2019-06-18 PPS School Board Work Session

District	Portland Public Schools
Date	2019-06-18
Time	missing
Venue	missing
Meeting Type	work
Directors Present	missing

Documents / Media

Transcripts

Event 1: PPS Board of Education Work Session June 18, 2019

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joke earlier this management director great see the sensation this is a product we're getting part of education division 22 rules it's recently updated to reflect new rule effective January 1 from the Health Authority it defines how water taps in schools will be tested on an ongoing basis starting July 1st 2020 plant also requires a part of board [Music] [Music] first time that ongoing testing for letting water is required for all we've been through it's actually never been it's required every six years or district aside from PTSD the rule dresses to test a portion of all taps each year and conversations with the only de and stakeholders they refer to this one six that for the six years and they also want to stay coordinated with the school districts because there's 1 million dollars a year of the school facilities fun we rehearse the whole districts or the cost of testing hardly than that out here over here schools there is no reimbursement for mitigation and we have long funds that are currently mitigating problem caps to [Music] it happened the way that it's done is it the same way we're just now it's the same methodology call the EPA three T's I would say the biggest difference is this is now everything that we put in service now we have to revisit its good plan all had to also requires the school district to outline in the plan we're a reader can find information on asbestos radon pest management so that's all listed in here but each of those matters is individually regulated already somewhere else so our plan has to say where you were to find those other issues but it's only the water piece that actually
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see Brandon seems random but just add the healthy and safe schools plan did exist in 2016 it was a bit of a rush to rule from Eau de Vie announced it in July and passes it virtue to be passed upon us and it didn't have any reference to didn't have a requirement for testing water every 600 each a rule is finalized development centers plans advisory so there's a million dollars allocated to covering to reimbursing districts it's the test fee plus ten dollars as an administrative fee in the conversations there's more money available might be sending administrator feet and it doesn't really say what we're testing forward so it of course testing of 2016 statewide there was a lot of different someone in different labs were charging see the Portland did something for free that was just a different environment where it was trying to assess those Rapids good seem like they're a decent opportunity pretty price down drops $10 administrative fee two million dollars providing the end is carved out of the students doors and here's out needle I am I don't see it all does that require does that just listen if there isn't me because you ever come back you're coming out good asking that a lot isn't required okay what no significant participation in the state movies initially without legislators few years ago brilliant stakeholder meetings for drinking water testing well attend the school districts charter schools will test all the park pictures of the testing schedule for the district notify the charters of what our testing said you lose so they even find it Christmas okay so we're very good resolution resolution tennis for Nexus and if there's a deadline that's right get me did you all see their fight you submitted by July 15th adoption okay okay so I'm gonna suggest we take a five minutes recess yes because the income before members ago he went to 30 and I've learned that my power that my box of stuff
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your brother to me know it do anything that's it well I'm sure yes you it's my story [Music] thank you oh no oh yeah [Music] yeah huge Oh [Music]
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like I've got to play for you later oh yes I got your to the same thing okay okay so we're gonna we're gonna reconvene in the work session and we're gonna and we're gonna have you all moving around soon but what I thought we could do a restart today is just kind of talk a little bit about where we've been and then where we're trying to head towards for July 2nd so if you'll remember the last time we had it was 60s ago that's right it was Wednesday so six days ago we were all together talking about sort of like how how we can support you the district around seven goals so one of the things that we did last week was that we talked a little bit about sort of what is what is the SMART goal and so we do have to do about the what a sparkle is what you probably already know but then we also spent a lot of time going into all of the data that's currently available to us we've
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spent some time talking about the fact that that data isn't always perfect and it's certainly an opportunity the way that we disseminate and collect and reporting and moving forward so so really the goal of last week was to get you all sort of like familiar and comfortable with the data in a way that so last week the focus of our work together was to get you familiar with the data that was available to start to you know feel comfortable finding that information and that data and to also kind of practice as a board kind of reaching conclusions about the data together so that we can build on that work tonight so what we'll be doing tonight is focusing in on how to develop a shared analysis together so when I propose you tonight that we do is we start to think about trend there Gina so the first half of tonight will look at trends in the ninth accountability measures that are there to understand what has been the district's performance by student by the TSI suicides had one schools by incursion to the state and looking at the performance of those of those student groups across the nine different accountability measures that are currently there we'll talk a little bit about sort of what you conclude the analysis that you have in your partners and then we'll turn it over to thinking about where are the places where there's positive deviance and that will be some more opportunity for you to go and find like we're we're we're doing well what is sparking your curiosity what money do you want to find out more information for so that we go into goal setting on the second you'll have on the second is when we'll take all the information that you've had from last Wednesday from tonight and then compare that information and looking at the graduate profile in the vision and then get into active goal-setting in a sort of world cafe style and then we'll hopefully by the end of our time together on the second come up with some draft go off-site you can feel pretty good about and sort of start thinking about what our vision or should've like how you're gonna continue to refine that after you get back from and have some time to think about think about that so I passed out a packet of information that has yes oh yes so I've had information that has a couple of documents and I'll go through them today and then we'll jump into kind of moving around so this first imprint this first piece the paper is your kind of like your worksheets this spreadsheet is really just a graphic organizer you don't have to fill it all out but it's a way for you to start to think about how you want to analyze trends so I'm going to point you in two pairs we have different tables where there are the different accountability measures and in your pairs you'll kind of go through and you may decide that you want to focus in on just PPS as a district and go and look at what are the trends for african-american students for native students or students with disabilities and so this is just a way for you to collect the information that you got we'll do that for a while and then we'll come together and on the whiteboard we'll sort of start to get a sense of what are you seeing in terms of trends over the last three years that you and your partner that you want to inform overall goal setting process the second set of papers is just kind of like a roadmap to the detailed activities that we're doing to get us through the goal-setting process so starting on page five is where we are starting tonight so we're going to just describe the activity and then takes us through the questions that we'll talk about as a group and then the second activity is there as well and then a way to preview what we're gonna be doing on the second we also have the description of those activities for this time management so question sir so structure the the larger of the multimedia scripture come on okay just like how we're going to get the
