{"date":"2026-09-30","type":"Special","videoId":"gRDk94hM0aQ","audioDuration":8400,"speakers":{"A":{"name":"David Weekly","role":"President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary (also student pledge speakers group label)"},"C":{"name":"Jennifer Ng Kwing King","role":"Clerk"},"D":{"name":"David Li","role":"Trustee"},"E":{"name":"Cecilia I. Márquez","role":"Vice President"},"F":{"name":"Mike Wells","role":"Trustee"},"G":{"name":"David Li / Trustee (second riffing voice)","role":"Trustee"},"H":{"name":"Christian Rubalcaba","role":"Superintendent"}},"utterances":[{"start":6059,"end":14803,"speaker":"A","text":"All right, it is 6 o'clock. I'm calling the September 30th, 2026 special meeting and study session to order. Roll call, please."},{"start":14803,"end":17062,"speaker":"B","text":"Trustee Wells?"},{"start":17062,"end":18466,"speaker":"C","text":"Here. Trustee Lee?"},{"start":18466,"end":19725,"speaker":"B","text":"Here. Trustee King?"},{"start":19725,"end":20160,"speaker":"D","text":"Here."},{"start":20160,"end":21241,"speaker":"B","text":"Vice President Marcus?"},{"start":21241,"end":21693,"speaker":"E","text":"Here."},{"start":21693,"end":22581,"speaker":"B","text":"President Weekly?"},{"start":22581,"end":158138,"speaker":"A","text":"Here. All right, welcome everybody. Bienvenidos a todos to the September 30th study session. Our interpreter will now give instructions for how to access translation. Fantastic, thank you. And just so people know that this is the 2nd meeting we've ever held using this kind of Zoom-integrated translation feature, and the intent is to make it really easy for people to participate both as speakers and listeners in both Spanish and English, which, uh, those 2 cover almost the entirety of our community. But it's really important that we be able to hear from everyone in both languages. And that they'd be able to understand the conduct of the board and what's being discussed here. And so I'm really excited. Our previous system, people had to call in with a phone number, and they were on the phone and they were on the Zoom at the same time. Very complicated. Now they just click the little globe icon and say whether they speak English or Español. So excited. Hopefully we'll work the kinks out here, but making forward progress into the 21st century. All right, so just so all participants are aware, at the direction of the board, this meeting is being recorded and will be shared with the public. We generally try to post our meeting videos on YouTube about a day or 2 after. Tonight is a study session with one topic: how our schools use formative assessments and professional learning communities to find the students who need more help, especially in early reading, and to act on it. The board approves iReady, Solution Tree, and Screener contracts one at a time on consent. Tonight is the chance to see how they fit together. Because this is a special meeting, public comment tonight is limited to the study session topic, different than usual. If you're here in person, please fill out a speaker card. You don't have to give your legal name, but if you'd like for us to follow up with you, please consider adding contact information. If you're online with Zoom, you can raise your hand or submit a virtual speaker card. And we'll call on you based on your Zoom name. Comment is limited to 3 minutes. You'll see a countdown clock at the front of the podium. If you'd like to see something on a future agenda, you'll need to get that request into the board president— that's me— and the superintendent at least 10 days in advance of the board meeting. And of course, you are free to write in your thoughts at any time to any of us, and feel free to write to us in Spanish. Do we have a Pledge of Allegiance tonight? Oh, all right, let's have our student-led Pledge of Allegiance. Yes."},{"start":158138,"end":158913,"speaker":"B","text":"Hi, everyone."},{"start":159818,"end":172502,"speaker":"C","text":"We are Roy Cloud, and we have the honor of leading you in the pledge. So we also wanted to just let us know— let you know who we have here. So let's start with you, Rosie."},{"start":173146,"end":173501,"speaker":"D","text":"What's your name?"},{"start":173501,"end":176337,"speaker":"B","text":"Hi, my name is Rose, and I'm in 5th grade."},{"start":179327,"end":181729,"speaker":"C","text":"Hi, my name is Rena and I'm also in 5th grade."},{"start":181729,"end":196555,"speaker":"B","text":"Hi, my name is Peyton and I'm in 6th grade. Hi, I'm Andy and I'm in 5th grade. Hi, my name is Robert and I'm in 7th grade."},{"start":196555,"end":202192,"speaker":"C","text":"Hi, my name is Layla and I'm in 3rd grade."},{"start":204660,"end":226885,"speaker":"B","text":"Hello, my name is Reagan. I'm in 7th grade. Hello, my name is Reagan. I'm also in 7th grade. Hi, my name is Kendall, and I'm in 7th grade. For the Pledge of Allegiance, we wanted to represent our wide range of grades. If you're able to, please stand."},{"start":231157,"end":232485,"speaker":"C","text":"Ready, begin."},{"start":232485,"end":249252,"speaker":"B","text":"I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. You may now be seated."},{"start":255497,"end":257104,"speaker":"A","text":"That was lovely. Thank you so much."},{"start":257104,"end":257590,"speaker":"C","text":"Thank you."},{"start":257590,"end":265896,"speaker":"A","text":"Any changes to the agenda? Seems improbable, but just— oh, yes. All right."},{"start":265896,"end":269194,"speaker":"B","text":"No changes, but if we can do the notification of meeting recording as well."},{"start":269194,"end":270907,"speaker":"A","text":"Yeah, I did. Oh, you did?"},{"start":271117,"end":271230,"speaker":"C","text":"Yeah."},{"start":271521,"end":271780,"speaker":"B","text":"Oh, okay."},{"start":271877,"end":272538,"speaker":"C","text":"I might have missed it then."},{"start":272602,"end":272780,"speaker":"D","text":"Yeah."},{"start":273005,"end":275294,"speaker":"B","text":"Thank you. Cool."},{"start":275729,"end":277807,"speaker":"A","text":"So with that, can I look for—"},{"start":277807,"end":279113,"speaker":"F","text":"Make a motion to approve the agenda."},{"start":279113,"end":279596,"speaker":"A","text":"Thank you."},{"start":279596,"end":280257,"speaker":"G","text":"I'll second."},{"start":280621,"end":281200,"speaker":"A","text":"All those in favor?"},{"start":281779,"end":281829,"speaker":"B","text":"Aye."},{"start":282374,"end":305370,"speaker":"A","text":"All right, let's have this meeting. Okay, public comment. I don't know if we have any cards there. That should probably wait until after the presentation. No cards. All right, so if any cards come in during the presentation, we'll take public comment after the presentation and then move to board discussion. Seem reasonable? Okay, great. So with that, I would like to give the floor to—"},{"start":305370,"end":305827,"speaker":"B","text":"Mr. Baker."},{"start":306881,"end":307721,"speaker":"A","text":"Cabinet to Anna."},{"start":307721,"end":442676,"speaker":"B","text":"Slideshow going. Good evening, everyone. Good evening, Board, Dr. Alcalde, trustees, and cabinet. Tonight we're gonna— I'm presenting, as you stated earlier, our professional learning communities, formative assessments, and Multitudes, and how they all weave together and how we use our student data to drive our instruction. And to make sure we're utilizing these assessments to inform our teaching practice. So we will— tonight we are looking at shifting our logistical meetings, which we've been using a lot for our professional learning, to continuous data-driven collaborative inquiry. We've been doing this now on our 3rd year. As you are very familiar with, we've been using i-Ready. We have our foundational literacy Assessments, Multitudes, our benchmark Adelante, our illustrative math that navigates students' needs, and we track students' growth over time in all of these systems. These systems work together as one assessment and an instructional system, so they're not isolated initiatives. We're working towards leading our students to have academic success across all of these areas. Just as a quick reminder, our work is anchored in our LCAP Goal 3. It is increasing— our goal is to increase achievement in ELA, in English language arts, and in mathematics. It's driven with our equity percent of 4% annual growth across our critical subgroups, specifically our English learners. As we move into our assessments, we are intentionally using different assessments for very different purposes. Some identify broad needs, others diagnose specific skills, and others provide ongoing progress monitoring information. The important question that we can continue to ask is how we're not providing more assessments. We want to make sure that we're using our assessments to inform our teaching practices. For many of our assessments, it's important to note that the majority of the assessments on this slide for kindergarten through 2nd grade are required to be one-on-one. So in order for us to be able to do that, many of our teachers need substitutes to be able to assess the students. So that's done by the site level."},{"start":442676,"end":442869,"speaker":"C","text":"Thank you."},{"start":443932,"end":609789,"speaker":"B","text":"We have supports in place for our multitudes and our designated ELD assessments with some of our teach— our district testers who support where we have high populations of English learners for these assessments. So getting into our professional learning communities, this is where our assessments become actionable. Our teachers collectively identify our needs. They're reteaching, and our goal is to make sure we're providing intervention and enrichment And we're adjusting our instruction accordingly. Our assessments have value only when it affects instructional practices. For tonight's meeting, I did shorten it, so I did skip some intentionally. Just— I forgot to mention at the beginning, um, so that you guys know that I'm not going over everything. Um, so for our professional learning community, again, this is a continuous cycle of learning where we've been collecting and analyzing data. We're working on our collaboration among our staff. So our teachers this year and last year really have been planning for instruction using these tools. We're really moving into our implementation and monitoring where the teachers are reflecting and then adjusting through the progress monitoring cycle. This is a common practice that we've been putting in, that we have been working on. We want it to become a routine across all of our school sites. This, this cycle is just, um, this year we've also, in addition to that, we've added one other component where all school sites are doing a study on Universal Design of Learning so that we're all marching in the same drum and we're all moving towards making sure students have access for all our learners. And we're actually wanting our students to take ownership in the way that works best for their learning. So we're all working on this process this year. Our multi-year implementation plan, which I shared last year with our staff as we're As to understanding where we're going with our professional learning cycles. You can see this is the plan. We are in year 3 of implementation. We started very slow in the first year where we were working, getting— we had a book study. We were looking at books, one of the foundation books that we had. We were going through with the principals, and then last year we partnered with Solution Tree to get us all grounded in this, in the same manner. This year We continue our 3rd year, hopefully, so that next year we're building the capacity so that next year it becomes more of a cyclical. Right now we're doing it every month. Next year we want to do it even more often, because we know that the more often that we're looking at data and looking at our assessments, the better that our instruction is going to be for our students. So it's continued improvement in, on the planning of our professional learning communities at all sites."},{"start":609789,"end":609966,"speaker":"E","text":"Thank you."},{"start":611314,"end":735768,"speaker":"B","text":"So you can see this year we have scheduled out 3 cycles. Each this year is literacy and math, so they're cycling every other week. One week is math PLC and the next week is literacy. We continue to analyze their com— they're coming together to analyze their common assessments among all the school sites where there's— they have established clear goals. Some of these goals were established back in August before school started, looking at our data from the prior year. There are checkpoints throughout our— throughout the year where they're progress monitoring, where they're analyzing, coming together in agreement. What is the assessments we're doing in our curriculum that are going to drive up to meet our goal at the end of the year? So these— this cycle is super important for the teachers as we're building out our continuous improvement cycle with our assessments. The assessments are now being— we're not actually requiring the assessment. It is now more teacher-led, and teachers are identifying in the curriculum what assessments they're for the professional learning community. So this is an important process that we're doing, and we're taking, taking slow gains so that teachers can feel more comfortable, so that next year as we build it, it becomes more cyclical, and they're— we're providing more time during the day to hopefully be able to do this a little bit more efficiently. So we're building capacity. This year— well, last year we partnered with Solution Tree, so we're doing it again. But this year our goal is to— our emphasis has been on strengthening administration. Administrators. So, um, as their instructional leaders to lead the work. So we have 8 schools who are giving— receiving targeted coaching through Solution Tree. Kennedy, Henry Ford, and Garfield are receiving on-site as well as virtual support. And then we have 5 other schools who are just receiving virtual coaching. So we, at the end of last year, I did a survey and I asked if there's anybody who wanted to do this next step in the coaching. So we had 8 of our principals said yes, so we're, we're supporting them in this endeavor to help impact the work that they're doing on site."},{"start":735768,"end":736849,"speaker":"D","text":"Okay."},{"start":736849,"end":1370125,"speaker":"B","text":"Um, our next, um, assessment, as you're very familiar with, is i-Ready, right? We've been using this assessment for the last couple of years. i-Ready really provides us, uh, results to be able to group students with similar learning gaps. Um, what this year we're also using other tools in i-Ready to help support So you see, we've been using Standard Mastery. We've been really working on making sure that teachers know how to use the Standard Mastery because that allows the teacher to teach a standard and then assess it to see if it was mastered or not. So some, some schools have used that for the last couple of years. We also have fluency tools, which again are going to be providing us more supports in our foundational skills supports in terms of oral fluency. which we're using this year. And then we also have areas in Multitudes which we provide, give only once, but we also have some assessments in there that could be used to progress monitor students on areas where Multitudes is stating, um, this is an area of need. So these tools all provide just a quick snapshot to see how students are going on their specific standards and skills that they're learning. It allows teachers to intervene earlier in the instructional cycle and to Close those learning gaps that students have. So i-Ready, as we see improvement in their i-Ready scores, we do expect to see improvement in our CAASPP scores as well. So this is our baseline data for this year. We just finished i-Ready so that you can see this is our starting point where we are at currently. It does show us that we have specific sites with the greatest need. None of these sites are unfamiliar to you that we have targeted supports. Garfield, Garfield and Hoover and McKinley having the highest, uh, needing— need of support. Roosevelt, Taft, and Kennedy are in the low 50s with all 3 years, um, or below. So none of these are, are sites that we're not aware of. We have coaching support at all of the sites except for Kennedy. Where at Kennedy, we are supporting the professional learning community with the new staff that we're working with. Um, but we don't have, uh, one full-time coach there. Our coaches are, um, are supporting when they can, as they are supporting other sites. And then we have our English learners. So I decided, because this is our goal, right? Our goal is to impact our English learner. Where are English learners on our iReady scores at our baseline? So again, this disaggregated data allows us to see, um, where it where we need to emphasize our supports, right? It varies, it varies from site to site. As you can see, the number of students that we have— again, no surprise, as we know where most of our students are, 2 or 3 grade levels behind. It's similar to the overall score. The same schools that were targeted are the same schools that we need to focus on. So again, it's just one other data point to see that we're putting in the supports that need to So for our formative assessments, we are now moving from diagnostic into specific literacy skills, specifically in our K-2, um, classroom. So in— we use different— we have, we have the Basic Phonics Skills, which is what we call the BPST, which is an equivalent. Aprendo is Spanish version of it. And then we have our Multitudes, which is our, our screener. And then we have our reading comprehension benchmark assessments and ORF. Okay, so I am not going to review all of those slides that I gave you, but that was just so that you can see where, where they are and disaggregating a little bit of that data. For on this slide, it's just giving you where, who is testing in what language, right? We have, we have our bilingual classrooms, and we have— these are just the specific foundational programs that we have. Just a quick snapshot. Again, our unduplicated pupil count is important to keep in mind, as we do have some sites, as you know, that have high number of unduplicated pupils, um, where we know that we have to inform, um, and target resources as our data is showing us. So a quick snapshot just for you, because as educators, this is the what we breathe every single day, right? Our foundational standards. And really, our instruction is moving our students from hearing sounds in the primary and the young K-1, TK is even doing this already. Hearing sounds, connecting sounds to letters, decoding, automatic word recognition, reading text fluency to comprehension. So our goal is that by the end of 2nd grade, students have strong enough decoding foundational skills to increase meaning and knowledge. Okay, this is an area where we still have a lot of work to do. Okay, we're not quite where we need to be at 2nd grade. Um, with all our students in order to meet this. Um, so just a good little snapshot, this is our basic phonics skills. This is our formative assessment where we're monitoring our student foundation. Here teachers are using, are really identifying skills that require specific instruction to address the gaps. So they're very discrete skills, as you saw on those, uh, slides. So just to give you a snapshot, these are the kindergarten. You can see that there are 3 separate grades, very Specifically to the continuum of reading. When we look at the data in our kindergarten, or on our kindergarten, there's a range of mastery. We have about— we go from 62% to 