2019-08-06 PPS School Board Special Meeting, Work Session
| District | Portland Public Schools |
|---|---|
| Date | 2019-08-06 |
| Time | missing |
| Venue | missing |
| Meeting Type | special, work |
| Directors Present | missing |
Documents / Media
Notices/Agendas
08-06-19 Public Notice (16e43f4a1061f447).pdf Meeting Notice
Materials
2019 Local Option Levy PP REVISED (f9909619074c897e).pdf Local Option Levy
SLT - Board Goals (c7a1782fa2bb7975).pdf Board and Distsrict Leadership Collaborative Goals PowerPoint
PPS Collaborative Goal Setting - SLT Proposed Goals (73724985df0c31fe).pdf Board and District Leadership Draft Collaborative Goals
Minutes
19 08 06 SpecialMeeting MeetingOverview (9193624eae29586e).pdf Special Meeting Informal Minutes
Transcripts
Event 1: PPS Board Special Meeting @ Franklin HS - August 6, 2019
00h 00m 00s
Franklin High School thank you all for
being here this hearing for the local
option levy is called to order
welcome to everyone present tonight
first off we'll have an overview from
Deputy Superintendent Claire Hertz an
executive chief of staff Stephanie
Soudan and we'll follow that with public
testimony so if you wish to testify and
you haven't already signed up please
find Cara where are you ok right there
perfect thank you so much we look
forward to this discussion deputy
superintendent Hertz actually I'm gonna
start stephanie Soudan okay I feel like
we're gonna we should be singing it do
it I know it's kind of like the dr. Phil
show anyway thank you for setting up the
chairs
good evening Stephanie so Dan the
executive chief of staff we are here
today for the third conversation in
front of the board we talked about the
levee in the spring earlier this summer
and then today and we're just going to
provide brief history and background
information so as you'll recall it was
past the current levee was passed in
2014 by 70 percent of the voters the
rate to the dollar ninety nine per
thousand dollars of assessed property
value it was intended to support him in
a minimum of 640 teaching positions and
should we continue the levy in for the
next five years it could generate up to
one hundred and twelve million dollars
in school year 2024 25
so just as a little history on what
we've collected and the teachers that
we've funded for the last four years of
the five-year levy you'll see that
beginning in 1516 we funded with
seventy-six million dollars a little
over seven hundred and fifty-seven
teaching positions and that grew the
dollars continue to grow as values of
housing our tax parcels continue to grow
and it got up to by 1819 to 870 teaching
positions and so currently the local
option levy supports about 30% of
teaching positions sorry so projecting
for nine 2019-20 we are projecting 96.1
million and estimated to fund about
eight hundred teaching positions now
earlier in the summer when we presented
to you I estimated that in the coming
school year the levy would fund
approximately eight hundred teachers
when we posted this presentation to the
PPS website in advance of this meeting
we increased the approximation to 880
teaching positions giving further staff
refinements I feel more confident
stating eight hundred teaching positions
this is an estimate as we go into the
school year
so we're here you here before you today
with our staff recommendation to refer
the local option the levy to voters at
the current rate for another five-year
term so that ensures that our
collections right remain below the state
threshold you heard about that from the
deputy last discussion it preserves our
allocation of state school fund revenues
and it sustains the equitable staffing
model for schools so we recommend the
question before voters should say shall
the district maintain teaching positions
and educational programs renew existing
level sorry renew existing levy of one
dollar and 99 cents per thousand dollars
of assessed value and then I'll just
close with some brief next steps you are
scheduled to consider the referral next
Tuesday August 13th later that week a
draft ballot title will be due to motor
on my County elections the measure
filing deadline is September 5th voters
pamphlets statements are due September
9th and the general election is
scheduled for November 5th 2019 should
you discern decide to refer to the
ballot that concludes your presentation
thank you thank you so much so we did
have board discussion on this proposal
which is the same proposal that was
recommended by staff but I want to open
it up for any board discussion before we
or questions before we move on to public
testimony
00h 05m 00s
so just a question for staff language
appreciate the staff recommendation
assuming that's the final language when
will the final language if we're going
to be voting on this next Tuesday when
will the final language be available to
the public so our goal is to have this
final and posted by end of the day
Friday no later than the end of the day
Friday of this week okay and then and
then if we use the language maintaining
teaching positions and educational
programming is the intent of the use of
the the funds from the local option just
to be clear that could be either
classroom teachers or also teachers who
are reading specialists or academic
intervention or acceleration teachers
but it could be a variety of educators
who are engaged and sort of classroom
activities with students so what you
described is all teachers those are all
teaching positions and the educational
programs would also just where some of
the things that you described one of the
things that we're doing this fall is
rolling out a strategic plan with
specific strategies to support our
boards district goals in helping improve
student achievement so that will be
certainly in the consideration as we're
going forward but it is to be spent on
teachers and educational programs and
just to be clear we have had the great
privilege of operating with levy funds
for the last many years in this district
and in our budgeting process for our
general fund we don't distinguish
between what is funded through the levy
and what is funded otherwise so everyth
it's all those decisions are made in
certain service to our strategic goals
the funds are aggregated yes I just I
can also ask this question next week but
just want to make certain that as since
we haven't yet had our formal district
goal-setting process we haven't
concluded it yet
that we have the flexibility within that
and also an upcoming budget that we can
align our resources behind a priority
and that's question for you or for the
superintendent to answer but I just
wanna make sure that the educational
side of the district and the
superintendent field they have the
flexibility to use utilize the resources
along with our the rest of our budget
and service to the goals that we haven't
yet adopted
I would hope and intend to use that
important investment to provide direct
services to our students whether that's
a classroom teacher or a reading
specialist or any other position that
might support the educational
programming and making sure all our kids
have equitable opportunities director
Moore did you have a question yeah can I
just add something to what you said and
and then I have a question so the the
levy money is folded into the general
funds but it is accounted for separately
so we have a mechanism to a to track
where those dollars are spent yes and we
have provided that report out in our
financial reports to the community
reported on to us externally from our
community budget review committee some
of whom we may hear from this evening
okay here's my question so you had three
bullet points supporting the staff
recommendation to maintain the current
rate and one of them is that it
preserves PPS is a allocation of state
school fund revenues
and my question is is there a rate at
which our our allocation of state school
funds would be jeopardized there are
three different calculations that we go
through to verify that our local option
levies are below the three limits set
for a local option movie so there are
three different ways and with our
current recommendation there we're not
anticipating reaching any of those
limits okay so there's a it refers to
the previous bullet point about the
00h 10m 00s
state threshold right yes okay all right
thank you given the reference to the
community oversight of the expenditure
of the funds is that that's contemplated
to continue going forward can you repeat
your question I missed the beginning of
the CRC go ahead director wrote more who
served on the community budget Review
Committee for many years I believe it is
mandated that a levy be that a district
issuing a levy have an an oversight
committee when it's in the developed
title yes when it's in the ballot
explanation statement yes so I guess my
question is I'm assuming we're
contemplating doing that a yes
continuing absolute oversight I mean
obviously there's board oversight but
that's just an additional mechanism
having that annual report from our
budget review committee yes
so I believe the current levy states
that all the funds will be spent on
classroom teachers I think that's the
wording and if we're are we talking
about that slightly widening that to
include other certified teachers but who
are like a reading specialist who
doesn't have an assigned classroom is
that is the intent of the language okay
that's still all going to certified
teachers going to teaching positions yes
any further discussion from the board
question all right then we'll move on
and we'll hear from the public
thank you deputy superintendent Hertz
and his half can you please call up the
first speaker at work yes we have Maria
Bella's
hi good evening can you hear me now
great it's my first time here I'm quite
excited thank you and so yes I've been
invited to just say a few words I'll try
to be concise so good evening my name is
Maria valus I am the Associate Director
for some community schools at Latino
Network three years ago Latino Network
was awarded funding to run extended a
programming for eight school sites five
of these sites are in Portland Public
Schools Portland Public School District
we have sister Chavez Bridger k-8 along
with reg'lar Scott and Kelly elementary
schools all these schools are currently
title one funded also they receive full
Sun funding from the county in order to
meet the needs of their students and
families in collaboration with the
county and Portland Public Schools our
Sun sites providing myriad of services
as you probably know such as academic
and enrichment programs adult classes
family nights Reese referrals to various
resources such as energy and rental
assistance but most importantly what we
try to provide is a positive positive
adult role models for our students after
school basically anybody can go and
participate in our programming but we do
have a particular focus for those have
been historically underserved and/or
have limited resources this year alone