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endpoint because I thought that part of our discussion was that we might not want to take what the depth of the state's goals and so we'd had a discussion about things related to the learner profile yeah and graduate profile and we also you know talked about a variety of things like you know college and career readiness because for me the ninth grade on track and a pretty low standard and so I'm wondering cuz I know we got that much time it's like when we're gonna give it to you want you don't want to do he's 9 yeah so um I think that's a really guy was gonna talk a little bit about that so I think that uh I'm going on the second is when we'll start to do some sort of like matching to the graduate profile because the graduate profile some of the some of the accountability measures are addressed in the graduate profile but there are a lot of places where we're not measuring and I think you all have a discussion about sort of like they're just not captured there so as part of the like World Cafe activity will be the opportunity for you to to start thinking about like what sickle or a measure that you would want to capture in those other areas so in that beginning discussion on the second will be where we're starting to turn those out I think took the way that we're I'm trying to organize the information here is to use the current accountability measures as a foundation just to start to organize that you're starting to think about like this is the capacity that we currently have based on state and federal regulations and so to get you really feeling comfortable with that and the data and the trends around that so that when you do what if you win and if you do want to pivot to other types of measures that you have a sense of some of our growth patterns as well as places where we're doing well that that you know we've made for accomplish the goals that you want to that to that so I think we're just starting with these nine areas as a place to kind of to analyze and to get information but there's lots of room to expand beyond those and so I think we'll capture that in tonight's discussion about when we're sort of doing a report outs as well as in the second I'm concerned timing-wise that if we spend a lot of time and analyzing data of things that were not being we're going to be well into the fall before we get to what what I thought I heard from the group is an interest and not traditional measures or my fears here's the goal but it's not gonna be captured necessarily and then that's back yeah and I think there's there I think that I imagine that you're doing this like in in tandem right aspect is one sort of set of measures but I I think it's probably important as a group and as a collective what I found this is sort of groups are who trying to define goals is that having a strong foundation of understanding like what their growth trends are what we're currently measuring is really important to understand so we're going to spend some time tonight looking at the growth rates in each of these areas just so that you can get a sense of what has been the district's history around improvement or you know or potentially decline and so that when you set those baseline measures and those improvement track so it really is just informative still we're still in that sort of analysis place I I've done this like a couple of times with big groups around measures and and I promise that on the that we'll be able to get to some some pretty clear goals on the second if you're worried about about time there you know I'm also guess they're just generally about if we use something other than the s back that it's going to take the district some time to create create some other or multiple measures to measure something besides suggest well I think that's a it's a valid concern and I think it's a realistic real assort of reality that it will as you define goals we're gonna have to there's going to be some time where the book this ignorant leadership team and their staff are gonna have to go back and figure out like what are best ways to measure them and so I really see that sort of back and forth as you'll notice SLT is all here and so we're we're running to be really actively engaged so that when we set up strategies and we're trying to be responsive to what you all
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are coming up with as your goals let's do it alright so um so this is the out sort of like process document and then just the other document here Brenda partners and the superintendent have talked about the way that we're sort of are organizing has been sort of looking at these different tiers of schools and so I just wanted you to if you wanted to look at and do some analysis that you have this here okay so um why don't we here so here's what I mean have you do so you'll get into pairs maybe if you don't mind if the new board members are not paired together but try to get with the four sort of existing board member just for just for like you know the sake of having some some different perspectives so go ahead and get into partners and then once your partners there are tables and each table has one of the nine accountability measures and I think you and your partner can decide which one you want to go to and then sltv members will kind of hang out with you and be there as a resource if you have any questions SLT went through a similar activity yesterday and so they have some they have some tips and tricks and again I would just reiterate that this is just a suggestion for a ways for you to analyze the activity is really about you sort of like come together are practicing about analysis in these areas that you can you can sort of have a realistic sense of what so once you get your partner's go-ahead and you're at the top [Music] [Laughter] [Music] [Music] [Music]
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we use our resources that's what's yours [Music] [Music] okay [Music] Oh look at all students and then maybe perhaps each Ivana
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well [Laughter] Bridgers [Music]
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[Music] to how maybe that is test it's just
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Oh okay you're distracted Roger I'm just trying to get some ask me how many translations I see before I write a sermon all right so ready in Morocco Burley's 12 a star a star star yeah that makes me wonder question Oh [Music] [Laughter] [Music]
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yeah [Music] yes yeah yeah yeah really right please or his therapist [Music] [Music] of course okay there's also great 67 I can't tell anybody burnsy I could read you mr. Arky games yes
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I mean I guess that's part of it too is the three-year trend do we want to look at Oh you know I think the three-year epidemic Cesar Chavez and I'm gonna figure out bald man and it looks like across population except the Hispanic it was but students with disabilities by that as well seven Spanish student portal 1317 space definitely went so that's like Baron steel yeah that's right so do you have one of these they mention I have your boy repeat [Music] like court subject
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but it's covering all sorts of things as further balances that criteria kind of the national level saying you will not hit it and so for me Oh about because I get a question from Mike Wow but they do but it's not but our sweet letter grades but some of this magic visions and the problem with that [Laughter] [Music] you want to report out and then we'll do that about five minutes I'm sorry the district [Music] this
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[Laughter] [Laughter] great you're the only organs
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[Music] use also preferred outlets in such a secure option to share the top rope so you are staring okay but feel [Music] so even the data we can't tear ourselves away [Laughter] [Music] carlene's super friendly care yes Julie join us we'll get started okay how is that for you frustrating stay well learn about Mahalo was retired our topic was the four-year graduation rate so you're just looking at high schools obviously so and when