75% range of mastery. So we still have a, a good number of students, and that's both on Aprendo and on both the Spanish and the English, where we have a, you know, a good number of kids that are still not meeting kinder standards. So if they're not meeting kinder standards, The gap begins and widens if we continue this path. And in 1st grade, again, we're between the 45 and 75%, um, of skills that are mastered. And then in the 2nd grade, we're 53 to 78%. So in order for us to really— we really need to strive to have higher, better scores in these assessments because these assessments allow us to know what skills are not being learned at each of the school sites or each of the students with individual students. So our goal is that by 3rd grade, they would, they would be applying these phonics skills and word analysis skills to automatically be able to fluently read. But when these skills are unfinished, it becomes very difficult for those students who have those learning gaps. So really, one of the things that when analyzing our data Is we have many kindergartners that get to a certain spot, and then they're sort of in the red and don't move on that. So imagine that child in kindergarten has a gap of 2 areas, right? There's 5, 4 areas that we really work on. Those 2 areas of— if maybe they have to— they have the sounds and the letters, but they can't blend words. They can't put like C-A-N, right, where the can— if they're not able to put that together yet. Imagine that skill. They're going to first grade, right? They're not able to do that yet. So the teacher in first grade has to teach that. That's a kinder skill. Plus she has to do all the 8, all the first grade skills, which are about 8 discrete skills. So that student already has a deficit of 2 areas and then has to add on 8 for the rest of the first grade year. So that student only masters that and masters some of the first grade skills, right? And we move to second grade, we're still deficit. So one of the things that we need to do is making sure that when we're looking at assessment of students, that we're addressing those gaps. So one of the things that we've been doing with our data, the way we collect it, we collect it on a spreadsheet because there's nothing else a way to do that. When we're looking at it, we do see, and you saw on some slides where there was data that was missing. So that means that data was missing because someone didn't assess those students. Areas. And so again, that just creates a bigger gap and it makes more work for the next teacher. So we really need to make sure our administrators are monitoring, um, what hap— what's happening with the data so that they can make sure we're trying to make sure we're having all the kids assessed in all the areas so we can move them forward. Because sometimes some kids learn certain skills prior to other skills. We have a system— you're going to learn a lot in a short A, short E. Some kids pick up other areas first than others. So sometimes you have to assess them to know what their strengths are. But if we're not assessing those other areas, we're not finding out what they really know. So it's just, it's just a— and we've been rolling out BPST now. We're in our 5th year, 4th year here and doing it. So there's still areas that we need to refine. So again, for our phonics skills, there's a lot of areas we have to work on. The same for our bilingual classrooms. We have our Spanish, very similar. This, our program teaches it very much syllabically, like the native, a native Spanish speaker would learn it. Typically, our programs like our benchmark teach it as an English program. So they would learn the M in isolation. In Spanish, we learn it ma, me, mi, mo, mu syllabically. In English, we only learn it by the letter sounds. So it's a little different, a program for Benchmark teaches that the English way. So that's why we use Aprendo, because it teaches it more the native way of syllabication. But even on this assessment, we're also seeing that there are kids that are having gaps in their learning the same in certain— and on all our assessments. So those students also have gaps, right, as they move up into the grades, because syllabicate by— in Spanish. Because it's a lab, it's still— it's based on syllables. By 1st grade, you should have them all mastered, and by 2nd grade, you should be able to read. Even kindergartners can start reading, you know, very simple words, CVC words. But we are having gaps even in those areas. So again, but when I look at our i-Ready score, so I went in and I looked at— we do have our Spanish i-Ready test. Last year was the first time we've actually had it."},{"start":1370848,"end":1370960,"speaker":"D","text":"Thanks."},{"start":1370960,"end":1394836,"speaker":"B","text":"First or second? We did a trial the year before. Um, we don't— they don't give us disaggregated data like we do on the English version, but when I looked at it, we had about 38% at grade level in all the students. So we're also talking about the 3 bilingual schools and all of Adelante, because Adelante test is all K-5. Um, so about 38% are at grade level, um, on the i-Ready for the baseline."},{"start":1395125,"end":1395446,"speaker":"D","text":"Okay."},{"start":1397373,"end":1779079,"speaker":"B","text":"So we clearly have a lot of work ahead of us to do to continue to work in making sure we're closing the gap for our foundational skills. The work continues to be our professional learning model where we are looking at data, addressing the needs, and trying to address the gaps. We need to work closely with principals to make sure that they are also monitoring the skills that students are learning. How we're supporting our students to make sure that they're meeting the expectations for the end of the year. Addressing these areas is very critical because we know that if we don't address the gaps early on, the gaps just continue to widen as they go in the grade, as they move across grades. Our focus needs to be, continues to be on assessing the data, using assessment data to identify those gaps. We need to make sure we're strengthening our Tier 1 instruction and within the classroom are addressing targeted interventions within the class. And also that teachers can continue to build their strength and knowledge on the progress monitoring tools that we're using to develop these stronger foundational skills. So looking at our next is our reading difficulty screening, which is Multitudes. Multitudes, um, identify students who may be at risk and require closer examination. Doesn't mean they need intervention, it doesn't mean they have dyslexia, it just means we need to pay close attention to their progress. So these are some of the skills that we have. So every— not every child receives exactly the same test from grade level to grade level. One of the things I want you to point out, I want to point out, is these RAN objects. It's called— it's the 4th law that we have several things that have the RAN objects and RAN letters. That means rapid automated identification. So really what happens, and this is not a skill we use anymore, so I was actually talking to a principal today because we were talking about this. It's naming objects very quickly. So you put a set of letters or a set of objects, then they have to name it. So I want you to think about when was the last time you had to name objects. In the last couple of years, but we did that with children. It's like this word, like, um, it's speed. It's all on speed. Name. It's like speed reading, right? We are no longer doing— we haven't done that in many, many years, right? And so it's a skill we have to work with our students of rapidly name these letters, rapidly name the objects that are in front of you. That is not something we we do anymore. Memorization and automaticity, it doesn't always come as easily for all students. So it's a skill that we have to work with our kids. So that's one I'm pointing that one out because that's one that oftentimes we don't do in classrooms. Okay. And so many times when we looked at our data, that was one of the areas the students weren't doing well on last year. So for each of our multitudes connects all of our assessments to the reading development. It's, it's just how they, they've figured out how we develop reading. It's not simply producing a score. It's allowing us to look at how are students decoding, how are they reading, how, what is their auto— how automatically fluent they are. And then later on, we're gonna see their comprehension. So these skills build upon each other. So when we look at our baseline data, Which is actually not bad when we look at it. Um, you know, we are meeting, we are above 50%, we're in the 60s. We have an improvement. This is our— this is our first year, right? We— this— we're coming into our second year this next— this year, actually coming up in October. Teachers will start, um, doing, um, assessing the students already. We do this once a year. It just— um, one of the things that it does, it just does— it flags students for us that need intervention. One of the things that we looked at last year Is I was looking at BPST data, and I was looking at the students who are in the yellow. Students in the yellow are also students who are having difficulty with their phonics. They're sort of— and there's a correlation there. So they really do work hand in hand. It's something— and so we'll see this year as we go into year 2. So both of these assessments, Multitudes and BPST, really are a complement to each Right? They, they provide us different information. Multitudes is our screener for our students at risk. Our BPST and our Aprendo are targeted— provide us targeted instructional information for foundational skills to close those gaps. Both of them together create a system for us to really be able to analyze and meet the students' needs. So when we look at Multitudes and our goal, Multiply identifies who may be at risk, and we have to monitor those students. Like I said, they're very similar to what— who are having difficulty in foundational skills. We also need to be able to look at our BPST and other diagnostics to tell us how— what, what skills are missing, how are we going to address them, and how are we responding to the needs of the students. So it allows us— both these are very important tests for us, for us to use, um, and monitor our students. Moving into Literably, which begins our We start— last year we were doing it in 1st grade to 3rd grade. Oral Reading Fluency is really important for us to be able to monitor because it starts telling us how students are reading, how quick they're reading. It also has some comprehension pieces to see how they're doing. Um, so unfortunate, this was last year. This assessment was— teachers were able to do it quickly because it was all computerized. They would get a headset with a mic because it records them. And then they would do it— all the assessment was done online. And so teacher— the students would do it, and the teachers would get results quickly. Unfortunately, it was bought out by another, another program. And so we no longer have Literacy. We do have the data. And so this year we're moving into using the i-Ready oral reading fluency, which again is gonna be a one-on-one assessment."},{"start":1779079,"end":1779119,"speaker":"D","text":"Thank you."},{"start":1780353,"end":1861289,"speaker":"B","text":"So again, taking some time for us to do it in 2nd and 3rd grade for our students. So just looking at our Literably lets us know. So one of the things that we're looking at is over time, you can see on the slide, it just gives us our baseline where we started at the fall and where we ended in the spring with our students in 1st, 2nd, and 3rd grade. Now, all 3rd graders here did not take it because not all 3rd graders need— or really, we have students in 3rd grade who are reading. Right? So these are students that possibly needed some assessments because we're basing a lot of the information on our iReady. So some of— that's why the third— when you, when you look at the 3rd grade slide, you can see there's actually less students that took it on that data point. Moving into our benchmark and Adelante curriculum, there's lots of assessments in our benchmark, right? There is interim assessments which sort of mimic Um, have the double screen for our students to practice, especially for our students who are going to be getting ready to take CAASPP for the first time. These interim assessments allow students to practice, um, because they have side to side just like they do on the 3rd grade— 3rd through 8th grade CAASPP state test. Um, there's also a lot of quick checks. There's weekly assessments. There's unit assessment that teachers are doing. Again, all of this, they can do a printout copy."},{"start":1861289,"end":1861481,"speaker":"E","text":"Thank you."},{"start":1862122,"end":1998095,"speaker":"B","text":"Or they can do them online where it's already, um, except for the writing, it's automatically done, scored for you. So there are different ways and formats that we use in Benchmark for our teachers to use. Um, we have been trying to encourage as many, uh, teachers to use the online platforms because it does a lot of the work for you. But definitely the writing has to be scored by teachers. So that's just one other moment. Writing doesn't— is not always scored on, not in our current curriculum Although I know there's other programs that we have that do a little bit more prompting. So we are using our benchmark Adelante curriculum. The one drawback is, so again, we didn't buy the new benchmark, the 2023 version, which teachers who moved from Taft to Garfield to other sites are like, we want the new version because it had so much— they had definitely made a lot of positive changes. In the new version, but we didn't purchase it. So, but we do have curriculum adoption coming up soon in the next 2 years. Hopefully we'll know in November, and then we'll have to figure out that timeline for for our curriculum. And then for math, as you guys know, we adopted illustrative math. I just want I wanted to show you the dashboard because one of the things we keep encouraging our teachers is to use the digital tool to have the students. Even if they do the paper copy, input it onto the computer because it shows us right away what students met, what students met the standards already, what students need intervention. So as we're moving along, it also provides us a snapshot. So teachers don't have to do all the analysis work. It could be done for them. There are areas in which they need any— anything that's written has to be scored by teachers. But they can also input that score into the, into the document. But it's just, it's a good platform. We're really trying to get our 3rd through 8th grade teachers to really move towards this arena so they can have quick information to make their groupings, to how to do intervention in math. And so this is, these are just, these are actually our current class grade levels right now that are doing it. So this is actual real information right now."},{"start":1998095,"end":1998480,"speaker":"D","text":"Thank you."},{"start":2000743,"end":2042589,"speaker":"B","text":"And so as we look, and I wanted to just show you, you know, what does this look like? We have cooldowns. Every lesson has a cooldown. It's like our exit ticket where teachers can see, okay, did they learn what the goal objective was today? Did they not? Who needs help? Who doesn't? So these are, these are daily. Then they have these checkpoints within the units, and then they have their unit test. So if you— I just wanted you to look at, as I went through, these are the exact, like, the cooldown matches, the checkmark matches the end of the year test. It's worded a little differently. But it's all the same skill. So just so that you see, we have these built in. Teachers don't have to come up with these. They're already built into our, our current curriculum. It's just a matter of making sure they're using them."},{"start":2042589,"end":2043665,"speaker":"C","text":"Right."},{"start":2043665,"end":2075368,"speaker":"B","text":"And one of the things that teachers have been working on again is moving from paper to the computer. And that's something that many schools already require to have it done on paper, even on— even for the state test. So that they make sure they're doing the work here before they go and put it on the computer. So it's a good practice for them for when they're doing the state tests to take their time and not rush through everything. But that's, again, these assessments are built into our curriculum. And then again, our illustrative math is K-8 now."},{"start":2075368,"end":2076778,"speaker":"A","text":"Okay."},{"start":2076778,"end":2273014,"speaker":"B","text":"So our next steps are really strengthening our implementation. We're not adding another initiative. We're continuing with our current initiatives. And making sure they're consistent, that everyone is implementing them, that we're looking at our SMART goals. And I've been looking at SMART goals that were written, and I've worked with some principals, and we've also been looking at like, how can we tighten this goal up? Our, um, our coaches from Solutions Share are also working and looking at teachers, the SMART goals that teachers put together with, uh, with the principals to help Sharpen in and narrow in what the focus is as well. So there's a lot of work going into what we're doing for— to address some of the things that we're doing in our professional learning communities. We know we need to work with administrators and support teachers in making sure they're completing the full assessments and not stopping at one skill, as this just creates more of a gap for our students. We know that our foundational literacy remains a priority here. We can't move away from it because we're not meeting the need if our goal is to have students read by 3rd grade. We have that emphasis in math. There's a lot of reading in math. So that is our— continues to be our emphasis that we have to put in the work for foundational skills literacy this year. We want to make sure we're strengthening our consistency and providing time to plan for instruction. So one of the things that we've also been doing is our staff is also— mathematics is, as you guys know, we're not doing well in math. So our math coaches or our K-5 coaches are actually Planning with teachers and offering time so they can have planning days, so that they can plan for math instruction as well. Because it's not an area we sort of did all the training and sort of said fly, right? But we want to support them in making sure they're looking at their data. Let's look at the assessment. How can we impact this? So our coaches are doing that groundwork now, and so they're really. And now that the teachers know the curriculum, really trying to push their thinking. How do we also do the enrichment part? In math, because we have students who are already at grade level. How do we support them, and how do we do the interventions? And so those are the skills that we're still working on and really providing the time this year through goodness. The the good thing is we have that professional development grant that we have that we can use to do this because all of it is professional development through ours. We're not doing outsourcing; we're doing it in. Sorry, we just don't have enough coaches. That's the only problem we have. So if I could have the thing, every school would have a coach so that we can impact and get the planning going and get this moving a little bit better in the areas that we need and the targets. So again, just— we're not doing more assessments. We're refining. We're becoming systematic where we want to make sure we're responding to what the needs of our students have. We want to make sure that our assessments Are leading to the instructional decisions that teachers are making at all the sites with purpose, so that we can have students who are meeting the goals and our standards in the district. All right, I condensed it down from all those slides to 35, so I have time for any questions."