the five Latino network sites in KPS
served approximately 1,400 students and
700 of them attended 30 or more days of
extended day programming in order to
create and maintain the system is
service son managers depend highly on
devoted community members with a passion
for Youth and Family Development such as
parents college interns and local
organizations however one of our more
impactful team members are indeed our
teachers our classroom teachers and with
these people in our extended a-team the
quality of our programming increases
greatly to begin certified teachers
already understand the school culture
and the students when they come to pick
up their kids in the after-school
setting
they also come
with a lot of tools and strategies to
manage the classes and because they've
already established relationship with
the students from the school day
teachers more easily than outside
instructors can meet students where they
are whether it's time to do another
multiplication problem or even
pronouncing new words finally I see
teachers doing a lot of fun activities
with the students
knitting Dungeons and Dragons or just
even simply trying out a new curriculum
00h 15m 00s
for the summer and I just really
appreciate how teachers give a little
bit of their lives to the kids after
school and they're able to just simply
have fun with them so it's really great
to just see how they relate to students
not only in their school day but just
taking that extra hour or two to ensure
that we're moving the needle on student
success particularly on into
particularly like reading interventions
and math are interventions that we do
without them I truly believe our
programming would suffer and I do hope
that come August 13th this optional levy
will be renewed so thank you very much
for your time thank you for being here
next we have Ashley Henry
hi good evening I'm Ashley Henry I'm the
executive director of a business for a
better Portland we're a membership
organization we have about 365 Lebanon
375 members mostly from the business
community also supported by a number of
nonprofits and community organizations
and we came together about two and a
half years ago to provide a platform for
businesses that wanted to engage
civically but didn't have the
opportunity to do so otherwise and so
over the last two and a half years we've
been advocates for a wide variety of
policy initiatives primarily because our
members see that in order for them to
have a successful business they need to
live in a thriving community they need
to be doing business in a thriving
community and that is what really
informed our advocacy for the Student
Success act and we were really grateful
that last week at our third annual
summer social representative Smith
Horner attended and thanked our members
for all of their hard work to promote
and ensure the success of the Student
Success act and it was really a
heartening experience to witness my
members who quite frankly for the most
part haven't had that much engagement
with elected officials and with the
Civic process for them to hear directly
from an elected official telling them
that your voice really did matter the
communications that you did in advance
of the legislation really mattered and
and the message that we shared was
really quite simple which is that in
order for our businesses to succeed we
need to have an educated workforce and
the data continually show the
correlation between education attainment
and income levels reduction of the
likelihood of falling into poverty there
are some very very strong business
reasons for making these kinds of
investments and so while we were not
around
when the levy was initially passed we
obviously see the renewal of the levy as
a really critical adjunct to all the
hard work that we and so many others put
into the passage of the Student Success
act and when when our when the companies
that are our members are competing for
talent around the country that is one of
the distinguishing features of what you
know of growing their companies is
ensuring that they have strong talent
recruitment and retention and there is
no doubt that the challenging nature of
our education system has been a problem
for some of our companies and so I just
would encourage you to not slow down on
the progress that you're making at PPS
and continue to provide these funds for
our schools thank you thank you so much
Nexus Arena Phillips
good evening I'm here to read the letter
that CB RC prepared do PPS Board of
Directors in the community budget review
committee CB RC would like to clarify
its recommendation on the local option
of your 18 levy the board is considering
referring to voters this November as you
know this lady supports many hundreds of
teachers across the district and is
critical to helping contain class sizes
in our opinion the passage of the
Student Success act was a big step in
the right direction but it's not enough
to meet the minimum funding level
00h 20m 00s
identified in the quality education
model so our recommendation is to
modestly increase the levy rate from the
current dollar ninety nine to two
dollars twenty-five cents per thousand
of assessed value to capture additional
several million in revenue piper
Jeffries middle-range estimate is enough
to high additional hundred hundred nine
teachers this marginal rate increase
will greatly benefit all students across
the district we understand from our
prior discussions with PPS finance staff
and review of the Piper Jaffray levy
projections that these additional
millions would not require port 1 to
return money to the state and even the
most aggressive growth assumptions we
are providing the history of the
operating levy below and I can send them
by email if you want to see them we note
that Portland voters have always
strongly supported the levy especially
during the general election and a modest
increase
November particularly if it's coupled
with the strategic communications
campaign that emphasizes that outsized
and widespread benefit to student and
families will go well across the
district thank you thank you
next we have Suzanne cohan
hello good evening thank you so much for
time on the agenda this evening and
thank you board directors for dedicating
this time to to bettering and enhancing
the opportunity for all our students and
welcome new board members it's very
exciting to see you all here so thanks I
am Suzanne Cohen I'm the president of
the Portland Association of teachers and
so I have the great honor and privilege
of representing the over 4,500 educators
that work in in Portland Public Schools
and as you are probably all aware Oregon
has some of the worst class sizes in our
nation and depending on which figure you
look at it might be the third worst or
the fourth worst but we are at the
bottom because of this levy Portland
Public Schools has been able to be
better than the rest of the state and
I'd actually like to take this
opportunity on behalf of our 4,500
educators to think Portland voters for
continuously supporting our schools and
it's what really you know makes Portland
such a wonderful place to live and work
despite this support but does not mean
that we have anywhere close to optimal
class sizes far from it all our
neighboring states have much lower class
sizes and when we talk to our educators
or about what are the barriers to you
know feeling successful and making their
their everyday lives for themselves and
their students better class size and
caseload is always the issue
and we hear that a lot actually from
families to that class size matters a
lot to everyone so I'm here obviously to
urge you to work on renewing this levy
and making sure that those funds go
towards teaching positions but as well I
think someone else said like don't stop
the momentum and I was going to say like
you know let's let's never stop
advocating for all the educational
dollars that we absolutely need so that
every student in Portland Public Schools
has the end of the individualized
attention that they absolutely deserve
so thank you very much
Lisa Kenzel
good evening I'm Lisa Kensal I am the
Oregon PTA president-elect currently and
I am the past president for Portland
council PTA for our new board members
Portland council PTA oversees the 76 PTA
s that we have here in the Portland area
and we have a board of about 18 board
members that help facilitate that I was
the president for four years prior to
taking on my role with Oregon PTA I
signed a statement of support for the
levy in 2014 and I've participated in
advocating for education funding for the
past ten years working on various bond
00h 25m 00s
campaigns for the district as well as
other issues at the state level I asked
the board to refer the okk Local Option
renewal to the voters the levy is
absolutely vital for maintaining staff
and educational resources and a positive
school experience for all of our
students because of my role with PTA I
talked to parents all across our
district and one of the number-one
concerns that parents have is class size
it's a one of the top issues that many
of our schools here in PBS face as a
parent of three PBS students that attend
schools here in Southeast Portland I
have to at Creston and one here at
Franklin I can't imagine if we lost 1/3
of the teaching staff in their buildings
it would be absolutely detrimental to
their experience here at PBS Olivia
funds the gap here in Portland for our
students and it's absolutely necessary
and I believe that the voters would be
absolutely supportive of renewal of the
current rate thank you thank you
Scot Overton
good evening and thank you for holding
this public forum to let us weigh
information in on the levy my name is
Scott Overton I am a the Past Oregon PTA
president I still serve on the Portland
Council as auditor and I'm a member of
the Grant High School PTA and proud a
robotic mentor so go robotics teams I
would like to speak towards support of
the levy certainly we have been through
this many times so far and it is with
history of participation that I want to
stress that reinstituting the current
levy would certainly add it's certain
its current level would is an easier
task for us at the voter box then
raising the other thing is in the
language of broadening your positions
I don't know that PPS has gained the
trust to allow for having more
discretion in how they spend the money
so I've warned you against too much
broad use of the money you have to build
the trust before people will let you
spend things the way you think is best
and I really don't think you have that
and it will be a an issue I think if we
go forward and certain parts of our
community find out that they won't
necessarily be classroom teaching
positions so I just warned you about
being to be careful about the language
and about the intentions so that when we
who will be there out building the
support for this levy will not meet
resistance and we'll have a wonderful
result which I know we will have so full