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you get into virtually any subgroup mode and white kids the numbers are just so small that you can't really trust what might be at render but it's just so he also starts talking about how you all got into sort of like defining what it rank wise and I think the point is to try to figure out like how are you going to realistically stop what you want those goals to be so if you remember from your Sparkle worksheet kind of like that baseline understanding and also sort of like how you want to start the trajectory work through conversation other folks how was it for you pressing thing more about what well just the numbers are so so blowing some other sectors that I mean I think people always education later this is very high higher than theirs I think people but you have numbers in the teens 29 schools only six what was your math achievement of the 29 schools on the CSI science had one list only states showed an improvement from the prior year so that states are 30 so this is prior to their designation which got them right so that's a nice segue why don't we start having having a record kind of like what were the trends that you observed and I think we'll just kind of have a conversation about you don't mind sort of like what did you observe in terms of trends sort of like what was your takeaway and then other board members I think this is the time to ask questions of your peers around sort of like how did you define to try and like did you did you notice this and then what I'll do is try to collect what those trends are so that you can start to think start thinking about how these conclusions might inform or not inform their eventual goals that are there so it sounds like the math group also it's still the senior leadership team and all of the folks who are here to help Sepideh so the bath team do you want to start with your trends it seems like you started and so I'll write them down and then we'll have especially so we didn't really do trends over three years we just kind of we had a hard time with analyzing and suffering the data at first so the fact that the lists in the report card was different than this list in the order yeah like just trying to get that rhythm of okay and then this asked for the African immigrant or North Africa Middle Eastern that we don't have the second grade data for that was a little challenging and then we got the we just like match this to this so again we did what was Tier one we did a title one so we kind of made some adjustments on our sheet another thing one of the questions we came up with was we noticed on some schools that they were not in that student strip or on a mathematic math tag at a point but they were on English language arts and that was interesting as we kind of made me assertion that would be tagging math but not in English language arts if they were ever English learners and so we weren't sure why there were and is it just that students weren't tech identified or did they out or what what's the difference there with high numbers in English language arts and not in the text and then we also noticed that some schools had a report on tech students but not text so again it's like is it such a small cohort that it's to personalize to share their ex back data but it's fine to put their tenants devil so we have some questions about how that it's marked and what that means on how the students are kind of identified so or I think one of the things it was is that well for PBS in general in that of all the subgroups only four were over 51% did you tell me which sports or groups they were Asian whites and it's interesting but in many cases these
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whether you were PPS then achievement level was the same as it was where you were right subgroups with multiracial is on the other side of the page for example like blacks black students at PBS 12% where's meeting benchmarks and in title one schools it was 15% so both very low that's kind of one actually was a little bit higher than all yes but that's true I mean that's true nationally in all kinds of schools and it's unfortunately probably true at like Forest Park you see that well the one thing it wasn't true wasn't true across the board like for example females and yes in math we're at 54 and in title 1 schools it was 33 so those a bigger differential versus where we saw in some cases and matter what school either end if you were in a particular group you talked about the that there wasn't group that first thing I didn't write that down but there was so we only did a one-year look at grow because they handy little you know cheat on the downward or upward apparel you know on the front page and so we looked at that there of the we need to count Tubman because they're not data because you don't have it yet but of the 29 men schools only six showed growth and then we did look at a couple of different schools with you know it's very interesting to look at there's a suitor shot that's for example students sort of percentage goes up a little bit in here too and then it goes down to getting your three and that's the trend for several of those different groups but then you have a group where it was high and then I got lower and lower or it was high so it's right to look at those and say what specifically happening in this school that's not everybody's not doing the same thing so it's just there's small populations so an outlier child kind of skews the whole average or why is this data different across these different populations any other observations in math achievement or growth to the other board members have any questions about their methodology or about the way that they approach the data they're really good about the scrapings really did does anyone have any questions fair we did see schools that shouldn't have changed so there were six been improved today so he was a just a general observation also that apply across other kind of groups this was a I wonder question but you had some schools where the individual student progress was on high was high and yet all of the English inodes are to math and science were all down arrows and it's like how could that be yeah so how is do individual student progress measure this is like insurance in math but they were like down arrows over each other several times so it's not a closed started IMS that's gross for something cheap man yeah at least that's what the first page after there's a little okay any other questions from your peers about what you just heard everybody yeah the growth is the same student tracking it says here to your progress this objective through this cohort versus the next part this is not a cohort what does paris' one-year third grade next year not the same what says individual student progress is that what's lately well alright okay any other questions or comments and other things that you'd ask the math group and just remember the dates
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because the heights the way the high school data is displayed is different than okay yeah there we go and so we do we did take a little field trip with Susan into you okay anyone else instruction high school math instead of like they finished it well no but instead of like okay looks like credit recovery for you guys it's like maybe we should do something is half more than half our kids are cooking algebra algebra is the highest billiary first time failure rate is 80% see them again how's the failure rate of 80% how is that algebra 20 my worse what do you think in a second no way forty the second phase or the search time they take if they have a before your percent graduation rate institutions house for the first time they take it they have a forty percent graduation rate oh wow and land on the third of the students who fail out for the first time they take it our black and Hispanic which is a gross over representation yeah yes yeah this way just I could certainly do it there's so much yeah alright next room Thank You Sara and let's get them out you're a whispers okay which people secureness arena okay uh yeah we'll cover two English language arts but we looked at elementary and so you focus on third grade reading well it's elementary scores but I'm sorry I think they're great reading so we looked across the tiers and notice trends like basically nobody was doing well but it's scary we have got kids in a CSI school ever English learners by point two of kids with disabilities Latino thirteen point two now it gets slightly better whether they're a tear a CSI or TSI at a Tier one just a little bit although it's super nice it's kind of hard to tell the difference in achievement with this with all of the beautiful suspects we need the lowest achievers what I also looked at was will be at the literacy cohorts for the adoption of that bundle in trying to think of the years of this data and when so when did cohort to start wonder they knew certain using the fundamental put Lucy the balance Lucy I'm seventeen Oh cohort to was the first year was sixteen so this was just one year their data on that well it's hard to tell there's always gonna get did but their schools that we looked at why James John King Martha Riddler that are just so but so see your main takeaway is that you have significant needs for growth because the numbers are so said she met scores are so low we're safe we looked at just just because we looked at what school in the West Side that was not a CSI psi and in each category this scores were double what they were and that's Markham it's still
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a very diverse school but yeah so do we know some triple did all those schools have the same that roll out of the reading every No so we saw had it so we looked at just measurable flow the start date refers to your other first year yeah so but it mean and it's also two years of professional development two years of coaching with the right person renamed it it's a little reading for sobriety so simply interested that's who we should look at it was a homework one but the adoption question is how do we capture data on students who move so this whole thing if they start the school year and sitting and in at Whitman and we got the same curriculum I thought she schools you know we do have I've never haven't seen it reflected in here but we do have data on mobility i'm leslie hotel has that because i do where they go for they certain work I know but just tracking achievement for kids who move you know like for example last year at James John two-thirds of kids there either started the year late or left early the majority of kids we're not there for the entire school year so this is what amazing teachers were saying the importance of GBC is that yeah we're that wherever they write they are there's going to be a sofa discovered sequence that it's someone thank you questions around what were they in where they got the material is books found their self more relevant than observe practices we see in these schools which do you think it's going to have a big years ago everyday well we're saying there's a lot of so here's the resources and here muscles of amateurs perhaps taking we can save a lot of money having one third-grade teacher over the bankers bonus school factory let's keep on already I think that you'd actually about noticing for trends or anything else about the data before I move on they're challenging gifted was not rated except in the multi-racial know in articles yes that's not as talented and gifted is not a state category it's it wasn't for the individual school okay what's that I'm looking at sitting then it has over ninety five percent on the regular attender which which tells me there are tech kids in that school but it says for the english-language arts