},{"start":2273014,"end":2290892,"speaker":"A","text":"So I just want to check in and see if we have any public comment. Not seeing any. No hands up online. Okay. So with that, yeah, let's, let's move to discuss. Thank you so much for the presentation. Who would like to start? Start."},{"start":2290957,"end":2349335,"speaker":"F","text":"Thanks, Anna. That was a, that was a lot of information. It was really helpful. I mean, we hear about the assessments and the different, the different tools that are used during the school year, but, you know, rarely do we get a chance to see how they are all put together and You know, how each one of them is individually used and what their kind of focus area is for. But, you know, it is kind of a long list of assessments. So I just wanted to check and see, are they all really useful? And are there ones where they're overlapping and maybe, you know, maybe we don't really need? I'll give you a couple examples. Like, I actually don't know if we're using i-Ready for our younger grades, but Multitudes and i-Ready sound like they might have a little bit of overlap in them. Multitudes, I realize, is more of of a screener, uh, this one's at risk or not, whereas i-Ready might give us more of an assessment where there is. And then the other one was the, um, i-Ready has the standards mastery, and I just— to me, I couldn't understand how that's different than the end-unit checkpoints, um, or even the end-of-unit assessment."},{"start":2349335,"end":2463780,"speaker":"B","text":"So I— and I know my team is online, so if anybody wants to answer that, I'm happy that they can jump in. Um, I just didn't want to come in, but I, I— there are. So the Multitudes really is because we have to do it for the state. We hadn't been doing We had just been doing the basic phonics test, right? But they do serve a purpose. They're testing different skills. And so it does— the good thing is that Multitude is only done once. If we were doing it 3 times a year plus this, that would be very— a lot. It is giving us information though, in terms of it's matching what we're, we're already seeing in terms of students that are really struggling. What will be important this year is to see, did those students make growth from last year to this year? There Are different skills though, right? Because if you look at the kinder skills on the Multitudes, it's specific skills, and then we add on a couple of more. But it'll be interesting to see where that data goes. We start first grade and second grade, we're starting this Multitudes now. And then we had to move— we last year we did kindergarten in December, we had to move to January just because now the state put in 91 days in school for kindergarten. So we made that change. But they do serve— I think they're very complementary when the— when we look at The data. The problem is they're testing for different skills, right? And it's about how do we intervene for those students, um, that are struggling. Um, for i-Ready, we haven't typically— this year we did 1st grade. We typically do 1st grade later in the year. The only reason we did it 1st grade is because we have a new LCAP, right? And I want to have data about reading and where they start beginning year, where they go in, in, in January. Like, we're making an assumption where our kids are without having some good baseline data. So that's the only reason we did 1st grade, um, this year in the fall. Otherwise, we were doing it later in the year. Okay."},{"start":2463780,"end":2464100,"speaker":"A","text":"Yeah, but generally—"},{"start":2464100,"end":2466540,"speaker":"B","text":"and we do kindergarten later in the year, we don't do it at the beginning."},{"start":2466540,"end":2476270,"speaker":"F","text":"But generally, it sounds like the assessments are pretty much complementary. Obviously, we don't want to add more. You made that clear. But I'm just wondering, like, do we want to take some away?"},{"start":2476270,"end":2507037,"speaker":"B","text":"Yeah, well, I, I mean, I think the, the one thing The one that takes long, as you guys know, is iReady. Does take— it does take us long to implement, right? We do have to have a local assessment that we need to have for our, our LCAP, right? And so that's the, that's the issue, is what do we put in lieu of it instead of doing it? What would be our local assessment that we can track and have a better data system? This one does it all in one. So we could look at doing—"},{"start":2507213,"end":2519468,"speaker":"F","text":"looking at what other programs are out there that are not iReady, but most of them are pretty And end-of-unit tests would be a good proxy for that, are part of the curriculum, since we have kind of a standardized curriculum now across our grades."},{"start":2519468,"end":2531527,"speaker":"B","text":"While it does, you know what, Bronya knows that better. Bronya, let me have Bronya, because she's really good about all those assessments online with Benchmark. Let me see if someone can open up Bronya's."},{"start":2531527,"end":2542099,"speaker":"E","text":"They already did. I'm just gonna say I'm not crazy that you say Bronya knows all about assessments."},{"start":2542099,"end":2546466,"speaker":"B","text":"Well, no, Bronya knows more about benchmark assessments than I do."},{"start":2546466,"end":2611022,"speaker":"E","text":"Um, I want to quickly go back to the iReady Standards Mastery Assessment because that was the one you asked about and just wanted to point out those are— it's only 6 questions usually, uh, so it is something that takes between 10 and 15 minutes, and those are— a teacher will choose to give that, or a teaching team will choose to give that if there's a specific standard that they want to assess their students on. So it's, it's, it's elected, and, and it's fast. And then as far as the benchmark assessments goes, those unit assessments are— What's typical with curricular unit assessments for ELA is that you don't always get the same number of assessments on different standards from test to test. So you can use them to see a general idea of how well students are, um, are, are, are gaining in their comprehension skills, but it— you— they're not very good for comparison from unit to unit."},{"start":2611022,"end":2631610,"speaker":"F","text":"Okay, so sort of longitudinal testing, we kind of have to use some other thing that's really geared for that, whereas unit to unit is just kind of like, how are we exiting the unit? Okay. Yeah, that makes sense. Um, since we were just talking about Multitudes, I, I now realize why I was like, I don't even know what Multitudes is. It sounds like it's something that has just been recently—"},{"start":2631610,"end":2639260,"speaker":"B","text":"Yeah, we adopted it. Yeah, so we had to adopt a screener, right? And so this is the one that we adopted. Multitudes is free, it's no cost."},{"start":2639550,"end":2639710,"speaker":"A","text":"Yeah."},{"start":2639710,"end":2641680,"speaker":"B","text":"Okay, so it is the one that you give one time."},{"start":2641810,"end":2648910,"speaker":"F","text":"Okay. Yeah, and that's why, um, the RAN objects was something that we just weren't doing, but now that it's on the screener, it's got to come."},{"start":2648910,"end":2654370,"speaker":"B","text":"We have to— yeah, we have to do it because We just— it's not something we do all the time on it."},{"start":2654370,"end":2668064,"speaker":"F","text":"Okay, cool. Excited about the 5-year plan. It's good to see where we are on that. I remember talking about it for the last 2 years. But as we switch to the weekly PLCs, like, what's going to get replaced by that? Like, what is it replacing?"},{"start":2668064,"end":2708729,"speaker":"B","text":"Taking off the table? That's a great question. Well, I mean, we do— the weekly is not necessarily the assessment. So if we look at math, right, if I just go for the math, Because math has very built-in systems already, and that they're doing daily, right? It could be where we're working, we're all collaborating, and we're looking at how do the kids do what we did this week on this, on Unit 7 lesson, whatever number, right? We can look at it as a team and say, where are our kids? Where are we at comparison? What do we need to do next week? Right. The goal is that every week they're meeting to be able to address what's happening in the classroom daily. We're just not there yet."},{"start":2709002,"end":2709098,"speaker":"H","text":"Okay."},{"start":2709098,"end":2793915,"speaker":"B","text":"Because one of the things that we're trying to do, we've been trying to do, is be consistent with making sure everybody's doing some form of assessment. Last year, we— the first year, we sort of said, this is the assessments you're doing. Last year, we had principals choose the focus. This year, we're moving away from so much direction but being more impactful that what is that, what is that you need as a teacher? So teachers are now looking at their ELA, They're looking at their math and they're saying, okay, our goal is this. Now, where are we gonna have— what are we— where in the curriculum are we addressing our main goal? So they're looking at standards because they— what they do is they create a long-term goal, and then they break that down into segments, and then those become their checkpoints throughout the year. But they're the ones that created the goal. So we're making sure they're progress monitoring. So we're meeting tomorrow. We all have to have— we said we're going to have the assessment this month. We all have to assess, come together, and let's look at where we're at. Are we going— are we moving towards that target? Are our kids, or 80% of our kids, meeting where we want them to be, or are they at 25%, right? So those— that's where we want teachers to do on more of a regular basis. We do have some teachers who are planning together, but they're— I don't know if they're planning with that in mind about the assessments, or what they're doing day to day and how they're gathering the information for the students to be more impactful."},{"start":2793915,"end":2803415,"speaker":"F","text":"So it sounds like that's not really replacing some other program or something. It's more like organizing ad hoc time that's already happening."},{"start":2803415,"end":2826851,"speaker":"B","text":"And so one of the things that we did last year, principals were very intentional last year to have dedicated planning time during the week. Yeah, right. And so middle school teachers You know, they had grade levels all meeting across where they were all math teachers. So that is important. So if we want that work to be done during the day, that's a way to do it so that then it's not done after school because it's built in."},{"start":2826851,"end":2827204,"speaker":"F","text":"Okay."},{"start":2827204,"end":2868207,"speaker":"B","text":"One of the things we're working on is really to build the structure. We're trying to keep it within an hour, but keeping it within an hour means you're coming in ready to go and let's do it and get it done. And what's our next step? What, what are we meeting? Right? So we're building towards that. And in terms of, we were doing it only 6 weeks, every 6 weeks. We're doing now more monthly. And the teachers asked to do it on their Thursdays. So that's what we're doing instead of having— last year we had minimum days. So we, when I did a survey for the teachers, they said, well, can't we just do this on our Thursday minimum days? And I said, of course we can. That's what you want. So that's what we did this year. We didn't— we took away the minimum days where we were doing them last year and put them into those days."},{"start":2868770,"end":2869840,"speaker":"F","text":"Yeah, that makes sense."},{"start":2869840,"end":2870720,"speaker":"B","text":"Mike, can I ask?"},{"start":2870720,"end":2871220,"speaker":"F","text":"Yeah, go ahead."},{"start":2871220,"end":2875010,"speaker":"C","text":"To follow up, is this happening at each site, or is this like a cross-site?"},{"start":2875010,"end":2876480,"speaker":"B","text":"Each site."},{"start":2876480,"end":2882850,"speaker":"C","text":"Is there any value? Because I know some of these schools are so small, like they're only, um, 20 kids per grade."},{"start":2882850,"end":2912411,"speaker":"B","text":"So one of— well, I— we know that logistically— so the, the logistical difficulty is that they all have different— because we're doing them on those Thursday minimum days, they all get out different minimum day at different times. So that's the hard, difficult part. For example, at MIT— MIT, I've been— I'm working working with MIT and Kennedy right now trying to figure out how do we support— because MIT only has 2 math teachers where we have Kennedy has more math. So how do we put them together? But they have different release times on this Thursday. So how do we make— how—"},{"start":2912411,"end":2914451,"speaker":"A","text":"Charge your release times though, right?"},{"start":2914691,"end":2969710,"speaker":"B","text":"I mean, we, we are. The problem is that Kennedy starts at 8:30. Kennedy starts times at 8:30 and McKinley starts at 8:15. So within the hour of what they do Last year they were starting at 8:30, but North Star started at 8:32, so we had to make some changes. Yeah, so it's, it's just, it's just because MIT Kennedy and, and North Star, as you know, are on the same campus, right? So that creates— we aren't having a different schedule. Plus Sequoia is right there. It's a traffic nightmare. So they just staggered it a little bit more. So that's just the, the more of the difficulty with the middle school. And like, um, Garfield has one kinder teacher. And, and trying— he, you know, she was asking, could she go work with the Taft kinder teacher? So that's just things that they have to be worked out within the principals about how to support their staffs a little bit more. But that conversations are taking place among principals of how to support that, because you do have teachers in isolation here and there."},{"start":2969710,"end":2983118,"speaker":"F","text":"I want to ask you a couple questions about the BPST. First of all, it looks really powerful, like it gives a lot of good insights for those younger grades. Is it as powerful as it looks? Like, are teachers finding it as useful? Are you finding it as useful?"},{"start":2983118,"end":3016398,"speaker":"B","text":"I mean, I'm— I look at the data, right? And I've seen it, I've seen it assessed. In fact, I was at Clifford, Clifford Cup, 3 weeks ago, and the teacher was, was doing the assessment with the one-on-one student while the kids were working. So I got to see her administer it. It didn't take her that long because you're not doing the Empire test, you're doing the skills that you're teaching. But Bronya really is more— she's been a little bit more on there. She's the trainer of trainers now. For our— they got CRLP that she just— she'll be doing a training with our new staff. So, Bron, you have anything to add on that?"},{"start":3016398,"end":3053579,"speaker":"E","text":"I mean, I think the easiest thing to say is that when we first started having debrief meetings about the, the, the CRLP foundational skills training, overwhelmingly one of the takeaways that teachers gave us was how great it was to have a useful foundational skills assessment that they hadn't had before. And honestly, I think it's the only time I've been in a meeting where everybody agreed that a test was good. So it's a good test. It really helps teachers understand where their students are."},{"start":3053579,"end":3070282,"speaker":"F","text":"And so I guess one thing I was wondering was, why do we stop at a second? I mean, just given the number of students that are not— that haven't achieved reading fluency in higher grades, would it be powerful for Like 3rd grade and 4th grade to be trained on it as well and use it to help inform their instruction?"},{"start":3070282,"end":3071711,"speaker":"B","text":"So we did train everybody."},{"start":3071775,"end":3071935,"speaker":"G","text":"Okay."},{"start":3072401,"end":3089999,"speaker":"B","text":"Um, because we do have those gaps. And so one of the things that we have in place— and Bronya, correct me if I'm wrong, I'm trying to remember if it's still on there— um, is we— students who are in i-Ready showing that they still need phonics, that's a guide for letting us know that they need to be assessed."},{"start":3090336,"end":3090561,"speaker":"H","text":"Okay."},{"start":3090947,"end":3099742,"speaker":"B","text":"Um, they're not using their— they, they can use the assessment to assess where they're at, but they also use a different curriculum, um, to help support those in small group."},{"start":3100066,"end":3100227,"speaker":"C","text":"Okay."},{"start":3100616,"end":3103996,"speaker":"B","text":"Yeah. So am I right on that? That hasn't changed, right, Bronya?"},{"start":3103996,"end":3142394,"speaker":"E","text":"That hasn't changed. Um, typically, because, uh, decoding— once a student has mastered decoding, continuing to assess it isn't going to give you additional information, right? So usually once a student is past 3rd grade, a reading interventionist or someone else will be the one who is doing a BPST, at least in 3rd through 5th. And then when they're in 6th through 8th grade, then it tends to be a different form of an interventionist, like an RLC teacher, that will be giving that test. Got it. I see."},{"start":3142475,"end":3148688,"speaker":"F","text":"What I hear is that for the students that need it, it's still being useful. It's still useful for informing Instructional practice there. Okay."},{"start":3148688,"end":3163517,"speaker":"B","text":"Just so you know, so since we started using CRLP, um, I, I wish now that I think I should have showed where we started many years ago and where we're at now. We really have reduced how many kids in the middle school have those large gaps in phonics skills."},{"start":3163517,"end":3164015,"speaker":"F","text":"That's awesome."},{"start":3164015,"end":3183798,"speaker":"B","text":"So we have seen that trajectory change with this implementation, which has been great to see because that was an area where we had a lot of students in red. And so Um, and so in pulling the data, right, I was just looking because it breaks it down into those, and phonics is one of the areas as well as reading comprehension. We can see that for the middle school."},{"start":3183798,"end":3184360,"speaker":"D","text":"Great."},{"start":3184408,"end":3204324,"speaker":"F","text":"That leads to kind of my last question, which I just— you gave this great example about how, like, if the, you know, if they have 8 skills they have to get in one grade but they only get through 6, then next year they have to get those 2 again and move on. Like, how, how do the teachers manage that? Like, what other supports? How does that work that they're able to, and even hopefully accelerate them to be able to get all 10 at that point."