support from the PTAs we will be there
to bring this to the voters and support
you and I just encourage you to not make
it too hard on us thank you
thank you and thank you for your future
efforts Jessica
Colby no there we go okay hi my name is
Jessica Colby CEO L B as in boy Y and
thank you all for being here and
allowing me to testify my daughter will
be entering her last year in PPS this
month she is a senior people over the
years her of her education
I have watched with this man discussed
as the state of Oregon has deliberately
and consistently underfunded public
education and we need a renew to renew
the levy to do what the state won't I
was with you for multiple board meetings
as you may remember I know you've work
you've been doing and the bet I know the
work you've put in and that you've been
doing the best with not nearly enough I
applaud the 30 million who moved over to
title on schools and the struggling
schools that was an awesome thing but
you should not need to strip admin to
the bone you should not need to cut
teachers and staff elsewhere PTA should
not need to ask for money from parents
to fund more teachers to do it that you
and we had to do this and more with the
current levy in place makes me fearful
of a future with no levy in the 2019
school year it will fund 880 teaching
positions losing any positions will be
00h 30m 00s
difficult losing eight hundred would be
catastrophic I can in no way imagine
losing even a tenth the teachers
supported by this lovely much less the
800 staff and teaching positions we will
lose without it I do have faith in the
Multnomah County residents and they have
been generous to PBS they have
understood the need to shore up our
deeply underfunded district and I'm
grateful for how they've stepped up for
my kid for all the kids it makes me feel
good to live here to do that and I know
the desire is there to continue this
support I hadn't really heard about the
idea of upping the levee if you all
think that
that could pass I'm all for it but you
know it's that weighing thing I could go
either way I will support it either way
in any case a Level II we need it thank
you
Roger Kirchner
good evening my name is Roger Kirchner
I'm a parent of students that have
graduated Portland Public Schools I'm a
Portland Public School graduate in one
way or another my family has been
related to this school district for over
50 years and over those that span of 50
years never has my household not voted
for levy I encourage you to renew the
levy and and work for its passage as
director Mar will attest from her
previous service on CB RC it's very
important that your explanatory
information be well vetted and not
promised something that CB RC cannot
certify and verify to you that the funds
were appropriately utilized we've had
times past where we had to work
diligently to try to ascertain the
information the data that was would
support that verification that we submit
to you annually so so that's very
important to that and I think if one
reads the proposed ballot title
carefully all the all the information is
there if it's read carefully I wonder if
there's some way of wording it that just
makes it abundantly clear to taxpayers
that as if you accept the staff
recommendation to maintain the existing
rate that that it will not raise any
taxes your individual taxes over and
about what the individual taxpayer is
paying at the president
time Oh only barring the fact that if
the property itself has increased in
value and so I see the economists up
there shaking his head at me and so
anyway I wear two hats tonight
CB RC a member for some number of years
and I've worked on all the levees that
during that span of time and will work
for the passage of this one and I'm also
wearing my PT a hat and as I have always
reminded the board PTA is the largest
constituency of the board saved for the
students themselves and we are pledged
to support the levy and we'll work for
its passage and you're also wearing your
Franklin strong hat
we've Paton Chapman
good evening chair constan vice chair
broom Edwards superintendent and new
board members particularly as a
principal I'm sad to see that Maxine's
not here tonight because I would have
liked to say hello to her too Payton
Chapman principal of Lincoln High School
I'm also a parent of a PBS alum and a
parent of two children and one thing I
know is that portlanders care deeply
00h 35m 00s
about our schools and the experiences
that our children have in our schools
and I also agree that beyond just caring
our education system is our most vital
economic driver so it's just smart to
invest in our schools and our future
I've always believed in the coalition of
Central Schools that said that no
teacher should have more than 80
students and you can look to other
countries we partner and host exchange
students and they tell us routinely that
their teachers have no more than 80
students their high school teachers
maybe sometimes up to a hundred our
teachers in Portland Public Schools at
the high school level have sometimes 180
students each we spent a lot of time
this morning at our Leadership Institute
really talking about doing the deep work
around equity and serving all kids and
we talked a lot about relationships and
the fact that you know students don't
care what our teachers know until they
know that our teachers care how does a
teacher build a relationship with 180
different students that they only see
for nine months we have to maintain
these 800 teaching positions our
students need more relationships better
relationships with more adults who care
in their lives not fewer we need to
reduce the student a teacher ratio for
their overall loads but also for the
class sizes it's very hard to have
interactive engaging classes if your
class sizes go over 30 and they're near
that now we need to be heading in the
opposite direction we also need to have
the opportunity to retain our newer and
more diverse hires it is very hard to
invest in our new teachers and then lose
800 teaching positions those are the
teachers were going to lose so we need
to keep them and often those are some of
our more most diverse teachers that
we've recruited to come to our district
or even our state
and I know this firsthand from a hiring
perspective because in 2011 when a
neighboring districts failed to renew
their levy I capitalized on their
failure and hired one of our best
physics teachers one of our best
chemistry's teachers because they
couldn't bear having class sizes of 40
and having overall loads of 240 because
that wasn't going to be good teaching
that district had trained their teachers
in the next generation of science
standards we were able to then at
Lincoln pilot the NGSS for science
because we could benefit from their
losing the levy if we don't pass our
levy I know other districts nearby and
we could all name them who would be
taking our best teachers that we've just
invested all this money in in recent
years our diverse and our newly trained
teachers so I urge you to remember how
much Portlanders care about our schools
and our education the investments that
we've made there's really nothing
there's no more crucial investment and I
believe portlanders will will come out
and have that 70% again positive showing
that we saw in 2014 Thank You Brenda Fox
good evening i'm brenda fox I'm the
principal of Atkinson k5 I have had the
pleasure of being a PPS student I went
to Maplewood when it was a k-8 I
graduated from Wilson High School I'm
also the daughter of a teacher of in
Portland Public Schools so Portland is
very near and dear to me and as we just
heard from principal Chapman in 2014 70%
of Portland voters voted for the levy
that's in a city where approximately
two-thirds of the households don't have
a k-12 student that says a lot about the
investment that our families want to
make for education and I urge that we
continue that with a new levy I want to
take you back to what it was like to be
a kindergartner maybe and as I think of
last fall at a concern and as the the
parents gathered I had warrants for
those that were really excited to have
their kindergartner start their new
adventure and tissues for those that
were a little sad about the day but when
I walked down the hall looked in there
were twenty nine five-year-olds in my
immersion kindergarten class that's a
lot of little people and as a lot of
little people with a lot to learn and
it's a lot to ask of a teacher I also
think about my time as a middle school
teacher and principal when students are
coming as significantly behind grade
level and teachers have so much catch-up
to do in such a little time and their
caseloads are so large and we know the
importance of knowing students by name
it makes it really difficult for them to
do the hard work of helping students
make the gains they need to make so that
they can receive the diploma when they
graduate from high school I also think
about this last spring when the staffing
allocations came out and we were talking
00h 40m 00s
about four or five blends as part of a
regular staffing allocation we're also
talking about giving a guaranteed and
viable curriculum guaranteeing that
every student has access to a curriculum
that is viable how do we do that when
we're blending for fives in some schools
and not in others it's important that we
maintain the level of staffing that we
have PBS has done a phenomenal job I
looked at the numbers this morning
the staffing allocations were originally
meant for I believe it was 750 positions
and they will do 800 this year PBS has
used the money wisely and well and I
encourage the board to go out for
another levy thank you so much principal
Fox Thomas Lannon
good evening I'm Thomas Lanham and this
is my son Francis he'll be starting
school in a few years I've got one in
starting first grade in PPS I'm also on
the community budget review committee
and I wanted to reiterate a couple of
points that were excuse me raised
earlier yeah the discussion here tonight
is kind of funny renewing this option is
really not it it's not really decision
right we're all gonna do that we all
agree there's no one that disagrees any
one of you that's votes otherwise is you
know a damn fool right so really the
discussion ought to be about the rate is
a dollar ninety-nine per 1000 AV the
correct rate or should it be something a
little more aggressive 225 is what the
CBR C is unanimously recommending we
reviewed your Piper Jaffray report we've
had a conversation with staff and we
feel strongly the community would
support this it's 109 additional
teachers notwithstanding the Student
Success act passing which is a wonderful
thing after years and years decades in
fact of our investment now is the time
to double down and really do something
about the class sizes the last renewal
didn't pass by 70% it passed by seventy
two point four percent that's a
significant it's not we don't want to
round that down let's let's keep that
