679
certain systems in place and so that has

718
00:26:12,240 --> 00:26:15,360
been some of our driving force making

719
00:26:13,679 --> 00:26:16,960
sure we have these systems in place and

720
00:26:15,360 --> 00:26:21,200
they're all everybody's clear on what

721
00:26:16,960 --> 00:26:23,120
the expectations are. Um, so of course

722
00:26:21,200 --> 00:26:25,679
you know our goals are really to improve

723
00:26:23,120 --> 00:26:27,520
the achievement gap and language arts

724
00:26:25,679 --> 00:26:29,840
and reading as you guys well know our

725
00:26:27,520 --> 00:26:32,240
English learners and so this is really

726
00:26:29,840 --> 00:26:33,840
one of the driving forces u making sure

727
00:26:32,240 --> 00:26:35,760
that everybody knows in the district

728
00:26:33,840 --> 00:26:37,120
this is our go our work to be had and

729
00:26:35,760 --> 00:26:40,159
we've been working on this for the last

730
00:26:37,120 --> 00:26:42,320
two years so really going more in depth

731
00:26:40,159 --> 00:26:45,679
so we continue with this information at

732
00:26:42,320 --> 00:26:48,240
the forefront. Um, we also want to make

733
00:26:45,679 --> 00:26:50,559
sure that everyone, our teachers know

734
00:26:48,240 --> 00:26:52,320
that we have clear expectations. And so

735
00:26:50,559 --> 00:26:54,000
when you look at CSTP, those are the

736
00:26:52,320 --> 00:26:56,080
California standards for teaching

737
00:26:54,000 --> 00:26:57,440
profession. We really want to make sure

738
00:26:56,080 --> 00:26:59,039
we're emphasizing that everything that

739
00:26:57,440 --> 00:27:00,880
we're asking teachers to do is within

740
00:26:59,039 --> 00:27:04,480
the guidelines of our teaching

741
00:27:00,880 --> 00:27:06,480
profession. And so making sure that our

742
00:27:04,480 --> 00:27:08,400
learning goals, our success criteria are

743
00:27:06,480 --> 00:27:10,640
communicated to teachers, that is very

744
00:27:08,400 --> 00:27:12,080
that they need to know what to expect.

745
00:27:10,640 --> 00:27:13,919
We also want to make sure that all

746
00:27:12,080 --> 00:27:16,640
instruction and supports are directly

747
00:27:13,919 --> 00:27:18,799
linked to what we're doing. Um, and that

748
00:27:16,640 --> 00:27:20,000
we have learning outcomes at the end.

749
00:27:18,799 --> 00:27:21,679
Um, when we're looking at our

750
00:27:20,000 --> 00:27:24,720
standardbased lessons, we want to make

751
00:27:21,679 --> 00:27:26,799
sure teachers are also providing lesson

752
00:27:24,720 --> 00:27:28,400
designed lessons that are grade level

753
00:27:26,799 --> 00:27:30,880
standards that are really driven by the

754
00:27:28,400 --> 00:27:32,240
standards of California. And then, as

755
00:27:30,880 --> 00:27:33,600
you guys know, we've been doing a lot of

756
00:27:32,240 --> 00:27:35,279
assessments. And so, we're really

757
00:27:33,600 --> 00:27:37,440
looking at making sure teachers have an

758
00:27:35,279 --> 00:27:39,360
understanding of using how to use

759
00:27:37,440 --> 00:27:41,600
formative assessments regularly to drive

760
00:27:39,360 --> 00:27:44,480
instruction. And so all of these are

761
00:27:41,600 --> 00:27:46,640
part of our CSTP standards that we are

762
00:27:44,480 --> 00:27:48,559
we can continue to use but we just want

763
00:27:46,640 --> 00:27:53,320
to highlight this. So as you see this is

764
00:27:48,559 --> 00:27:53,320
how teachers have received it as well.

765
00:27:54,960 --> 00:28:00,960
It's not moving. There it goes. So this

766
00:27:58,640 --> 00:28:03,200
is just a quick schedule a quick view of

767
00:28:00,960 --> 00:28:05,279
the scheduling the subject areas for K5.

768
00:28:03,200 --> 00:28:07,200
As you can see, we really want to be

769
00:28:05,279 --> 00:28:08,799
clear about what is our curriculum, what

770
00:28:07,200 --> 00:28:10,640
are we using, how many minutes of the

771
00:28:08,799 --> 00:28:13,200
day we're actually asking people to use.

772
00:28:10,640 --> 00:28:15,600
So again, just trying to be mindful of

773
00:28:13,200 --> 00:28:17,120
what these look like for a school day.

774
00:28:15,600 --> 00:28:18,640
Now, a school day is only a certain

775
00:28:17,120 --> 00:28:20,080
amount of hours. So we have to really

776
00:28:18,640 --> 00:28:21,600
sometimes negotiate and where are we

777
00:28:20,080 --> 00:28:23,200
doing certain things, how we're doing

778
00:28:21,600 --> 00:28:27,159
it, how much time we're spending. But

779
00:28:23,200 --> 00:28:27,159
this is these are our requirements.

780
00:28:28,720 --> 00:28:34,640
Um this slide here just reviews our EL

781
00:28:31,919 --> 00:28:36,960
blocks. We have for K5 um we have a

782
00:28:34,640 --> 00:28:39,039
90-minute block um that we want all

783
00:28:36,960 --> 00:28:41,760
teachers and this this block is super

784
00:28:39,039 --> 00:28:43,919
important because it it is creating the

785
00:28:41,760 --> 00:28:46,080
foundational skills targeted groupings

786
00:28:43,919 --> 00:28:48,960
and reading and writing. It's really an

787
00:28:46,080 --> 00:28:50,960
essential block um that we really want

788
00:28:48,960 --> 00:28:53,760
teachers to know that in order for us to

789
00:28:50,960 --> 00:28:55,600
really have students reading at where we

790
00:28:53,760 --> 00:28:57,520
need them to be at grade level, they

791
00:28:55,600 --> 00:29:00,000
need we need to provide them the time.

792
00:28:57,520 --> 00:29:02,799
And so the 90 minute blocks are there

793
00:29:00,000 --> 00:29:04,799
and then we just go over 30 30 is this

794
00:29:02,799 --> 00:29:07,120
is just a guideline. Sometimes those 30

795
00:29:04,799 --> 00:29:08,960
30 or less depending on what your the

796
00:29:07,120 --> 00:29:10,799
student needs but the driving forces the

797
00:29:08,960 --> 00:29:14,640
student needs in the classrooms that

798
00:29:10,799 --> 00:29:17,360
will drive how the schedule works.

799
00:29:14,640 --> 00:29:20,559
Um in our language arts block as you can

800
00:29:17,360 --> 00:29:22,480
see it is multiaceted. It requires lots

801
00:29:20,559 --> 00:29:24,720
of different key structures and supports

802
00:29:22,480 --> 00:29:26,559
for student learning. Not only are we

803
00:29:24,720 --> 00:29:28,480
looking at our foundational reading and

804
00:29:26,559 --> 00:29:30,240
comprehension, but we're also looking at

805
00:29:28,480 --> 00:29:31,679
systematic phonics. What are we doing?

806
00:29:30,240 --> 00:29:34,080
And we have that in place, which we

807
00:29:31,679 --> 00:29:35,600
didn't have a couple of years ago. We

808
00:29:34,080 --> 00:29:37,679
continue to work on vocabulary

809
00:29:35,600 --> 00:29:39,600
development, and that's across the

810
00:29:37,679 --> 00:29:41,039
across the way for specifically for

811
00:29:39,600 --> 00:29:43,120
English learning, creating background

812
00:29:41,039 --> 00:29:44,480
knowledge, looking at our fluency

813
00:29:43,120 --> 00:29:45,919
practice, and of course our reading

814
00:29:44,480 --> 00:29:48,559
comprehension, which are reading to

815
00:29:45,919 --> 00:29:50,320
learn. All of these skills really come

816
00:29:48,559 --> 00:29:53,440
together to help build strong,

817
00:29:50,320 --> 00:29:55,600
proficient readers. So, we have put into

818
00:29:53,440 --> 00:29:57,120
place many of these systems in the last

819
00:29:55,600 --> 00:29:59,039
three years a little bit more

820
00:29:57,120 --> 00:30:00,960
systematically and we're now starting to

821
00:29:59,039 --> 00:30:02,640
see, you know, we're starting to see our

822
00:30:00,960 --> 00:30:04,159
students really start to take off a

823
00:30:02,640 --> 00:30:06,799
little bit more on those foundational

824
00:30:04,159 --> 00:30:08,320
skills. So, part of our focus is now

825
00:30:06,799 --> 00:30:10,240
we're starting to move towards

826
00:30:08,320 --> 00:30:13,279
comprehension. That's the work next that

827
00:30:10,240 --> 00:30:16,080
we have to really work on. So, again, we

828
00:30:13,279 --> 00:30:20,480
continue to build upon what we have been

829
00:30:16,080 --> 00:30:24,240
putting into place um for our tier goal

830
00:30:20,480 --> 00:30:26,240
language arts. Again, writing is not a

831
00:30:24,240 --> 00:30:28,480
uh just a left behind. We really want to

832
00:30:26,240 --> 00:30:30,720
make sure we are reading and writing are

833
00:30:28,480 --> 00:30:32,880
essential components in language arts.

834
00:30:30,720 --> 00:30:35,360
Um there isn't a lot of writing programs

835
00:30:32,880 --> 00:30:37,440
out there. So, we have continued to use

836
00:30:35,360 --> 00:30:39,600
what we have. We have teachers who have

837
00:30:37,440 --> 00:30:40,880
different trainings. We know this is an

838
00:30:39,600 --> 00:30:43,840
area for the district that we need to

839
00:30:40,880 --> 00:30:45,520
work on. Um but when we research

840
00:30:43,840 --> 00:30:48,320
writing, it's really hard to find a

841
00:30:45,520 --> 00:30:50,960
curriculum that's very that's not just

842
00:30:48,320 --> 00:30:52,880
um what how do I say it? what the old

843
00:30:50,960 --> 00:30:55,520
the system is. They used to have I don't

844
00:30:52,880 --> 00:30:57,039
I was never trained in the in the right

845
00:30:55,520 --> 00:30:59,279
type of writing process but they had

846
00:30:57,039 --> 00:31:01,360
green, red and blue or three colors and

847
00:30:59,279 --> 00:31:03,679
you had to have details. So people talk

848
00:31:01,360 --> 00:31:05,840
about the hamburger structure. So it's

849
00:31:03,679 --> 00:31:07,200
just and you limit kids at it. So we

850
00:31:05,840 --> 00:31:10,080
really want to really look at more

851
00:31:07,200 --> 00:31:11,919
traditional writing but our standard

852
00:31:10,080 --> 00:31:14,399
state we have to teach narrative,

853
00:31:11,919 --> 00:31:16,000
opinion andformational. So that is very

854
00:31:14,399 --> 00:31:17,679
clear in the standards. We have clear

855
00:31:16,000 --> 00:31:19,120
guidelines. We have rubrics. We have

856
00:31:17,679 --> 00:31:20,720
protocols. So, we're really working with

857
00:31:19,120 --> 00:31:23,039
our teachers to really learn how to use

858
00:31:20,720 --> 00:31:25,120
those rubrics and and embed it into

859
00:31:23,039 --> 00:31:27,440
their practices. In fact, a lot of our

860
00:31:25,120 --> 00:31:29,679
PLC work, many uh principles want to

861
00:31:27,440 --> 00:31:32,000
work on writing at their sites. And so,

862
00:31:29,679 --> 00:31:34,240
really looking at making sure we're

863
00:31:32,000 --> 00:31:37,279
providing students the access to be able

864
00:31:34,240 --> 00:31:39,120
to communicate in those three areas. Um,

865
00:31:37,279 --> 00:31:40,720
writing is a big component of our

866
00:31:39,120 --> 00:31:42,240
standards and our state test. They have

867
00:31:40,720 --> 00:31:44,640
to be able to explain. So this is an

868
00:31:42,240 --> 00:31:47,039
area in which we really are focusing on

869
00:31:44,640 --> 00:31:49,039
and we um last year this is one of our

870
00:31:47,039 --> 00:31:53,039
focuses that came about through one of

871
00:31:49,039 --> 00:31:55,840
our PLC's. Okay. So again we continue to

872
00:31:53,039 --> 00:31:57,840
assess um we have become very much more

873
00:31:55,840 --> 00:32:00,159
assess uh data driven in terms of

874
00:31:57,840 --> 00:32:02,480
looking at our assessments. Um we

875
00:32:00,159 --> 00:32:03,919
continue to look at that data so that we

876
00:32:02,480 --> 00:32:05,279
can provide intervention targeted

877
00:32:03,919 --> 00:32:07,840
interventions for our students as well

878
00:32:05,279 --> 00:32:09,200
as enrichment. So all of these facets

879
00:32:07,840 --> 00:32:12,240
are really part of the components of

880
00:32:09,200 --> 00:32:13,919
language arts. It is a lot of um

881
00:32:12,240 --> 00:32:15,760
information that we have to provide for

882
00:32:13,919 --> 00:32:18,159
our students but it is work that we're

883
00:32:15,760 --> 00:32:21,279
doing um and we really are working

884
00:32:18,159 --> 00:32:23,679
towards making them become um readers

885
00:32:21,279 --> 00:32:26,480
and writers

886
00:32:23,679 --> 00:32:29,600
uh proficient readers and writers. So

887
00:32:26,480 --> 00:32:31,200
for middle school again very similar

888
00:32:29,600 --> 00:32:34,240
when you look at our schedules our

889
00:32:31,200 --> 00:32:35,840
language art schedule um these are very

890
00:32:34,240 --> 00:32:37,840
similar to what we're doing in the

891
00:32:35,840 --> 00:32:40,240
elementary K5. So some of these

892
00:32:37,840 --> 00:32:42,799
practices are in the same. So you can

893
00:32:40,240 --> 00:32:45,679
see our content standards, I mean our

894
00:32:42,799 --> 00:32:47,039
ELA, what curriculum we're using for

895
00:32:45,679 --> 00:32:49,200
history and social studies and then

896
00:32:47,039 --> 00:32:51,360
science. So those are our three areas

897
00:32:49,200 --> 00:32:53,679
and content that we look for. And so

898
00:32:51,360 --> 00:32:55,760
this year a lot of the work that we've

899
00:32:53,679 --> 00:32:57,120
been trying to work on and some of the

900
00:32:55,760 --> 00:32:58,559
training we have is bringing our

901
00:32:57,120 --> 00:33:00,559
history, social studies, and science

902
00:32:58,559 --> 00:33:02,640
teachers into the world of reading

903
00:33:00,559 --> 00:33:04,240
comprehension because there's a lot of

904
00:33:02,640 --> 00:33:05,679
reading in that area. So we've been we

905
00:33:04,240 --> 00:33:08,320
did some training at the beginning with

906
00:33:05,679 --> 00:33:09,600
that. so that now they're more insync

907
00:33:08,320 --> 00:33:12,000
about what are some of the structures

908
00:33:09,600 --> 00:33:13,840
they need to they need to put into play

909
00:33:12,000 --> 00:33:16,960
and to practice with the students so

910
00:33:13,840 --> 00:33:19,519
that they're able to read the content.