},{"start":3204324,"end":3301368,"speaker":"B","text":"So I'm going to give you a great example. I, I'm— great example in that we have some sites where those students are few, and then we have some sites where it's the full class. So that's where it becomes a little bit more of a challenge, right? Because a teacher that has 1 or 2 kids in that area, it's easy to manage and to do because you're just working. Um, one of the things that we've been working on also is putting into play Who are we supporting in reading intervention? Right? The earlier we intervene, the— we know that the students can be. So we are pushing our administrators to look at our 1st grade and 2nd grade students to intervene early if they need that double dose of reading intervention as well. We have been— after the pandemic, of course, we had so many students in 3rd, 4th, and 5th grade. Our focus was on 3rd, 4th, and 5th grade, close those gaps, get them going. But now we're in a place where we're starting to move down into the primary 1-2, where that emphasis has become. So one of the things that Brianna has been working on is aligning our reading intervention teachers as well, and having system— better systems in place on how we're monitoring students, how often they're— they need to assess the students in the intervention so we can see the progress quicker, and making sure that they're doing it in cycles of 6, because we don't want kids to be in intervention. Year after year after year. So trying to figure out, catch it early, where are the gaps in working with teachers. So we are moving now more into the realm of reading intervention in 1st and 2nd grade to help support that."},{"start":3301368,"end":3301898,"speaker":"G","text":"Great."},{"start":3302509,"end":3302750,"speaker":"E","text":"Cool."},{"start":3302830,"end":3306379,"speaker":"F","text":"Well, this was, again, like I said, really informative. Thanks for putting together the presentation."},{"start":3306379,"end":3360795,"speaker":"G","text":"Yeah, well, same as everyone, super insightful. A lot of what Mike said, Especially for someone who doesn't have a child in the system currently, really helpful in clarifying kind of what, from especially the literacy side, the number, types of assessments, purposes, like what that looks like. I kind of think about it in 2, at least 2 different frames or steps. One is data collection piece, and then one is like, you know, turning that into impact. And I think just on the collection piece, I think one of the things that you mentioned was that Across a variety of things. But I think we have seen some inconsistency in collection or input of data, or maybe administration of things. And just from knowing that that's important for us to know where to target— like, nothing— it's very difficult to do meaningful work if we don't know what the baseline is, kind of district-wide."},{"start":3360795,"end":3361373,"speaker":"A","text":"Yeah."},{"start":3361373,"end":3376332,"speaker":"G","text":"Is there— is the administration of rubrics, is that something that is incorporated into, like, evaluations of school sites, like admins or anything like that? Or how are we ensuring that there's fidelity to that administration along with other things?"},{"start":3376332,"end":3419831,"speaker":"B","text":"Well, we've definitely gotten much better. Um, we, over the last couple, I would say, I mean, Bronya is creating, is a spreadsheet queen who creates, and we gather the data and we have it available. We've definitely gotten a lot better about making sure teachers understand the need for it and their usage, right? I'm like, sorry. Um, and so I do think we've gotten better. We still have some sites where that needs to be monitored, um, and it's just individual teachers here and there. So I'm hoping to meet with principals about that as well, to making sure we're closing those gaps and making sure we're assessing what needs to be assessed. But it's an individual basis, so I need to work with those administrators."},{"start":3419831,"end":3420429,"speaker":"G","text":"I see."},{"start":3420429,"end":3472464,"speaker":"B","text":"So, so we're closing the inconsistencies, but we still need to make sure we're doing it more, more, um, that there— we're able To see. For example, I, I did let you know we don't have Adelante data on the kinder because Adelante didn't use our spreadsheet. And so our Aprendo actually was being done on Literably last year. So some of our Aprendo data was on Literably, um, but Adelante was doing paper copy still. But we didn't have— I didn't have the data, so I couldn't gather. Even though I was asking for it, I never got it. And so it's really hard when they're not using the systems we have in place. So it's just, you know, and Patty's like, we have it, we have it. So I know I have it now. I just didn't have it in time to disaggregate the data for you guys. Um, but when I'm looking just at Adelante in their reading, if I look at their, uh, iReady, they have much more stronger readers. Um, their reading is really high there, so it's really positive though."},{"start":3472464,"end":3493711,"speaker":"G","text":"Yeah, from, from my view, for this meeting, it's not super important of like getting all the data right now. It's more just it sounded like there was maybe some inconsistency So it's, it sounds like you are confident that this is more just a communication emphasis, that there doesn't need to be any additional measures to be taken to kind of communicate that this is really important, that we're okay."},{"start":3493711,"end":3494964,"speaker":"B","text":"Yeah, it's in isolation."},{"start":3495156,"end":3517324,"speaker":"G","text":"So, okay. Second piece was the long-term goals that you mentioned that the school sites are now opting to make as opposed to Could you say a little bit more about the long-term goals? Are these captured in the SPSA, or are these separate? Or, and like, what's an example of like a long-term goal for a school?"},{"start":3517324,"end":3542735,"speaker":"B","text":"Let me see. Let me go back to that slide. Let me go back to my notes. Is that one on? Just to, just to clear, I just need to bring it back up for myself where I have it. Just have too many opening tabs. So in terms of the long-term goal for us to meet with our 2nd graders, meaning being at grade level?"},{"start":3542735,"end":3549582,"speaker":"G","text":"No, I thought, um, school site by school site, I thought you said that they're— that each school site kind of sets a long-term goal with a team."},{"start":3549582,"end":3616401,"speaker":"B","text":"Oh, our SMART goal. So each school site— each, actually, each grade level within the school site creates a SMART goal that's a long-term goal for the year. So for example, if you look at our timeline The timeline for the professional learning community—we started; they started looking at data in August. They picked an essential standard, and they say, \"Okay, this is the essentials one.\" So we're going to make a long-term goal till April. So we do it to April because testing season comes in for third through eighth grade, right? So we try to go from beginning to April. And so what they do is they make the grade level says, \"Okay, we're going to work on just just just for an example, we're going to work on multiplication, making sure third graders have their multiplication table.\" Just as the standard. Okay, we're going to work on— our first assessment is going to be in November. We're going to say they need to master these skills, right? And then from November to January, we're going to do this. Those are short-term goals, but ultimately our goal is that they learn all the timetable by April. So it's how do we monitor that? So that's where they're looking at their assessments, and then they're creating those long-term goals during the PLC."},{"start":3616401,"end":3636696,"speaker":"G","text":"Okay, so these are Grade-level school goals, and not CIPSA, because that's big picture, and it's just based— and it is based on the data they've gotten from the diagnosis at the beginning. Okay, that makes sense. One thing I was— I guess actually to follow up on Mike's question, just on the amount of assessments."},{"start":3636696,"end":3637810,"speaker":"B","text":"The amount of assessments."},{"start":3637810,"end":3658101,"speaker":"G","text":"2 things. One is just, I'll double-check. It sounds like Multitudes And PBIS-D, they are discrete assessments that do give you different things, but it sounded like, I think you mentioned, we effectively get to the same subgroups of students who effectively need the same help. Is that right?"},{"start":3658101,"end":3700050,"speaker":"B","text":"We're finding that. Again, we'll see this year because that was just our first year. So when I was looking at data and asked some teachers, I'm like, are you showing— and we actually seen this actually prior to Multitudes, we were doing the Stanford assessment, and it was showing the same thing. So when we were in the piloting phase, when we were working with Stanford— so we always— I can't remember the top of the head. I know Bronya remembers the name. Um, Roar, that one, that one was showing similar things, um, that some of the kids were correlating with what we were seeing on our, um, our formative assessments. So we're just trying to make sure, because we're showing, we just have to make sure we're intervening, creating programs for them to be Okay, so yeah, early days."},{"start":3700050,"end":3711010,"speaker":"G","text":"We don't know if that's going to be a consistent pattern going forward. We don't know. Okay, yeah, something to monitor. I think it would be helpful to know if, if it ends up being kind of duplicative in terms of what we learn. I know Multitudes is now— that's required by the state."},{"start":3711010,"end":3713490,"speaker":"B","text":"It's required, but so it could be one of our assessments."},{"start":3714090,"end":3716470,"speaker":"A","text":"Could be one of our multitudes of assessments."},{"start":3717070,"end":3722600,"speaker":"B","text":"It could be one that we put onto the— it could be one that we create a goal for. I mean, we put it into our LCAP."},{"start":3723148,"end":3727561,"speaker":"A","text":"If we have to do it anyway, we might as well use it as a benchmark. Yeah."},{"start":3728284,"end":3728605,"speaker":"C","text":"Yeah."},{"start":3728605,"end":3733451,"speaker":"E","text":"Can I just interrupt? I just want to— sorry, part of the state law is that you can't."},{"start":3733451,"end":3735024,"speaker":"B","text":"Oh, we can't put it on there."},{"start":3735072,"end":3737543,"speaker":"A","text":"Yeah, let's not do the illegal thing."},{"start":3737800,"end":3739677,"speaker":"E","text":"Yeah, sorry."},{"start":3739677,"end":3757477,"speaker":"B","text":"But it's good, it's good information to us. I think this year we'll see where kids are, and because parents can also opt out of this, right? I don't— Bronya would know how many parents opted out, um, more because we are keeping close record. Of who's opting out year to year. So you can opt out of the assessment as well."},{"start":3757477,"end":3780422,"speaker":"G","text":"Got it. Okay. And then just 2 more questions. One on the multi— the many assessments that are given. It sounds— it just feels like a lot. And I know it sounds like the PLC is an opportunity, or what it's morphing into maybe is kind of a structured way of supporting teachers and staff and like digesting that and turning that into change of practice. Is that fair?"},{"start":3780422,"end":3781369,"speaker":"B","text":"Change of practice, correct."},{"start":3781867,"end":3790443,"speaker":"G","text":"Could you walk with me very briefly through like what that might like look like from a teacher? Yeah, my concern is like they're like, ah, a lot of stuff, I don't know where to start."},{"start":3790443,"end":3836229,"speaker":"B","text":"I think one of the things we're trying to do this year, right, is trying to make it more teacher-friendly where teachers have more of the, um, they're choosing what they're talking about, what the goals are. Because if we mandate it and we say everyone must do this goal Right? Then it doesn't become— it becomes more— it's the district thing. We really, in a true professional learning community, it is done by the teachers, through the teachers and everything, right? We're really trying to empower the teachers to take some ownership, right? So part of that ownership is looking at our— one of the things that we have to have in place, though, is consistent data collection. And we didn't have that before. Now we have— this is what we're collecting. This is what you can use."},{"start":3836229,"end":3836373,"speaker":"A","text":"Yeah."},{"start":3836887,"end":3885854,"speaker":"B","text":"Right. Um, and it can be— I mean, even our math tests, if they do it online, we see it online, right? But they're the ones choosing what the assessments are going to be along the way. We're not telling them what they need to do. So there's some freedom and choice there, which is what really empowers a teacher to say, I have the choice to do this assessment. If I'm going to do my math test, okay, there's 10 questions, I'm only going to do 5, right? So they have some freedom. But what we're doing it is across the grade level. All of us are doing the All of us are doing those 2, and we're going to have conversations around those 2, and then we're going to see how are students being— how are students doing on those, and where do we need to address. So it's that the, the power is, is giving it to the teacher to have some choice in what they're doing week to week. Our goal is week to week, right? Right now we're month to month."},{"start":3885854,"end":3886062,"speaker":"A","text":"Yep."},{"start":3886062,"end":3941897,"speaker":"B","text":"So we just— we're really building in and making sure I think now that we've been doing it for the last 3 years, teachers are looking at the freedom of that. We're collecting the assessments so that they have the data so that they can talk, have real conversations around them. So we're still working on the collaborative teams, which has to take place, because if you don't work on collaborative teams, you can have a dysfunctional team that just sits there and nags about the students all day long instead of looking at the data. Where are we going? Right? And that happens. There's a, there's a forum for that, but we want professional Teams where they can have true communication within the staff and say, hey, my kid didn't do this. What did you do? The true collaboration with what did you do to make that— get that score? How did you do that? Like, that teacher may have a strategy that I did— may not have, and we can share strategies. So it's, it's more of an inclusive model, and I think the power within it is getting teacher buy-in and to do it more consistently."},{"start":3941897,"end":3942684,"speaker":"G","text":"Got it. Okay."},{"start":3942684,"end":3946775,"speaker":"B","text":"So it's taking time to implement because we have the assessment that we have to have in place."},{"start":3946968,"end":4023533,"speaker":"G","text":"Yep, you gotta scaffold all the different pieces. Okay, that makes sense. So it sounds like there's a possibility that teachers are going to have the reaction of there's a lot I know to do with it, but we're working toward the point of supporting that through buy-in as well as through the PLC directly and having a structured way of like explaining how to digest collaboratively with the teachers on how to— okay, that's super helpful. The last, actually last question is not really a question, it's more a comment, was just A lot of stuff on literacy in terms of assessment, which is obviously a focus historically of our district, and like not saying we veer from that. Just one observation. It looks like for math, I know we have the curriculum illustrated, which is helpful, similar to benchmark. It seems like there's maybe some room for more diagnostics on the math piece. I think there's a law that was just signed that will require that starting 2027, which In theory sounds helpful to me, but I do go back to the question of like, oh, there's a lot of assessments, like how are we going to manage that? So just, just a thought, because again, we talked about how math, a lot of, I think what we see in CAASPP and i-Ready, there's a lot of reading in the math, which makes sense. But like, we need the foundations for, like, if you can't add, you can't do any of it. But we need to know which part of that. So just an observation."},{"start":4023533,"end":4157745,"speaker":"B","text":"Yeah, 100%. And our teachers keep Um, I have been, and I know it's been at the forefront, is our students aren't coming— are not coming in math with the fluency skills that we used to have in the past, right? They're not learning their timetables as quickly. They're not having their addition facts to 10 like we used to, um, and where it was a memorization part of it, right? We do have a lot of skills built in in the centers that do that work, um, but it used to be where we all used to practice that at home. And we don't— those, those practices have sort of gone away, which I think are very essential. Um, in fact, today when I was at Clifford and we were in the math class, you know, kids were able to multiply equivalent fractions very quickly because they had such fluidity. But then there were the students who weren't fluid. You could see it, like, were more hesitant and didn't know that they didn't know how to do it, but that it's the multiplication that impedes. And in middle school— and actually, we were just talking with the kind of that they need those fluency. We need to figure out what are the areas that they're not mastering, um, so that we can work on those skills. But yeah, it is, it is important that those skills be developed because that's how math builds, right? And so one of those gaps in those skills really creates hinders to students for moving forward in the math. Um, so yeah, I, I agree. I, I did see about the new test, uh, that's coming out in math, one more. Um, so it'll be, you know, I, I just think we, when I look at all, I do look at all of our assessments, and I, we, one of the things we've been very mindful of is we put it on the calendar and we are like mapping it out so that no month is having more than one assessment. Um, and, or that's what we've been doing. So Brian and I are like putting it on the maps. Where are this— what's happening report card time, this time, this time? So we try to have it mapped out so that there's also, um, like the BPST and all of that. We report that on report cards. Parents are given information, right? Even at a parent. So we want to try to make sure that when we're doing it or people are actually sharing That it's— that there's time for them to do it and that it's reportable on the report cards, because some of these do get reported on report cards. Yeah, so it's a mapping out sequence."},{"start":4157745,"end":4165256,"speaker":"G","text":"I'll just say again, really, I appreciate that you brought in the whole team are doing that, and this presentation again was really, really helpful for me to understand it. So thanks."},{"start":4165256,"end":4170039,"speaker":"B","text":"Thank you. I guess I'll follow up on the math questions first."},{"start":4170424,"end":4185531,"speaker":"C","text":"Yeah, um, I was, I was the one who asked about the i-Ready correlation to CAASPP. Um, I, you know, we celebrated the huge growth in math last year for the ELs, and then I wasn't sure if it was a typo looking at the CAASPP."},{"start":4185531,"end":4191822,"speaker":"B","text":"Oh, this, because I think, oh, on this one, let me see, I've got to look on our goal."},{"start":4191822,"end":4196097,"speaker":"C","text":"We were like around 7%, and then this year we're like at 2 or 3."