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than the math is not enough students so the same issue right I mean and it's related to race you you could go through the data year by year going back to 2002 and all you need to know about any school is what the tag rate is and from that you can predict with total accuracy the percentage of kids who are of color percentage of kids who are low SES you can tell who the teachers are how long they've been practicing what the enrollment trends are absolutely everything that's all you need to know there's gifted kids of all races across our school district and we're only recognizing in one category it was destroyed so what about all the other categories of giftedness that the federal government defines we don't have kids with musicianship leadership creativity writing that are chubby those are other categories other districts recognize we don't hear which example Whitman there's just enough students to be yeah this was a Miss we don't know is that question up it just like I don't get it so we ran into a number of schools a number of categories where there were apparently not enough students to be reported so you know not reading it and yet in the 33 year average battery I could identify that was kind of what I thought but I would sort of like to get an actual answer well you just got answered from any comments all right I'm new Ruben Simone so unless there's any other questions for ela why don't we move on to the next group I'm just waiting go okay good look we want students share their rights the great spill data was terrible we rocked I've heard the states the districts and Jefferson which are both and again we know you know Ayden is broken now so it's good we wonder that ever English Learner about how much of that data is actually accurate so we also noticed that for some reason there was I think was what african-americans were a three-year average in every other category was the most recent year and in the book with no explanation and it wasn't a numbers issue because there were smaller populations that used one year that yeah that was that was there anything yeah that was really awkward so why sometimes in three year average versus the right yeah there's no way to tell why what measure was evaluated over but also wasn't there a later one issue to with the data being awfully don't know those academic year or yeah we had to write harder data than the students we went online to get last year's days so we actually had four years that we were looking write it down I like that yeah that's still barely nice to talk about a trans say more about that well rule of thumb and economics is three in a row consistently before just because there was always nice and saying it especially we're comparing different years different kids a lot of times and then when you get down to the high school level they were talking about 15 kids
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2012 18 coups and so we want a lot of fluctuation there and then we found out was a teen tour kids so a change of what is five percentage points so a lot of noise so the one result that my dream is was Latinos at Roosevelt that went 5954 72-69 one more year they okay there was a significant change and that was like a hundred kids yeah again with all the stuff graduate just you know Travis think this is given that no it was two years low two years higher but aren't you looking at the change from year the earth something but if you start at 59 is you would have three much drop and then you go to 72-69 is a drop from 72 it's like a mountain but 69 72 average of around 70 verses in that seems like I would buy that one but it still seems like well again I want to see one more year or you can tell you is gonna be something might be different at this it's gonna be something you're gonna okay we got Rosa like here's to be a positive everything else spreading up with this attitude it is it is yes all right other sort of observations like you wanna shoot both you might get very summery we've discovered in the trends of pasta gia signs for this sectors what the overall psyche overall - for the trend was outside of that one school at this was market ran the levels vary greatly african-americans at Jefferson were in the eighties average versus state average yeah Roosevelt yeah I think of small population so that was 818 kids here roughly the state average return well the NOAA say was Jeff Jefferson had the smaller do you know population I was 18 we're talking to kept low kicks or are you gonna drop we certainly can't compare among comparison school school the number of kids okay but I mean what's the best thing is is you know we were saying we don't have much faith in any of these trends because the subs are so small but when you start to have a more uniform curriculum and more uniform professional development you can start to get me me from school to school comparisons if you're implementing the strategies then that's relevant whereas now you have no idea if what's going on in Saudi I mean that the other thing to look at when you're doing comparing one year to another it is no one hand you know are what we're hearing is drown bike cares Marcis at the same time as we're having gentrification so there's a lot of apples and oranges in there but we need to keep in mind before we [Music] because the seniors are taking because
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you're athletic if you about the Great Inflation that we saw with looking at the cohorts like where they were on us back and like if you look at white C's it's pretty much like 25% in each I mean if you look at the grading how much was on me seventy yeah yes yeah yeah this huge numbers of kids on if you were gonna agree this is a criterion versus so I'm criterion based test s back you see much lower numbers of students meeting versus the definition of meeting and grades so sweet blog post a our clients well so this is in elementary where they get like meets or exceeds so figure eights so they don't give a see they get a memory or whatever it is I'm never close to meeting and yes so you would expect to see a partnership between meeting grade-level expectations and meeting proficiencies but it's not you yeah Sarah had a reset was that was that with each artist we shine brighter more mangoes but it affects our time data amounts of sickie data point that and your product but I thought was really important the current versus the permissions but the question is which is more accurate true but there is a disparity so that's good to know but different data sets are giving us different to the next group our final group which was ninth grade on track so what do we got it here always a lot of racial disparities okay overall we're going on inside the district broken down it's only white Pacific Islander and students with disabilities readiness is everybody else has been threatening down and to your three high schools we only have a lion alliance between having enough kids in any category for data but tier two we've got Jefferson and Roosevelt both of which are trending down overall the total population population white in both is trending but almost all other groups are cracking down African American at Roosevelt is trending up students with disabilities at Roosevelt very friendly pretty much anyone else who's identified is trending down now the interesting thing you have to look at health or grade inflation while ninth grade readiness is going Canada both those high schools the red rates are going up so a thing to question I think is perhaps this is a good measure for wealthier whiter schools is it a good measure for economically challenged schools or are there other factors playing in such as how teachers and administrators respond case by case basis more effective interventions yeah so you said that for Roosevelt that the