911
00:33:16,960 --> 00:33:22,880
Um so again we're really working on

912
00:33:19,519 --> 00:33:25,600
those key elements. um for math as you

913
00:33:22,880 --> 00:33:30,720
guys know last spring we went became a

914
00:33:25,600 --> 00:33:32,399
K8 math um imagine IM math um and so now

915
00:33:30,720 --> 00:33:35,120
we have this is what you'll look at just

916
00:33:32,399 --> 00:33:37,200
a quick snapshot of what it looks like

917
00:33:35,120 --> 00:33:39,039
from K to 8th grade now everybody's

918
00:33:37,200 --> 00:33:40,799
about a 60-minute block of course middle

919
00:33:39,039 --> 00:33:42,640
school with their schedules it's

920
00:33:40,799 --> 00:33:45,840
probably between 50 and six less about

921
00:33:42,640 --> 00:33:47,600
50 minutes so again these are just

922
00:33:45,840 --> 00:33:50,159
giving you a quick snapshot of what it

923
00:33:47,600 --> 00:33:52,240
needs to look like in terms of a day the

924
00:33:50,159 --> 00:33:53,600
centers Um where do where do centers

925
00:33:52,240 --> 00:33:55,120
begin? Where do they end? They don't

926
00:33:53,600 --> 00:33:59,279
exist in middle school. And then what is

927
00:33:55,120 --> 00:34:01,600
it looking at for in terms of lessons?

928
00:33:59,279 --> 00:34:04,000
Um again, you guys learned about this

929
00:34:01,600 --> 00:34:06,399
yesterday that um our new math program

930
00:34:04,000 --> 00:34:08,159
is a problem based learning approach.

931
00:34:06,399 --> 00:34:10,079
We're really we want students to engage

932
00:34:08,159 --> 00:34:11,760
in the critical thinking um

933
00:34:10,079 --> 00:34:14,720
independently.

934
00:34:11,760 --> 00:34:16,639
So if you look at gradual release is

935
00:34:14,720 --> 00:34:18,720
what probably all of us were taught when

936
00:34:16,639 --> 00:34:20,639
we went to school. problem based is

937
00:34:18,720 --> 00:34:22,399
really allowing our students to to

938
00:34:20,639 --> 00:34:24,320
engage in the thinking first then

939
00:34:22,399 --> 00:34:26,399
collaborating with peers and then

940
00:34:24,320 --> 00:34:29,200
teachers are finally synthesizing the

941
00:34:26,399 --> 00:34:31,440
learning at the end. So it's for example

942
00:34:29,200 --> 00:34:32,960
they may be given a fraction problem

943
00:34:31,440 --> 00:34:34,720
where they're exploring real world

944
00:34:32,960 --> 00:34:37,040
problems and then they're dividing you

945
00:34:34,720 --> 00:34:39,119
know cooking into a c certain amount of

946
00:34:37,040 --> 00:34:41,280
ingredients they have to figure out how

947
00:34:39,119 --> 00:34:42,879
to do the measurements and then they

948
00:34:41,280 --> 00:34:45,040
come back and discuss in the groups how

949
00:34:42,879 --> 00:34:46,720
they came up with their responses. So

950
00:34:45,040 --> 00:34:48,480
it's having the children actually do it

951
00:34:46,720 --> 00:34:51,119
first before we give them the algorithm

952
00:34:48,480 --> 00:34:52,800
or the howto and then we come back and

953
00:34:51,119 --> 00:34:55,119
have them have a discussion and

954
00:34:52,800 --> 00:34:56,879
consolidate their learning. Um looking

955
00:34:55,119 --> 00:34:58,400
at what are they what were the some of

956
00:34:56,879 --> 00:35:00,240
the misconceptions that they tried and

957
00:34:58,400 --> 00:35:02,800
didn't work well how are we connected to

958
00:35:00,240 --> 00:35:04,800
the broader mathematical. So these this

959
00:35:02,800 --> 00:35:07,440
is huge for our teachers as if they've

960
00:35:04,800 --> 00:35:09,119
learned to teach this way because again

961
00:35:07,440 --> 00:35:12,079
we all learned in the gradual release

962
00:35:09,119 --> 00:35:14,480
model even as teachers ourselves. So it

963
00:35:12,079 --> 00:35:18,079
is a a change impact of practice for our

964
00:35:14,480 --> 00:35:20,000
teachers. Um once again this is just our

965
00:35:18,079 --> 00:35:22,079
lesson structure. You can see that

966
00:35:20,000 --> 00:35:23,599
there's warm-up activities that a

967
00:35:22,079 --> 00:35:25,599
typical structure which usually lasts

968
00:35:23,599 --> 00:35:27,119
about 10 minutes. You move into the

969
00:35:25,599 --> 00:35:28,960
activities which is more of the

970
00:35:27,119 --> 00:35:31,280
exploration part where their teacher may

971
00:35:28,960 --> 00:35:33,599
be giving them a problem. Students are

972
00:35:31,280 --> 00:35:35,920
then trying to figure out how to and in

973
00:35:33,599 --> 00:35:38,480
groups and then they come back together

974
00:35:35,920 --> 00:35:40,480
and this synthesis. So a lot of this is

975
00:35:38,480 --> 00:35:43,280
just within this this is within the 60

976
00:35:40,480 --> 00:35:44,960
minutes. So these lesson the cool downs

977
00:35:43,280 --> 00:35:48,160
are really formative assessments that

978
00:35:44,960 --> 00:35:50,079
they check in every single day. So every

979
00:35:48,160 --> 00:35:53,800
day teachers are checking to see what

980
00:35:50,079 --> 00:35:53,800
did the students learn.

981
00:35:54,480 --> 00:35:59,359
So our math program has builtin

982
00:35:56,480 --> 00:36:01,440
checkpoints for math. Um this slide just

983
00:35:59,359 --> 00:36:04,000
shows you the different phases of the

984
00:36:01,440 --> 00:36:06,880
learning um in a typical lesson. What

985
00:36:04,000 --> 00:36:09,599
what is a warm-up? how our instructional

986
00:36:06,880 --> 00:36:11,280
activities sequenced the lessons at this

987
00:36:09,599 --> 00:36:13,440
in the cooldown. Just a little bit more

988
00:36:11,280 --> 00:36:17,359
of information of what we are asking

989
00:36:13,440 --> 00:36:20,000
teachers to do as again this requires a

990
00:36:17,359 --> 00:36:22,240
lot of thinking and a lot of work on the

991
00:36:20,000 --> 00:36:23,920
sides of the teacher to try to figure

992
00:36:22,240 --> 00:36:25,520
out how to make sure they're answering

993
00:36:23,920 --> 00:36:28,240
the students in a way supporting

994
00:36:25,520 --> 00:36:30,160
students critical thinking skills. Um

995
00:36:28,240 --> 00:36:33,359
because we're we're not giving them the

996
00:36:30,160 --> 00:36:35,280
answer first like we used to. Okay. So

997
00:36:33,359 --> 00:36:37,119
this really is the there are five

998
00:36:35,280 --> 00:36:38,960
practices that we want teachers to

999
00:36:37,119 --> 00:36:40,640
practice which are anticipate what the

1000
00:36:38,960 --> 00:36:42,960
students are going to do, monitor what

1001
00:36:40,640 --> 00:36:45,119
they're doing, select how they're going

1002
00:36:42,960 --> 00:36:46,960
to respond, and then think about

1003
00:36:45,119 --> 00:36:48,560
sequencing and making connections to the

1004
00:36:46,960 --> 00:36:50,240
real world. So all of that goes happen

1005
00:36:48,560 --> 00:36:51,839
in a lesson. So it's a lot of different

1006
00:36:50,240 --> 00:36:54,160
mindsets of what we're trying to do in

1007
00:36:51,839 --> 00:36:55,839
math.

1008
00:36:54,160 --> 00:36:57,760
And just to share a little tidbit, I was

1009
00:36:55,839 --> 00:37:00,720
out of sight the other day. Got to see

1010
00:36:57,760 --> 00:37:03,280
them using vocabulary in action for the

1011
00:37:00,720 --> 00:37:05,839
first time um in a fifth grade class. It

1012
00:37:03,280 --> 00:37:07,760
was great to see students really you

1013
00:37:05,839 --> 00:37:10,800
engaging in the mathematical thinking

1014
00:37:07,760 --> 00:37:12,800
and the vocabulary and understanding um

1015
00:37:10,800 --> 00:37:14,640
what was being asked of them. So it's

1016
00:37:12,800 --> 00:37:18,880
it's a great was great to see that for

1017
00:37:14,640 --> 00:37:21,920
the first time in a couple of years.

1018
00:37:18,880 --> 00:37:24,400
So we also provide some supplemental um

1019
00:37:21,920 --> 00:37:26,880
mathematic practices and for K1 it's

1020
00:37:24,400 --> 00:37:29,200
Khan Academy. This is all is this is

1021
00:37:26,880 --> 00:37:31,760
just fluency practice reinforcing skills

1022
00:37:29,200 --> 00:37:35,280
and practicing independently.

1023
00:37:31,760 --> 00:37:37,520
Um we also have another app for reflex

1024
00:37:35,280 --> 00:37:40,560
and facts which is for second through

1025
00:37:37,520 --> 00:37:43,359
8th grade. Um this supplemental reflex

1026
00:37:40,560 --> 00:37:45,520
and facts really practices on adapting

1027
00:37:43,359 --> 00:37:48,320
their mathematical thinking basic math

1028
00:37:45,520 --> 00:37:49,680
facts for reflex. for second grade um

1029
00:37:48,320 --> 00:37:51,119
real-time feedback. So, it's

1030
00:37:49,680 --> 00:37:52,960
automatically addition, subtraction,

1031
00:37:51,119 --> 00:37:55,839
multiplication. Again, it's just fluency

1032
00:37:52,960 --> 00:37:58,320
practices, but FRA is the conceptual

1033
00:37:55,839 --> 00:38:00,079
part of fractions, which are very

1034
00:37:58,320 --> 00:38:03,599
difficult for students, but this gives

1035
00:38:00,079 --> 00:38:05,440
them the practice online. Um, and it

1036
00:38:03,599 --> 00:38:09,960
allows the students to really gain some

1037
00:38:05,440 --> 00:38:09,960
confidence in their mathematical skills.

1038
00:38:10,880 --> 00:38:14,640
So again, this just is a little

1039
00:38:12,320 --> 00:38:16,960
breakdown. Reflex practice and mastery

1040
00:38:14,640 --> 00:38:19,359
of addition and subtraction facts.

1041
00:38:16,960 --> 00:38:22,320
Fracks introd introduction to basic

1042
00:38:19,359 --> 00:38:24,160
fraction concepts and visuals. Visual

1043
00:38:22,320 --> 00:38:26,560
models. Fourth and fifth grade is

1044
00:38:24,160 --> 00:38:28,560
mastery of multiplication and division.

1045
00:38:26,560 --> 00:38:31,680
Fracks building fluency with fractions

1046
00:38:28,560 --> 00:38:33,200
including equivalency and comparison. Um

1047
00:38:31,680 --> 00:38:34,480
and if you think back to when you were

1048
00:38:33,200 --> 00:38:37,599
in school, you were probably doing

1049
00:38:34,480 --> 00:38:39,440
fractions mostly in middle school. So we

1050
00:38:37,599 --> 00:38:43,280
are now doing them more in elementary

1051
00:38:39,440 --> 00:38:45,200
school. Um so again the concepts have

1052
00:38:43,280 --> 00:38:46,560
come down to the lower grades are really

1053
00:38:45,200 --> 00:38:49,280
trying to help support the students

1054
00:38:46,560 --> 00:38:51,760
because fractions are not easy um to do

1055
00:38:49,280 --> 00:38:53,520
and teach. Um and then in sixth grade

1056
00:38:51,760 --> 00:38:56,400
again ongoing practice and maintain

1057
00:38:53,520 --> 00:38:58,320
autom automaticity of basic facts. Um

1058
00:38:56,400 --> 00:39:00,880
and then working on advanced fra

1059
00:38:58,320 --> 00:39:04,599
fraction operations, decimals and

1060
00:39:00,880 --> 00:39:04,599
problem solving skills.

1061
00:39:04,880 --> 00:39:09,200
So we don't leave behind our social

1062
00:39:06,960 --> 00:39:11,920
studies and science in in fifth in the

1063
00:39:09,200 --> 00:39:14,000
K5. Social studies and sciences are

1064
00:39:11,920 --> 00:39:16,640
integral part of our learning and our it

1065
00:39:14,000 --> 00:39:18,800
is built in into an integrated units um

1066
00:39:16,640 --> 00:39:21,520
for our K5. So you can see in the top

1067
00:39:18,800 --> 00:39:25,280
purple and the green that's how that's a

1068
00:39:21,520 --> 00:39:28,800
a schedule for a grade level where we um

1069
00:39:25,280 --> 00:39:30,640
have our theme thematic themes based on

1070
00:39:28,800 --> 00:39:32,240
um that are aligned with our benchmark

1071
00:39:30,640 --> 00:39:34,000
and so you'll see caring and community

1072
00:39:32,240 --> 00:39:36,320
which is a social studies and then we go

1073
00:39:34,000 --> 00:39:38,960
into a science traits and survival

1074
00:39:36,320 --> 00:39:40,880
that's a science unit. So in each of the

1075
00:39:38,960 --> 00:39:43,520
grade levels there's three science units

1076
00:39:40,880 --> 00:39:45,280
that we do with boss. So it's three and

1077
00:39:43,520 --> 00:39:46,480
then three social studies units that

1078
00:39:45,280 --> 00:39:48,640
were done. So making sure we're trying

1079
00:39:46,480 --> 00:39:50,880
to hit all the standards. So they may do

1080
00:39:48,640 --> 00:39:52,720
reading in in a benchmark, but the

1081
00:39:50,880 --> 00:39:54,560
integrated unit, they may be working on

1082
00:39:52,720 --> 00:39:56,320
background knowledge to help them access

1083
00:39:54,560 --> 00:39:58,720
the core curriculum and access and

1084
00:39:56,320 --> 00:40:00,880
actually wanting them to do the hands on

1085
00:39:58,720 --> 00:40:03,520
FOS kits as well. So we're this this

1086
00:40:00,880 --> 00:40:05,599
year we're really trying to emphasize

1087
00:40:03,520 --> 00:40:07,760
some of the hands-on activities to bring

1088
00:40:05,599 --> 00:40:10,160
FOST to life a little bit more into our

1089
00:40:07,760 --> 00:40:11,760
integrated enrollment. So our teachers,

1090
00:40:10,160 --> 00:40:13,680
third, fourth, fifth, fourth, and fifth

1091
00:40:11,760 --> 00:40:16,240
graders really were are to begin or

1092
00:40:13,680 --> 00:40:17,920
started the year with FOST this year.

1093
00:40:16,240 --> 00:40:21,800
Um, and we had some training at the

1094
00:40:17,920 --> 00:40:21,800
beginning of the year for that.

1095
00:40:22,400 --> 00:40:25,680
Moving into our next slide, we're now

1096
00:40:24,400 --> 00:40:27,760
we're starting to talk about our

1097
00:40:25,680 --> 00:40:29,839
supports. What supports do we have in

1098
00:40:27,760 --> 00:40:32,560
PRA in place for our students? So we

1099
00:40:29,839 --> 00:40:34,800
have our tier 2 supports um which really

1100
00:40:32,560 --> 00:40:37,119
are targeted interventions and for small

1101
00:40:34,800 --> 00:40:38,960
groups and looking at what do we need to

1102
00:40:37,119 --> 00:40:40,640
how do we identify them? We're really

1103
00:40:38,960 --> 00:40:42,320
trying to look at closing the gap. So,

1104
00:40:40,640 --> 00:40:44,320
we're assessing the students and

1105
00:40:42,320 --> 00:40:46,480
figuring out where are the struggles.