},{"start":4196097,"end":4217170,"speaker":"B","text":"Oh, the, the 2.6. Yeah, this was the one for— I have to go back and check it when once we get it coming back. Because it was 97% released. This was the data back in June, so we still have all the data. Now the data has been released. I didn't ask Jenny to run the new data. We're waiting for the dashboard because the dashboard will be a little bit better concrete because they do these— all these formulas."},{"start":4217170,"end":4231445,"speaker":"C","text":"Okay, because yeah, we had such big growth last year on the i-Ready, and I was hoping that we would see that in the CAASPP score. So that was why I'd asked if there was a correlation. I'm wondering if— I mean, it's just one year, but if next year we see similar But we have not seen—"},{"start":4231477,"end":4293958,"speaker":"B","text":"so just so you guys know, in the past couple years we have not seen a correlation between both. Um, and remember, we're doing now iReady in January, so we're not where we used to do it even in July. We're not— we do see growth when we were doing it in March, but it was March, it was ELPAC, iReady, and then CAASPP. It was all— and our English learners are doing all 3 of So having it been earlier where they're not being impacted with so much— we were looking actually at how do we map out so they're not assessed so often, right? Because they're the group that we need to lift. And so moving iReady, uh, to January has sort of given us that leeway, but it is earlier in the year, right? And so our data looks a little skewed because remember one year we did it in March and one— and then last year we did it in January. So we'll— it'll Hopefully we'll see what happens this year. I didn't pull the data for our English learners in math, which I should have for you guys, our current baseline, um, to see where we're at, especially for our English learners."},{"start":4293958,"end":4308364,"speaker":"C","text":"But then, Anna, based on how I understand i-Ready is done, the fact that we had actually like almost 60% in January is actually really good because normally we would be testing— because it tests a full year's understanding, right?"},{"start":4308445,"end":4318870,"speaker":"B","text":"Is that— it does test a full year. Yeah, well, it's, it's, it's adaptive So it changes according to where they're going. Yeah, we did January. Yeah."},{"start":4318870,"end":4337670,"speaker":"C","text":"Okay, just something that— it was just something to call out if we keep seeing a dip. I'm just curious if there's a better assessment. I mean, we want to make the most of these assessments considering how many we're doing. Correct. And then I think you answered my other question. I noticed that 20% of our kids haven't taken the iReady. I think you said kinder and first haven't."},{"start":4337670,"end":4357442,"speaker":"B","text":"Yeah, kinder does not take the iReady. Yeah, and then what you see on sometimes— so on the— this is what I'm not sure, and I haven't had a chance because I pulled some of the data off our analytics system. iReady, we have to do it in 2 buckets. We have iReady English and then we have iReady Spanish. It's not pulled in the same way."},{"start":4357442,"end":4357780,"speaker":"D","text":"Oh."},{"start":4357780,"end":4383620,"speaker":"B","text":"So when you're looking at some of that on the, on the display, it's only showing the kids that were tested in English and not the kids who were tested in Spanish. So for example, our first graders that the school sites that are bilingual, they only test in Spanish, so their scores are on the Spanish one versus the English one. And, and some of those schools like Garfield last year, Taft, and Hoover only have one class in each, where Adelante has 3 classes in each of those grade levels."},{"start":4383620,"end":4408610,"speaker":"C","text":"And then, um, oh, the other, um, the other question I had was more, you know, we always hear from the site admins and then from you about coaching and how Coaching is so wonderful and we'd love to have more coaches on campus. Um, I know we have a limited budget, but have we ever just, you know, have you ever just asked for all the coaches you wanted and then we've had to kind of see what else we can cut instead? Or—"},{"start":4408610,"end":4554768,"speaker":"B","text":"I haven't actually. I, I inherited what I inherited when I started 3 years ago. Um, I think we've been trying to work within. I think one of the things that, um, we've been trying to really do, and, and, and I think with our coaching I think the area that we need more support on in coaching is our, is our math, because our curriculum has a lot of, a lot of bells and whistles, but we have 1.5 math coaches, right? And so to me, one of the things I've talked to both of the, our K-5s, because that's our bigger bucket of teachers, 1.5 of our K-5 is not a lot for our 25 teachers that we have. And, and 25 per grade level. Okay, mind you, 25 per grade level for the K-5s. And so it is a lot of— if they want to do dedicated planning time and working with them to dig a little deeper, we just don't have the bandwidth in terms of math. Our ELA teachers— our teachers tend to do an ELA Kim to grasp it a little bit better, um, and it seems to be a little bit stronger because of that. But we don't have the same supports in math, and I don't think we ever had. Um, in the district. We have one math and one, um, one middle school. We have no science coach, right? And also science is now becoming part of, of, of the dashboard. We have been doing better in science, um, again, but we don't have those coaches available, a science coach in the district. So it's another area that I wish we had, um, because our coach— our coaches are currently like, okay, we do this, or, you know, Sometimes are multitasking. Some of them are doing some science, some of this when they're called in. But we do have— one of the benefits of our coaches model right now is we do have coaches at sites. And so they've really been in to create that system of change of let's plan together, let's have that system. And they're guiding the planning and working through and modeling and supporting them where— and we— one of the things we're moving towards is real-time coaching. I'm like, let's co-teach. Let's do this together. And I think that's one of the benefits of having a coach at the sites, is having the hands-on with the teachers and looking at the data a little bit more regularly, right? But when you don't have that at all the sites, it's really hard to do and push and improve it, especially our target sites. We, we don't have enough for our target sites. It's a wish."},{"start":4554768,"end":4558884,"speaker":"G","text":"I actually—"},{"start":4559384,"end":4561301,"speaker":"E","text":"but Just not every—"},{"start":4561301,"end":4562296,"speaker":"B","text":"just what do you want me to cut?"},{"start":4562296,"end":4596608,"speaker":"G","text":"But I do actually think it's a helpful exercise, kind of like how we have the parking lot for kind of governance-type issues. I do think it's really helpful for us to start thinking about ways to kind of codify the wish list of things. Obviously we have restrictions, but I do think, for example, that might be helpful for partners to see like what could money do, like the Education Foundation or even third parties. I think people— I think it might be helpful to have a sense of what, what more money actually turns into, especially given the context that you just provided. So I don't know what that looks like, but just, I think it's a great question."},{"start":4596608,"end":4629834,"speaker":"A","text":"Just to pile on, because I agree a lot. I think if we have a stack rank of like prioritized things that we wish we could have, sometimes we will find that the things on the top of that list may be higher priority than some of the things on our current priority list. And, you know, we can talk about that. There's fixed budget, but that might imply a swap. So I think just continuing on with like the status quo because it's been the status quo and just not really wishing explicitly because we don't have the money is like an anti-pattern. We want to call out what we want and look at the don'ts."},{"start":4629834,"end":4643180,"speaker":"C","text":"So it's good to have the list as we're looking at kind of right-sizing or re-looking at the district, right? So that we have a sense of what each site or how many— what each cohort of kids are going to need."},{"start":4643180,"end":4669674,"speaker":"B","text":"Well, we are having a new LCAP, so we have opportunities, right? And so I'm telling Dr. Rubalcaba, I'm trying to start planning for the LCAP, really trying to be an open-ended survey about our needs and the priorities of the district, not giving in what we've been doing but trying to see what else is there. Um, because I do think it's an opportunity because it is a new LCAP, so It's also looking at what we may not have next year, may need to change into something different."},{"start":4669674,"end":4695893,"speaker":"C","text":"And just my last comment, not that we need more data to look at, we always, we always bring up like we want to make sure that kids who started in TK or K in our district, like, um, how their growth is looking versus kids who are coming in maybe in 6th or 7th grade. Maybe that's another slice that we can look, especially if we're looking Yeah, not that we need more data."},{"start":4695942,"end":4770293,"speaker":"B","text":"Speaking my love language here. I, I do— I didn't, I didn't pull the data for Jenny. Jenny had the data. I just, I just missed that part when I had her do all the analysis. I'm like, oh, I should have done it. And I just, in hindsight, um, we do have the data on how those kids were doing. We do have really good— our TKs that are at sites are really— are— their scores are really good coming into kinder. Um, it's just we haven't been— when I was looking for— I'm just going to give you an example. At Hoover, we have TKs, and the reason I say this because I did look at theirs. Hoover TK students who were at Hoover don't all stay at Hoover. So what happens in the kindergarten is we get students from kindergarten who haven't been to TK or preschool. So I— the only reason I know that is because I looked deep into that, like, what do we need to do here? So Hoover is one of those Sites where they choose to go to different programs. Um, Taft students tended— about 50% stayed and 50% left. So when I'm looking at our target sites, that's what's happening at some of the sites. So it's a matter of moving them into the different realms and see where they're at now. But they tend to be some of the students that already are at grade level. Yeah."},{"start":4770293,"end":4780731,"speaker":"C","text":"Last year, Augustine, one of our parent community leaders Brought up how important it is to get the word out that there is preschool available in Redwood City and TK."},{"start":4780731,"end":4795310,"speaker":"A","text":"Yeah, we provoked discussion about even like advertising in bus stops, like TK, you should do it because it has effect. And I think if we're looking at the data as it shows the effect of TK as we're onboarding those folks. Yeah."},{"start":4795310,"end":4797414,"speaker":"B","text":"Thank you. Yeah, you're welcome."},{"start":4800868,"end":4837228,"speaker":"D","text":"I won't repeat what everybody else had said, which were great questions. And again, thank you for the presentation. And then when we talk about reading, or a lot of reading and math again, and then we also talk about literacy and how kids are not at grade level, how are we addressing those gaps, and when are they being addressed? Early on in kinder, are the teachers— because my kind of fear is, are we waiting too long until— yes."},{"start":4837228,"end":4993527,"speaker":"B","text":"No. So one of the things that we're— we've been— and this has just been an ongoing, even when I was in the classroom, all right, we've always had a range of students in any class. And so I think the small group instruction is where the impact needs to be, right? We're asking our teachers to do small group instruction because when you do small group instruction, you can target the skills that students are needing. And so that is built into our system of making sure that they're doing a whole group lesson but also doing targeted intervention in the classroom as well. The teacher is the one that really is the power behind that, so making sure that they have structures in the day for that small group instruction. We really want them to be caught on early. That means kinder, TK, K first, right? So really in kinder, we start with the— in fact, I was in several kinder classrooms and they're all doing some form of small group instruction. I was at one of the schools and, you know, I'm gonna get these 2 kids come with me because we're working on this skill right now. So they— the teacher was doing small while the kids were independently working. So it is happening. It's just that some kids come to school, and again, I'm going to use Hoover, that have not been in school, so don't know how to lift a pencil still. We still have a lot of students who've never interacted with other students. Um, and, and it is in the TK, it's in the kinder and first where we're still seeing a lot of behaviors. So teachers are managing behaviors still quite a bit. So again, when teachers are managing the, the big, big emotions, what we call them, you know, it pulls them away from some of the stuff that needs to be done. And we've had classrooms evacuated because of these big emotions. So a teacher is always trying to— so that also creates, because there's one less instructional day or one moment, right, then we have to calm the classroom. I'm just saying we still are dealing with those effects and continue to do that in our kinder and first, not in all classrooms, but it does happen. Um, and so some of our target sites have more of those kids that need more of those supports. So sometimes those, those learning needs, sometimes we— and one of the things I was talking to our principal, we have to make sure kids are feeling safe in school when they're feeling that way, right? So what are we doing to help fill? Because when their affective filter is down, we can teach them. Thank you. But when they're at high emotions, how do we deal with that? And when you have classrooms with one teacher and no instructional aid to help support some of those, it's a lot— a little harder. But we are working on small group instruction constantly, and that is the Tier 1. We don't want them to be going out to reading intervention because they're missing something that's happening in the class. But sometimes kids need that extra support to close those gaps."},{"start":4993527,"end":4993767,"speaker":"D","text":"Thank you."},{"start":4995374,"end":5019828,"speaker":"B","text":"So we are— we've been working on it in the K, in the, in the lower grades, and actually K-5. The problem we have is that we are still in our middle school, we're still in the— those are the COVID kids, right, that did have a lot of gaps that still weren't filled. So we're still trying to fill those as well. We don't want them in the, or the later grades. We want them the earlier the better. But there's a lot of kids that need support."},{"start":5019828,"end":5020005,"speaker":"D","text":"Thank you."},{"start":5020679,"end":5116988,"speaker":"B","text":"Sometimes. Um, and so that's one of the issues is, are we able to manage the how many? So if I have a class, and I'm just going to say this from my own person, when I had a class of 30, I had to look at who am I meeting with every day, who am I meeting twice a week, and who am I meeting with once a week, right? Unfortunately, I had to make those decisions as a teacher to make sure I was meeting with the kids, because the kids who need every day are the kids who have the largest gaps. The kids I'm meeting with once a week are doing well and are at grade level. I just need to push them forward. And the kids who I'm meeting with twice a week are, are on the— on their way to getting to grade level. Some classrooms have more of the imbalance, what we call Tier 1. Our Tier 1 is supposed to be 80% of the kids, right? Some classrooms have the lopsided triangle, 80% all the kids who need a lot of support and intervention. We're trying to flip that model with what we're doing in the classroom small group instruction. It's been a process and it continues to be a process, um, and with some of our teachers, I mean, you'll go into some of our, our teacher classrooms and it's happening. You see that they're doing small group instruction, but there's a lot of kids that have— that need the daily, um, the daily meeting with teachers for those skills. And so you have to make some conscious decisions. If I have 28 kids and 20 kids are low, who I can't— there's no way I can All of those kids in small groups in an hour and an 80-minute block when I have to do whole group instruction, this instruction, that— how do I meet the needs of those students? That becomes the complexity of it, of making choices, but making sure we're meeting small group instruction."},{"start":5116988,"end":5134760,"speaker":"D","text":"Thank you. And then with that in mind too, um, when are we reaching out to the parents? Like, instead of waiting till conference week to let them know that their kids need, or how can they help their kids, um, support? Support? Yeah."},{"start":5134760,"end":5317374,"speaker":"B","text":"Well, I think every school site does that very differently. I, I can't say it's a one-size-fits-all. I think school sites do different things, um, and I think that outreach is super important. And in terms of making sure parents know right away what is happening, we don't want them to wait till an SST and say, hey, your Child's been struggling, right? One of the things we're trying to do with reading intervention is actually let parents know your child's in reading intervention, they need supports, right? So the parent doesn't say, I didn't know they were in reading intervention. We need them to know so that they can build in the systems and help support at home what the skills we're working on as well. So we're trying to put that into place a little bit more with our reading intervention teachers, making sure parents know that they're in reading intervention, that they're So that's, that's work in progress. We're really trying to change how we're doing reading intervention as well. So there's been some changes this year and making sure we're communicating more with the families of who's in those programs and who's getting supports. We are also doing tutoring after school through LCAP with Air Reading for phonics skills, and then we have CAP with math, but it's an ELAC and LCAP. So we're looking at those skills again. That's— We do work with students from to, uh, the middle school on those areas, um, because we are trying to close some of those gaps that the students that may not be seen on a regular basis. But it is not an all-on being because there's more kids that need it than that we can provide for. So how do we provide for all of those skills for the kids when we have limited budget? That's my question. How do we provide for those skills? How do we do that? And middle school is really hard As you know, middle school, we have a lot of kids who need intervention, and principals are being creative about how to do that intervention in middle school because it's not an easy task to create one block where everybody has to be at somewhere in the middle school, right? And then you have to have matching credentials, and you have to, you know, everything that has to go into place. So it's a little bit more complex in the middle school when we have to do intervention and making sure we're meeting the kids' Um, and so it just becomes a little bit more complex in the middle school, but we have a lot of kids in middle school that need supports. We just haven't figured out quite what needs to happen there to do it. We have, uh, in math that Kendall's been working with a math intervention over at Hoover. Um, and so we do have a math intervention block where the teacher is doing some math intervention. Again, it's readiness skills of fluency. In the middle school, so we're we just started it. We started last year a little bit at the end of the year, so we're now going up doing it a little bit more. So hopefully we can see some inmates if that works. We can then hopefully replicate it at other sites, but we're starting small and trying something at Hoover a little bit. But that means we have to have a math teacher who's willing to do some reading a math intervention as well. So not only are they doing the math, but they're doing the intervention to help support some of the kids. But it's taking a lot of structures and power to— how do we do that in the— and within a block of time at Hoover?"