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graduates would graduates grads give me graduates we're going up but also in the chair to schools where you saw is that right I just I think you're the to tears I'm sorry the two tier two schools part Jefferson and Roosevelt yes in both schools ninth grade readiness has been trending down but the grad rate has been trending hot for both Obama that coming in lower bird leaving hired yeah what's the definitional readiness again I said I thought my head I don't have a hand yeah does that light green on track it's not good so this is like kids coming out of eighth grade it's the nourishment here it's the number of credits they acquired in their freshman year oh this is my good restaurant right on Jack so a question that we don't maybe that I would ask is how their rings scheduled and and I would be interested or that their eighth grade scores mind my sense is just the ones who aren't that great but one eighth grade no surprise they don't leave ninth grade on track to graduate but it'd be interesting to see well student mobility is hammering both of those populations really Emily and the grad rates for those kids are horrible high schools after the start of the freshman year grad rate goes down to 53% other questions for this group or can you say that my sense before Sweden's to change high schools after graduation correctly after the start of their freshman year the grad rate goes down to 53% it was between any summary it's the last paragraph in the first big section I think for me for that too be meaningful would be to have a better understanding you're just passing because the definition of passing that's what you have eight classes that pass six so you can fail to but you could still get D's in your other classes is that I bet if we did a peeper dive into those numbers we even be able to predict more those who need additional help you're getting six credits that you're getting several in core subjects that's not a great trajectory did so but you you brought up two things that sort of like where you want to go a little bit deeper in sort of explaining sort of trying to try to find some more specific information about the data and so what I want to do right now is I apologize that my handwriting is a little bit serial killer but we'll get this summarized for you and then we'll also start to think about these data sources and so this gives some staff some time to think about like if we have any resources that we can provide for you in terms of like giving some of these answers some of them might be straightforward some of them might just be adding greater contextualization you all might be able to to answer these as well but these are just sort of things that will sort of keep on the radar in terms of questions so the next thing I want to do Joe did you have a question oh yeah I just wanted to say something the awards others have no you're in the process of trying to surface the data you feel who helped you set some goals and with regards to 93 dog track that is actually one of the focuses that we have in our four year plan is actually to try to bring some horse to that whenever we're looking at eighth grade converges on Janene high school it's already time to make them and so we're trying to find a way they actually new wants that transition for them and we have all kinds of designs that we're
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using out of measure and I need money to support that work we have freshman success teams that are not tracking those students in a ways they have never been trapped before our freshmen rates of intents are far better than they were in seventh grade and so that's a data point we're excited about as well but a little surface in the data that you have here and at that point that you have right now for the freshmen on track is before any of these initiatives that really pulled into place but I just wanted to share as you're looking at these things that the high school have some 4-year plan of their own and we're mid-year we're halfway through it and on Monday actually are on Tuesday actually we're going to be reworking it but that's one of our core guys well so so when you say me wants that do you mean differentiating actual schedule and supports all right how does we have you saying we actually send people out to the schools to actually try to try to do a little bit more assistance and bringing students to the school in ways so that we can make them feel more comfortable about the transition and one of the things that Paul was talking about in regards to students with me right and that happens real frequently early on they think they're going to go to their neighborhood school and then there's suddenly uncomfortable they want to go over there one with the school I mean we have very high mobility so anything we can do to reduce that mobility by making them comfortable that it is part of that design another one that science is actually to assign somebody 10 that kid so that kid knows somebody at the school and to do that as early on as we possibly can in the summer that's great contacts reading go back to okay so hopefully this is starting to so hopefully some potential molds are starting to percolate in your month right so you've you've got some more contacts more information I want to go through one more exercise to start to get you thinking about some potential goal areas so what you're gonna do is in new oh yes Scott did your question I'm sorry so so I think what we're trying to do so what we did last time was that we were trying to get you comfortable with the data like what is there right today what we're trying to do is we're starting on this foundation of these accountability measures and trying to get you to start thinking about like where has there been grooves so if you're gonna set a numeric goal where you're gonna have a baseline and then do that SMART goal where you're asking for growth it's again just to get a sense of like well what realistically has been growth or not growth at PBS so that you can start to calibrate as you start to think about your goals so that's the thing the second thing that we're gonna do is to start thinking about like where are where are we seeing some positive gains right like where is there some areas of positive deviance that you might be able to start thinking about like how how might this support our goal as well so we're just continuing to familiarize yourself with the data that's there the next time that we get together we'll go a little bit deeper and I'm gonna leave you with the vision we have the awesome vision that has the Graduate profile and so right now we've been focused in on these like accountability measures but if you remember for the last time there's probably some other areas or different measures that you might want to incorporate it to this so we're just kind of still doing that so I think what I think my question I'm a little concerned seven board members with the goals they won't be as effective as subject matter experts make recommendations to the board which we might want to ask questions about perhaps modifying so getting used to the data which in the last time insensibly because like the Bacchus come without and sort of know any data that's available is there but I'm sort of wondering what the subject matter experts in the district think we should be measuring to be most effective and and are we flipping this process around and not some productive way and having us sort of come up with goals that some people find our experts may say so um I think that thank you for the question so a couple thing so we're the superintendent's leadership team in parallel is sort of going through these these processes with you and are here and available for your to be a resource I think would we go through the goal-setting and we're just trying to calibrate with the board and we want to take your lead in terms of how much you want us to be a research so we want to be able to provide information but if you all from your conversations with AJ I think what we've tried to establish is that the board is really here to help
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set the goals and staff are here to help inform those polls and then sort of you know we're gonna be accountable to those goals so we can talk a little bit more about sort of like if you want some more presentation or input but I think you know what we wanted to do through this process is sort of like have you in the data and have staff available so that as you're coming up with goals you have you know for example Joe Craig we use everyone here who can help contextualize the data I suspect that once you set the center draft goals on July 2nd they're still gonna have to be some recalibration right so so SLT and then all the departments that the school district will sort of look at those goals and there will be some sort of you know kind of iteration around we're sort of like that's a really good goal but based on you know some of the work that Joe just discussed around like eighth grade and ninth grade transition maybe another measure could be that so I think that we're imagining a real collaborative process by but what point is well-taken in terms of is it the tail wagging the dog because we we want to make sure that we know what the prioritized work streams are so that we can see if they jive with our sense of what's seems most urgent and what seems of highest value to the community yeah I mean so we don't end up out of whack and you earlier conversation you've seen a sort of a landscape of the data that's available as an age bulb system you see what the overall trends are you see that there's some differences across student groups you've already started