1106
00:40:44,320 --> 00:40:48,480
Um, we're using different curriculums

1107
00:40:46,480 --> 00:40:51,040
for and approaches for our students who

1108
00:40:48,480 --> 00:40:52,720
have phonics skills. We need to provide

1109
00:40:51,040 --> 00:40:54,560
different scaffolds for those who have

1110
00:40:52,720 --> 00:40:57,040
for reading in uh for reading

1111
00:40:54,560 --> 00:40:59,680
comprehension. And we're also looking at

1112
00:40:57,040 --> 00:41:01,760
different collaborative practices. Um,

1113
00:40:59,680 --> 00:41:03,520
and in math, we're also looking at what

1114
00:41:01,760 --> 00:41:06,640
do we need to do in our maths group. So

1115
00:41:03,520 --> 00:41:08,800
ma part of the math block um have center

1116
00:41:06,640 --> 00:41:11,040
time when students are working on

1117
00:41:08,800 --> 00:41:12,720
centers teachers should be pulling small

1118
00:41:11,040 --> 00:41:14,400
groups so that they are looking at how

1119
00:41:12,720 --> 00:41:16,480
to make sure they're cementing those

1120
00:41:14,400 --> 00:41:19,040
practice skills that students are

1121
00:41:16,480 --> 00:41:20,640
needing. Um so looking at for our

1122
00:41:19,040 --> 00:41:22,560
English learners actually teaching

1123
00:41:20,640 --> 00:41:24,240
academic vocabulary as well making sure

1124
00:41:22,560 --> 00:41:26,640
we're embedding all of that vocabulary

1125
00:41:24,240 --> 00:41:28,480
and making it real. And then we have our

1126
00:41:26,640 --> 00:41:30,319
tier three which are our most intensive

1127
00:41:28,480 --> 00:41:33,839
supports for our students who are really

1128
00:41:30,319 --> 00:41:36,079
struggling. Um again some of them have

1129
00:41:33,839 --> 00:41:38,000
academic uh we have to create an

1130
00:41:36,079 --> 00:41:40,000
academic intervention plans. Many times

1131
00:41:38,000 --> 00:41:41,680
that is with a smaller group instead of

1132
00:41:40,000 --> 00:41:44,640
a group of five maybe a group of two

1133
00:41:41,680 --> 00:41:46,400
that that need more support. Um and then

1134
00:41:44,640 --> 00:41:48,560
we also provide additional tutoring in

1135
00:41:46,400 --> 00:41:50,319
small groups as well for some of our

1136
00:41:48,560 --> 00:41:54,200
students in some of our sites have after

1137
00:41:50,319 --> 00:41:54,200
school tutoring as well.

1138
00:41:54,319 --> 00:41:58,640
So one of our biggest emphasis in the

1139
00:41:56,640 --> 00:42:00,400
last two years has really been moving

1140
00:41:58,640 --> 00:42:03,440
towards this grade level goal

1141
00:42:00,400 --> 00:42:05,280
collaboration. Um working together is

1142
00:42:03,440 --> 00:42:06,720
really important for us as we are moving

1143
00:42:05,280 --> 00:42:09,520
into our professional learning

1144
00:42:06,720 --> 00:42:13,680
communities. Um we continue to roll that

1145
00:42:09,520 --> 00:42:15,520
out and so this year our first uh PLC is

1146
00:42:13,680 --> 00:42:18,400
going to be September 29th where we're

1147
00:42:15,520 --> 00:42:20,880
rolling out that first uh cycle of um

1148
00:42:18,400 --> 00:42:22,160
cycle for the year. And so really we're

1149
00:42:20,880 --> 00:42:24,560
wanting to make sure that teachers

1150
00:42:22,160 --> 00:42:27,359
understand that we need to work together

1151
00:42:24,560 --> 00:42:29,680
to build the knowledge and um bounce

1152
00:42:27,359 --> 00:42:31,520
ideas off each other as we can support

1153
00:42:29,680 --> 00:42:33,520
each other when kids are struggling and

1154
00:42:31,520 --> 00:42:35,119
also looking at enrichment too. What do

1155
00:42:33,520 --> 00:42:36,720
we do for provider enrichment for the

1156
00:42:35,119 --> 00:42:39,280
students who already have the standard

1157
00:42:36,720 --> 00:42:41,440
already have met the goals. So really

1158
00:42:39,280 --> 00:42:44,400
trying to get them to really think about

1159
00:42:41,440 --> 00:42:46,640
that differentiation for at all levels.

1160
00:42:44,400 --> 00:42:48,400
Um, and then really really actually

1161
00:42:46,640 --> 00:42:50,000
wanting to actually make sure we're

1162
00:42:48,400 --> 00:42:51,920
strengthening what is happening in our

1163
00:42:50,000 --> 00:42:54,960
tier one instruction, our day-to-day.

1164
00:42:51,920 --> 00:42:56,800
What is ha what strategies are teachers

1165
00:42:54,960 --> 00:42:59,359
using so that they can support each

1166
00:42:56,800 --> 00:43:01,040
other? Um, what is it that they're doing

1167
00:42:59,359 --> 00:43:02,800
to come up with common planning

1168
00:43:01,040 --> 00:43:04,880
assessments and progress monitoring? So,

1169
00:43:02,800 --> 00:43:07,119
all of this is part of our PLC work that

1170
00:43:04,880 --> 00:43:08,640
we're really rolling out this year in a

1171
00:43:07,119 --> 00:43:10,800
different way than we did last year. We

1172
00:43:08,640 --> 00:43:12,319
started last year with data, getting

1173
00:43:10,800 --> 00:43:13,839
them grounded in data, and this year

1174
00:43:12,319 --> 00:43:16,319
we're working on the collaborative piece

1175
00:43:13,839 --> 00:43:19,319
with them. Um, so that starts on the

1176
00:43:16,319 --> 00:43:19,319
29th.

1177
00:43:19,760 --> 00:43:22,720
And so, let's not forget all our work

1178
00:43:21,440 --> 00:43:24,960
that we've been doing with our

1179
00:43:22,720 --> 00:43:26,800
designated ELD. Again, these are our

1180
00:43:24,960 --> 00:43:29,040
non-negotiables. It was really important

1181
00:43:26,800 --> 00:43:31,359
for us to really uh provide

1182
00:43:29,040 --> 00:43:33,440
non-negotiable things that for our

1183
00:43:31,359 --> 00:43:35,119
students. So, we want to be very clear

1184
00:43:33,440 --> 00:43:36,960
what we're using, what curriculum we're

1185
00:43:35,119 --> 00:43:40,160
using for designated that it has to be

1186
00:43:36,960 --> 00:43:42,800
done. you have to have the minutes in um

1187
00:43:40,160 --> 00:43:44,880
and that we our focus is how would does

1188
00:43:42,800 --> 00:43:47,119
really English work during this time. We

1189
00:43:44,880 --> 00:43:48,720
want to make sure that we're providing

1190
00:43:47,119 --> 00:43:51,200
supports

1191
00:43:48,720 --> 00:43:52,800
um different um language functions for

1192
00:43:51,200 --> 00:43:55,599
writing making sure students are

1193
00:43:52,800 --> 00:43:58,400
actually talking um how do we integrate

1194
00:43:55,599 --> 00:44:00,079
technology into this so really get

1195
00:43:58,400 --> 00:44:03,200
providing a lot of differentiation for

1196
00:44:00,079 --> 00:44:06,079
our students to access and we've done a

1197
00:44:03,200 --> 00:44:08,480
lot of work um Katherine goes around and

1198
00:44:06,079 --> 00:44:12,079
monitors a lot of our designated EL

1199
00:44:08,480 --> 00:44:14,800
consistently really making sure that um

1200
00:44:12,079 --> 00:44:16,400
we are doing we're we are providing ELD

1201
00:44:14,800 --> 00:44:18,400
for all of our students. And so it's

1202
00:44:16,400 --> 00:44:20,240
super important and we've seen the good

1203
00:44:18,400 --> 00:44:21,920
results when people do it from last

1204
00:44:20,240 --> 00:44:25,119
year.

1205
00:44:21,920 --> 00:44:26,800
So again, for ELD, these are not this is

1206
00:44:25,119 --> 00:44:29,280
a non-negotiable

1207
00:44:26,800 --> 00:44:31,920
um with really making sure that this is

1208
00:44:29,280 --> 00:44:34,160
in every schedule. So Katherine really

1209
00:44:31,920 --> 00:44:36,240
works on making sure every student in

1210
00:44:34,160 --> 00:44:39,359
our that is an identified English

1211
00:44:36,240 --> 00:44:41,520
learner has this block of time. Um this

1212
00:44:39,359 --> 00:44:43,520
year we and it should have been from the

1213
00:44:41,520 --> 00:44:45,760
it is start from day one. It we can't

1214
00:44:43,520 --> 00:44:48,400
wait till September 30th. It has to

1215
00:44:45,760 --> 00:44:50,079
start from day one for our students. Um

1216
00:44:48,400 --> 00:44:51,839
and again you guys are familiar with

1217
00:44:50,079 --> 00:44:54,400
language power and we're continuing with

1218
00:44:51,839 --> 00:44:56,079
our alpac practice. There are all these

1219
00:44:54,400 --> 00:44:58,480
kits that we have and this year we're

1220
00:44:56,079 --> 00:44:59,920
rolling out assessments now. So last

1221
00:44:58,480 --> 00:45:01,359
year we were still working on the

1222
00:44:59,920 --> 00:45:03,920
curriculum. This year we're working on

1223
00:45:01,359 --> 00:45:06,319
some assessments

1224
00:45:03,920 --> 00:45:08,240
and we're also looking into a new system

1225
00:45:06,319 --> 00:45:10,000
of assessments that Katherine's piloting

1226
00:45:08,240 --> 00:45:12,560
now. So we're looking into a whole new

1227
00:45:10,000 --> 00:45:13,839
system, but we're losing um using a

1228
00:45:12,560 --> 00:45:16,319
little bit of both. So we're hoping to

1229
00:45:13,839 --> 00:45:17,920
be able to have something more in play

1230
00:45:16,319 --> 00:45:20,720
that will be easier and faster for

1231
00:45:17,920 --> 00:45:22,480
teachers. Again, non-negotiable for

1232
00:45:20,720 --> 00:45:24,240
middle school. Exactly what we're

1233
00:45:22,480 --> 00:45:27,040
expecting. They're blocks of time what

1234
00:45:24,240 --> 00:45:30,400
they're doing. Um these are require

1235
00:45:27,040 --> 00:45:33,200
these are requirements that we have. Um

1236
00:45:30,400 --> 00:45:35,200
and so making sure that the one most

1237
00:45:33,200 --> 00:45:37,280
difficult issue that we have in middle

1238
00:45:35,200 --> 00:45:41,280
school is how do we do intervention in a

1239
00:45:37,280 --> 00:45:42,960
50 50-minute block or enrichment. So

1240
00:45:41,280 --> 00:45:44,960
principles are becoming we have some

1241
00:45:42,960 --> 00:45:47,040
principles who've been able to create

1242
00:45:44,960 --> 00:45:49,359
some intervention blocks at the same

1243
00:45:47,040 --> 00:45:51,280
time that they're doing other things. So

1244
00:45:49,359 --> 00:45:53,200
principles are becoming in the middle

1245
00:45:51,280 --> 00:45:55,839
school looking at how can we provide

1246
00:45:53,200 --> 00:45:58,640
this for smaller group kids and some

1247
00:45:55,839 --> 00:46:00,400
schools are are making it work. So it is

1248
00:45:58,640 --> 00:46:02,880
not an easy task in the middle school to

1249
00:46:00,400 --> 00:46:04,960
provide a separate period for especially

1250
00:46:02,880 --> 00:46:07,119
when you have a six a six block period

1251
00:46:04,960 --> 00:46:08,640
or seven. So they are being very

1252
00:46:07,119 --> 00:46:11,440
creative on how to help support our

1253
00:46:08,640 --> 00:46:13,680
students.

1254
00:46:11,440 --> 00:46:16,319
Again a non-negotiable is our PE

1255
00:46:13,680 --> 00:46:18,079
minutes. We are required. So we made

1256
00:46:16,319 --> 00:46:21,440
sure we made this front and center that

1257
00:46:18,079 --> 00:46:23,440
clear that everyone has to have it. Um

1258
00:46:21,440 --> 00:46:25,040
and then of course as you know our

1259
00:46:23,440 --> 00:46:26,400
district assessments as you can see

1260
00:46:25,040 --> 00:46:30,480
these are all the different assessments

1261
00:46:26,400 --> 00:46:32,720
we do over the period of the year. Um we

1262
00:46:30,480 --> 00:46:35,119
have really come into this year making

1263
00:46:32,720 --> 00:46:38,960
sure that uh teachers are using the math

1264
00:46:35,119 --> 00:46:40,960
unit test this year. Um and continue to

1265
00:46:38,960 --> 00:46:43,440
use all of other assessments that we've

1266
00:46:40,960 --> 00:46:45,200
been using in the past. Um and this year

1267
00:46:43,440 --> 00:46:48,240
what's new and I ready we now have a

1268
00:46:45,200 --> 00:46:50,960
Spanish language assessment. So we just

1269
00:46:48,240 --> 00:46:53,359
uh completed that assessment for all our

1270
00:46:50,960 --> 00:46:56,000
Spanish our Spanish classrooms that are

1271
00:46:53,359 --> 00:46:58,240
being uh taught in Spanish. So um Jenny

1272
00:46:56,000 --> 00:46:59,680
will have some data for us to compile

1273
00:46:58,240 --> 00:47:03,119
that data for our Spanish because we

1274
00:46:59,680 --> 00:47:04,720
haven't had that in the past.

1275
00:47:03,119 --> 00:47:07,280
And of course we have our learner

1276
00:47:04,720 --> 00:47:08,800
framework. This really is making sure

1277
00:47:07,280 --> 00:47:10,560
that all of our students have

1278
00:47:08,800 --> 00:47:12,960
opportunities

1279
00:47:10,560 --> 00:47:14,880
to be empowered to make sure they're

1280
00:47:12,960 --> 00:47:16,160
constructing knowledge and collaborating

1281
00:47:14,880 --> 00:47:17,839
and making sure they're able to

1282
00:47:16,160 --> 00:47:19,520
communicate effectively. This is one of

1283
00:47:17,839 --> 00:47:22,000
our goals. It's been there for a while.

1284
00:47:19,520 --> 00:47:23,520
We've had this goal for a long time. Um,

1285
00:47:22,000 --> 00:47:27,480
but we really want them to be able to

1286
00:47:23,520 --> 00:47:27,480
engage in all of these skills.

1287
00:47:28,480 --> 00:47:33,119
And so one of the things that we have

1288
00:47:30,880 --> 00:47:35,040
our staff development has and you guys

1289
00:47:33,119 --> 00:47:37,520
the link is on is our staff development

1290
00:47:35,040 --> 00:47:40,319
website. So this is where teachers can

1291
00:47:37,520 --> 00:47:42,720
access all of our curriculum as well and

1292
00:47:40,319 --> 00:47:44,240
any thing that is developed by staff

1293
00:47:42,720 --> 00:47:47,040
development is posted on this website

1294
00:47:44,240 --> 00:47:48,480
for teachers to have access to. So all

1295
00:47:47,040 --> 00:47:50,560
of our planning tools are on this

1296
00:47:48,480 --> 00:47:52,400
website.

1297
00:47:50,560 --> 00:47:54,000
As you know, we're in the midst, we're

1298
00:47:52,400 --> 00:47:56,560
in the middle, one more day of goal

1299
00:47:54,000 --> 00:47:58,640
setting conferences um as we're closing

1300
00:47:56,560 --> 00:48:01,920
out. It came a little bit earlier this

1301
00:47:58,640 --> 00:48:04,960
year. Um and so again, we continue to

1302
00:48:01,920 --> 00:48:07,280
focus on our students goals, having them

1303
00:48:04,960 --> 00:48:09,200
uh create them and share out with teach

1304
00:48:07,280 --> 00:48:10,880
with with uh with the parents and also

1305
00:48:09,200 --> 00:48:13,440
looking at the reflection cycles after

1306
00:48:10,880 --> 00:48:15,920
each trimester. So, it's important that

1307
00:48:13,440 --> 00:48:18,480
we continue the work as students um

1308
00:48:15,920 --> 00:48:21,839
continue to move towards creating those

1309
00:48:18,480 --> 00:48:24,480
goals. So, we had a lot of good work

1310
00:48:21,839 --> 00:48:26,880
last year. So, again, what it looks like

1311
00:48:24,480 --> 00:48:28,960
for TK2 through 68 is a little

1312
00:48:26,880 --> 00:48:30,880
different. Everyone's does them in the

1313
00:48:28,960 --> 00:48:33,040
fall, but there's always ongoing

1314
00:48:30,880 --> 00:48:35,200
opportunities through the through the

1315
00:48:33,040 --> 00:48:36,800
through the trime trimesters to actually

1316
00:48:35,200 --> 00:48:40,240
continue doing and reporting to

1317
00:48:36,800 --> 00:48:43,440
families. We just don't have conferences

1318
00:48:40,240 --> 00:48:45,920
at trimester 1 or only in trimester 3

1319
00:48:43,440 --> 00:48:48,079
sec uh two.