},{"start":5317374,"end":5342164,"speaker":"C","text":"I will just say real quick, as a parent myself, um, and in support of the BPST testing, I will say that one, when it was sent home, was the most actionable thing for parents. It's very black and white. You either get all 26 or whatever, and then it shows you what you're missing. But I can't remember If the decoder was in English and in Spanish, or the, the sheet that was sent home to parents?"},{"start":5342164,"end":5351388,"speaker":"B","text":"Uh, I'm not sure. I, I'm not sure. I'm not familiar with like the explanation of what was tested for on DPST."},{"start":5352174,"end":5354148,"speaker":"E","text":"I think that sounds more like Multitudes."},{"start":5354148,"end":5366542,"speaker":"C","text":"Oh, okay, that one was good then. Whatever it is, it was like a very just like he can read 20 23 out of 26, or— and then it was—"},{"start":5366542,"end":5380546,"speaker":"B","text":"Maybe it's as part of the report card. It could be more something that— I'm not sure. Different people communicate in different ways with families. It may be something that's being done at Orion. We'll have to ask Winnie. What do you mean?"},{"start":5380546,"end":5386016,"speaker":"C","text":"Phonics. It was like during the phonics, and then it was the connecting the sounds. It was like—"},{"start":5386016,"end":5387556,"speaker":"B","text":"It was like connecting the sounds."},{"start":5387686,"end":5392458,"speaker":"C","text":"Okay, so it's probably And then, then he did get the words per—"},{"start":5392766,"end":5394320,"speaker":"B","text":"words per minute. Yeah, words per minute."},{"start":5394385,"end":5399217,"speaker":"C","text":"But it did come with a very clear, like, this is the target, this is where your number was."},{"start":5399217,"end":5401251,"speaker":"D","text":"Is that the goal-setting conference?"},{"start":5401251,"end":5403899,"speaker":"C","text":"It was at the— yeah, this was in the younger years at the goal setting."},{"start":5403899,"end":5407285,"speaker":"B","text":"Yeah, so probably part of the goal-setting conferences. This is the thing. So they have to—"},{"start":5407285,"end":5410136,"speaker":"C","text":"It was probably the most, like, actionable thing that was sent home."},{"start":5410136,"end":5414152,"speaker":"B","text":"We'll have to— good information."},{"start":5418470,"end":5438376,"speaker":"D","text":"Um, and then the other thing is, um, when you talked about data collection, that it wasn't happening before and we're doing it now. Um, just wondering, like, what was the reason? And maybe if you don't have the answer, that's fine too. But, um, like, what was the reason that we were not collecting the data?"},{"start":5438376,"end":5471507,"speaker":"B","text":"Um, well, when I came into this position, there was a sporadic data collection, but it wasn't We, again, we were coming out of the pandemic, right? So, um, part of the work that we were doing coming up in that pandemic was really about focus on social-emotional learning, and a lot of energy went making sure we had all of that in place at our school sites. Um, and sort of academics was there. We had our curriculum, we had all that, but we weren't collecting— we weren't requiring the assessments to say we were collecting data."},{"start":5471507,"end":5471715,"speaker":"A","text":"Thank you."},{"start":5472454,"end":5524177,"speaker":"B","text":"Right? It was there and people did it. They did it. There was no systematic way of doing it and of collecting it. When we started looking at professional learning communities, one of the pillars is that you have to have a system in place. And so that's why we've been, been very systematic about putting those systems in place, because if we want to, at the heart, put this into play, a practice, if we don't have that guiding the guiding documentation of what are we actually doing, we were never going to know what the end goal is. So we really have to have systems in place. And actually, all the workshops I went to, whether that I've been going to, it's, it's what are your— what is your collection of data? What is the data telling you? And what are you doing with the data? So we didn't have— we didn't just— we did— we were just now have been systematizing it more consistently."},{"start":5524177,"end":5524305,"speaker":"C","text":"Okay."},{"start":5524787,"end":5551759,"speaker":"B","text":"And having it— a lot of our platforms, we were all in spreadsheets at one point in time collecting data. And spreadsheets are great to put the data in, but then you have to work on the analysis, right? And how do I work it and move it around for people to do? We still do a lot of that because we don't have a system where we can put it in and it just gives us this. I mean, we have ChatGPT where we can put information, it gives us trends, but it doesn't give us the data thing— things that we need to do."},{"start":5551759,"end":5551935,"speaker":"G","text":"Thank you."},{"start":5552048,"end":5620586,"speaker":"B","text":"So, um, it just— our BPST is the most like— it's very— it's a, it's a long spreadsheet. And when a teacher— when a student leaves from kindergarten, that data goes with them, right? The teacher sees the data. I don't have to do that. Child already mastered these skills. I'm starting with these skills. Like, we're not going back and testing kindergarten skills again in first grade, which we shouldn't. If they've already mastered it, why would we do— spend the time doing that? So the data is allowing us— now that we have the data, we can then pass it on to the next teacher. The teacher can see how far that student went, where were the areas that that student did. So that just— that process though takes Bronya weeks to do because she's transferring school data to another grade level and creating a new spreadsheet with all the new kids and in those rosters. So that's, you know, it's just— it's systematizing what we have right now. And all of this data that It's all systematized now, and it didn't exist before. It— I just think when COVID came into be, everything went out the door, and so we just tried to put it back together like we used to do in the past."},{"start":5620586,"end":5641349,"speaker":"D","text":"And then my last question is, um, is it literally— literally, yeah, that it's now discontinued? I mean, obviously, again, not to add to the number of assessments, But sounded like it was doing that, it was good. Yeah, but because it was bought by another company and—"},{"start":5641349,"end":5667765,"speaker":"B","text":"We're hoping it'll be back. It was bought by Hegarty, and Hegarty is our curriculum for foundational skills, so we're hoping that they'll have something there. Um, so it, it just was a, you know, a quick platform for teachers. Didn't have to be there monitoring the test. They were put on the device, put their headpiece, listen, do the test, do And the teachers can then get the results right away. Now it's just unfortunately that piece is gone."},{"start":5667765,"end":5674139,"speaker":"A","text":"Can we do better than hope? I mean, just call up our Hegarty rep who we're already— mind you, like, come on, guys."},{"start":5674139,"end":5683693,"speaker":"B","text":"Yeah, I think because they bought Literably that already had the system, I'm hoping that they'll do something, they'll continue this. Um, again, I— we're—"},{"start":5684111,"end":5686214,"speaker":"A","text":"I have Brian to maybe ask."},{"start":5688350,"end":5769953,"speaker":"B","text":"Something, because I know she's been in contact. We, we just found this out recently, um, about it. We didn't know about this in the summer. So again, coming back, we found out and we're like, oh great, we don't have this now. Now we have to go into what's our next one so we can at least monitor fluency. Um, and we, and we have it in place, we have it in our curriculum, we have it in iReady. Um, but we have to make sure we're collecting the data. And the one beauty about iReady, right? You put it in there, it— you can, you know, put the information in and it gives us the information from all the groups where all the other stuff is all paper copy, right? Which is a tedious— it's tedious. So we're trying to figure out how to streamline it because it does take one-on-one to do. And that's, uh, right now, like for 2nd grade, while the teachers are doing their multitudes, they can do their ORF assessment as well at the same time. And that's what they were doing last year. They were doing their multitudes and they would put the kids on the computer, do their test, and they would go back to class. So it was a one, you know, it didn't take that long to do. Um, we're just pivoting now to this other system, um, to paper copy and doing it for this year. Hopefully that next year, um, they'll come out something. And Bronya keeps looking to see what else is out there that we could use. Um, so we're still looking and being hopeful that we hopefully we have something in place for next year a little Thank you."},{"start":5769953,"end":5820769,"speaker":"A","text":"Sweet. So going back to your presentation, thank you so much for doing the condensing, because, you know, we all read through it. Clearly rich battery of questions from my fellow trustees here. I got a couple more, obviously, that I'm gonna be slinging here. But just, I think, just at a high level, I guess I could have saved this for reflections, but just spending the time Here meaningfully engaged with the meat of what is to be talked about and in deliberation versus just receiving information is kind of wonderful. And I think it's everything that a school board meeting should be. So with that said, awesome. As we move toward a goal of having all of the students who join us in TK and kinder fully English literate by the end of 3rd grade. Now I'm hearing that rallying cry repeated from February to May."},{"start":5820769,"end":5820897,"speaker":"E","text":"Yes."},{"start":5821010,"end":5858297,"speaker":"A","text":"Fellow trustees, repeated from staff. Like, it really seems like there's great alignment there. And a lot of the material in this deck is going— is in direct furtherance of that goal, which is delightful. It would be lovely to start seeing some data for, well, how are we doing with that? And I acknowledge that you're maybe still working with Jenny on getting that slice. I would love to know, like, do you know roughly when we might be able to get a first sniff at, like, How are we doing right now? And like, how often— what, what kind of our cadence is going to be of getting updates on how we're making forward progress on possibly our most important goal as a district?"},{"start":5858297,"end":5879218,"speaker":"B","text":"I will put Jenny on it right away, right now that we're not in testing mode, to see if she can pull the data. Okay. Um, so that we can see which students continue with us, because we did have TKC, but she can pull the data. And we have now at least several years of data pulling kids that are now in the TK to see where they're at."},{"start":5879218,"end":5908600,"speaker":"A","text":"Yeah, awesome. Because like a great form factor of answer to that question would be, uh, well, Trustee Weekly, um, it's gonna be mid-October and that's how we do it. Just to make something up, like, but on in mid-October, that's when we present out, uh, how we're making forward progress on our core, core Goal of having all of our students who join us in kinder and TK fully English literate by end of third grade. So just that would be great. Not to put a date on you, but like that would be red."},{"start":5908870,"end":5911470,"speaker":"B","text":"I will work and see how fast she can pull it off."},{"start":5911470,"end":5917890,"speaker":"A","text":"Okay, if it ends up being early November, that's fine too. But just like some date on the calendar that I could look forward to would be wonderful. Okay."},{"start":5917890,"end":5926615,"speaker":"B","text":"If not, if not, what I'll do is have her. You know how she did the spreadsheets before? Yeah, yeah, yeah. I'll have her do. You guys are familiar. We can have her try to. Do something so at least you can see it. Totally. Okay, fantastic."},{"start":5926823,"end":5927080,"speaker":"D","text":"Great."},{"start":5927080,"end":5928621,"speaker":"B","text":"What should we be looking for though?"},{"start":5928846,"end":5932441,"speaker":"C","text":"Like, what, what are you— which data point are you looking for for at-grade?"},{"start":5932441,"end":5975053,"speaker":"A","text":"So the goal is that they achieve a standard of English literacy by end of 3rd grade for everyone who joined us in TK and kinder. And so that's obviously not going to be 100%, but what we're going to be looking for as a district is forward progress asymptotically approaching 100%. So I think part of what— I'm not trying to be too prescriptive. Like, I want to give the district the right— given what we want is proof of English literacy, what's the right way for us to be measuring that? Like, I will let the experts do their job in terms of figuring out what's the right scorecard to determine if a child is fully English literate by the end of 3rd grade. So."},{"start":5975053,"end":5975674,"speaker":"G","text":"I think that's a great point."},{"start":5976488,"end":5979844,"speaker":"A","text":"I would love to get that specificity from, from the district in a plan."},{"start":5979844,"end":5987471,"speaker":"G","text":"Can I just add? Yeah, because I think what I heard was a proposal to have Jenny send out like a file, or—"},{"start":5987471,"end":6044358,"speaker":"B","text":"So in the past, what she's done is, um, she puts the data on a date, she creates a spreadsheet with the data where you can look at cohort. Let's— what we have to do is do Cohort 1 TK that are probably 3rd graders right now. Cohort 2 would be first, second graders, right? She would do those kids, pull the data from our database, and then look at our systems and where are they at. Where are those TK kids falling for where we're at currently? I'm just going to use iReady because that's what we have. Where are they at currently in this year, and then their trajectory is what I'm hearing you, right? So if we had— because we do, we have had TK for a number of years here, so it's pulling the data, the, the where we have the data for those TKs and then pulling it for them from the i-Ready. I think we could start with i-Ready to see where they're at and give us a baseline, but it would have to be in cohorts because it's wherever we, we pulled 3 years data. That means it would be, you know, either 3rd graders or 2nd graders."},{"start":6044358,"end":6046155,"speaker":"G","text":"I, I think that—"},{"start":6046155,"end":6047277,"speaker":"B","text":"So you can look at that."},{"start":6047277,"end":6077380,"speaker":"G","text":"It conceptually makes sense, and I also don't want to be prescriptive. I just want, in terms of like what is being delivered to the board I, I, and I don't know if this is what you said or not, I would prefer it not be like a file that's standalone, but I like more of an actual board presentation or something, even if it's short, because I think it's okay. Just generally, I think we can all do analyses on our own, but what's more important, I said this before, is like, what is the district actually seeing? Is there trends? Because I think that's informing what was actually happening in the classroom. And so that's, that's just one note."},{"start":6077380,"end":6080380,"speaker":"B","text":"Okay, that's good. So we'll put something like that. I'll have her work on that."},{"start":6083111,"end":6134111,"speaker":"A","text":"Cool. We had a lot of discussion already about how many assessments we have and the like, and I would just love to know, like, do we have a rough sense from the teachers about whether the structure and pace of assessments and the timing of those is help— is maximally helping them do their job, is providing the best and most actionable information for the teachers to be able to course correct, check in on how things are going, and make the biggest positive difference for the students. Because ultimately, like, that's the goal. The goal is not that the board is really happy by seeing these numbers and they're nice numbers. The goal is that the students are learning, right? And the way that the students are going to learn is overwhelmingly going to be from their teacher. And so really, the real audience for a lot of these assessments and so forth really is the teacher."},{"start":6134111,"end":6134399,"speaker":"F","text":"Right."},{"start":6134993,"end":6154304,"speaker":"A","text":"And so I would love to know, are these assessments working for teachers? And if teachers wanted to wave a magic wand and change things about what assessments we do, when we do them, what kind of data they're getting, what would make them more effective? I would, I would love to know from them. And I don't necessarily feel like I have that data."},{"start":6154304,"end":6157977,"speaker":"B","text":"I think I would say i-Ready would be the first one because it takes so long."},{"start":6157977,"end":6159950,"speaker":"G","text":"I mean, that's been—"},{"start":6159950,"end":6166273,"speaker":"A","text":"i-Ready would be the first to go because they don't like It's not that they don't find it."},{"start":6166434,"end":6201291,"speaker":"B","text":"I, I think it's the juices. What they're saying is it doesn't match what we're doing and the way that we're assessing kids. Um, and just from— I'm, and, and I'm calling my team if there's anyone there that has more information. We have— I know that it's, it's time-consuming. It takes away 2 weeks from schools in the mornings and a block, right? So it just, it takes a long time. But I don't know what else is out there that doesn't It would take that same amount of time. If I'm— you're just saying like what would be on top? Yeah, that would be it. That's— I'm just saying, what do we put in place of that?"},{"start":6201291,"end":6222251,"speaker":"A","text":"Now, I really don't mean this question in an obnoxious way, like, but like how much of iReady taking so much labor to do is fundamental to what iReady is versus the way we are administering it? Like, are we, are we doing this wrong? So brutally difficult and is consuming so much time to administer?"