to sort of say some these things out loud but given all that what are the goal areas that matter to this more importantly right it's illiteracy is all the days that we spent develop even graduate portrait it was something in there if you want to call out as something that's important you know that there's these 9-pound ability measures who are held accountable to nothing's changing we're going to continue and be able to count along the desert is there one you want to hone in that's more aggressive which one do you want to call out and I think staff sort of you know looking to see how you shape a few goal areas and to us AJ said come back and say we're here some instruments for measuring that you know here's here's one suggested way we might track you know our progress in that area or here's some limitations of it right here's approximate particularly when you start without talking about progress monitoring but and then there might be some areas were not so easily tracked and it would be a little bit leading edge to say this one's really important to us and we don't that traditionally that isn't something that's trapped in school districts but could we begin to brainstorm some ways to see that we're getting better at the things that we said would be educator and sister shifts for our vision so that's sort of the discussion because I know Snap is anxious to hear the board kind of begin to dive into so that we can come back with some suggestions about ways of measuring trends that exist or not begin to land upon some actual smart ventures all right thank you it's just a kiss and everything I think what I want to make sure what I'm not hearing and I would have make sure big space for our staff saying yeah you're on the right track or no you're not and I probably I might get a little too countenance today because a few hours ago you know I presented the regional barometer to the Metro Board we did not sit down with them and ask them to tell us how to measure liveable communities environment transportation we spent weeks working with subject matter experts within and outside of Metro to develop the direct measures that we then presented and there was feedback that was useful and feedback that was not and we had an opportunity we've got the unuseful feedback from the board to say so we hear where you're going but that measure of greenhouse gas is actually not an effective way so I just haven't heard that yet is the you guys are all talking about graduation rates but that's actually not a measure of you know a school success maybe it is I'm saying and you know that we talk about third grade literacy and graduation rates and making sure achievement you know scores are equitable and I guess I just want to make sure there's some room to push back and say here's the track you you know the staff that you should be so I think is this is goal setting and then we'll ask they say here's what what we're
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interested the goal standpoint how would we measure measure that stats and so we're not coming up we're not designing the measurements but how many does that like wait where is that we want her to be I mean it works and here the mobility critical right so how did that how did the mobility become a goal that the barometer is dimension yeah no that's ignorant I think it's right and excites us a community livability and that's half came over I just didn't feel like that's what we're doing like that I would actually be much more comfortable now in the conversation about what we want to see what we want to do but she would go up what does that look like how do we measure that and so that's I just I just want to make sure and so that's kind of how we started if you can instill aspects at almost the exact same question we're going through an exercise here it's to get us used to an opportunity for us to pass breastwork too good today I get familiar with it but not necessarily work on designing that's just a measurement so what you find the answers for districts under state accountability is States will have their accountability criteria districts will tend to identify some milestones tell me those are academic milestones eight three six nine and they'll tend to set a growth target for particular student groups because we know they need acceleration in their own the gap that's what you typically see in a balance for our district level but that's that's a more traditional approach if the board you know wants to think about another area that but would that be and what we think about improvement we're less thinking about the immediate metric than we are how do we gauge whether the capacity conditions us who are improving because we believe that we get better results so that's what we want to be diagnosing and tracking and supporting or so that how do we employ those feet right yeah slowly looking at staff levels and who's moving in those four strategies that straight of what retention rates or so beacon channel by AJ yeah so notice if it's related to student outcome then it's something that we should measure not that we would have to evaluate our strategies and whether they're having a return on investment you know getting that the goals that you are writing like does that we're beholding to coming up with its energies are impactful for dispensing with ones that are right so so what I understand is these accountability measures these are from the state right so we have to measure these you will be better than non-violently and then we can add other things to measure that we think are important that the district knows tendance is not really a student outcome so like we could say like kids can't learn if they're not in school so it's important to have higher attendance rate but like any attendance or resetting an achievement goal and one of the ways support achieving that is and for me it's like okay so let's say we set that by in five years black male students will be reading at the 30% it's the ninth converse and whatever the globe we say and then it's up to staff to say okay we're gonna work on attendance we're gonna work on curriculum entity didn't work on teacher retention we're going to work on administrator leadership and that those are the strategies to reach that goal and then our job is to say like the question any day how to say is what's working what's not and how can we support you to get back on track right like those are the pieces and maybe you know music is up my heart so maybe they'll be like okay it's music a factor in helping kids read better or how you know how do those strategies play out and that's the conversation but at the end of the day that's up to the staff as you ability another goal area particularly if it's for a student group if it's african-american in a certain area our strategies are gonna get tailored to that student group right eventually responsive strategies relevant material and diverse workforce and you know we would be thinking about something that's gonna get back area you said brass which is different and I see your question about your own that like that side on that matter so you're doing that work of what are the inputs what are the pieces to recycle applicability that's an important second
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and I think the tempting thing for me is to want to get into those inputs to say oh we've got a we got to work on you know these our attention or administrators or color and that's not like to even up step back and keeping an eye out of it but not having a PR job is that that's fine yeah so I think the other challenge for the group right is sort of like how you all are going to coalesce around a specific set of goals so part of the exercises are to sort of like give it up get you familiar with the data but also for you to like gauge kind of like what you're interested in so the the next thing that we were gonna do and I think we saw have some time to do it is to sort of find either in these and I think we can adjust this a little bit fine either in this data the Student Success data the discipline data the map data based on your interest areas where are you seeing some positive deviance or where are you seeing some success that might that might sort of prove right person momentum for a goal and so whatever the quanta have you do is to sort of get to new partners and trying to find and I think this is kind of up to you I was going to have you go by the indicators but I think it's really just sort of like trying to find like where in whatever interests you so for example literacy where in literacy are you seen sort of like places where there's either growth or places where there's like high achievement for different student groups for different tiers however you'd like to do that that might sort of might sort of prove like a nice place for a baseline for potential goal as we go into the the next steps it'll also I think give folks a chance in your partners to sort of state and see like about Michelle's related to music Andrews really into math and and as you know get a sense of kind of like we're you know where are your passions where is your commitment and and to kind of negotiate that sort of thinking about like what are we starting to coalesce around and we'll report out and be able to sort of get a sense going into July 2nd around like ok here's where we have some here we have some momentum here's where we potential momentum and here's where your interests are okay she's magical I want to be partners Julia try to if you don't mind that through trying to parent was don't pair up with each other so that way you can yeah sorry that's the camp we can't be okay so I'll do this and then I think we can report out your your goal here is to find an area that you're interested in I'm not sure where you're seeing some positive deviants where you're seeing some like momentum that could potentially you know be a place where we might start with a goal that's achievable and then we're gonna share it out so starting um and then uh s so the SLT members are still here and can help contextualize that so you might want to if you're really interested in sort of like thanks right on track or eighth grade you might sort of say like hey Joe what are you what do you got for me or math with Sarah or or you know between Keely and Craig like they know everything about all this cool so there's there's a wealth of information and so I think everyone's going to be defer to you but people will fuel give their Cynthia varnish is one best subject that we're interested in in that word yeah enjoyed it bucks trying to find four hundred okay so alright go ahead and get to partners and we'll give you a little bit less time and then [Music]