1320
00:48:45,920 --> 00:48:50,400
So we continue to need supports for

1321
00:48:48,079 --> 00:48:52,960
social emotional learning. Um this

1322
00:48:50,400 --> 00:48:56,559
continues to be a very um integral part

1323
00:48:52,960 --> 00:48:59,119
as we have come out of the pandemic. Um

1324
00:48:56,559 --> 00:49:01,359
so we have our schools who are adopted

1325
00:48:59,119 --> 00:49:03,200
our wayfinder this year. Not all the

1326
00:49:01,359 --> 00:49:05,599
schools we also have some schools who

1327
00:49:03,200 --> 00:49:06,880
continue with programs that are really

1328
00:49:05,599 --> 00:49:08,240
good that they have been working really

1329
00:49:06,880 --> 00:49:10,079
well. So they decided they wanted to

1330
00:49:08,240 --> 00:49:12,640
stay with theirs. So some of them are

1331
00:49:10,079 --> 00:49:14,160
second step kimois. There's a number of

1332
00:49:12,640 --> 00:49:16,720
them but they have been working at those

1333
00:49:14,160 --> 00:49:18,240
sites. sites that are doing wayfinder

1334
00:49:16,720 --> 00:49:19,680
are the ones that are noted up here and

1335
00:49:18,240 --> 00:49:22,480
they were literally seeking something

1336
00:49:19,680 --> 00:49:25,480
different. So that's a new roll out this

1337
00:49:22,480 --> 00:49:25,480
year.

1338
00:49:25,920 --> 00:49:32,079
So going into our MTSS work um we as you

1339
00:49:30,079 --> 00:49:33,520
know we have moved into our database

1340
00:49:32,079 --> 00:49:35,119
which is our power scale analytics. Well

1341
00:49:33,520 --> 00:49:37,040
now we're looking at our paris power

1342
00:49:35,119 --> 00:49:41,599
scope behavior. This really it goes

1343
00:49:37,040 --> 00:49:45,839
aligned with um our PBIS work. So it's

1344
00:49:41,599 --> 00:49:48,400
just an online portal similar to class

1345
00:49:45,839 --> 00:49:50,880
dojo where children are recognized for

1346
00:49:48,400 --> 00:49:52,559
positive behaviors you know caught. So

1347
00:49:50,880 --> 00:49:55,440
it's the same thing but this one is tied

1348
00:49:52,559 --> 00:49:58,160
to actually to our system our power

1349
00:49:55,440 --> 00:50:00,079
school system. So um we have some some

1350
00:49:58,160 --> 00:50:01,520
schools who've rolled it out already and

1351
00:50:00,079 --> 00:50:03,920
some that are others that are getting

1352
00:50:01,520 --> 00:50:06,160
ready to roll it out. Um and some that

1353
00:50:03,920 --> 00:50:08,480
have been doing one of something similar

1354
00:50:06,160 --> 00:50:09,680
to this that they like. So we let them

1355
00:50:08,480 --> 00:50:11,839
continue because they have that. But

1356
00:50:09,680 --> 00:50:13,680
this one's just nice because we track we

1357
00:50:11,839 --> 00:50:16,079
can track behaviors. They can put in a

1358
00:50:13,680 --> 00:50:18,240
behavior. We can actually track how many

1359
00:50:16,079 --> 00:50:20,720
time a student has had issues and they

1360
00:50:18,240 --> 00:50:22,400
can we they can have a conference. It

1361
00:50:20,720 --> 00:50:24,559
just is a tracking system that allows

1362
00:50:22,400 --> 00:50:26,240
us. But it really focuses on catching

1363
00:50:24,559 --> 00:50:30,800
students

1364
00:50:26,240 --> 00:50:32,800
doing PBIS catching them being good. So

1365
00:50:30,800 --> 00:50:34,800
I one of the school sites we were told

1366
00:50:32,800 --> 00:50:36,480
that the students were like what

1367
00:50:34,800 --> 00:50:38,079
happened to my points? So they're really

1368
00:50:36,480 --> 00:50:40,640
being cognizant if they can see their

1369
00:50:38,079 --> 00:50:42,640
points. You know, all kids want to do

1370
00:50:40,640 --> 00:50:45,280
well. So, this is just a different way

1371
00:50:42,640 --> 00:50:48,319
of rewarding them. And so, some of them

1372
00:50:45,280 --> 00:50:50,640
are tied to their student stores, right?

1373
00:50:48,319 --> 00:50:52,079
So, the more that they are positive, the

1374
00:50:50,640 --> 00:50:54,400
more they have points to use at the

1375
00:50:52,079 --> 00:50:56,160
store. So, again, on our professional

1376
00:50:54,400 --> 00:50:59,200
development this year, we continue with

1377
00:50:56,160 --> 00:51:01,440
our PLC meetings. Um, this year focusing

1378
00:50:59,200 --> 00:51:03,920
on our English honor strategies and ELA

1379
00:51:01,440 --> 00:51:05,839
and math. We continue to track their

1380
00:51:03,920 --> 00:51:07,599
progress in language arts and content.

1381
00:51:05,839 --> 00:51:10,880
We're using all of our data that we've

1382
00:51:07,599 --> 00:51:14,160
been using with teachers um in our PLC

1383
00:51:10,880 --> 00:51:15,680
work. Um and then we continue doing our

1384
00:51:14,160 --> 00:51:17,839
targeted sites with instructional

1385
00:51:15,680 --> 00:51:20,800
coaching and observation cycles. So this

1386
00:51:17,839 --> 00:51:23,040
year we have uh three sites that are

1387
00:51:20,800 --> 00:51:26,000
doing this observation uh cycles with

1388
00:51:23,040 --> 00:51:30,000
Dr. Saguilan. So what that looks like at

1389
00:51:26,000 --> 00:51:32,800
Hoover, Roosevelt and MIT and our cycle

1390
00:51:30,000 --> 00:51:35,760
begins next week. So teachers will be

1391
00:51:32,800 --> 00:51:37,599
planning a lesson and then with Dr. Dr.

1392
00:51:35,760 --> 00:51:40,079
and our coaches and then another day

1393
00:51:37,599 --> 00:51:41,680
they will be they will be teaching the

1394
00:51:40,079 --> 00:51:43,119
lesson and their peers are observing

1395
00:51:41,680 --> 00:51:45,280
them and they're giving each other

1396
00:51:43,119 --> 00:51:47,200
feedback and debriefs. So we're hoping

1397
00:51:45,280 --> 00:51:48,880
that well there will be three cycles

1398
00:51:47,200 --> 00:51:50,480
this year that the teachers were are

1399
00:51:48,880 --> 00:51:53,599
starting. So we're starting next week at

1400
00:51:50,480 --> 00:51:55,359
Roosevelt and Hoover. Um and so we're

1401
00:51:53,599 --> 00:51:56,880
excited to see that. We started a little

1402
00:51:55,359 --> 00:51:58,400
bit of that last year and it went really

1403
00:51:56,880 --> 00:52:01,280
well. So we wanted to continue that

1404
00:51:58,400 --> 00:52:03,599
work.

1405
00:52:01,280 --> 00:52:06,319
Um and let me just go back. We don't

1406
00:52:03,599 --> 00:52:08,559
have um I just realized I didn't put

1407
00:52:06,319 --> 00:52:09,839
Taft and Garfield on there because

1408
00:52:08,559 --> 00:52:12,319
they're still they're doing the new

1409
00:52:09,839 --> 00:52:14,720
benchmark and so their work is tied into

1410
00:52:12,319 --> 00:52:17,359
all the new benchmark materials and

1411
00:52:14,720 --> 00:52:19,680
planning around that.

1412
00:52:17,359 --> 00:52:21,280
So again for accountability we are

1413
00:52:19,680 --> 00:52:24,720
continuing with our smart goals through

1414
00:52:21,280 --> 00:52:26,240
our PLC cycles. We as the district

1415
00:52:24,720 --> 00:52:28,240
leadership continue with walkthroughs

1416
00:52:26,240 --> 00:52:31,200
and observation providing support for

1417
00:52:28,240 --> 00:52:33,200
our leaders and we continue with goal

1418
00:52:31,200 --> 00:52:37,640
setting and our data collection. So we

1419
00:52:33,200 --> 00:52:37,640
continue to monitor all of that.

1420
00:52:37,680 --> 00:52:43,359
So for RSD, just so you know, this is

1421
00:52:39,920 --> 00:52:47,440
our PLC timeline. So you can see we have

1422
00:52:43,359 --> 00:52:49,760
a lot happening um for our PLC work. Um

1423
00:52:47,440 --> 00:52:51,200
we the green areas are those are called

1424
00:52:49,760 --> 00:52:52,880
progress monitoring. So those are

1425
00:52:51,200 --> 00:52:54,640
checkpoints sort of in the middle that

1426
00:52:52,880 --> 00:52:56,960
we're going to see where we're at. But

1427
00:52:54,640 --> 00:52:58,559
the pink sections November 19th and

1428
00:52:56,960 --> 00:53:02,319
28th, that is sort of where we see our

1429
00:52:58,559 --> 00:53:04,880
closing our cycles. And so this year we

1430
00:53:02,319 --> 00:53:06,480
are part um solutions tree has been

1431
00:53:04,880 --> 00:53:08,640
working with us and so we're now

1432
00:53:06,480 --> 00:53:11,200
creating long-term goals versus

1433
00:53:08,640 --> 00:53:12,800
short-term goals. So there's a long-term

1434
00:53:11,200 --> 00:53:14,480
goal for the end of the year. What we

1435
00:53:12,800 --> 00:53:16,640
want students to accomplish and then we

1436
00:53:14,480 --> 00:53:19,280
have checkpoints. What do I want done by

1437
00:53:16,640 --> 00:53:20,640
November 19th? What do I want done by

1438
00:53:19,280 --> 00:53:22,960
January I think? So there's checkpoints

1439
00:53:20,640 --> 00:53:24,079
throughout the year shorter term. So

1440
00:53:22,960 --> 00:53:26,960
that's going to be part of the work

1441
00:53:24,079 --> 00:53:30,000
we're doing on the 29th and principles

1442
00:53:26,960 --> 00:53:31,680
are leading that work.

1443
00:53:30,000 --> 00:53:33,760
Um, so this is just some of the

1444
00:53:31,680 --> 00:53:35,760
professional development we had at the

1445
00:53:33,760 --> 00:53:38,079
beginning of the year. It was a quite a

1446
00:53:35,760 --> 00:53:40,800
bit for we had our dyslexia screener in

1447
00:53:38,079 --> 00:53:44,000
August. Our first screener is going to

1448
00:53:40,800 --> 00:53:46,640
occur in October. That's coming up. Um,

1449
00:53:44,000 --> 00:53:49,920
we had our reading comprehension for K2

1450
00:53:46,640 --> 00:53:52,000
35 and 68. History and social studies

1451
00:53:49,920 --> 00:53:55,119
also did reading comprehension with

1452
00:53:52,000 --> 00:53:57,520
Berkeley. Um, we did some writing in K2

1453
00:53:55,119 --> 00:54:00,319
with benchmark foss for 35. We had our

1454
00:53:57,520 --> 00:54:01,520
math centers and one of the new things

1455
00:54:00,319 --> 00:54:03,119
we're happening this year, we're

1456
00:54:01,520 --> 00:54:05,760
actually forming a bilingual committee

1457
00:54:03,119 --> 00:54:08,000
to look at our bilingual programs.

1458
00:54:05,760 --> 00:54:10,160
Um and and we started that already. And

1459
00:54:08,000 --> 00:54:12,640
then for middle school again, expository

1460
00:54:10,160 --> 00:54:15,200
reading and writing. Um we had that

1461
00:54:12,640 --> 00:54:17,280
happening. That was a 4-day training.

1462
00:54:15,200 --> 00:54:19,280
History and social studies I said with

1463
00:54:17,280 --> 00:54:21,839
CRLP and then we had our we have our new

1464
00:54:19,280 --> 00:54:24,640
math curriculum that will be ongoing. So

1465
00:54:21,839 --> 00:54:27,680
lot happening in terms of PD this year

1466
00:54:24,640 --> 00:54:31,440
at the beginning of the year.

1467
00:54:27,680 --> 00:54:33,280
For our administrators, we also have um

1468
00:54:31,440 --> 00:54:35,040
professional development occurring. So

1469
00:54:33,280 --> 00:54:38,000
we are continuing with our educational

1470
00:54:35,040 --> 00:54:40,800
rounds like we started last year. We are

1471
00:54:38,000 --> 00:54:43,359
giving them ongoing feedback and they're

1472
00:54:40,800 --> 00:54:46,079
giving teachers ongoing feedback as

1473
00:54:43,359 --> 00:54:47,920
well. Um they have now established

1474
00:54:46,079 --> 00:54:51,040
teachers are doing goal setting with

1475
00:54:47,920 --> 00:54:52,800
principles as well. Um and then we have

1476
00:54:51,040 --> 00:54:54,480
partnered with solutions tree training

1477
00:54:52,800 --> 00:54:55,920
who is deepening our understanding of

1478
00:54:54,480 --> 00:54:58,319
professional learning. So we have a

1479
00:54:55,920 --> 00:55:00,559
series of four cycles with them and then

1480
00:54:58,319 --> 00:55:02,480
we have Dr. Saguilan who's working with

1481
00:55:00,559 --> 00:55:05,200
our administrators on English learner

1482
00:55:02,480 --> 00:55:07,280
roadmap and the EL framework. So this is

1483
00:55:05,200 --> 00:55:11,079
all for our principles to help guide the

1484
00:55:07,280 --> 00:55:11,079
work we're doing in focus.

1485
00:55:11,760 --> 00:55:16,559
So any questions?

1486
00:55:14,800 --> 00:55:18,319
>> Thank you. Lots of information there

1487
00:55:16,559 --> 00:55:21,040
about what's I mean a lot going on at

1488
00:55:18,319 --> 00:55:23,760
school. Um Cecilia David do either of

1489
00:55:21,040 --> 00:55:25,599
you have questions or comments?

1490
00:55:23,760 --> 00:55:28,480
>> Um thank you. Definitely a lot of

1491
00:55:25,599 --> 00:55:32,400
information. Um I'm just curious to know

1492
00:55:28,480 --> 00:55:34,400
if um like how are teachers adapting to

1493
00:55:32,400 --> 00:55:36,319
like the new curriculum? I know that the

1494
00:55:34,400 --> 00:55:38,559
people that piloted were you know they

1495
00:55:36,319 --> 00:55:41,200
knew how it worked but the teachers that

1496
00:55:38,559 --> 00:55:43,680
were used to doing the old way math for

1497
00:55:41,200 --> 00:55:44,160
example. Um so I'll stop there so you

1498
00:55:43,680 --> 00:55:45,839
could answer.