},{"start":6222251,"end":6308653,"speaker":"B","text":"I think what I see, and I'm, I'm going to go back to when I was a principal, um, what I used to see with my kids is kids want to do well, um, but if they're not reading and we're doing the literacy test, yeah, right, they struggle. And so we don't also want them just going A, B, C, boom, boom, boom. But we have kids who do that, and then we don't really have true data. We have kids who take their time that are perfectionists and will take 5 days to take one test, right? And because it's adaptive, the more you get right, the more it becomes challenging, right? So they give you— so some— so it does take that long because it does adapt, and depending on the student The one thing that we've seen is the grade that impacts that we see the most, and I can say this is eighth grade because it's used for high school placement courses. That alone tends to keep kids like we're telling them this is for high school. It's a consequence if you can't show us right, and what we've been seeing the last two years is our eighth graders are really showing us what they know. No, for all these years they've been getting kinder level, and all of a sudden, hey, you're at 8th grade level, right? So again, the motivator is what is it being used for and purposeful, right? That's the motivator."},{"start":6308653,"end":6309119,"speaker":"A","text":"Yeah."},{"start":6309119,"end":6336669,"speaker":"B","text":"Um, so it's not that there— it doesn't give us good data. It gives us data on phonics, it gives us good on content, but it's expensive. It's— and we remember, did it 3 times a year before we reduced it to to 2 because it was so heavy and too much assessments. Um, but it does give us information, but is— I just don't know what's out there to replace it for a local assessment that we have to use. That's the thing. Yeah, right, because we also do it for math."},{"start":6336669,"end":6465081,"speaker":"A","text":"Yeah. Um, and, and I, I really appreciate the richness in, in that response, that there's this huge dynamic range in the kids, and kids may have a lot of things going on other than earnestly attempting to answer every question correctly, and that That's further complication. But also, like, isn't there a degree of universality that, like, we are not the only school district on earth for which, like, those difficulties hold true? And, like, are there things we can learn from peer districts, from iReady themselves, about, like, hey, our teachers are squirming a bit with how much overall overhead each one of these test administrations Is causing us. I'm not trying to like litigate the answer here, but like, gosh, if I were to wave a magic wand, like a bunch of these assessments would be automatic and continuous and be just data that naturally exhausted from the process of teaching the kids, and it wouldn't be weeks of instruction out of the year and so difficult. And so just— It would be If we— there were some way to reduce the intensity and the overhead of the administration, that would be great, because I know that 80 to 85% of the districts in California do iReady 3 times a year. So we are already, just so everyone knows, we're in a real fairly extreme minority of a district that decided to do iReady, but only do it beginning of the year and mid-year. And I think that creates extra complexity for us, because as we've noted, Yeah. Like, MyReady and CAASPP don't go one-to-one. They're not a clean mapping that's there. And trying to make that up for, like, what really happened in the spring and was it good and was it bad, we are left in our current structure with fundamentally unsatisfying answers. And again, it doesn't really matter about the board, but the teachers. I'm more worried about the teachers than the board. The teachers may be left with unsatisfying answers about, like, hey, I tried these new interventions. for the kids in the spring based on the iReady delta. Did it work or not? Like, well, like, I get the CAASPP data back, and so, like—"},{"start":6465081,"end":6502604,"speaker":"B","text":"I, I hear you. I hear you 100%. And, um, it's been something that I, I keep going back to, and I've talked to Dr. Rubalcaba about. Like, the other thing we have to remember, we've been doing iReady since we were in pandemic. We introduced it during the pandemic, although We were talking about today. I'll always remember we were having kids put them in different Google Rooms, turn your camera on, share your camera so we can see that you're being assessed. I'll never forget that, being a principal, doing that with kids. Like, we did this too. So our kids have been doing this since 2020, right? Like any test."},{"start":6502604,"end":6502765,"speaker":"C","text":"Yeah."},{"start":6502765,"end":6527551,"speaker":"B","text":"Um, and so we have 6 years of, of where kids have been doing it. We did remove some of the, the math platform, which is the MyPath, um, because we did want to focus more on our math, um, curriculum. Um, we still have the i-Ready, um, ELA, uh, uh, practice that, that, that students assign for filling in those gaps. But nothing replaces a teacher."},{"start":6527551,"end":6528785,"speaker":"D","text":"Totally right."},{"start":6528785,"end":6545028,"speaker":"B","text":"So we can provide all the intervention on digital tools, but nothing replaces the teacher from actually doing Yes, the intervention and the support. And so I do— I agree, I think we haven't been able to find it. And more and more schools in our county have adopted i-Ready more recently."},{"start":6545028,"end":6563892,"speaker":"A","text":"Yeah, which hopefully means more people facing these problems and then some of them coming up with creative solutions to make administration lighter weight. Like, I know for instance, like, i-Ready does offer a growth monitoring product that is explicitly lighter weight Than a full test administration. I don't know if that's something that we've looked at."},{"start":6563892,"end":6569131,"speaker":"B","text":"I, I know they came up with a new thing, um, for middle."},{"start":6569131,"end":6573009,"speaker":"A","text":"It's meant to take about a third of the time to, to administer versus like a full—"},{"start":6573009,"end":6577640,"speaker":"B","text":"I've not seen that. I'll have to look for it. All right, cool. I'll ask about it."},{"start":6578152,"end":6677443,"speaker":"A","text":"Let's, let's jam on that. Yeah. Um, one of the things that I did as I was looking through this data was I, I wanted to get a sense of how we're doing versus, say, the Right. So I went and did some slicing of how we've progressed from 2019. Wanted to take sort of pre-COVID snapshot versus today, and how that compared in different subgroups to 2019 to today for the state, right? And the state saw some amount of decline for Hispanic students across both ELA and math CAASPP scores. But somewhat modest decline, like about 2.5%. And Redwood City saw about 3 to 4 times the decline of the state for those sub-demographics of our Hispanic students and also specifically for our low-income students. And so it looks like our district's performance for low-income students, our district's performance for Hispanic students, is getting worse at a rate that is substantially Worse than the overall state of California. And I found that kind of surprising. And it's gonna be too much to get into the details, probably why tonight. But my hope is that as we have data-driven conversations about what's going well and what's not going well, we can surface some of these comparison bits with lookalike districts that, you know, are reasonable comparators. And we're gonna be Stronger than them in some areas and weaker than some, and that provoking reflection and discussion about things we're doing well and should do more of, and then areas where maybe we need a course correction."},{"start":6677443,"end":6682392,"speaker":"D","text":"Yeah."},{"start":6682392,"end":6850577,"speaker":"A","text":"Um, I do like that our PLC meetings really seem to be about more than just Data review and data coaching. Because I looked this up and there was a study of PLC work involving Title I schools, an IES trial involving 102 schools that had data meetings and data coaching, and that with 2 years of training principals alone in data skills produced absolutely no output difference whatsoever. And so I think it's, it's great that we're involving The teachers in this and moving to weekly PLC, like, that actually does seem like very well supported by the evidence. So hooray, high five. Last thing I wanted to bring up was kind of a meta concern about process and what we're doing here, which is that a lot of our assessments are digitally administered. And there's convenience to that because paper is a pain in the butt, right? And it's like really helpful if all of the data about all of our students is already loaded And then it's just— we can use not just people but programs to go and move one spreadsheet into a different form factor of spreadsheet, run an analysis, etc. But then we have this interesting artifact that teachers may feel compelled to introduce children to screens and be working interactively, intensively with them on screens to get them comfortable with screens so that they can Not be scared of the assessment. They can be already familiar with the use of the computer at the time of the assessment. And my concern would be if some of those decisions are being made to try and optimize for a good test score and a good assessment because they're comfortable with the computer, but maybe coming at a compromise of the overall quality of instruction. I think that's— that I can imagine that being especially true for the younger grades. Where there is actually pretty strong evidence that paper and pencil-based techniques may significantly outperform digital techniques using screens and the like. So what I would be afraid of, and I'm worried that parents feel like they're hearing this from the district, that district staff maybe feel like they're hearing it from the board, that the board's like, we like data, like guilty as charged, right? We like data. Computers, and therefore, like, we need all the kids to be on computers all the time so that they can give us appropriately formatted assessment data when making a decision to do that is fundamentally undermining the quality of instruction that we're providing them. Oh my God, no, I don't want that. So I don't have answers here for, like, how do we provide optimal instruction for the students? But, like, let's not lose the forest for the trees."},{"start":6850577,"end":6850769,"speaker":"B","text":"Thank you."},{"start":6850962,"end":6881319,"speaker":"A","text":"For the trees. The point isn't like a great, beautiful assessment. It's wonderful instruction for the kids. And insofar as our requests as a board for assessment data are impairing the quality of instruction that's being given in the classroom because we need to acclimate kids to a computer, my God, let's hit, let's hit pause for a second and think about like how we can avoid that. So that, anyway, that, that was, that was me just being kind of concerned about There's nothing I don't disagree with what you just said."},{"start":6881448,"end":6912798,"speaker":"B","text":"I just want you to know I am a true believer, uh, that especially for our students with disability— all of the kids, right? All the kids. But when I think about our English learners and I think about our students with disabilities, um, you know, how do we provide them access when— to the tools they may need, right? There's the tool effort as a tool, and then there's the thing that it's not a teacher. Right. And I do believe that when I walk into classrooms, I'm always checking who is on the devices and what are they— what is it being done and how is it being used."},{"start":6912798,"end":6913007,"speaker":"C","text":"Yeah."},{"start":6913007,"end":6949582,"speaker":"B","text":"I am not— and you, and you can talk to my Taft teachers— I was not a believer of every child needs to have a computer on their desk at all. I actually, actually put into you only use it for a tool and for a small group instruction, or they're doing— it's no more than 6 kids can have a computer at once if we're not doing i-Ready, um, because I do believe that there is a skill, right, a lost skill of the paper-pencil. Even, you know, when we're talking with teachers doing what we call total physical response, right, echoing, all of those practices are super important for a child."},{"start":6949582,"end":6949807,"speaker":"C","text":"Yes."},{"start":6949807,"end":7006128,"speaker":"B","text":"Right. And so all of the skills of writing, all of it is super important. And, and, and yeah, we have moved away from it because of technology We're seeing the effects. One of the issues that we're actually— I was talking to a principal today and she's like, I wish that some teachers did a quick assessment because now we're doing a little bit of, um, on our, on our English learners, um, and we have 2nd graders never typed on a computer, right? And so the teacher's like, we should have had them write first on a piece of paper versus doing it on the computer, right? Again, those are things that are coming out because they're figuring out we're doing this, we better bet, you know, they And then we're scoring it, right? Um, so those are the type of things that we just need to come back to, like what are the things that we're doing. Um, and I think across the district we have different sites doing different things. And, um, we have— I've been at school sites where the technology isn't— is not— you don't see it."},{"start":7006128,"end":7006642,"speaker":"A","text":"No."},{"start":7006642,"end":7079619,"speaker":"B","text":"A lot of paper pencil. And then you see some schools where there's more technology. Um, and again, a lot of our— I would say a lot of our elementary classrooms, I haven't been been seeing a lot of technology in many of the classrooms in our current visits. More lately, I haven't really seen it. Um, but in terms of assessments, really the only assessment on here that we do on computer is Multitudes and ELPAC, because those are state. And then the CAASPP, right? All of that is state. And then our i-Ready when we do it. Other than that, everything else is all hand, paper, pencil that can be done on our assessments. And our— a lot of our teachers Do do it on paper in the elementary. We're not encouraging K-1s to do it so much on there, but to do it with the kids. There are areas where, you know, I've seen a 1st grade test where it's like, is that a square? Point to the square, and they can just tap on it, right? But it can't— again, it's a one-on-one assessment, so a teacher can see what they're doing. I think that's the important piece is who's doing the assessment, what am I learning from the assessment, and how do I address what I'm seeing? Um, and only a teacher can do that. A computer can't do that. It can give us certain things, but not everything. So yeah, I, I do think that, um, technology is a tool. It's not the teacher."},{"start":7079619,"end":7080404,"speaker":"G","text":"Yep."},{"start":7080404,"end":7086383,"speaker":"B","text":"Um, and we can impact the teacher. We just have to figure out the systems of, as a district, what are we doing?"},{"start":7086383,"end":7086816,"speaker":"D","text":"Yeah."},{"start":7086816,"end":7095359,"speaker":"B","text":"Um, and what does that look like in kinder? Because we have no— we, we definitely have told, uh, TK there is no iPads in TK."},{"start":7095697,"end":7095841,"speaker":"E","text":"Yes."},{"start":7095841,"end":7117373,"speaker":"B","text":"Um, and so kinder though, we have, um, iPads where we ran into this just recently. So that you guys know, we have some old iPads that are non-functional anymore with our i-Ready tests. We have computers in 2nd grade non-functional anymore with our i-Ready because they did all these updates. So we're in terms of replacing computers. Um, and so it's really—"},{"start":7117373,"end":7122001,"speaker":"A","text":"Do we have an option to not replace computers for like kinder and First grade?"},{"start":7122065,"end":7124120,"speaker":"B","text":"Well, they don't have computers, they have iPads."},{"start":7124232,"end":7131153,"speaker":"A","text":"Sorry, electronic devices. Do we have an option to maybe not spend money giving first graders and kindergartners iPads?"},{"start":7131153,"end":7135327,"speaker":"B","text":"That is from your direction, and you tell us what you want and I'll make it happen."},{"start":7135327,"end":7187462,"speaker":"A","text":"Well, here we are convened as a board, right? That specific item is obviously not on the agenda. Like, this is about assessments, but I think it's relevant in the context of assessments to talk about how do we follow best pedagogical best practices in making sure that the kids have an optimized education, that we require— that we collect the required assessments, because some of these, like, multitudes, like, we don't have an option to not do. We legally need to go do it, but to do so in a way that minimizes the damage to children of screens. And I just think at a meta level, like, making sure that there isn't a zeitgeist That's out there that we are introducing screens, we're putting iPads in front of first graders because the board really wanted that. And so just wanted to flag that."},{"start":7187462,"end":7190846,"speaker":"B","text":"I don't disagree with that. I think it's a good conversation to have."},{"start":7190846,"end":7198030,"speaker":"A","text":"I, I don't know if other people want to chime in on their thought about screens and assessments at all, just add on their own commentary."},{"start":7198030,"end":7241878,"speaker":"G","text":"I'll say Well, as you mentioned, no action here, not just agenda. My general thoughts, and I think both of us have mentioned this at previous board meetings, that it's a good topic for us to really evaluate. I think I'm open to revisiting, but I think it'd be really helpful to go through a process. I think making the budget decision is to me dependent first on having an insight into what the right model is, and whether that's a combination of Having formal policy on what that looks like, as well as what that turns into for implementation. And then based on that, if that turns to what the number of new iPads or computer, whatever we need, is different, like, that comes— I'm certainly open to that."},{"start":7241878,"end":7250680,"speaker":"A","text":"Was not trying to change the discussions, just trying to make sure that we weren't accidentally deciding other things based on the assessment."},{"start":7250680,"end":7276692,"speaker":"F","text":"I mean, there's a challenge there, like, if CAASPP and ELPAC are delivered by— required by the state, delivered on computer. Um, there has to be some training to be able to come for it. Yeah, and access to it and put that in. So by all means, I think less is more, um, but in terms of screen time. But I think there's also this reality of like, you can't just use it that one time for that one test and then have it become— be such a high-stakes data point."},{"start":7276692,"end":7284050,"speaker":"A","text":"True. And CAASPP is 3rd grade, right? And so that sort of leaves open, like, do you really need a kindergartner In order to prepare for a 3rd grade CAASPP."},{"start":7284050,"end":7318810,"speaker":"F","text":"Absolutely. Although I did hear, Anna, tonight, and I've seen it in the classrooms, a lot of the kids are doing— even if they're doing stuff on the computer, it's they're translating paper to computer. So they've written it first, which is good. I know you're working on that for the test there. And I think the majority of the assessments that we saw on the list, particularly for the young grades, are one-on-one, which— and by definition, not on the computer. So, you know, I think that many of the things are in the— I don't want to give the impression that, like, everything's on the computer. It's all online. The kids are plugged in at the beginning of the day, and that's it. But, you know, I think that definitely less is more."