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others are applying their problems but some are actually learning [Music] [Music]
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so or you may say like I'm curious about this outlier [Music]
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[Music] [Music] [Music] [Music]
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you're the lowest level you really want but you're not the lowest so they're grading on a curve [Music] yeah [Music] [Music]
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[Music] [Music] [Applause] [Music] [Music]
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refined and how Arvin like you know graduating and like coming up yes [Music]
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we want to okay offense let's let's start okay so let's let's go ahead and do report outs and this ball will go all captures it felt like really good conversations so who wants to go first should make the Amy and Andrea do you want to go first show was with us oh you were just said it was just the TV sorry okay so talk about it we wanted to focus on on sort of third grade proficiency and actually I have a data question and I probably should have picked up last week the s back scores for elementary schools is that only given in third grade or is that given besides up there quick guys given every year say what is this summary percentage of students scoring three plus on the Smart Balance is that percentage of students in every grade so I'm sorry I missed a summary of jewelry three plus back so it would be three so efficient this is not really achieve but what we try to look for were schools that were doing well three-year trends in both ends and so the ones that sort of jumped out are teach but we also had the benefit of having Keely and Joe it's part of our conversation if you bring insights that we wouldn't otherwise have which is you know with liking that group McGrath they've been able to sustain the structures that they put in place with those added resources even now that the resources have been gone Ito some volunteers and they just have really strong instructional practices and saying with Stevenson like just really tight instructional practices so the unfortunate thing is that in the absence of you know strong and strategic support the central office you're the places where you might see sustained growth our places that were able to do it on their own because they had a really strong leadership may be consistent teacher core but it seems to be a exception in Avatar great one more interesting thing is that Stevenson head growth starting from a high level and woodlawn head growth starting with a pretty low level and then each sort of head growth starting right around the middle they both had I mean all three of those schools that pretty large growth but it's interesting to me which of those is harder and also not just that harder but a lot of times in schools where you do start from that higher rate of achievement you'll see a sense of complacency that like these kids are fine as opposed to like silly to move these kids the same trajectory as aviation to go deeper because we've gotten some other fascinating conversations but it's the growth where's the boat right is it coming from underserved students we started to lower you know are we closing the achievement
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gap in the schools or we just or are we just gentrified well I was you know every big recession that we've had about here especially particularly in the schools in orange or beast we are seeing you know a higher income wider population move in and historic you know black residents in particular being moved out to far east in east of 82nd east at 92nd and in fact you can see that's where the city and the county are concentrating there are services the son schools are also big you know there's some help by donating because beaches and it almost fifty percent Latino immigrant language Iran perfect not rhesus Anna SH and not because of them not because that's the name oh yeah that's why it's so yeah but they're the DI program okay so any other questions for this group or any mr. Brown okay I have a question about any educators when you see a school that has sustained growth and both areas are you doing a question whether that's what's the dental or you assume that there are some structures in place that are facilitated don't lured us they have that their strategies outlined in their school improvement plan or supervisors are at the school on a regular basis conferencing with school leaders and hopefully the strategy improvement the change effective are the ones that were talking about and sharing with others who have a similar profiles for populations so we start cataloging we start doing instructional rounds demonstrated accelerating growth etc there's a few things that we would do to start sort of propagating some of those practices that did you in question um so I think this discussion I got touched on it's a difference between having a metric that's if you get over the bar you're okay versus are we the stepchild getting what they need and are capable of and and just having a metric monster and now he can go back to that 2002 teaching plan it was the mission termination or whether it was was around very much every child after potential kind of a statement which is so to note all right who wants to go next you go okay I'm so weak missus first we got really kind up on the whole positive deviance yeah what don't know what it's just like the concept of it but that's being positive it's deviant what what does it mean it's like not mentioned if you can't understand the words if we're seeing flat across the district which is kind of what the district totals seem to be but we're finding a couple of schools that are in a trending up so that's what we into that by that I think that's so we that we sort of built our goal around but if you look at this is this is grant and you can see all the level fours and fives blues greens so that that's all on like on track to graduate and in graduation it's like great we're grants really doing all of that and then you look over here is math and English it's all like global ones and twos it's like okay they're they're killing it I'm getting kids to graduate but they're not mastering math or English and the interesting thing is if you look at almost all the high schools that's the same
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but okay so this is Lincoln and I think this is what we most of us would think what we would want which is kids are graduating on top they're on track freshman year and their four-year cohort graduated but they're also in most cases Canadian students so level three four in English and that so the nmcli so we try to think of like what a so Lincoln was you're kind of like outlier or positive right there and we Cleveland was something - oh yeah it was like white as snow we're reducible more data on lead only is the vital for all like how that impacted students so Cleveland's this house those good as Lincoln but it's also a more diverse student body but it's definitely better than most of the others but map they're all shopping they're all level 1 students with disabilities except for that's sellable - what is the deal with it bub looks with the astrick which is really level one except for they're not in the lowest 10% range so you know but there's something just came up about the Latino students and the impact of the this you know DIY to a language you know Latinos speak English right I mean some people are different five generation a generation yeah but there are that's more I guess if we're lumping everybody together we're not saris into effect that some people are coming our newer English speakers but most of the people I imagine are English speakers were a generation I see her one of the words on how we do our Michael that's two