1499
00:55:44,160 --> 00:55:47,680
>> Um

1500
00:55:45,839 --> 00:55:49,680
we're in are going into our this is our

1501
00:55:47,680 --> 00:55:52,000
third year with the math. So I think in

1502
00:55:49,680 --> 00:55:54,319
our third year we still have teachers

1503
00:55:52,000 --> 00:55:56,000
who are struggling and we have some

1504
00:55:54,319 --> 00:55:58,319
teachers who've already jumped on board

1505
00:55:56,000 --> 00:56:01,040
and really have been real consistent

1506
00:55:58,319 --> 00:56:03,920
with the math um uh challenges. So I

1507
00:56:01,040 --> 00:56:05,359
think it's across the board. Um we

1508
00:56:03,920 --> 00:56:07,200
haven't done a survey. We did a survey

1509
00:56:05,359 --> 00:56:09,280
the first year quite consistently along

1510
00:56:07,200 --> 00:56:11,599
the year as we were rolling it out to

1511
00:56:09,280 --> 00:56:13,599
find out what were the needs. Um but we

1512
00:56:11,599 --> 00:56:15,359
haven't done a survey for math this year

1513
00:56:13,599 --> 00:56:19,119
in regards about how they're feeling

1514
00:56:15,359 --> 00:56:21,200
about it. We do know um that principles

1515
00:56:19,119 --> 00:56:23,280
are also monitoring it more this year

1516
00:56:21,200 --> 00:56:25,280
about making sure the curriculum's being

1517
00:56:23,280 --> 00:56:27,520
done and that we're going do it with

1518
00:56:25,280 --> 00:56:29,520
fidelity. It is important. A math

1519
00:56:27,520 --> 00:56:31,839
program can only be as good as we do it,

1520
00:56:29,520 --> 00:56:33,760
right? As we build it and there are

1521
00:56:31,839 --> 00:56:35,440
learning areas that teachers need, but

1522
00:56:33,760 --> 00:56:38,160
we also need to be able to provide them

1523
00:56:35,440 --> 00:56:40,240
support. So, we have had um Anastasia

1524
00:56:38,160 --> 00:56:44,240
was really a lot in classrooms the last

1525
00:56:40,240 --> 00:56:45,680
couple of years um modeling lessons, you

1526
00:56:44,240 --> 00:56:48,400
know, planning with teachers. It does

1527
00:56:45,680 --> 00:56:50,000
take planning. Um, and so really we need

1528
00:56:48,400 --> 00:56:52,559
I think what we're at now, we need more

1529
00:56:50,000 --> 00:56:53,920
dedicated time for planning for it.

1530
00:56:52,559 --> 00:56:55,359
We're at the point now where they know

1531
00:56:53,920 --> 00:56:57,119
the curriculum. Now we just have to plan

1532
00:56:55,359 --> 00:56:58,720
to deepen the learning for the teachers

1533
00:56:57,119 --> 00:57:00,799
and to making sure that it's moving

1534
00:56:58,720 --> 00:57:02,559
along how it needs to be because we're

1535
00:57:00,799 --> 00:57:04,720
in our third year. We just don't have

1536
00:57:02,559 --> 00:57:06,319
enough math coaches is the problem.

1537
00:57:04,720 --> 00:57:08,799
>> And so Cecilia, when we started with

1538
00:57:06,319 --> 00:57:11,520
this, I don't know if you remember, um,

1539
00:57:08,799 --> 00:57:14,160
there was a lot of discussion and

1540
00:57:11,520 --> 00:57:16,160
concern about the math program. Do you

1541
00:57:14,160 --> 00:57:18,720
remember when principles were doing

1542
00:57:16,160 --> 00:57:20,960
their reports and they said this was

1543
00:57:18,720 --> 00:57:22,640
just too much they couldn't do it? Well,

1544
00:57:20,960 --> 00:57:26,000
it's come to a point now with the

1545
00:57:22,640 --> 00:57:29,839
trainings and then also with this this

1546
00:57:26,000 --> 00:57:32,640
cohesion model that you know this is to

1547
00:57:29,839 --> 00:57:35,839
be taught. This is district curriculum

1548
00:57:32,640 --> 00:57:38,000
is to be taught to fidelity. That means

1549
00:57:35,839 --> 00:57:40,319
you use nothing else. This is the

1550
00:57:38,000 --> 00:57:43,200
requirement. The principles are on the

1551
00:57:40,319 --> 00:57:44,720
same page with us. And so you may have

1552
00:57:43,200 --> 00:57:47,040
difficulties,

1553
00:57:44,720 --> 00:57:48,640
we will support you, but we're not going

1554
00:57:47,040 --> 00:57:51,200
backwards and picking up something else

1555
00:57:48,640 --> 00:57:52,559
that we were using previously. And

1556
00:57:51,200 --> 00:57:53,680
Anna's been very good about saying,

1557
00:57:52,559 --> 00:57:56,319
"Nope,

1558
00:57:53,680 --> 00:57:58,240
>> put that away. We cannot use that. We

1559
00:57:56,319 --> 00:58:01,280
have this material. This is what we're

1560
00:57:58,240 --> 00:58:03,599
using. We have these assessments. These

1561
00:58:01,280 --> 00:58:05,839
are the assessments we are going to use

1562
00:58:03,599 --> 00:58:07,760
and determine our next steps, but we're

1563
00:58:05,839 --> 00:58:09,839
not going back and using something else

1564
00:58:07,760 --> 00:58:12,079
or using some type of teacher created

1565
00:58:09,839 --> 00:58:13,440
material, you But during during COVID,

1566
00:58:12,079 --> 00:58:15,920
there was teacher created material that

1567
00:58:13,440 --> 00:58:18,400
that you could buy and all that. No, no,

1568
00:58:15,920 --> 00:58:20,559
no. This is what we're doing. It's to

1569
00:58:18,400 --> 00:58:22,880
fidelity for our math and our language

1570
00:58:20,559 --> 00:58:25,200
arts and our m for our multilingual

1571
00:58:22,880 --> 00:58:27,280
learners with language power. That is

1572
00:58:25,200 --> 00:58:31,119
what we're doing. You saw the schedules

1573
00:58:27,280 --> 00:58:32,480
here, which we had some difficulties

1574
00:58:31,119 --> 00:58:34,480
with the schedules,

1575
00:58:32,480 --> 00:58:36,400
>> but everybody's doing them.

1576
00:58:34,480 --> 00:58:38,079
>> I know. And we're checking when we go

1577
00:58:36,400 --> 00:58:40,160
out because we want to see the schedules

1578
00:58:38,079 --> 00:58:42,720
and we go into the classrooms. And if

1579
00:58:40,160 --> 00:58:44,240
it's not, then we ask the principal what

1580
00:58:42,720 --> 00:58:45,839
happened here.

1581
00:58:44,240 --> 00:58:47,280
>> Yeah. There was a lot of I think we're

1582
00:58:45,839 --> 00:58:48,480
monitoring a lot more. I think one of

1583
00:58:47,280 --> 00:58:50,559
the biggest things that I hear from

1584
00:58:48,480 --> 00:58:51,119
teachers is they want more fluency.

1585
00:58:50,559 --> 00:58:53,359
>> Yeah.

1586
00:58:51,119 --> 00:58:55,839
>> Fluency. Fluency. Fluency. Kids still

1587
00:58:53,359 --> 00:58:58,480
need to learn their basic facts, right?

1588
00:58:55,839 --> 00:59:00,559
Part of the in the math program, um, the

1589
00:58:58,480 --> 00:59:02,240
most important part are for the younger

1590
00:59:00,559 --> 00:59:04,400
kids is the centers. The centers is

1591
00:59:02,240 --> 00:59:06,319
where they build that fluency. So if

1592
00:59:04,400 --> 00:59:07,599
teachers aren't doing the centers,

1593
00:59:06,319 --> 00:59:10,480
they're missing the practice where

1594
00:59:07,599 --> 00:59:12,480
students need to practice the skills. Um

1595
00:59:10,480 --> 00:59:13,920
because the fluency is part of wrote

1596
00:59:12,480 --> 00:59:14,480
memorization, right? They need to

1597
00:59:13,920 --> 00:59:16,240
practice.

1598
00:59:14,480 --> 00:59:19,599
>> Sorry. When you say the centers, can you

1599
00:59:16,240 --> 00:59:21,760
>> So in kinder in kinder in kinder through

1600
00:59:19,599 --> 00:59:24,880
through fifth grade there are we the

1601
00:59:21,760 --> 00:59:27,760
program has centers where you provide um

1602
00:59:24,880 --> 00:59:29,839
an extra 30 minutes. Kindergarten is

1603
00:59:27,760 --> 00:59:31,040
built in. So they have 60 minutes. It's

1604
00:59:29,839 --> 00:59:32,319
the lesson and then they have the

1605
00:59:31,040 --> 00:59:34,160
centers where it's a game. It's like

1606
00:59:32,319 --> 00:59:36,160
gamified, right? they're practicing,

1607
00:59:34,160 --> 00:59:38,480
looking, counting, and so that's

1608
00:59:36,160 --> 00:59:40,240
embedded in K1. Second, third, fourth,

1609
00:59:38,480 --> 00:59:42,640
and fifth grade. You have to add a 30

1610
00:59:40,240 --> 00:59:44,960
minute. So, it's so it's an hour block

1611
00:59:42,640 --> 00:59:46,400
and then you have to add 30 minutes two

1612
00:59:44,960 --> 00:59:49,040
to three times a week so they can

1613
00:59:46,400 --> 00:59:52,160
practice the fluency skills. And on top

1614
00:59:49,040 --> 00:59:54,400
of that, we also have um the online

1615
00:59:52,160 --> 00:59:56,960
reflex and facts and count to actually

1616
00:59:54,400 --> 00:59:59,680
practice some of those skills. So, we do

1617
00:59:56,960 --> 01:00:01,760
have them and the centers because they

1618
00:59:59,680 --> 01:00:03,280
require a lot of prep work, right? We

1619
01:00:01,760 --> 01:00:05,920
want this year. That's why we started

1620
01:00:03,280 --> 01:00:07,599
with K12 making sure we started with

1621
01:00:05,920 --> 01:00:09,280
them prepping all the centers for the

1622
01:00:07,599 --> 01:00:10,880
beginning of the year. So there was no

1623
01:00:09,280 --> 01:00:13,440
excuse. We don't have them. We have we

1624
01:00:10,880 --> 01:00:14,960
gave it that gave them time to create

1625
01:00:13,440 --> 01:00:17,440
them and making sure they're ready to

1626
01:00:14,960 --> 01:00:19,839
go. So we really are trying to emphasize

1627
01:00:17,440 --> 01:00:21,280
in math you have to do the centers. We

1628
01:00:19,839 --> 01:00:23,040
know it takes time to prep them. So

1629
01:00:21,280 --> 01:00:26,000
we're giving them time during PDS to do

1630
01:00:23,040 --> 01:00:27,520
the work. Um because it we want them to

1631
01:00:26,000 --> 01:00:29,680
be able to collaborate with each other

1632
01:00:27,520 --> 01:00:31,760
as well and you know play the games. you

1633
01:00:29,680 --> 01:00:33,920
as teachers have to play the games. Um

1634
01:00:31,760 --> 01:00:36,799
so that that is embedded. So that builds

1635
01:00:33,920 --> 01:00:39,200
that fluency practice and the math um

1636
01:00:36,799 --> 01:00:42,000
also has extensions so you can have

1637
01:00:39,200 --> 01:00:44,240
students who are you know fluent they

1638
01:00:42,000 --> 01:00:45,920
can play some other games that are again

1639
01:00:44,240 --> 01:00:48,079
and challenge them and then we have some

1640
01:00:45,920 --> 01:00:50,000
that need supports that you can adapt to

1641
01:00:48,079 --> 01:00:53,280
the lower grade. So they're in this in

1642
01:00:50,000 --> 01:00:54,880
the mathematic um sequence they have

1643
01:00:53,280 --> 01:00:58,000
those things teachers need to be able to

1644
01:00:54,880 --> 01:00:59,839
go and look for the resources.

1645
01:00:58,000 --> 01:01:01,280
So that has been some of the challenges

1646
01:00:59,839 --> 01:01:03,520
we're still working on and still trying

1647
01:01:01,280 --> 01:01:05,440
to work with teachers on understanding

1648
01:01:03,520 --> 01:01:06,880
everything that the the package provides

1649
01:01:05,440 --> 01:01:08,319
because the first year you're you're

1650
01:01:06,880 --> 01:01:10,160
rolling it out and then we're trying to

1651
01:01:08,319 --> 01:01:11,680
embed what else is available to the

1652
01:01:10,160 --> 01:01:13,280
teachers. This year we're really trying

1653
01:01:11,680 --> 01:01:15,200
to get those math assessments because

1654
01:01:13,280 --> 01:01:16,720
there are assessments online and then

1655
01:01:15,200 --> 01:01:18,640
they're assessments that you can do on

1656
01:01:16,720 --> 01:01:21,280
paper and you have to score. So we're

1657
01:01:18,640 --> 01:01:23,760
really trying to have them move at least

1658
01:01:21,280 --> 01:01:25,440
third through up to the online systems

1659
01:01:23,760 --> 01:01:26,799
because it's scored for them. you just

1660
01:01:25,440 --> 01:01:28,240
have to do the writing portion so you

1661
01:01:26,799 --> 01:01:30,400
can automatically see what kids are

1662
01:01:28,240 --> 01:01:33,520
doing quick in an assessment than having

1663
01:01:30,400 --> 01:01:35,280
to sit there and correct one by one.

1664
01:01:33,520 --> 01:01:38,480
So that's one of our focuses this year

1665
01:01:35,280 --> 01:01:41,119
is those assessments.

1666
01:01:38,480 --> 01:01:42,640
>> Um thank you. Um, and I guess I I'd like

1667
01:01:41,119 --> 01:01:45,040
to say obviously thank you to all the

1668
01:01:42,640 --> 01:01:47,200
teachers for doing a great

1669
01:01:45,040 --> 01:01:50,240
>> um job and obviously whether it's

1670
01:01:47,200 --> 01:01:51,839
challenge challenging for some, I'm sure

1671
01:01:50,240 --> 01:01:55,280
they'll get through it and the

1672
01:01:51,839 --> 01:01:57,839
satisfaction of seeing the students um

1673
01:01:55,280 --> 01:02:00,480
thrive would you know make them feel

1674
01:01:57,839 --> 01:02:02,079
better. Um, and then my other question

1675
01:02:00,480 --> 01:02:04,319
is you mentioned there were some

1676
01:02:02,079 --> 01:02:06,799
afterchool tutoring. I'm wondering is

1677
01:02:04,319 --> 01:02:09,280
that an option or is that a mandatory

1678
01:02:06,799 --> 01:02:11,119
thing? So for our tutoring we have it at

1679
01:02:09,280 --> 01:02:13,200
specific sites. Our target sites have

1680
01:02:11,119 --> 01:02:15,119
all after school tutor. We have for

1681
01:02:13,200 --> 01:02:17,680
foundational skills we have air reading

1682
01:02:15,119 --> 01:02:19,599
and so those are students that we choose

1683
01:02:17,680 --> 01:02:22,160
or in the after school program and that

1684
01:02:19,599 --> 01:02:24,240
are two to three years behind. And then

1685
01:02:22,160 --> 01:02:26,960
we have math tutoring at CAP tutoring

1686
01:02:24,240 --> 01:02:29,599
for some of the sites too. So we have

1687
01:02:26,960 --> 01:02:31,520
math at the our target sites as well as

1688
01:02:29,599 --> 01:02:33,119
air reading

1689
01:02:31,520 --> 01:02:34,480
which are f which really works on

1690
01:02:33,119 --> 01:02:36,160
foundational skills. So, it's another

1691
01:02:34,480 --> 01:02:38,880
dosage for students who are struggling

1692
01:02:36,160 --> 01:02:40,559
in phonics. Um, but it's an online

1693
01:02:38,880 --> 01:02:42,000
tutoring we've been using and then we

1694
01:02:40,559 --> 01:02:44,799
last year we got really good results

1695
01:02:42,000 --> 01:02:48,079
with them of moving kids of kids moving

1696
01:02:44,799 --> 01:02:50,799
um levels with that phonics.