},{"start":7318810,"end":7319740,"speaker":"A","text":"Thank you so much."},{"start":7319740,"end":7321460,"speaker":"B","text":"I don't know if—"},{"start":7321460,"end":7335020,"speaker":"C","text":"I mean, we already are delaying the iReady at the lower grades. So when they do take it, I guess the question is, is that information impactful for the teachers, right? Yeah, no, we're already asking, or there's already some implementation of the delay."},{"start":7335020,"end":7394327,"speaker":"B","text":"Yeah, and we could— I mean, other— I mean, we don't have to— we knowing that we have all these things, right? I think the thing is The trajectory of how we're monitoring, right? So we didn't, um, we've chosen not to do kinder at all until later, just to get— and really the kinder really prepares them to give us a snapshot where they're at so that we can address things later. Um, again, putting a kindergartner on an assessment like this can be really, you know, detrimental, right? They can either love it or they can hate it because it's gamified too. So there's little things that have, uh, things That stop, um, have breaks in between. Um, but again, it's a choice whether we do. Like, again, we, we chose not— we chose first grade decisions just to have a baseline for LCAP as we're looking forward. But typically we wouldn't do that. But we also can make decisions that, like, maybe our assessments become third up or second up and not K-1. Like, we can make those decisions. Um, and we're in a, in a critical time as we start planning LCAP."},{"start":7394327,"end":7394503,"speaker":"C","text":"Thank you."},{"start":7395177,"end":7404793,"speaker":"B","text":"About what is it we want and what we're scoring and what we're providing, right? So I think as we begin the LCAP, those are conversations we really need to fine-tune."},{"start":7404793,"end":7405146,"speaker":"D","text":"Yeah."},{"start":7405146,"end":7439550,"speaker":"B","text":"Who and what, at what grade levels we want the information for, because CAASPP is only 3 through 8, right? i-Ready, we typically have done everybody. We're not just doing 3 to 8, so we're getting more of a broader. So I think these are good conversations as we're thinking about what assessments are going important for LCAP and what grade levels we want to see, what's the information that's going to give us a value to move the work forward. So I think it's a good time. There's a— it's almost like, you know, the energy is in that we're looking at LCAP again and trying to figure out the systems that'll work better."},{"start":7439550,"end":7454402,"speaker":"F","text":"And I'll just remind you that 20 minutes ago there was direction given to pull cohort data from i-Ready, electronic one, for the grades K-1, 2, and 3. So, I mean, so things are happening and they both came Right."},{"start":7454595,"end":7500266,"speaker":"A","text":"So, so maybe a better higher-level question, um, is if the primary goal was making sure that our 3rd graders are English literate, what would be the right set of assessments that we'd be tracking along that path? And if the answer is not really i-Ready because A, it's way too heavy, B, it's screen-based and we don't really want to be tracking that kinder first, and you can't start tracking in, say, 3rd grade something that you have an end-of-3rd-grade goal for. That, that the answer may end up very different than, than iReady, right? But sort of leaving it to staff, like, you, you tell me if the goal is English literacy by end of 3rd grade, we want to make sure that each student who's joined us in TK and kinder is making good progress to that. What's the right way to, to deliver it?"},{"start":7500266,"end":7500876,"speaker":"G","text":"Yeah."},{"start":7500876,"end":7522969,"speaker":"H","text":"And I do think that the LCAP process, and back to your point earlier regarding teacher voice, right? I think that's super important, right? We will provide opportunities for teachers and staff to be able to give input on a number of issues, right? One of them being like this formative assessment curricular component, right?"},{"start":7522969,"end":7523786,"speaker":"B","text":"Yeah."},{"start":7523786,"end":7657470,"speaker":"H","text":"They are in the trenches. They are in the classrooms every day assessing and, you know, instructing kids and, you know, and seeing the growth and seeing the gaps. And so I think they have a lot of insight and a lot of knowledge around what But it is that, that we need, and so we'll definitely rely on their expertise. Um, and secondly, I know to, to your point also, um, earlier regarding the tech device use, I've shared with you all kind of individually that there's a lot of conversation around that, uh, with families and staff regarding, you know, our approach, right, as a district regarding, um, you know, what parameters and, and what guardrails, uh, we want as a community to put, you know, by grade level, uh, so that we're not seeing this overuse or even underuse, right? We also want to make sure we integrate it, uh, for instructional purposes. Um, and, and as we know, right, I mean, it's that the time is ripe. I mean, you know, we're seeing a lot of districts both nearby and far away where they're literally grappling with these things, and, and it is a discussion and a process that I will be bringing Soon for you all to consider and approve in terms of gathering multi-stakeholder input and starting these conversations with all members of our community represented, because I do think we need to get serious and buckle down and start having these key conversations. And I think it's kind of great that we're happening within the background and the backdrop of the LCAP. It's going to be like a nice little balance there. The input that conversations that we hold in this space around tech use and AI and this reliance that we, you know, that we're seeing with AI and how we can, you know, make agreements as a community about how we're going to integrate AI, right? We'll kind of go in tandem with the rich conversations you're going to have that we're going to have, right, with the LCAP process. And so there's going to be a lot more coming our way around this, and we'll be able to unpack And pack right up and unpack again, right? It's like back— it's a, it's a back and forth process. And so I know we'll continue to have those conversations and report out to you all in the community."},{"start":7657470,"end":7688243,"speaker":"C","text":"I think one thing, as we're having this discussion, is also to really understand the intent, because like after some conversation today, I'm actually a little bit confused on my son's own situation. So they do do the math assessment on paper. They did the whole end of unit math assessment on paper. Then the question is, doing it on the computer, was it because they were trying to practice for future CAASPP, or was it because we're trying to aggregate data easily to have PLCs?"},{"start":7688243,"end":7768570,"speaker":"B","text":"Probably a little bit of both, right? A little bit of both, because it does— the one online thing, when that's input in there, it does disaggregate it for you, right? So it takes one thing off the teacher having to having to do it all, right? Um, the beauty of— I mean, when I've seen the assessment, there are some that are very easy, and then there are— this— teachers still have to score it and go look at it. Um, but there are still teachers who— I mean, in K-1, there's still— we have teachers still doing just paper and tracking that information. So we have a tracker for that too. So teachers have that choice. Really what we're trying to get is if they're in 3rd grade up, to get them to be more cognizant because we want them to do well in CAASPP, and some of the tools are sort of similar. So if we're not using some of those tools, and it's a, you know, when the tool comes out in CAASPP, they may not know how to use it. So we really want them to be proficient in those areas, and that's why we are really wanting 3rd through up, because it's the practice and skill of putting it onto a computer from a paper, right? It's a skill of instead of just doing it here and checking. And so we are encouraging it because that's where we see the testing. We want to make sure we're giving them opportunity, but opportunity just like they would do on the state assessment to be successful for the tools that it has."},{"start":7768570,"end":7803541,"speaker":"D","text":"So I mean, obviously this was not part of, I mean, the, to say the discussion, but it became part of the discussion. And then when we talk about teachers and their voice and what they're doing in the classroom, I also think we have to have those conversations with the teachers, because even if we decide as a board, like, how are we deciding when we don't know what they really need, if they need it? So that would be my thing."},{"start":7803541,"end":7805766,"speaker":"E","text":"Amen."},{"start":7808014,"end":7833768,"speaker":"A","text":"Any other comments? Okay. On behalf of the board, I want to thank you. Hopefully this felt more like a discussion than an interrogation. You did brilliantly. I know it's really intense to go and like, A, have to go and prepare all this material, B, present it, but have the presentation itself be a small slice of like this rich dialogue that we just had. So I'm very, very grateful. Thank you so much."},{"start":7833768,"end":7834970,"speaker":"B","text":"You're welcome. Yeah."},{"start":7836634,"end":7843116,"speaker":"A","text":"All right. So I think with that we're moving on to reflection. It's our first study session in a while."},{"start":7843116,"end":7929340,"speaker":"G","text":"I thought, as I said, I thought it was really helpful. I'm glad that we had the study session. A few thoughts. I think there was a good veer from Anna on condensing the presentation. To be honest, I was A little bit overwhelmed with the 79. I don't, I don't mind reading slides, but I think there are a lot of slides there that for our purpose, like the way I viewed this was kind of like, this is the prelude to like, so you understand what's happening and less of the, okay, and now we're— this is where we are status-wise and what we're doing. I think kind of what we talked about is like, those would be nice follow-ups on some cadence later, later on to figure out, but like Like, for this purpose, really helpful to, to just get the meat of the vast amount of stuff that's happening, just to wrap my head around it so that later on I can understand it. So thank you for condensing it. Thank you for putting that together. And yeah, hopefully again, hopefully this is a continuing conversation of like, now I know how we think about it, and so it's— we can have probably more productive conversations later on. My only other thought was, I do worry we veered a little bit into the tech piece. There's obviously— there's some connection there, but I don't know what to do. I think we just continue to be mindful of making sure that we're sticking to the agenda."},{"start":7929340,"end":7995312,"speaker":"F","text":"Yeah, very helpful. Lots of information, and really appreciate it and fielding all our questions through it. It was great. And yeah, thanks for putting together the study session. I'm looking forward to our future ones that we have there. One thing that I think we did slip a little bit into is, I know we've kind of touched on a little bit about like literacy by 3rd grade and stuff, but it's like I don't think we've officially made that a goal or anything that we're trying to do. So I worry that when we're saying number one goal, most important thing, you know, it's not in our LCAP, it's not anywhere. I think everybody agrees and understands the importance of literacy by 3rd grade, but I worry a little bit that it can confusing that when we're doing things from, um, you know, at a board meeting as the board from the dais giving instruction, that that's— um, I don't want it to feel like whiplash coming around. So I just want to make sure that we're, we're mindful when we're thinking about those things, that although we've had this idea, you know, it takes a process to become a board thing. Um, and we should be sure that we're, we're mindful of what's— um, yeah, what is and what isn't. Thanks."},{"start":7995312,"end":8010856,"speaker":"G","text":"Oh, can I just say, I do think technically it is one of our board goals on our website from like Before my tenure. That said, I think it's a point well taken, and that's one of many. So when we talk, I totally hear you, but it is not completely out of nowhere, at least."},{"start":8010856,"end":8016711,"speaker":"F","text":"And I'm not saying it's not important, but kids reading—"},{"start":8019802,"end":8022417,"speaker":"A","text":"other feedback, thoughts? No? Okay."},{"start":8022417,"end":8066211,"speaker":"D","text":"I want to say obviously, uh, thanks again for the The presentation, the information. Um, and I really do appreciate the study sessions because again, this is— there's so much. I mean, for you guys too, for the teachers, for the, uh, professional development people, there's so much out there. We don't really— it's like we talk about it and we know about it, but when we focus on a specific thing, I think we get more Out of it, and so I do really appreciate that. So, and I know that's one thing that we as a board have talked about—you know—doing study sessions because it does really help us even talk to each other. Right? So, so thank you."},{"start":8066934,"end":8099921,"speaker":"F","text":"Yeah, one other thing to reflect on is that I don't think that I ever intended from some prior action—I'm glad that it got surfaced—to imply that kindergartners should have iPads or anything like that. But no, I think that I don't have. On the technology here, that, that came out of the assessments. And so I think that, you know, coming through that of saying like, hey, the board is the one that's sending that direction, like, okay, great, that is something that we've learned. And if it's coming out of our, you know, want to have assessments and things like that, yeah, great, we need to, we need to think about that and, and how that puts in. So I think that was also some good, good feedback to us as the board."},{"start":8099921,"end":8123393,"speaker":"A","text":"Amen to that. I, I really liked how in this meeting, like, A, there was a lot of dialogue, and then we also had a lot of like trustees riffing off Of trustees versus just sort of serial interactions with the presenter while everyone else politely sits by. Like, it's meant to be deliberation. And so, like, we had some real deliberation in this meeting, which I definitely appreciate."},{"start":8123393,"end":8144668,"speaker":"C","text":"I'm not sure if it's a meeting norm or there's some— in something this long, luckily it's condensed. But like, when I was thinking about the 79 and the multiple topics, Like, would it have been better to just have Q&A as Anna was presenting, or is that not something we should—"},{"start":8144668,"end":8154625,"speaker":"A","text":"wrestling with that. What do folks think? Should it— like, for a presentation like this, should it be interactive, or is it more respectful to the presenter just to let them go?"},{"start":8155251,"end":8156279,"speaker":"C","text":"Yeah, curious also."},{"start":8157018,"end":8157789,"speaker":"B","text":"It was just very long."},{"start":8159250,"end":8178246,"speaker":"H","text":"I mean, there's pros and cons to both, right? Um, you know, I think sometimes, you know, if you— if we do the Stop throughout. There's a risk that we'll never finish. Fair, right? Right, because we'll get so passionate and and want to you know pull things apart."},{"start":8178616,"end":8180960,"speaker":"B","text":"But I I see your point at the same time. Yeah."},{"start":8181249,"end":8205394,"speaker":"A","text":"Could I throw out there a possibility of clarifying interjections? So like not trying to discuss, but just like wanting to make sure that if there's something that's genuinely unclear on a slide, it's it's fair game. Like, right, but it's not meant to be a discussion point. It's just like, but to stop them in the presentation just briefly if it's possible other people are confused by what's being presented as it's being presented, that that becomes— that that's fair game."},{"start":8205394,"end":8321683,"speaker":"B","text":"Well, I asked— had asked Dr. Rubalcaba this too because this is right. I've never seen one. And so I asked Mike, am I stopping at portions? Am I doing what— am I just going right Right. So, and I know it was a long presentation. In fact, I was like, okay, I think it's a little too much, but I'd rather give you guys too much and then pull back so you at least have the information and some grounding on what we're doing. Um, but yeah, I do think there are parts where I'm just like, I should stop and see, but I know I wanted to get through everything. So I think that the hard part for me was I knew what the, the, what the topics were. I just didn't know what And how to condense it down so that it was meaningful, and trying to weave through it. Rick did a very nice thing with him. He would have been 15 slides. He condensed it down to 15 slides. I'm like, which was beautiful, by the way. I'm like, but you should have given this to me last week where I already had returned it in. But again, I think it's our first go around. I think now I know. I'm like, okay, I would do this, do that. Like condensed down areas and be, um, in terms of the presentation, definitely to be more clear. So I do, I really do appreciate the dialogue. I do want to say that, uh, the questions, right, it's again teaching everybody what we're doing and the processes, and we are constantly making those choices. Um, and we've done it looking in, again, our teacher, as we've done this process. We have done surveys, we just have to return to doing our teacher surveys again to gather more information, because you're right, there's, there's value to things and where do we condense. And, um, but I do appreciate a lot of the dialogue today. Again, same questions you guys have— where do we stop and go into presentation, if, uh, what that looks like. But I would, uh, yeah, I think clarifying in a slide would be good. So stop and pause."},{"start":8321683,"end":8347004,"speaker":"D","text":"Um, I mean, because what I was going to say is there's been times when any questions or somebody will interrupt to ask the question, and then the presenter might say something like, oh, I'm getting to that at a later slide, right? So sometimes, I don't know, at least for me, I like to get all the information, and then if I have any questions, then I'll ask the question. But individual people are different."},{"start":8350840,"end":8356473,"speaker":"G","text":"I like the approach of clarifying, but otherwise holding to the end, because I do want to make sure we get to that part."},{"start":8356473,"end":8383828,"speaker":"A","text":"Presentation should be of finite length. Yes. Okay, great. Cool. Thank you so much for all of those valuable reflections. And with that, we, I think, are now on to the calendar. We've got October 14th, October 28th, 7 PM regular meetings. And then November 4th is a 7 PM regular meeting. Yeah. Okay. And would somebody like to move that we adjourn?"},{"start":8383828,"end":8384761,"speaker":"F","text":"I'll move to adjourn."},{"start":8384761,"end":8386224,"speaker":"G","text":"I'll second."},{"start":8386224,"end":8390309,"speaker":"A","text":"All those in favor? Aye. The meeting's over. It is 8:21."}]}