fully in the focus here of this
discussion in 2006 there was a 50 cent
increase in the in their in the rate
sixty three percent of voters approved
that in 2011 there was another 50 cent
increase and that was supported by 58
percent of voters and that's the lowest
support that this levy has ever had so I
want to encourage all of you to have the
courage to double down and really really
do something courageous right now
which is to bump the rate it's an
additional eleven point seven million
dollars according to your consultant
spread across tens of thousands of
properties it's just not that material
of an increase for an individual
homeowner but it would make a gigantic
difference for teachers in the district
thank you service on PRC and there's no
one here two wishes to testify you has
not signed up all right thank you so
much for being here the board thanks the
community for taking the time to attend
this meeting and provide your comments
to us we will now adjourn and return to
the band room for a work session on our
Event 2: Board of Education Work Session @ FHS August 6, 2019
00h 00m 00s
we don't we our goals and priorities and
Danny's gonna facilitate and lead us off
the city but that a step back to our
last meeting where we ended up through a
fairly organic brainstorming process and
coming up with some loose ideas priority
areas that the senior leadership team
has taken and it's going to be presented
in terms more specific rules measurable
metrics but I wanted to also just make
sure that as a board we all feel like we
can have an open process tonight
that we want to have discussion on the
specific rules that the staff is
bringing us but we also want to make
sure that you're not know one of us had
one team we feel that's missing or
that's not quite right or that doesn't
capture you know the totality of the
conversations that we've been having
about this in service to making sure
that we have a thorough process that
really gives us two priorities that we
want we're going to take a step back and
lengthen our timeline
had originally he probably saw me a
dentist traveler contemplated that we
would vote on the bold strategic goals
at our next meeting and we're going to
put that back currently also because the
superintendent Ken mentioned before we
have a new director of
all achievement system components chief
assistant performance becoming to start
within the next two weeks Joe August
15th as dr. Russell Brown and so this is
what he does it's done it successfully
in other school districts we don't want
to lose the benefit of his expertise as
we land on our strategic goals and our
good attitude over time so we will I
think we agreed that we're not going to
be voting on our goals until our
September 10th meeting but the two
markets two meetings between now and
then different iterations making sure
that we really really are satisfied with
all right I'm going to turn it over to
Danny he was going to walk us through
and I would just ask that we try to get
through the staff presentation without a
lot of substitute questions just
clarifying questions and then we'll open
it up he said September you know sorry
about it I just to make sure we have
enough time yes dr. Brown's some dr.
Brown he'll be here too and that's still
really help of a school year yes yeah
yeah yes
welcome everyone
so sheriff Constance said this is an
opportunity for us to kind of continue
to conversation at this time with the
added pleasure of being able to talk
with staffer who doesn't
so I think what we had planned for
tonight was
kind of give me some time to
start talking about your priorities in
general so we'll spend a little time
doing that then we'll have folks from
PBS all over our great leaders yes we'll
go through kind of their they're sort of
like best thinking on
kind of if you'd like to see some more
work on and then people have an
opportunity for some questions some
dialog to think about sort of like where
should be
fearful of adopting portals so what to
do if you don't mind a search
conversation and we've spent a lot of
time looking at be done
there are a lot of different exercises
where you're starting to think in spots
and there's a whole what's important to
you as board members in terms of wanting
to
see where this could be progress made
over the last year so I don't have to
start the conversation there are no
lasers though unfortunately so let's
insert the conversation dispatch we need
to mute Senate do some thinking into
response in three years
00h 05m 00s
are your priorities that you want to see
that's where you want to see the
description conversation students you
okay well focus on our sister our
managed service students here with the
gap eliminating and just throw it out
there because I've seen seven you know
drops of efficiency some games and so
many games are you know greater than
what suggested goal one we the language
says that admin all student groups with
proficiency levels below the average
will reduce the gap by a quarter between
the highest performing the lowest when
the in fact it looks like
in some years raising the scores higher
than that
so here you want to you want to pick
deeper into the data to be able to make
sure that the goals are corresponding
story with the data that our goals match
what we think we can achieve it's only
reasoning some achievement in here moves
numerically and I'd like us to be
courageous about the numbers and that
we're using in the bowl okay other folks
knew you were different so I would like
to have our students leave whatever
grade they've just finished proficient I
have mastered the content so they're
ready for the next great
hey master
successful in either
whatever their next seven is whether
it's beauty parlor
be real about what we think mastery is
but students their completed grade
yes
education across the world
and
would you say three years for five years
three years three years it is for us to
acknowledge and devote significant
resources both Chicago and also funds
towards
achievement gaps that currently
the progress is
in mental progress
can you against it observe directly oh
did you know you're good at first okay
we really assumed from our world cafe
it's time to see that we all came you
know unified around third grade reading
on this sense that we need to do better
by which our students we can start
without reserve but we know
that shows right here that we are not
doing what we need to do for our groups
of students and I think we've got that
priority very clear things about one of
the pieces for me in three years it's
those other parts that school is about
that academics are obviously primary but
how do we use leadership development and
how do we help students with their own
sort of internal development and I think
our goal around the positive confident
connected sense of self that uses this
school survey aligns with that like our
students are more full and I could put
them themselves
and I'd like us to see a little bit more
leading-edge on how we are holding our
public development leadership again we
we want all students to succeed at the
highest levels and I'm a firm believer
that people's brains work differently
and for some students those
sort of their muscle intelligence is
around like being able to work with
people and be a leader and they may be
hey max isn't there tonkatsu so how are
we creating a system that lifts up and
providing for those who used to have
those that's a another thing that's
00h 10m 00s
really important to me where I could see
some system shifts for us and the next
years and that's not reflected in this
proposals it's really readiness to learn
for kindergarten and especially if we're
going to have
resources there under the Student
Success act because we know that we have
huge disparities that show up beginner
makes
of Education people had it's very
equitable across our city and so one of
the things that I think is interesting
about the potential for focusing
that is that it could involve us really
pressuring and activating some of our
partners it wouldn't just be about our
own internal metrics but really how do
we leave our city in in supporting this
as a as a priority for for other skips
so I'd like to have more discussion
about that
Rita and Scott and quiet
so some shared metrics with some of our
system partners okay partners
I think that would be great I don't know
that
you get there at this point partially
because I don't know that we can get
there and I'm pretty sure they can't get
there but I think this is something that
we ought to be talking about
because so much of what we are being
held response
a responsible for is only partially and
they're not control
we need to share some accountability
with other systems
second I want to second what amy was
talking about and this this is what
occurred to me is you were talking so we
spent what four or five days that have
talked about so they spent a lot of time
talking about you gotta know your theory
of change
and I don't think we
I don't think anybody here is articulate
it
I I think I think we think we know where
it is but it would be good to know that
I know what it is
and I'm not sure we have Universal
consensus around what the area of action
is or should be
so for example I'm gonna go out that
I
this I'm gonna say something it's not to
the exclusion of any other but I think
[Music]
the ability of students you know social
emotional capabilities has an enormous
impact on a kid's ability to learn
and if we go with that is a theory of
change then we probably have a very
different sentence if we go with another
theory of change but you know I'm going
to guess it's something
you know a highly qualified teacher well
there's a standard theory of change that
the rate talks about you know a good
teacher in front of a classroom is going
to do good things for kids that's a very
I
so that leads to a very different set of
measures so I I'm kind of eager to play
know what what I feel the it changes
because I think this that could have a
big impact and one who chooses Scott and
then integral come back to you another
image go to Busan okay so I'm gonna
throw it to
that was necessarily contradictory
things one as I keep coming back around
00h 15m 00s
the idea of any additional
two or three here maybe came in five and
we just say we're gonna do this
that doesn't mean we ignore anything
else we keep we keep at least as a board
and what we pretend
how much can be throw of this figure out
not only our theory of change but what
seems to work
different settings because
we're over here
and that's to be our focus
and as being a substrate as we can and
actually pre-k I would say
and all services
yes
so for this as well as really
really solid curriculum adoption giving
your teachers time to observe each other
just really
the second piece is getting look I've
got the graduate worker critical
thinkers problem-solving transformative
leaders
if we if we really focus on those and