1697
01:02:48,079 --> 01:02:53,280
>> Now, is that necessarily after school

1698
01:02:50,799 --> 01:02:55,440
tutoring obviously different than like

1699
01:02:53,280 --> 01:02:56,079
the afterchool programs or is that

1700
01:02:55,440 --> 01:02:57,440
embedded with

1701
01:02:56,079 --> 01:02:59,520
>> it's embedded in the after school

1702
01:02:57,440 --> 01:03:01,920
programs. Okay. Yeah, we've worked with

1703
01:02:59,520 --> 01:03:04,079
the after school programs to for those

1704
01:03:01,920 --> 01:03:06,480
blocks of time to make sure we're hiring

1705
01:03:04,079 --> 01:03:08,640
them. Yeah, we wish one of our

1706
01:03:06,480 --> 01:03:10,400
challenges is we have students who

1707
01:03:08,640 --> 01:03:11,920
really need tutoring but are not in the

1708
01:03:10,400 --> 01:03:15,520
after school program and how do we

1709
01:03:11,920 --> 01:03:17,039
provide that with them when you have to

1710
01:03:15,520 --> 01:03:18,960
have an adult with them for some of

1711
01:03:17,039 --> 01:03:21,200
them. So that's been a challenge that we

1712
01:03:18,960 --> 01:03:22,640
do have kids who need tutoring that are

1713
01:03:21,200 --> 01:03:23,920
not in the after school program that

1714
01:03:22,640 --> 01:03:26,559
would qualify for some of these

1715
01:03:23,920 --> 01:03:30,160
supports. we just don't have a system in

1716
01:03:26,559 --> 01:03:31,920
place for how do we keep them there for

1717
01:03:30,160 --> 01:03:34,319
the 30 minutes because sometimes the

1718
01:03:31,920 --> 01:03:37,039
program may not start till 3:30 or you

1719
01:03:34,319 --> 01:03:39,359
know later. Um CAP tutoring actually

1720
01:03:37,039 --> 01:03:41,760
goes from you know all afternoon so they

1721
01:03:39,359 --> 01:03:43,359
pull kids out and for half an hour. How

1722
01:03:41,760 --> 01:03:45,839
do you keep a child there that gets out

1723
01:03:43,359 --> 01:03:48,319
at 2:30 and their session isn't until

1724
01:03:45,839 --> 01:03:49,839
4:00? So you have to have create a

1725
01:03:48,319 --> 01:03:51,839
system to have them there if they're not

1726
01:03:49,839 --> 01:03:55,240
in the after school program. That's been

1727
01:03:51,839 --> 01:03:55,240
one of our challenges.

1728
01:03:57,520 --> 01:03:59,520
>> David,

1729
01:03:59,200 --> 01:04:02,000
I

1730
01:03:59,520 --> 01:04:03,839
>> think this is great stuff. Um, I feel

1731
01:04:02,000 --> 01:04:07,359
like the the district's worked really

1732
01:04:03,839 --> 01:04:09,760
hard to source high quality pedagogy,

1733
01:04:07,359 --> 01:04:13,039
high quality materials uh and standards

1734
01:04:09,760 --> 01:04:15,920
for instruction and now needs to make

1735
01:04:13,039 --> 01:04:17,440
sure that they're rigorously applied,

1736
01:04:15,920 --> 01:04:20,079
right? that the students are actually

1737
01:04:17,440 --> 01:04:23,039
receiving the benefit of that curriculum

1738
01:04:20,079 --> 01:04:25,680
and of that pedagogy. Uh, and I I feel

1739
01:04:23,039 --> 01:04:27,680
like this is a a good step in that

1740
01:04:25,680 --> 01:04:29,520
direction of saying, "Hey, folks, th

1741
01:04:27,680 --> 01:04:32,160
this is what we're all going to be

1742
01:04:29,520 --> 01:04:33,680
doing." Um, you know, this is the this

1743
01:04:32,160 --> 01:04:36,000
is the game plan going forward. And

1744
01:04:33,680 --> 01:04:39,839
there's there's a lot in here that seems

1745
01:04:36,000 --> 01:04:41,680
very well researched. Um, you know, I I

1746
01:04:39,839 --> 01:04:43,359
think a focus on writing. You know,

1747
01:04:41,680 --> 01:04:46,240
there's increasing evidence that writing

1748
01:04:43,359 --> 01:04:49,920
itself is a critical part of thinking.

1749
01:04:46,240 --> 01:04:52,640
And so encouraging children to do more

1750
01:04:49,920 --> 01:04:54,400
writing is really good. Dr. Baker and I

1751
01:04:52,640 --> 01:04:56,319
have had conversations about, you know,

1752
01:04:54,400 --> 01:05:00,319
whole book reading assignments versus

1753
01:04:56,319 --> 01:05:02,400
assigning um summaries or excerpts uh

1754
01:05:00,319 --> 01:05:05,280
being really important. And then I think

1755
01:05:02,400 --> 01:05:06,960
the metaccognitive proc process of of

1756
01:05:05,280 --> 01:05:09,599
starting with kind of capturing the

1757
01:05:06,960 --> 01:05:11,520
confusion of having the students attempt

1758
01:05:09,599 --> 01:05:13,520
to solve it their own, figure out some

1759
01:05:11,520 --> 01:05:14,960
parts but realize that they haven't got

1760
01:05:13,520 --> 01:05:17,280
it all figured out and are going to need

1761
01:05:14,960 --> 01:05:18,720
a little bit of help. Um then then

1762
01:05:17,280 --> 01:05:20,400
they've got an itch to go and scratch

1763
01:05:18,720 --> 01:05:22,400
and the teacher helps them go and

1764
01:05:20,400 --> 01:05:25,359
scratch that itch is actually well

1765
01:05:22,400 --> 01:05:28,160
backed by um pedagogical studies.

1766
01:05:25,359 --> 01:05:29,920
Aldrich in tenonbomb 2011 uh had

1767
01:05:28,160 --> 01:05:31,760
invisible learning also calls out

1768
01:05:29,920 --> 01:05:35,280
scaffolded learning is outperforming

1769
01:05:31,760 --> 01:05:38,480
explicit teaching. So sometimes things

1770
01:05:35,280 --> 01:05:40,799
change uh about like how instruction

1771
01:05:38,480 --> 01:05:42,480
works and it's like it it feels like

1772
01:05:40,799 --> 01:05:43,839
just change for change's sake like oh

1773
01:05:42,480 --> 01:05:46,000
great another thing and sometimes it

1774
01:05:43,839 --> 01:05:47,839
changes like for concretely the better

1775
01:05:46,000 --> 01:05:49,520
and there's like solid science behind it

1776
01:05:47,839 --> 01:05:52,079
and this feels like it's in the latter

1777
01:05:49,520 --> 01:05:54,720
category um which I feel really good

1778
01:05:52,079 --> 01:05:56,559
about. Um, I'm also really happy to see

1779
01:05:54,720 --> 01:05:59,039
just the continued leaning into more

1780
01:05:56,559 --> 01:06:02,400
feedback, more observations happening

1781
01:05:59,039 --> 01:06:04,720
from administrators. Um, I'd you love to

1782
01:06:02,400 --> 01:06:06,559
continue pushing on like more uh peer

1783
01:06:04,720 --> 01:06:09,920
teaching observations and opportunities

1784
01:06:06,559 --> 01:06:11,839
there. Um, setting aside the time for

1785
01:06:09,920 --> 01:06:14,240
professional development for uh not just

1786
01:06:11,839 --> 01:06:15,839
teachers but also the administrators and

1787
01:06:14,240 --> 01:06:17,920
helping the administrators get better at

1788
01:06:15,839 --> 01:06:19,920
it, helping the teachers get better, you

1789
01:06:17,920 --> 01:06:21,520
know, percolating all the way down. So,

1790
01:06:19,920 --> 01:06:22,799
I know a lot of work has gone into

1791
01:06:21,520 --> 01:06:24,480
making that happen. A lot of work has

1792
01:06:22,799 --> 01:06:26,640
gone into helping make sure that the

1793
01:06:24,480 --> 01:06:28,880
principles actually have time to give

1794
01:06:26,640 --> 01:06:30,240
that feedback uh and to get them out of

1795
01:06:28,880 --> 01:06:32,079
the office from some of the other

1796
01:06:30,240 --> 01:06:35,440
administrative duties, you know, into

1797
01:06:32,079 --> 01:06:37,359
that um process of helping the teachers

1798
01:06:35,440 --> 01:06:39,440
be excellent because that is how our

1799
01:06:37,359 --> 01:06:41,520
students are going to achieve. So, yeah,

1800
01:06:39,440 --> 01:06:43,359
I think it's it's bold. There's a degree

1801
01:06:41,520 --> 01:06:45,520
to which, you know, I could see parts of

1802
01:06:43,359 --> 01:06:47,280
this being controversial that like we're

1803
01:06:45,520 --> 01:06:48,880
laying down the law. This is the way our

1804
01:06:47,280 --> 01:06:52,880
kids will be instructed. But I think

1805
01:06:48,880 --> 01:06:54,960
that kind of level of rigor is what our

1806
01:06:52,880 --> 01:06:58,000
our students deserve and we are going to

1807
01:06:54,960 --> 01:07:00,160
see positive educational outcomes from

1808
01:06:58,000 --> 01:07:02,000
applying highquality pedagogy

1809
01:07:00,160 --> 01:07:05,839
consistently across the district and

1810
01:07:02,000 --> 01:07:07,520
that's what I see in this plan.

1811
01:07:05,839 --> 01:07:09,280
>> Yeah, thanks for the presentation. I'm

1812
01:07:07,520 --> 01:07:10,640
going to use this just to ask a couple

1813
01:07:09,280 --> 01:07:12,319
questions to educate myself on some of

1814
01:07:10,640 --> 01:07:14,240
the practices that you mentioned. Um for

1815
01:07:12,319 --> 01:07:15,599
fluency practice, you said coral reading

1816
01:07:14,240 --> 01:07:17,520
and reader theater. I don't know what

1817
01:07:15,599 --> 01:07:20,079
those are. Could you tell me? So core

1818
01:07:17,520 --> 01:07:23,039
reading is it just like a lot of our

1819
01:07:20,079 --> 01:07:25,200
practice for English learners really. Um

1820
01:07:23,039 --> 01:07:26,960
so core reading is sometimes we do it

1821
01:07:25,200 --> 01:07:30,079
together instead of just a child doing

1822
01:07:26,960 --> 01:07:32,160
it by themselves. Um reader theater is

1823
01:07:30,079 --> 01:07:33,920
like it's just like a play but it's just

1824
01:07:32,160 --> 01:07:36,960
reading it and they're you know using

1825
01:07:33,920 --> 01:07:39,359
their voice intonation. So it's it's you

1826
01:07:36,960 --> 01:07:41,119
know there may be a script and children

1827
01:07:39,359 --> 01:07:42,799
have different parts and it's really

1828
01:07:41,119 --> 01:07:44,400
actually researchers have been shown to

1829
01:07:42,799 --> 01:07:45,680
prove really helpful for our English

1830
01:07:44,400 --> 01:07:46,400
learners and our students with

1831
01:07:45,680 --> 01:07:47,280
disabilities.

1832
01:07:46,400 --> 01:07:50,000
>> Oh great.

1833
01:07:47,280 --> 01:07:50,960
>> Um it's actually built into our uh

1834
01:07:50,000 --> 01:07:51,359
benchmark.

1835
01:07:50,960 --> 01:07:53,200
>> Okay.

1836
01:07:51,359 --> 01:07:55,680
>> It needs to be used a little bit more

1837
01:07:53,200 --> 01:07:59,359
but it really does help our students get

1838
01:07:55,680 --> 01:08:02,400
into those roles um of of understanding

1839
01:07:59,359 --> 01:08:02,960
and supporting. Um it's Yeah, it's great

1840
01:08:02,400 --> 01:08:04,799
practice.

1841
01:08:02,960 --> 01:08:06,640
>> Nice. Yeah, that sounds fun. Um and then

1842
01:08:04,799 --> 01:08:09,119
in the targeted interventions, there was

1843
01:08:06,640 --> 01:08:10,720
a collaborative practice um reciprocal

1844
01:08:09,119 --> 01:08:12,000
teaching. I mean, I'm guessing what that

1845
01:08:10,720 --> 01:08:13,920
is, but I just wasn't sure.

1846
01:08:12,000 --> 01:08:15,440
>> Yeah. It's just the practice of having,

1847
01:08:13,920 --> 01:08:17,600
you know, students work together, but

1848
01:08:15,440 --> 01:08:18,239
also teachers working together to have

1849
01:08:17,600 --> 01:08:18,880
that practice.

1850
01:08:18,239 --> 01:08:20,880
>> Yeah. Okay.

1851
01:08:18,880 --> 01:08:23,199
>> It's a whole needs and it really does

1852
01:08:20,880 --> 01:08:24,080
become when students become teachers

1853
01:08:23,199 --> 01:08:25,440
themselves. Okay.

1854
01:08:24,080 --> 01:08:25,920
>> And you really want to get to that

1855
01:08:25,440 --> 01:08:29,199
point.

1856
01:08:25,920 --> 01:08:30,799
>> Yeah. Yeah. That's that's great. Um you

1857
01:08:29,199 --> 01:08:32,319
Thanks for putting the spotlight on to

1858
01:08:30,799 --> 01:08:33,359
writing. Uh I think that was really

1859
01:08:32,319 --> 01:08:35,040
interesting to hear about your

1860
01:08:33,359 --> 01:08:36,640
perspective on it and sort of what we're

1861
01:08:35,040 --> 01:08:38,480
doing there. Uh it kind of made me think

1862
01:08:36,640 --> 01:08:40,319
that maybe we're a little bit not

1863
01:08:38,480 --> 01:08:41,920
looking at it at directly at the

1864
01:08:40,319 --> 01:08:43,520
academic indicators that the board is

1865
01:08:41,920 --> 01:08:45,279
looking at. Like I'm sure co shows up

1866
01:08:43,520 --> 01:08:46,640
indirectly through reading comprehension

1867
01:08:45,279 --> 01:08:47,839
and some of the other academic

1868
01:08:46,640 --> 01:08:49,359
indicators that we're looking at but

1869
01:08:47,839 --> 01:08:51,120
we're we're not right like we don't have

1870
01:08:49,359 --> 01:08:51,839
anything in our dashboards or anything

1871
01:08:51,120 --> 01:08:53,839
that we're coming.

1872
01:08:51,839 --> 01:08:56,239
>> No because writing is embedded in

1873
01:08:53,839 --> 01:08:57,920
through our the writing of the assess

1874
01:08:56,239 --> 01:08:58,239
you know the reading component of it.

1875
01:08:57,920 --> 01:09:00,080
Right.

1876
01:08:58,239 --> 01:09:02,239
>> It's justifying

1877
01:09:00,080 --> 01:09:02,880
citing your evidence and reading.

1878
01:09:02,239 --> 01:09:04,880
>> Okay. Yeah.

1879
01:09:02,880 --> 01:09:06,400
>> So it is it's really the reading

1880
01:09:04,880 --> 01:09:07,759
comprehension is part of the way that we

1881
01:09:06,400 --> 01:09:09,199
should see the input.

1882
01:09:07,759 --> 01:09:10,960
>> Are there other ways that we can and

1883
01:09:09,199 --> 01:09:12,560
should be measuring like writing

1884
01:09:10,960 --> 01:09:14,640
proficiency? It's a wonderful

1885
01:09:12,560 --> 01:09:17,359
>> Yeah. I was asking I just wasn't sure.