different yes it's a drag of simulation that's the different population in some cases right in some cases and it's not there's a greater than the lottery India life or native Spanish speakers not just I see but even country at birth so for example the lowest achieving English term nationally are us form so whether you're saying you know many of them are generationally here yes but many are still qualified classified as an English Learner and they have the lowest at they don't make achievement so given these observations what what then was the takeaway as a potential gold historically underserved students will have growth and proficiency as measured by blank by the experts from X to Y from twenty nineteen twenty to twenty two twenty three classes somebody who's an English major to send the structure of a sentence frame and it but it sounds like what you're calling now is historically underserved historically underserved and really focusing on those core classes so it's not it's not good enough just to graduate but to try and focusing on that those historic underserved students and getting them mastering their core classes we were going back to this larger sort of plight college readiness concept was just because you graduate from ISIL doesn't mean your college ready but mastery or certain level of proficiency and core classes probably would mean you're more likely to be college ready okay okay so we got some positive outliers and even some extra credit going into some potential Bowl using the SMART goal format all right no pressure but next who wants to go next or unless there's any other questions for this group who
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wants to go next max okay and we started with third-grade reading and then we talked about how to measure mastery and math and then we ended up with empathetic leadership kind of thought that maybe other people cover reading and math so feet we focus on empathetic leadership we're looking at the graduate profiles that are in the vision capturing that of the nine profiles one is about core knowledge and so that's vitally important that academic proficiency and in our community is saying to us that it's not only what students know when they need some schools but without you but it's who they are the kind of people and so we've talked about how do we measure an empathetic leadership and what does that look like and fact shared about a video from vestal that kind of highlights one of those positive deviance is around what happens at leadership share what that videos like yeah the theme of that school is social justice and so they did I guess is their fifth grade you know it's credibly diverse school a lot of poverty and they look at classmates didn't get a shower maybe didn't smell good you know and so they have put together they at some room that they repurpose with the shower and with shelves with clothes clean clothes get around so you know if you you need to everybody wants to feel good when they're in school and you don't feel good if you're not clean and looking good so and the kids talking about it was really impressive so if we're talking about a demonstration project which I think where we need to go with an ethic leadership those kids had one of the you were saying they're currently meeting running raising money for washer/dryer yeah I don't any one of the best things that's got highlighted from the video is one of the students said we know that that our classmates may not use these because there's a stigma with use and that's okay but we wanted them available and so that means that empathetic leadership because so often if we see a need and we create an opportunity nice I needed people then don't take advantage of that opportunity or judgment and bias but I think that pathetic leadership is captured in that ability to say if they don't use it it's okay we understand why someone might not want to use it but we wanted to do this anyway that's very best for fifth graders is sort of a vignette a positive outlier which led to next level vision work you could imagine graduate portrait the bring stakeholders together to actually define an exemplary level those skills in dispositions demonstrated my students could look like you actually educated students on the front end to it say at the end of their fifth grade elementary experience could share their journey for any one of these attribute areas for all of them for that matter in front of a sort of a panel of peers and community and parents and you know there was a clear way to sort of quantify that and imagine uploading thousands of students graduate portrait progress so that my twelfth grade there actually but also to have those kind of resources available for teachers in building the years as they're making climate plans like check out this best practice over here you can pick whatever form you want to take but what we're looking for disposition demonstrated and that's what they would have to sort of we didn't write the sentence goal as Julia's team demonstrated because it's this we don't quite have that measure or what it would look like worked out but it was just that finding that as we talked about what the values of our communities been expressed in that vision empathetic leadership is a huge one and have that great example if creators will demonstrate to intermediate level graduate Parker to further traffic particular string along the trade you know you could start to imagine that's alright any other questions about this group okay last group I'm gonna rate it oh we're still on the literacy stuff nobody got we're talking a lot of really good conversations and then we looked at
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or even worse to come let's also but first here just trying to fix it with our sense of belts literacy code work and and they're killing it with everybody so poverty is a better predictor of the racing class well when I always get so it was it was question some national gives you economic class flipped about ten years ago DS be race/ethnicity it sound less but at least for a long time yes was an outlier because race and ethnicity continue to be the best predictor of student achievement but far beyond the class and the question is is that still the case yeah it's kind of looking like it might be now switching to that class might be the better predictor when I'm looking at cross like suppose that we looked at the scores therefore this Laurel there were reduced 9% over tonight more than more than 95 percent or any disagree others times the outer I got the other ones also on that question question plastic question and probably hugely any other so law reverse was your outlier and the other well I mean they're not really an outlier you look at their nine percent free reduced their kind of archaic what you think what's happening there the compare not good work it's a good initial sort of imagination area is that a value to the board they want to see our system so we'll synthesize them so that they will pick up on this July second who do will give it some more in thinking as well right pieces of comedy thanks for your extra time getting more accurate about serving for those which will continue to get annually updated so I think we're gonna pause here for for tonight on this work but we're getting closer and I enjoy the conversation this evening thank you sad cuz they part that and you're all dismissed yeah what what's our schedule for the right isn't there another cool setting session nice one we check out that my calendar July 2nd so what another work session and after the board's business earlier and well this is where we'll sort of like bring back the documents and then also start getting into taking some of these these goals but also developing some other goals nothing else between town anything else between now and that BPRD board members so just one last thing so we don't have champagne it's evening we want to make sure that you have the information for your consideration certainly share more next Tuesday we're reaching an exciting milestone our community of stakeholders and I think we'll outline some of that to shoulder your official adoption but I think at last count were posted gatherings and stakeholder focus grants and science scores means and so I
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themes and ideas Aqsa concepts are represented here hopefully I think he will recognize phrases that emerged from a lot of dialogue and group and Plato and type cout Messersmith whenever we're doing our are in here and you know already we're thinking ahead with the Graduate portrait or we'll see it sort of illustrated there I think some of the unique features here are a fact unlike other district visions we actually went deeper into at least bring really only tough to google get greatness Furness loading property we can't send it to the printer we're done with work spitting but thank you I think it's a collective ourselves okay

Sources

PPS Board of Education, Archive 2018-2019, https://www.pps.net/Page/14001 (accessed: 2022-03-24T00:57:50.174924Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)

2019-06-18 PPS School Board Work Session

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Event 1: PPS Board of Education Work Session June 18, 2019

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