kids are going to learn because it's
going to be really relevant doing
I have a conversation of first
superintendent I it's not that anything
here is terrible
and that's something that
could have been goals written 20 years
ago in this district under NCLB
escort escort escort
and it's not anywhere near the
aspirations that
see what I'm doing
the board roles are far subsets
all the broader actions going on
either
well does that mean I see active most
people said and I would kind of go back
to them their work sessions for being
three years from now I want to see
dramatic increases in achievements to
achievement and particularly the
students who are most underserved by the
district so traumatic that that people
notice and that
that positive cycle of trusted ministry
positive impacts that were faking the
districts their Express board
thank you so much all you have here has
a mentorian
oh yeah I wanted to thank you for
bringing up that period of change
because that would be a really great
conversation in office I know I don't
feel like we haven't been understanding
of what our as a district or our theory
of change is but we also learned about
starting from question zero
what are question 0 is
in a sense of that I am a or I don't
even know if we would be an agreement so
I think they'll be hopeful to have some
conversation about that because we
probably all have goals in mind I don't
I don't know that I necessarily see my
goals reflected in the death
so Julia contrary
I appreciate the staff putting this
together
iteration of
that was in the country
where it is I actually really like if we
say we're kind of get a hundred hits
all we did here
that is super aspirational and
incredible things so I don't find these
dry at all if your
I think they would expect before we went
to the next thing that we would
00h 20m 00s
the original
I'm curious as well but I believe that
our responsibility was to set the goals
and this
develop theory have changed the board's
role may be to pressure tested someone
to ask the questions of inquiry but it
really that I don't feel equipped to
know what the strategy is or with the
right theory of change would be to get
all kids
as Margaret iterated mathematics or
whatever gather the benchmarks
so I think talking about the theory of
change is for interesting conversation
but I
seven goals staffing tobacco then we can
again pressure master to ask questions
but I I believe that's
educators of the surintendant mystery
man
we agree on based on the pressure
testing
your deduction is right but it's our
responsibility as important to support
the resources that those strategies and
that very just
okay so I'm gonna press pause for one
moment okay so I went to detention
right you are going to want to have a
really expansive conversation kind of go
forward here go over here and I want us
to start to coalesce around some ideas
okay so I just want to acknowledge that
tension in the room okay no no - I want
to to take a moment and pause for a
moment and to kind of just kind of tell
you what if I'm here because I'm seeing
sort of like three circles of discussion
all right so before we move on to the
presentation I think I want to for you
what I'm hearing is that there is some
energy we're just calling this out
around sort of discussing there are some
energy around a priority around soon as
you write and there's there and sort of
like what that looks like what the
measures what the growth art is I think
we I wanted to ask you some more
questions around sort of like if you had
to pick say for example Julia mentioned
student achievements at whatever grade
but if I was really nice they have to
pick what you think is the most
important trade what is your personal
priority I want to do that the second
thought has is around this idea of what
are those dispositions those mindsets
the the
things are reported for students to
expert actually accelerate their
learning
development is social-emotional learning
what if I were to ask you away like what
do you think you can you talk a little
bit about leadership development but if
you have to choose is it leadership
development
thinking it's a traitor get going to
Burton
I've connected some yourself what would
be your so that's that second circle
okay
and then there is this third circle
around what's what's there right you
don't get to pick everything are and if
you have experts around the people who
are going to develop that theory changed
and resulting strategies there so how
are you the categories like there right
aspiration like what does that look like
and so a question for you to this stuff
is you know
if you are putting control of the
strategies we were going to process them
together communicate about them how do
you how do you sort of like know that
the right curve of growth search needs
for your aspirations as as people as
elected officials accountable
okay so those are three circles so what
I'm going to ask you to do if you don't
mind we can come back to anything
outside of those three circles but if
you have any thoughts about those three
circles so the first circle there on
tsukiyojima what what grade level what
what measure is the most important to
you this second is the static circling
around like what are those other
dispositions that are important to you
that a lot that will support and enhance
to jima and then that third one is like
darkness what are you three like what
the what the goal is
okay so I'm gonna hold this to these
three circles just for another 5-10
minutes before we hear this a
clarification just to help us start to
see where there might be some some
comment all right so does anyone have
00h 25m 00s
something that they would want to
respond to inter just start in the last
one I'm gonna start sort of higher level
of performance management you know a
quick I mean in terms of the right
aspirations frame it's stashed out to
tell us what
resources it's the more job for shot to
decide if that is enough and it's not
taking out the additional resources are
additional resources can be additional
resources from the state which we're
going to be getting or realigning
resources within yeah you know PBS in
terms of achievements but I think that's
that's the goal and I think we are gonna
have attention because you know I think
I don't disagree with Scott like these
girls a lot just to just
how's that but you know they're not
they're not the kind of blowing me out
of water because we are in such crisis
that you know a ten percentage point
increase is actually pretty dramatic you
know given given where we are but but if
that's not enough that we need to have
that conversation in terms of where to
get those resources but I think you know
it's something we read about cases you
know you want ascetic going yeah you
want to set goals that are that are
experiments with their stores the other
thing I would say these are also the
three vehicles right 222 yeah you can
know you can adjust and I storing
sometimes we get a little caught up in
it's sort of like oh I you know that's
our lower or raise it but the reality is
every year we should be adjusting on the
cornice if we make a new big good
progress in your one we're going to do
you make it harder than 15 we're not
making progress we're gonna come back in
to visit and figure out hey so I I think
I want to go to the intersection of
student achievement and calibration day
that you know I I do find these
inspiring because we cannot ignore them
and they're so necessary but I think
that when we talk about social emotional
learning and we talk about the
disposition of learners that is so
embedded in the strategies that our
educators have around how to raise
student achievement then it's not
either/or so that when we focus on these
maybe slightly boring very concrete
student achievement goals it also
captures so much about what are these
little human beings or sometimes big
human beings
in order to be able to achieve and what
kind of investments are we making in you
know who they are and how they learn so
I see those as divorced from one another
and so I like four of the five holes and
I think we hit the nail on the head of
the third rereading in fifth grade math
we really did a lot of that in our work
shopping I think those are our
priorities are sort of that academic
I think that high school readiness it's
very important
and we had talked with the last four
session about how we were spending a lot
and in the elementary and enjoy that
that was one I really would like to
achieve really think about more deeply
is that college and career-ready and
that for me goes to that sense of
leadership like instead of having a PE
another test score is there a better way
and the psh need to see if our students
are ready to lead them along I'm again
PSAT goes back to the sort of academic
achievement and I think again we have
students to have lots of wisdom and
knowledge and how are we building that
leadership piece so they can go out and
be leaders in the world and then I'm
less interested in how they're doing on
a I think they're college preparatory
tests because that I think that the PSAT
really weights us towards a sense of
college track and I think leadership is
a bigger
notion than just are they ready for
college it's done so I'm on
is that I don't think there's a
contradiction between the basic skills
and leadership development and that's
where like it or not we're talking about
theory of change and part of my theory
of change is that the more we get
different ways of teaching
which which that would I know that's not
where step was coming from but that I
just felt like oh my god were capped in
2002 reading those
piece that if we
I almost get away from test scores
00h 30m 00s
results in some ways
I also totally agree of the pSATS
doesn't do it for me and particular
there's
none of these measures have anything to
do with writing they're writing on a
PSAT is multiple yes
there's no writing sample as am i
correct
and right into me is where critical
thinking really gets
plus it's a hugely important skill and
as a community college teacher I just
while the nearby
that's it I think this is a good segue
before we get into too much critique or
one now get us out the specific goals
why don't we actually hear from our
activity there's about how they arrived
at these schools okay any bit more just
any other comments really quickly
yes I agreed on the PSAT is not
necessarily the best measure
college and career-readiness but the but
the priority apology career-readiness
I think you guys are wanting to find
different measure okay Riga and then do
this so so a couple of people have said
that
there's there's not necessarily a
contradiction between
test scores
we
the kind of teaching that we
spares from our teachers
today is like it sir
oh
and what is counted counts
and I
a little weary
about
let me make this a genestein
one of the dangers of having metrics is
to have a balanced set of metrics you