1886
01:09:14,640 --> 01:09:19,679
>> Well, I think I think that years ago

1887
01:09:17,359 --> 01:09:21,199
years years ago and I I'll include

1888
01:09:19,679 --> 01:09:22,640
myself. I was trained in a writing

1889
01:09:21,199 --> 01:09:26,080
readers and writers workshop where it

1890
01:09:22,640 --> 01:09:28,159
was a little bit more open-ended. Um,

1891
01:09:26,080 --> 01:09:31,759
and it we I mean I learned a lot of good

1892
01:09:28,159 --> 01:09:34,159
skills, a lot of how to coach students,

1893
01:09:31,759 --> 01:09:36,319
how to really um have an, you know, have

1894
01:09:34,159 --> 01:09:38,400
a one-on-one meeting. It wasn't about

1895
01:09:36,319 --> 01:09:40,400
correcting. It was about how to add

1896
01:09:38,400 --> 01:09:42,400
details, how to add ask questions,

1897
01:09:40,400 --> 01:09:44,159
probing questions to add in more

1898
01:09:42,400 --> 01:09:47,679
information. It did take a lot of

1899
01:09:44,159 --> 01:09:51,120
training. Um, it was using text as

1900
01:09:47,679 --> 01:09:53,199
models, lessons, and children mimicking

1901
01:09:51,120 --> 01:09:55,920
what was in the text. So you had what's

1902
01:09:53,199 --> 01:09:57,760
called mentor tax. Many of our teachers

1903
01:09:55,920 --> 01:10:00,000
that were trained in that era in that

1904
01:09:57,760 --> 01:10:01,679
era back in many many years ago really

1905
01:10:00,000 --> 01:10:03,760
continue those were good practices. You

1906
01:10:01,679 --> 01:10:05,600
try to find good literature practices,

1907
01:10:03,760 --> 01:10:08,159
good models for students and you

1908
01:10:05,600 --> 01:10:10,880
replicate that so students understand

1909
01:10:08,159 --> 01:10:13,360
the writing process, right? Um I think

1910
01:10:10,880 --> 01:10:15,920
with our new initi because back in then

1911
01:10:13,360 --> 01:10:17,679
we did we had narrative opinion and

1912
01:10:15,920 --> 01:10:18,880
opinion was a little different and

1913
01:10:17,679 --> 01:10:21,199
informational. there were different

1914
01:10:18,880 --> 01:10:23,440
texts that we used to use and now that

1915
01:10:21,199 --> 01:10:25,199
we're very specific with we must teach

1916
01:10:23,440 --> 01:10:26,719
narrative, we must teach opinion because

1917
01:10:25,199 --> 01:10:28,960
opinion becomes argumentative in the

1918
01:10:26,719 --> 01:10:31,760
middle schools and then informational.

1919
01:10:28,960 --> 01:10:34,320
So those genres are really what is our

1920
01:10:31,760 --> 01:10:37,280
driver to making sure that children know

1921
01:10:34,320 --> 01:10:39,679
how to explain. So like for example on

1922
01:10:37,280 --> 01:10:42,159
our all our testing even on our ALPAT

1923
01:10:39,679 --> 01:10:44,080
test for English learners children have

1924
01:10:42,159 --> 01:10:46,880
to state their opinion and they have to

1925
01:10:44,080 --> 01:10:48,880
justify it with three reasons. They have

1926
01:10:46,880 --> 01:10:50,640
to look at a sighting of a text and they

1927
01:10:48,880 --> 01:10:52,640
have to pull the text information, the

1928
01:10:50,640 --> 01:10:54,320
graphic organizer, and they have to put

1929
01:10:52,640 --> 01:10:56,880
it into full sentences. They're looking

1930
01:10:54,320 --> 01:10:58,640
at an animal and its description. Now,

1931
01:10:56,880 --> 01:11:00,719
you have to go put it into writing and

1932
01:10:58,640 --> 01:11:03,360
putting the piece together. The same

1933
01:11:00,719 --> 01:11:05,199
goes for um ourformational text when

1934
01:11:03,360 --> 01:11:06,880
we're, you know, trying to site evidence

1935
01:11:05,199 --> 01:11:09,760
from the text. Where am I citing it

1936
01:11:06,880 --> 01:11:11,199
from? You know, this paragraph here, you

1937
01:11:09,760 --> 01:11:13,920
know, you're citing evidence. you're

1938
01:11:11,199 --> 01:11:16,000
then providing your own um supporting

1939
01:11:13,920 --> 01:11:17,679
evidence as to why you think that,

1940
01:11:16,000 --> 01:11:19,600
right? So, all of that is part of the

1941
01:11:17,679 --> 01:11:22,000
new of what is in what they're being

1942
01:11:19,600 --> 01:11:25,760
tested on. Um narrative has been around

1943
01:11:22,000 --> 01:11:27,600
for years. I mean, I I narrative and I

1944
01:11:25,760 --> 01:11:29,280
think and narrative I think is one of

1945
01:11:27,600 --> 01:11:31,679
the harder ones for our kids because we

1946
01:11:29,280 --> 01:11:33,120
think narrative tell our own stories.

1947
01:11:31,679 --> 01:11:34,719
When you're going into a piece of

1948
01:11:33,120 --> 01:11:36,320
writing, they're actually giving you the

1949
01:11:34,719 --> 01:11:38,159
story starter and you got to continue

1950
01:11:36,320 --> 01:11:40,080
it. So, if you don't have background

1951
01:11:38,159 --> 01:11:42,480
knowledge on whatever they gave you,

1952
01:11:40,080 --> 01:11:44,480
it's going to be a harder take. But it's

1953
01:11:42,480 --> 01:11:47,040
again, it's all about fictional

1954
01:11:44,480 --> 01:11:49,040
narrative. Kids love fictional

1955
01:11:47,040 --> 01:11:51,280
narratives. They can, you know, they can

1956
01:11:49,040 --> 01:11:52,960
make those things up. I think it's so

1957
01:11:51,280 --> 01:11:55,760
there's a lot of variety of it. I think

1958
01:11:52,960 --> 01:11:58,000
we've lost the art of it a little bit in

1959
01:11:55,760 --> 01:12:00,880
in what we do and we got to go back. But

1960
01:11:58,000 --> 01:12:01,920
we are working towards making that in

1961
01:12:00,880 --> 01:12:03,360
kindergarten we're having more

1962
01:12:01,920 --> 01:12:05,440
interactive and shared writing

1963
01:12:03,360 --> 01:12:07,199
experiences so that they can then become

1964
01:12:05,440 --> 01:12:08,480
more collaborative as they move up the

1965
01:12:07,199 --> 01:12:10,640
grade levels and giving them that

1966
01:12:08,480 --> 01:12:11,199
experiment. Um they're writing daily is

1967
01:12:10,640 --> 01:12:12,960
important.

1968
01:12:11,199 --> 01:12:14,640
>> Yeah. And we pretty much consistently

1969
01:12:12,960 --> 01:12:16,159
see student writing up on the walls in

1970
01:12:14,640 --> 01:12:17,360
classrooms when we go and visit so we

1971
01:12:16,159 --> 01:12:19,760
know it's happening. I guess what I was

1972
01:12:17,360 --> 01:12:22,080
wondering was I don't think that the um

1973
01:12:19,760 --> 01:12:24,800
I don't think I ready has a metric on

1974
01:12:22,080 --> 01:12:26,880
writing nor does nor does CASP right and

1975
01:12:24,800 --> 01:12:28,880
those are kind of like the two major

1976
01:12:26,880 --> 01:12:30,640
>> does it

1977
01:12:28,880 --> 01:12:32,480
was the embedded writing is that yeah

1978
01:12:30,640 --> 01:12:34,080
CAS does have writing

1979
01:12:32,480 --> 01:12:36,800
>> um and I think that's been one of the

1980
01:12:34,080 --> 01:12:39,199
drivers of the fibs which are are CASS

1981
01:12:36,800 --> 01:12:41,360
like because it's showing us that

1982
01:12:39,199 --> 01:12:41,679
children can't explain their thinking

1983
01:12:41,360 --> 01:12:43,120
right

1984
01:12:41,679 --> 01:12:43,760
>> in a cohesive way.

1985
01:12:43,120 --> 01:12:44,239
>> Okay.

1986
01:12:43,760 --> 01:12:46,640
>> Yeah.

1987
01:12:44,239 --> 01:12:49,760
>> Yeah. Right. Um the the other one I was

1988
01:12:46,640 --> 01:12:51,360
wondering was um and this is no knock on

1989
01:12:49,760 --> 01:12:52,480
pulling in supplemental materials, but I

1990
01:12:51,360 --> 01:12:54,400
was just wondering what like what is

1991
01:12:52,480 --> 01:12:55,520
missing in IM that uh we felt the need

1992
01:12:54,400 --> 01:12:56,880
that we had to go out and get

1993
01:12:55,520 --> 01:12:58,640
supplemental programs.

1994
01:12:56,880 --> 01:13:00,400
>> We didn't know what was the need, but we

1995
01:12:58,640 --> 01:13:01,920
were trying to address the teachers who

1996
01:13:00,400 --> 01:13:03,520
wanted making sure that we had we were

1997
01:13:01,920 --> 01:13:04,400
addressing the need.

1998
01:13:03,520 --> 01:13:06,880
>> Okay, cool.

1999
01:13:04,400 --> 01:13:08,800
>> At the time when we got it, we knew we

2000
01:13:06,880 --> 01:13:09,280
didn't know what was needed.

2001
01:13:08,800 --> 01:13:12,080
>> Okay.

2002
01:13:09,280 --> 01:13:13,760
>> Um we knew heard from principles and we

2003
01:13:12,080 --> 01:13:16,400
heard from teachers. There's just not

2004
01:13:13,760 --> 01:13:18,560
enough of that. So we went and got two

2005
01:13:16,400 --> 01:13:19,679
apps that have that so that they can at

2006
01:13:18,560 --> 01:13:22,159
least practice.

2007
01:13:19,679 --> 01:13:23,760
>> Yeah. I think it's great like more

2008
01:13:22,159 --> 01:13:25,679
practice is good. I just wasn't sure if

2009
01:13:23,760 --> 01:13:26,640
it was like a gap in the curriculum that

2010
01:13:25,679 --> 01:13:28,000
we had adopted.

2011
01:13:26,640 --> 01:13:28,480
>> According to I am

2012
01:13:28,000 --> 01:13:30,560
>> okay.

2013
01:13:28,480 --> 01:13:31,920
>> If we if they teach the structure it's

2014
01:13:30,560 --> 01:13:35,120
supposed to be built into it.

2015
01:13:31,920 --> 01:13:38,480
>> I got it. Okay. Um then the last sort of

2016
01:13:35,120 --> 01:13:40,880
like mini question is uh just on the

2017
01:13:38,480 --> 01:13:42,400
designate ELD being non-negotiable time.

2018
01:13:40,880 --> 01:13:44,080
That's a district requirement. Like the

2019
01:13:42,400 --> 01:13:45,840
PE is state, right? Like it's like the

2020
01:13:44,080 --> 01:13:48,640
only thing that they mandate they do

2021
01:13:45,840 --> 01:13:49,600
mandate that actually state mandated.

2022
01:13:48,640 --> 01:13:51,520
>> Okay, great. Okay.

2023
01:13:49,600 --> 01:13:53,840
>> Were we following it? Probably not to

2024
01:13:51,520 --> 01:13:55,440
the tea. Okay. A couple of years ago,

2025
01:13:53,840 --> 01:13:56,080
but it is state mandated. It's always

2026
01:13:55,440 --> 01:13:57,360
been state.

2027
01:13:56,080 --> 01:13:59,600
>> Are those the only two time blocks that

2028
01:13:57,360 --> 01:14:00,320
the state mandates PE and designated

2029
01:13:59,600 --> 01:14:02,239
ELD?

2030
01:14:00,320 --> 01:14:04,239
>> Well, in different No, all of Yeah. That

2031
01:14:02,239 --> 01:14:06,159
that are state driven that we are

2032
01:14:04,239 --> 01:14:08,239
looking for. Yes, I think so. But we all

2033
01:14:06,159 --> 01:14:08,880
have our minutes of time by curriculum.

2034
01:14:08,239 --> 01:14:09,280
>> Yeah, for sure.

2035
01:14:08,880 --> 01:14:11,040
>> But yeah.

2036
01:14:09,280 --> 01:14:12,320
>> Yeah. Okay. And then I guess you already

2037
01:14:11,040 --> 01:14:13,600
kind of talked about this, but I just

2038
01:14:12,320 --> 01:14:15,199
want to make sure I understood it. Like

2039
01:14:13,600 --> 01:14:17,280
it's awesome to have this cohesive plan,

2040
01:14:15,199 --> 01:14:18,480
but is it being is it cohesive? Like are

2041
01:14:17,280 --> 01:14:20,080
people adopting it? It sounds like

2042
01:14:18,480 --> 01:14:22,000
there's a good foundation of adoption,

2043
01:14:20,080 --> 01:14:26,239
but there's still like a little bit of

2044
01:14:22,000 --> 01:14:28,159
like unevenness around it.

2045
01:14:26,239 --> 01:14:30,080
>> There is unevenness, but we are out

2046
01:14:28,159 --> 01:14:32,800
there. You this is something we are

2047
01:14:30,080 --> 01:14:35,199
going to follow. If we don't follow it

2048
01:14:32,800 --> 01:14:37,360
>> because we put a lot of time was spent

2049
01:14:35,199 --> 01:14:39,360
on looking at the research. A lot of

2050
01:14:37,360 --> 01:14:42,080
time was spent at having consultants

2051
01:14:39,360 --> 01:14:45,040
with us and then the time spent that

2052
01:14:42,080 --> 01:14:47,840
Anna and her team put together to make

2053
01:14:45,040 --> 01:14:51,360
this happen. So

2054
01:14:47,840 --> 01:14:54,480
I know I know it can be a lot but if we

2055
01:14:51,360 --> 01:14:57,440
don't go in this direction, we don't

2056
01:14:54,480 --> 01:14:57,840
expect it happening,

2057
01:14:57,440 --> 01:14:58,640
>> right?

2058
01:14:57,840 --> 01:14:59,040
>> It's not going to work,

2059
01:14:58,640 --> 01:15:02,400
>> right? Right.

2060
01:14:59,040 --> 01:15:03,840
>> And so we are

2061
01:15:02,400 --> 01:15:04,080
>> very adamant we're going to have it

2062
01:15:03,840 --> 01:15:06,400
work.

2063
01:15:04,080 --> 01:15:08,480
>> Yeah. and and our our really our our

2064
01:15:06,400 --> 01:15:09,920
goal is really to have professional

2065
01:15:08,480 --> 01:15:10,640
learning communities

2066
01:15:09,920 --> 01:15:13,600
>> which

2067
01:15:10,640 --> 01:15:16,719
>> the the things really happening

2068
01:15:13,600 --> 01:15:18,480
regularly in order for that to happen we

2069
01:15:16,719 --> 01:15:21,120
as teachers have to be on the same page

2070
01:15:18,480 --> 01:15:22,960
about what we're doing so if I'm using

2071
01:15:21,120 --> 01:15:25,040
this book and you're using that book

2072
01:15:22,960 --> 01:15:27,199
there is sometimes we're not me not me

2073
01:15:25,040 --> 01:15:30,080
and connect how are we make moving

2074
01:15:27,199 --> 01:15:32,960
forward so part of our goal really in

2075
01:15:30,080 --> 01:15:35,120
the MTSS and actually in MTSS it is

2076
01:15:32,960 --> 01:15:37,520
having things that are aligned mind so

2077
01:15:35,120 --> 01:15:38,960
that we can have deep conversations

2078
01:15:37,520 --> 01:15:41,360
about how do we move student work

2079
01:15:38,960 --> 01:15:44,400
forward in our conversations as a grade

2080
01:15:41,360 --> 01:15:46,480
level or in our content math area. How

2081
01:15:44,400 --> 01:15:48,960
are we looking at student work and how

2082
01:15:46,480 --> 01:15:50,480
are we moving the kids work forward? Um

2083
01:15:48,960 --> 01:15:51,840
not looking just at their deficiencies.