couldn't have a perverse incentives
that's what NCLB was all about you know
pervert all that mattered was a couple
of points I'm just gonna test score and
either good or myself and I don't expect
that we're going to be there it's not
I'm saying on the other hand if if you
have a discrete set of measures that are
very very heavily weighted to test
scores and that's were you know and the
intention behind having these these
metrics is to what's going on in a
district well then where are we driving
to and and I'm not saying you know there
is some value in test scores but there's
also what's some value in the rest of
life and so I just
okay I'm dead we've done our job so this
was a good iteration from our earlier
conversation it's necessarily of
towards testicles I think there
openness to other ways
having
that there are other ways that we can
engage nasty
I guess I haven't met a parent of a
student who didn't achieve any these
goals I think to me that I think that's
what parents expect the system to do so
away like how we're going to measure it
whether it's a test or something else I
think we saw the elevation to meet these
goals and so
the measurement maybe that's the wrong
argument but the bigger question seems
to me like are do we agree with that
goal and then we can talk about how we
measure and in reverse engineer out the
firm's of perverse incentives that we
shouldn't
get kids to mastery
I'll just see if there you know
or DVR systems doing what we'd hoped for
our own kids just because we don't like
the suggestive measurement tool
so
00h 35m 00s
this is gonna risk the goal the
breakdown system has a comply default
that movie from one grade level to the
next is mastered and parents sort of
assume that and we know that that's
that's not at all true it's a cruel joke
on our students
I'm dealing with this right now like
what am I going to do with my PPS
graduate
that that has not mastered any anything
you know what type of occupational
therapy
I guess I'm saying I agree the metrics
we can I feel
discuss the metrics then I'm also
wanting to dial down into the Colts
well that's a nice segue so what we're
going to do is I'm going to be cooler
than usual
and ask you to hold your questions if
you have a question you can think it's a
burning question and Scott you're so
close to Brenda it'd be so easy for you
just to turn and say but what does that
mean
but I ask you please don't do that we're
gonna go ahead and get through the whole
presentation and write your questions
down and then we'll go goal by goal
because I think what we wanted to submit
here except offers some time for some
dialogue because we heard that you
wanted to iterate through this process
we do want to allow some time for
dialogue but we do want to get coached
as an opportunity to step in it so that
you can hear from them as you are they
listening where Paul they saw seven
seven areas that you kind of focus on
and then we're asked to refine based on
what there
experience and what they might be
responsive pull
experience so supersonic burrow it's
going to kick us off
[Music]
I think when we started to construct
this like that tonight we had draft
because we were iterating every time we
had a moment to actually talk about what
we heard in the last work session which
you know if you remember all charting
and all the different conversation is
kind of like I just are going now we
haven't quite yet landed on what do we
think is most critically important
for us to measure our progress over the
next few years we can say
is helping us to become a more
successful school system and I think
that's what we're wrestling with so we
listen carefully we took a lot of notes
we did our homework and coming back with
refined sort of dessert of the areas we
heard you talk about we've tried to
substitute some proxies for what
measures it looked like we've tried to
come up with some reasonableness and
those doing smart attainable goals are
still being a challenge to achieve and
of course the rate of acceleration
depends on available capacity and
resources and even as we've kept talking
even this afternoon we are even noticing
our numbers have fluctuated and I know
there were some some some recent
question was for for more data on some
of these areas and the apologize but
we've been a little busy planning for
hundreds of ministry this week Institute
and want to come back to you snacks
reservation so I'm glad that we're gonna
keep talking about it every week and we
will have time to keep doing this
important thing is to arrive at
consensus reticles
those pictures were there by accident
this is from the all-star tour
celebration we had recognized different
grade levels for demonstrating
excellence in different ways they were
recommended by their teachers because of
some demonstration of good work and but
we of our families is transparent way to
from an accountability standpoint that
in fact they are ready to be successful
public schools and I hear some of that
attention here is then what does that
look like
I know agree on is that right now we're
not serving them effectively in most
cases
there to our high school kids who don't
feel like they belong in their high
schools we have four years of our third
graders who are reading a great job
only 10% of our black students achieving
proficient in mathematics those are an
acceptable range I don't think anybody
we have had a working sort of theory of
action because of the state which we
found the school these outcomes are what
you get when there is no curriculum and
instructional framework when there is an
assessment when there isn't continuous
improvement when there is a leadership
00h 40m 00s
development when there isn't
social-emotional supports with all those
things that we've tried to attend to in
the last 20 months to build that
foundation to then jettison also to go
deeper into some of that work theory of
action is something like when you pay
attention to the academic needs of our
students be a rigorous centers based
curriculum and instruction that is
differentiated assessment that tells us
how students are learning and how we
adjust our practice combined with
meeting their social emotional needs and
developing a professional capacity
and leaders to engage in continuous
improvement and we can expect to see
[Music]
sort of how we go about our work day
we're finding that in a way but I think
it's back to the branch of market is the
community justifying their school we're
not going to we can't substitute some of
those were about for knowledge so they
do include some academic proficiency
that people expect they can read write
and compute I think are also important
that they're able to articulate their
thinking that they're able to present an
artistic piece they're able collaborate
in teams
all those things are important but I
appreciate about our vision which is you
didn't get a hard copy of the glossy
that's how about John do we have copies
around make sure we also identified you
can't produce those kind of students
unless you have the kinds of adults that
actually have an understanding of that
themselves or modeling there so we also
have to make some shifts ourselves to do
that as well so I think we all agreed
and want to measure our success against
sort of what's been articulated here so
we tried to say what might look like
traditional academic milestones you'll
find them in almost any of these School
District around a three five eight nine
twelve milestone
try to match them sort of where do they
fit in the wheel of a graduated portrait
is it balanced enough there was a lively
conversation around a little bit more of
some of those other areas that we think
are for our students sense of belonging
sort of play around with that what would
that look like
cutting mini bass and then we also
struggled with some of these goals are
are kind of compound statements where do
you break them down if we're each of
and overall sort of proficiency rate we
know that we have student groups that
need to show a lot more acceleration
that we need to narrow that opportunity
gap so we have to be more aggressive
about those goals so you see place over
statements around reducing by some
number or what we want to do is actually
give you the insides and give you this
specific number by which the specific
student would approve our next iteration
is we also struggled with you know what
are some well-rounded ways to talk about
college and career ends
right here so the South Pole will run
through each of these five and had them
we knew they weren't perfect yet but we
thought the neck sort of look like we
tried to be tempered but also a little
bit servic about
results I know our teeth this is the
performance off the rust Brown we have
use as dragon ears will speak them
across the country
it's very concerned about you know how
audacious can we be because there's just
no evidence around the country
of what rate of acceleration you could
expect even if
all your efforts so we do want to be
thoughtful about
so we're going to go through each of
these one at a time
that's right good evening there
so the first the first goal focuses on
third-grade reading and now the peasants
preface it suggest that every third
grade schemes will be reading at grade
level by the end of the third grade year
as measured by your vegetate assessment
system in this case it would be the
smarter balanced assessment but we also
have looked at as a new assessment the
math assessment so looking at those two
as possible markers for the progress of
00h 45m 00s
work to admit students and using those
that that of the smarter math assessment
it would be looking at students
improving from 28% and seven eight
seventeen eighteen to sixty seven
percent by 2022 which is three years
trajectory in addition students that
which goes to some of the comments that
that were made that in addition students
with a proficiency level below the
average will reduce the gap by 1/4 or
25% between the highest performing and
the lowest performing students and so as
indicators if you look if you go to your
slide number 6 on things that it shows
is where our schemes are which you've
already commented on the variants that
exist among ours soon subgroups and as
well as the the trends the 3-year trends
that sort of helped us articulate the
number 58 which has from 15 our 2015 to
2017 and the fact that it has within
those three years luck traded up and
down right under smarter balanced and
smarter balanced assessment and then we
also looked at the demographic groups
that would be impacted by the goal that
that you have set and so there are
questions for ourselves as a
superintendent
that we asked ourselves around whether
as we look at third grade as that
benchmark in reading whether we are
actually identifying and looking at the
right numbers or the number of the right
percentages whether we're looking at how
we're going to provide interim measures
or progress and growth to achieve that
until those and so and the fact that if
you are in that subgroup that is not
meeting the the average that your scale
is a little steeper but you have to
scale is a little steeper so those are
questions that we ourselves as a staff
I've been asking ourselves around poll
number one so Fulmer - you remember the
discussion first started around kind of
fifth grade fractions because fifth
grade was where fractions achieve
mastery and in looking at different
metrics it became clear that taking a
look at fifth grade math proficiency and
fifth grade math as an overarching was
going to be more successful and so so it
just shifted slightly to 5th grade
mathematics for the goal and so the
percentage of 5th grade students who
demonstrate proficiency in mathematics
as measured by the Oregon State
assessment will improve from 48 percent
in 2018 to 15 57 percent in 2020 - and
that all student groups with proficiency
below average will reduce a gap and so
similar to the previous one that are our
students that are performing below
average are are going to start to close
that that gap and so if we look in terms
of
Metrix our baseline data is coming from
the smarter balanced assessment if you
guys you'll notice that our baseline
data is 48 percent proficiency but as
you look at the subgroups the numbers
are significantly lower our white
students are performing at 60%
proficiency and so that's that's what's
bringing the 48 percent up and so really
looking at the numbers of our subgroups
and and what an indicator of increasing
by a porter would mean and so really
taking a deep look at how do we achieve
those how do we achieve that as a goal
and and is that how will that be
reasonable numerically given given where
some of our students are starting out
and then the interim measure both the
smarter balanced assessment but also
growth on the NAP assessment because
growth on map can actually help us look
not only at like what are the concepts a
student knows but actually how much are
they growing achieving across the school
year and are they achieving more than
one grade level of growth because that's
what you need to start to close that gap
and so the math will actually give us
data to let us know are we on track in
pulling that together as you'll notice
for fifth grade math the numbers
actually 2015 it was at 50 then it went
down to 47 and
back up to 48 so so kind of a growth
trend isn't really there and so kind of
really really trying to figure out how
how you know kind of significant changes
to be made to support our students and
then again the Democrats that's all 5th
grade students with a special focus on
on our students subpopulations number
three rule number three is focusing on
high school readiness again this is a
third component of the three goals is
focusing on the inquisitive critical
thinking deep core knowledge that's in
00h 50m 00s
our our student graduate program will
file the idea behind their school is
really making sure that we have high
school readiness a deep understanding
across core content and and displayed
readiness in both reading and the
analytical abilities both into high
school the goal specifically reads the
percentage of eighth graders are ready
to enter high school that's measured by
proficiency in both English or English
language and math are measured by the
weekend state assessment system to
improve from 47% 2018 to 56% in 2020 to
all student groups with proficiency
below the average will reduce the gap by
a quarter between the highest
performance and the lowest performing
student groups very similar language is
what you've heard before but this this
one this particular goal is actually
focusing on combining the two the two
core inter sis's in language arts and so
when you when you go on to a slide 10
much of the baseline data is also a
horrible we need to begin to look at
just how poorly we're performing this of
our subgroups again we're able to use
some of these tools here to measure and
monitor our progress in an iterative way
but when you look at the data that shows
the growth trend just like
nothing is shared here you look at the
trend and it's going down and that that
percentage of 46.7% is math and ela all
students who were able to dispose
display the futures mean both subject
matters okay so so our focus in ball
three is trying to highlight the balance
of those skills and get that number of
students proficient both of those two
raised by nine percent of excellence and
so for goal number four as we talked
about how old measure college and career
readiness we aligned it to the Graduate
portrait and the idea that we want all
students to leave as lifelong learners
and looking for that next step in their
personal development and as we looked at
with that meant we also want to expand
the traditional idea of college to
include apprenticeships trade schools
two-year or four-year options so as we
say college I think often times our
mental knowledge model goes directly to
a four-year and to recognize that
there's as lifelong learners there's
lots of opportunities after high school
and so we landed on the PSAT and I want
to talk a little bit about why in the
high school there's very few common
assess
is that all students take and the PSAT
we offer to every 10th grader and the
other common assessments that are
available at the high school level is
our algebra students take the map exam
our 10th grade students take the PSAT
and the s back and then our 11th grade
students in the past have taken the acct
but we're moving to the SAT so as we're
looking for baseline data we would not
have that for the SAT well that we're
moving forward to so and when we looked
at the percentage of students who
participate in each of those exams the
highest percentage which is at 85
percent is the PSAT so that is how we
landed at the PSAT and we put as our
goal that we would like to improve the
college and career readiness measured by
that psi T which is scoring a 430 on the
reading and writing section and a 480 on
the math section by 48 percent in 2018
to the three year goal to 57 percent in
2020 and additionally increasing the
proficiency of our students below the
average by a quarter for the lowest
performing students and so you also have
the data available in this handout that
so the next slide talks about the
benchmark proficiency as well as
a breakdown you have the breakdown by
our different subpopulations as well as
by school on the next page and then as
we discussed the type of progress
monitors we could consider our ninth
grade on track rates we could consider
00h 55m 00s
that tenth grade s back we could also
consider that algebra map as interim
benchmarks to progress monitor for
right
ngo5 good evening co5 his sense of
belonging and so we really wanted to
focus on how students are feeling that
belonging in school how students are
building those relationships
safe and supportive in schools so using
the successful school survey which was a
baseline this year what we want to do is
want to improve it by three percentage
points each year totally right
59% and then we had discussed the sixth
through twelfth grade I
I think we need to discuss the 2% in
2022 going from 34% to 32% is
hi there were six jump but we certainly
talked about that
or summat if you go to slide 14 the
metrics we would want to measure and the
baseline data that we pick in report
areas one is for our successful school
survey another one is through training
for trauma formed practices the third
one is our social emotional learning
curriculum in our schools k5 and then
our fourth one is our school offices
when referrals specifically with our k2
students currently the students that are
served great apart in third fifth
seventh and tenth so some of the interim
measures that we want to prioritize
really is around that train pieces
primarily around common core practices
by implementing our at scale
curriculum school-wide so it's not my
classroom or by the teacher but it
really has to be before school community
that buys in and adopts the SPL
curriculum and partners with parents to
to make sure that that is successful and
then
the other thing would be to make sure
that our principals are trained in our
new students policy are updated office
discipline referrals and really it talks
about that comment formed in that
supportive approach that we are moving
towards in MCPS and how we're supporting
the students and helping
those decisions and helping them learn
from their mistakes
as opposed to
to focus so some of the data that would
support our growth would be some outputs
would be they increase the number of
employees that are trained in from our
practices and the implementation of our
SQL
in arcade by our school climate results
and then the reduction of our offices
so you see here in this case or actually
capacity building
starting with a mystery strategy
part of it so I mentioned some of these
notes trying to arrive
whole areas
what the historical trend has been that
doesn't mean I'm certainly going to be
last person ever say publicly that I
would be happy with one percentage point
game even if that's dead they're sort of
trying to factors and it also it depends
about strategies to to go faster
acquire
see that was mentioned of K ready myths
we didn't have to be reading there in
there I'm very familiar with developing
K readiness but that's only one I
controlled for every four-year-old in
the city saying it's hard to be held
accountable for our students I'm not
actually providing services to the
partner base level to have so you know
we're implementing strategies for me on
this is a challenge when you have some
very odd providers and in some cases
where students aren't accessing that
01h 00m 00s
we're hopeful that the emphasis on early
education
kid
my apology or we had and certainly our
team and I have impacted those preschool
task force for also very much in that
conversation this is just a reference
this was sort of the first iteration on
July 2nd or
seven days and then also as another no I
I only directed the staff to work on the
areas that we heard you discuss I didn't
say to the staff if you could design a
goal area that captured some essence of
the graduated portrait there would be
and that would probably be an
interesting exercise because now I've
heard enough of it
well we're kind of wrapped in with what
we look like and maybe that would be a
good brain for just a book journalist
table but everybody back on the farm to
really kind of explore that well okay
let's get creative about that maybe that
was to do that we come back with this
suggestion where can you reveal whether
there or any query munitions
[Applause]
and as far as capturing some of those
attributes okay I think I think we're
numbers of dimensions some
- I leave it's where students have a
developing sense of agency in South
Africa see they can go far right
because that's that's transferable
across the other content area
and that looks different in