2084
01:15:50,480 --> 01:15:53,520
We need to look at the enrichment. We

2085
01:15:51,840 --> 01:15:56,239
need to strive to have all kids reach

2086
01:15:53,520 --> 01:15:57,840
the enrichment area. And so if we can't

2087
01:15:56,239 --> 01:16:00,000
have those conversations because we're

2088
01:15:57,840 --> 01:16:02,000
on the different pages, we're missing

2089
01:16:00,000 --> 01:16:04,239
the opportunities to collaborate. And so

2090
01:16:02,000 --> 01:16:06,000
I think our push really is to get

2091
01:16:04,239 --> 01:16:08,320
teachers on board. What what we have

2092
01:16:06,000 --> 01:16:10,560
found find what we have can't even talk

2093
01:16:08,320 --> 01:16:11,840
right now. What we have found is the

2094
01:16:10,560 --> 01:16:14,640
schools that we see a lot of

2095
01:16:11,840 --> 01:16:16,800
collaboration happening are schools that

2096
01:16:14,640 --> 01:16:17,440
are really moving the needle.

2097
01:16:16,800 --> 01:16:19,360
>> Yeah.

2098
01:16:17,440 --> 01:16:21,440
>> Right. So we want that in all of our

2099
01:16:19,360 --> 01:16:24,239
schools. We want all schools to see the

2100
01:16:21,440 --> 01:16:26,719
value of how we can support each other

2101
01:16:24,239 --> 01:16:28,640
that we are not just I don't have all

2102
01:16:26,719 --> 01:16:30,400
the answers nor do you but together we

2103
01:16:28,640 --> 01:16:33,440
can be a power team by sharing what

2104
01:16:30,400 --> 01:16:35,280
we're doing and really using tuning to

2105
01:16:33,440 --> 01:16:38,880
our benefit how do we address the kids'

2106
01:16:35,280 --> 01:16:40,800
needs right so and then and it it is a a

2107
01:16:38,880 --> 01:16:42,320
good practice to have and then having

2108
01:16:40,800 --> 01:16:44,480
them come in together and don't just

2109
01:16:42,320 --> 01:16:46,400
look at their data but highlight what is

2110
01:16:44,480 --> 01:16:48,320
working great in our classrooms and then

2111
01:16:46,400 --> 01:16:50,560
where do we need to work on together as

2112
01:16:48,320 --> 01:16:51,920
a team and So that's part of the work

2113
01:16:50,560 --> 01:16:53,600
work that we're doing with professional

2114
01:16:51,920 --> 01:16:56,320
learning communities is deepening that

2115
01:16:53,600 --> 01:16:59,040
work this year so that next year we're

2116
01:16:56,320 --> 01:17:02,080
hoping it's more of a cyclical from day

2117
01:16:59,040 --> 01:17:03,520
one they start with this mindset. We're

2118
01:17:02,080 --> 01:17:05,679
doing this collaborative. We're looking

2119
01:17:03,520 --> 01:17:07,280
at data. We're planning together so that

2120
01:17:05,679 --> 01:17:09,920
we can move the bar with the students

2121
01:17:07,280 --> 01:17:10,400
and help our all of our students meet

2122
01:17:09,920 --> 01:17:12,239
the need.

2123
01:17:10,400 --> 01:17:13,040
>> They learn from one another also. You

2124
01:17:12,239 --> 01:17:15,760
know

2125
01:17:13,040 --> 01:17:17,760
>> how did you get that child to do that

2126
01:17:15,760 --> 01:17:20,000
task? How did that work? how did what

2127
01:17:17,760 --> 01:17:22,719
did you do that I should do that I can

2128
01:17:20,000 --> 01:17:26,239
do that with my kids. So that

2129
01:17:22,719 --> 01:17:28,560
collaboration is very important or can I

2130
01:17:26,239 --> 01:17:30,640
come into your classroom and watch while

2131
01:17:28,560 --> 01:17:33,120
you know the guest teacher is in mine

2132
01:17:30,640 --> 01:17:35,760
you know and and see you do it.

2133
01:17:33,120 --> 01:17:37,679
>> So I think I I believe we I really

2134
01:17:35,760 --> 01:17:41,040
believe we are on the right track and we

2135
01:17:37,679 --> 01:17:43,840
cannot let this go. So we're very

2136
01:17:41,040 --> 01:17:46,239
adamant when we're at the school sites.

2137
01:17:43,840 --> 01:17:48,000
We're very adamant and principles and

2138
01:17:46,239 --> 01:17:50,239
yeah we know we know we know.

2139
01:17:48,000 --> 01:17:52,239
>> Yeah. I just want to say thank you for

2140
01:17:50,239 --> 01:17:54,239
the presentation and this tremendous

2141
01:17:52,239 --> 01:17:56,719
effort. I know that it is to bring this

2142
01:17:54,239 --> 01:17:57,840
coherence to like so many schools and so

2143
01:17:56,719 --> 01:17:59,520
many grade levels

2144
01:17:57,840 --> 01:18:01,679
>> and people are work people are working

2145
01:17:59,520 --> 01:18:04,719
hard. I I will say they are working very

2146
01:18:01,679 --> 01:18:08,239
hard to to get this off the ground and

2147
01:18:04,719 --> 01:18:10,080
moving and um as the principles have

2148
01:18:08,239 --> 01:18:12,400
told them you need I need to know what

2149
01:18:10,080 --> 01:18:14,880
support you need so that if I can't

2150
01:18:12,400 --> 01:18:19,199
provide it I can find who can in the

2151
01:18:14,880 --> 01:18:21,840
district provide it for us. So um

2152
01:18:19,199 --> 01:18:23,440
>> it I I'm thrilled that we have it and I

2153
01:18:21,840 --> 01:18:25,840
know it's going to work. We just need to

2154
01:18:23,440 --> 01:18:27,360
keep on keep on it. Yeah, it makes sense

2155
01:18:25,840 --> 01:18:29,280
because I think I would imagine that

2156
01:18:27,360 --> 01:18:31,440
this kind of alignment just really will

2157
01:18:29,280 --> 01:18:32,560
ensure that you know a students aren't

2158
01:18:31,440 --> 01:18:34,320
going to have wildly different

2159
01:18:32,560 --> 01:18:35,920
experiences based upon which school they

2160
01:18:34,320 --> 01:18:37,760
go to. Obviously there's different needs

2161
01:18:35,920 --> 01:18:38,480
at different schools and can be adapted

2162
01:18:37,760 --> 01:18:39,520
for that.

2163
01:18:38,480 --> 01:18:39,760
>> Right. Exactly.

2164
01:18:39,520 --> 01:18:40,880
>> Yeah.

2165
01:18:39,760 --> 01:18:42,480
>> And that and that's some of the things

2166
01:18:40,880 --> 01:18:44,000
that we have found. We do have students

2167
01:18:42,480 --> 01:18:45,760
who've moved around different sites and

2168
01:18:44,000 --> 01:18:47,920
then they they oh we already did that or

2169
01:18:45,760 --> 01:18:50,480
not. So we're really trying to make sure

2170
01:18:47,920 --> 01:18:51,360
that that system is in place.

2171
01:18:50,480 --> 01:18:52,960
>> Yeah. So yeah.

2172
01:18:51,360 --> 01:18:54,560
>> Well that's great. I mean, talk about

2173
01:18:52,960 --> 01:18:57,120
work that connects directly to our

2174
01:18:54,560 --> 01:18:59,280
mission, you know, like this is perfect.

2175
01:18:57,120 --> 01:19:00,080
So, uh, thanks. I don't know if you have

2176
01:18:59,280 --> 01:19:02,000
anything else you want to add.

2177
01:19:00,080 --> 01:19:03,440
>> No, I just want to thank Anna and the

2178
01:19:02,000 --> 01:19:05,920
team for really putting this together

2179
01:19:03,440 --> 01:19:08,480
and I know we went through a lot of PD

2180
01:19:05,920 --> 01:19:10,159
with the principles prior right when

2181
01:19:08,480 --> 01:19:12,640
school ended and then we started right

2182
01:19:10,159 --> 01:19:14,960
back up when they came and then did the

2183
01:19:12,640 --> 01:19:16,719
same with the teachers. So, um, great

2184
01:19:14,960 --> 01:19:20,560
job. I I'm really looking forward to

2185
01:19:16,719 --> 01:19:22,800
this just moving the needle really.

2186
01:19:20,560 --> 01:19:24,480
Awesome.

2187
01:19:22,800 --> 01:19:28,000
Thanks. Um, let's move on to

2188
01:19:24,480 --> 01:19:30,480
correspondence, uh, which is item, uh,

2189
01:19:28,000 --> 01:19:33,040
11. Anyone have correspondence? I got

2190
01:19:30,480 --> 01:19:35,600
one email today. It was from, uh, the

2191
01:19:33,040 --> 01:19:39,360
Sanonteo County Office of Education.

2192
01:19:35,600 --> 01:19:41,920
They reviewed our 2526 LCAP and our 2526

2193
01:19:39,360 --> 01:19:43,760
budget. They approved the LCAP.

2194
01:19:41,920 --> 01:19:45,600
Congratulations.

2195
01:19:43,760 --> 01:19:48,080
Um, and they confirmed that the budget

2196
01:19:45,600 --> 01:19:49,600
meets the requirements. So, uh, I think

2197
01:19:48,080 --> 01:19:52,400
that's good. Not surprisingly, they did

2198
01:19:49,600 --> 01:19:55,040
flag the deficit spending um being

2199
01:19:52,400 --> 01:19:57,440
short-term covered by the transfers in

2200
01:19:55,040 --> 01:19:59,760
uh long-term by unident unidentified

2201
01:19:57,440 --> 01:20:02,080
fiscal stabilization measures. But other

2202
01:19:59,760 --> 01:20:04,159
than that, it's all there.

2203
01:20:02,080 --> 01:20:06,560
>> Okay. Other business suggested items for

2204
01:20:04,159 --> 01:20:08,719
future agenda.

2205
01:20:06,560 --> 01:20:10,719
No. Uh board of trustees meeting

2206
01:20:08,719 --> 01:20:12,000
calendar

2207
01:20:10,719 --> 01:20:14,159
saw the closed session.

2208
01:20:12,000 --> 01:20:16,480
>> Yes. So, just confirming that there is a

2209
01:20:14,159 --> 01:20:19,679
close session on October 8th starting at

2210
01:20:16,480 --> 01:20:21,360
6:20. That way you guys have 30 minutes

2211
01:20:19,679 --> 01:20:22,560
in case you have any questions since

2212
01:20:21,360 --> 01:20:23,199
it's a new process.

2213
01:20:22,560 --> 01:20:26,800
>> Okay.

2214
01:20:23,199 --> 01:20:29,360
>> And then uh the 10:16 study session,

2215
01:20:26,800 --> 01:20:31,520
October 16th study session at 6.

2216
01:20:29,360 --> 01:20:33,360
>> Okay. And the one thing I kind of wanted

2217
01:20:31,520 --> 01:20:35,280
to ask was the um I know that the

2218
01:20:33,360 --> 01:20:36,880
October 8th meeting we're going to have

2219
01:20:35,280 --> 01:20:39,280
leadership associates there. They want

2220
01:20:36,880 --> 01:20:42,159
like a long twohour walk or so. I mean

2221
01:20:39,280 --> 01:20:42,480
is there a possibility to start earlier?

2222
01:20:42,159 --> 01:20:43,840
>> Yeah,

2223
01:20:42,480 --> 01:20:46,800
>> that's exactly where I was going.

2224
01:20:43,840 --> 01:20:50,000
>> Um I I don't I don't We can we can start

2225
01:20:46,800 --> 01:20:52,159
early. They uh find out with leadership

2226
01:20:50,000 --> 01:20:54,159
and associates how early they can get

2227
01:20:52,159 --> 01:20:56,800
here for the close session that they

2228
01:20:54,159 --> 01:20:58,880
want to have with you. And let's work

2229
01:20:56,800 --> 01:21:02,560
with that time frame and maybe we can

2230
01:20:58,880 --> 01:21:04,000
start at 6 as opposed to seven.

2231
01:21:02,560 --> 01:21:05,920
>> Yeah. Yeah. Or something. And I don't

2232
01:21:04,000 --> 01:21:07,440
know if we have to because it's a

2233
01:21:05,920 --> 01:21:09,199
regular scheduled meeting. Do we have to

2234
01:21:07,440 --> 01:21:10,640
do like an hour study session and then

2235
01:21:09,199 --> 01:21:13,280
recon? I don't know how it all works. Or

2236
01:21:10,640 --> 01:21:15,360
if you can just move this. No, I it can

2237
01:21:13,280 --> 01:21:16,480
be done during the regular meeting.

2238
01:21:15,360 --> 01:21:17,600
>> Yeah. Great.

2239
01:21:16,480 --> 01:21:19,520
>> Um Yeah. So, that would be the only

2240
01:21:17,600 --> 01:21:20,000
thing that's a good idea.

2241
01:21:19,520 --> 01:21:20,320
>> Yeah.

2242
01:21:20,000 --> 01:21:21,679
>> Yeah.

2243
01:21:20,320 --> 01:21:24,560
>> Yeah. I I know you're going to try and

2244
01:21:21,679 --> 01:21:26,400
keep the agenda focused on

2245
01:21:24,560 --> 01:21:28,640
we have the unodudited actuals, too.

2246
01:21:26,400 --> 01:21:29,920
>> Oh, yeah. Yeah. So,

2247
01:21:28,640 --> 01:21:32,480
>> so that's what I was concerned about.

2248
01:21:29,920 --> 01:21:34,320
>> Yeah. And it's keeping it kind of f I

2249
01:21:32,480 --> 01:21:37,840
definitely want very little on there

2250
01:21:34,320 --> 01:21:39,600
except we really need the actual

2251
01:21:37,840 --> 01:21:42,000
talked about that. Yeah. to confirm. You

2252
01:21:39,600 --> 01:21:44,000
want close session to start at 6 and

2253
01:21:42,000 --> 01:21:45,760
then move over to regular or close

2254
01:21:44,000 --> 01:21:47,600
session 5:30?

2255
01:21:45,760 --> 01:21:49,600
>> If 5:30 for if they can get here for

2256
01:21:47,600 --> 01:21:51,600
5:30, I would suggest a 5:30 close

2257
01:21:49,600 --> 01:21:54,320
session, six o'clock start,

2258
01:21:51,600 --> 01:21:54,639
>> that should put us, you know.

2259
01:21:54,320 --> 01:21:56,560
>> Yeah.

2260
01:21:54,639 --> 01:21:57,840
>> Yeah. I mean, three-hour meeting will

2261
01:21:56,560 --> 01:22:00,400
probably be done by 9.

2262
01:21:57,840 --> 01:22:02,560
>> Okay. Right. I I think the meta point

2263
01:22:00,400 --> 01:22:04,719
here is that anytime we've got an agenda

2264
01:22:02,560 --> 01:22:06,480
that looks like it's going to be at

2265
01:22:04,719 --> 01:22:08,560
least three hours to plow through, we

2266
01:22:06,480 --> 01:22:11,040
should at least have the conversation

2267
01:22:08,560 --> 01:22:12,639
should we have this earlier than normal

2268
01:22:11,040 --> 01:22:17,360
just to avoid getting into the we hours.

2269
01:22:12,639 --> 01:22:18,960
>> Yeah, makes sense. All right. Thanks. Um

2270
01:22:17,360 --> 01:22:20,000
adjournment. Uh can I get a motion to

2271
01:22:18,960 --> 01:22:21,679
adjurnn?

2272
01:22:20,000 --> 01:22:22,239
>> I move we adjourn.

2273
01:22:21,679 --> 01:22:26,280
>> Second.

2274
01:22:22,239 --> 01:22:26,280
>> All in favor? Hi. Hi.