age-appropriate ways across state law
and so and you can see it in first
grader as you can see it in 11th graders
but then we would design a very
different kind of assessment for that
right we wouldn't be Tusker than it
would be demonstration
you see this happening in some pretty
innovative school settings where folks
at the end of the year will have to sort
of demonstrate before a panel of peers
and educators how they've mastered this
concept in whatever way they did that
and believes that much more
but there's some kind of a rubric that's
holistic for doing that
now that would require sort of building
that and institutionalizing and
capturing it for every student in the
school district and that's certainly
something we could choose to do I'm just
suggesting that we there is a way to get
very creative about it while still
ensuring that ok there are students
thank you very much
[Applause]
so I think they did a specially great
job even even I have to be remiss if I
didn't think and appreciate throughout
this process it's been almost a one-man
band really pianist who mates have
really done their best to sort of
satisfy our requirements and while
there's data literacy among senior
leadership it's still retires folks who
can access our
sets and help refine those with those so
thanks Jerry
he's I'm sure thankful to have a partner
in crime so alright so for the perfect I
know that you're growing you ready so
here's what I've been proposed that way
didn't kind of take these questions so
let's get back to the goal one and if
you differences so we go back to the one
with okay okay hold on
so before we get to that we'll go gold
by mole we'll ask the questions for
clarification so just like what does
this be here we'll get out what you like
about the goal we'll start with like
appreciative appreciative faith and then
we'll sort of just get your impressions
about
I know somewhat so sure well it's the
Oregon state assessment system because
for math and language arts this is a
smart smarter balanced assessment but
for science it is Oaks and for English
language learners itself a 21 and so
there rather than calling them all a
bunch of different things that's the
01h 05m 00s
Oregon State assessment system alright
so I
four five
Brenda down as well we can go backward
yeah
step so goal five you put the indicators
around trauma and discipline
[Music]
interupted measures
staff training around trauma has sel and
also personal chin discipline and those
I would agree in terms of a theory share
those are all things that would
influence
am i except some of our students who
don't feel like they belong are dealing
with some are dealing with discipline
issues are trying to hurt even if
they're not being discipline there
I think that's a subset of kids who
don't feel like they belong other
determinants of Bath's
lack of belongingness this week at work
on I think
I think that
talking about
building those emotional capacity and
also building that relational trust with
a caring adult for students for all once
you start doing that once we start
building
comfortable
warm place to be able to teach
pro-social behavior we're also
addressing our racial equity and
because we're tagging these teachers you
need students where they are instead of
where the teachers believe that they
should be and so by by by fielding all
of these things within our teachers and
tools in their tool bag we will actually
build that community and so
on the Goldfine difference
right another access to demographic
school office just
[Music]
Oh students correct do you feel like
that teacher training goal that'll
reduce reduce those is
reduce those incidents the number of
incidents or there's it that is a you
will take chrome answer because there
are many different things that we need
to do in order to reduce
disproportionality and that's a national
initiative yep
and so we could take all night talking
about that but I do believe that this is
a great starting point and to continue
to work on our racial equity and
once providing a training and that
ongoing support for teaching for our
staff teaching them how to be
trauma-informed in their practices and
then also giving them the tools
relationships and that social-emotional
need within our campus to learn so that
they end up growing to become caring and
compassionate adults we have to do that
but we also have to provide support so
our administrators when they're there
and we do have students where who are
making some some choices that were
hoping that
so we to not only provide
that natural consequence sometimes for
eight years but also do it in
01h 10m 00s
engineering in a supportive way so that
when do you know that students are
making some decisions based on either
trauma addiction mental health or or
needing some additional guidance that
were there to provide that support in
that education as well so it's really
it's very complex but anything starting
to do some of this work
did you want a 34-year
yeah so again theory of change how I
feel relates to whether I feel like they
belong what I do I think also matters so
if we're looking at curriculum and how
we engage children in
process and we talked about kids taking
responsibility for their
how we th I think also can impact I'm
gonna say there's a chunk of those forty
percent of the kids who feel like they
don't belong not all of them are
traumatized are wallflowers now they're
there that they're not they're fully
engaged
so it is so so I pray so I think you're
the interim indicators are good and I
think there's others other things that
need to be teased out to really respond
to this one fish I mean you guys
we wanted to ask
support it is a huge interpreter amount
endeavor that we are doing
and so that also is part of it five
years
system of supports academically
because you're right some people don't
some students don't feel that that's a
belong
academically
the board or their the challenge too
much and the we're not hitting
that sweet spot where we can provide
level it supports academic
so so we can turn
okay any question well just has to be
clarifying question but isn't this the
free-throw for breakfast it shouldn't go
home well are there things that you can
tell me more water positive positive
feedback and give it to Brenda about
this bowl into the team so that way I
give a question I bet you okay so I'm
wondering why the interim measures would
be adult measures versus student
measures
we're not measuring the strategy
whether the strategies are attracting
students whatever whatever mentioned
that is
well I've just my question why
doesn't mean that we're not killing to
do all these things as the way to change
me but if we do all these things
what is it ridiculous to change their
input
and my last one this really is
stretching my question let's see if it
is because so there was some gentleman
made out of what ended up on the list of
five and I were looking at this I have
something else I'd rather add than this
and so at what point in the discussion
there's these these things that are
proposed but is there something else
that we would rather help in there I
think that the Third Bank Russia so
because I would replace this with
something oh but hold on I'll tell you
what we're going to do we're gonna we're
gonna look Brenda answer the question
we're gonna go through how about the
lighting around like what do you want on
this and then we're just gonna go one
more round the time frame to answer your
first clarify function and then we they
have another clarifying question then
they'll do round two - what it's
would've like and then sort of your
01h 15m 00s
general opinion
so Brenda quest good question yeah so so
these are soft skills so it's really
hard to measure soft skill so soon
taking the test
so before were able to start measuring
those
to build build that relationship with
teachers so the first way that we do
that because I'm kind of done a lot of
this work yet we're only SEL in 12
schools so so we have a ways to go so so
in order to prioritize this we do have
to do
but first before we can start looking at
the outputs of measurement of students
otherwise you're measuring a condition
that you have no way of knowing whether
or not it has any correlation to any of
the activities that may or may not be in
place to influence it right Amanda we
haven't done some of those first
and while I don't like setting bowls
tastes like just inputs alone I want to
see the fruits of my labor we actually
have to bill
first but that's going to be true for
every one of our strategies I mean in
theory if only 19% of black kids are
at third grade entry my room we're
talking some strategies and some things
that adults aren't yet doing other
happening so I guess I would say well we
should be it should be measured and done
but it's just I'm not sure that's the
inner measure we want until it immunity
this is why we think we're getting a
better sense of the thing so maybe we do
have two efforts currently
the reduction of the offices from
Berkeley
so there are 2 so we have 2 into 2 we
have 2 inputs and then we have 2 outputs
right now what I would like to be in 2
years time is to be measuring and
reading one additional input and then
three or four outputs currently we have
my
except for in our successful school
survey which is just my first year on
our face money and then for office
discipline referrals as we implement our
FPL there are some other additional
surveys and
some ways in which we can measure the
way the students are are feeling or
students are interactive of students and
things like that but we we're we're not
there yet we've adjusted our first year
of school-wide implementation this year
so we won't be able to have that
so
yes okay
why only third fifth seventh and tenth
grades is that
but my model for the survey hurts at a
decision of sleep
yeah and I'm sorry those are the four
that we had decided before I got here
over a while ago what we are doing next
year or including three more grades so
that we'll have two surveys / K 5 6 8 &
9 12 so we're adding two more it's
costly so we we do have a we do have a
hot stew
can we get some information about how
much it would cost
every school
every great every great indeed yes
I mean I'm happy to be back
it's give me the number for what it
costs to me what a profess with each
additional two grades and kindergartners
be able to take this for me we have a
straight to band so it would be a much
different we've also been we're trying
to be a little balanced about surveying
and test time
you know how that assessment calendar
looks across grade levels so we're not
saturating our students
but I can certainly get priceless okay
so let's open it up
Scott and others come yes you have
curriculum as some kind of Student
Assessment
there are some
there's some
01h 20m 00s
it's not really the assessment but you
do get some end
they're not chapters but and
almost like pre and post-assessment
information
okay is that again your
this is happening
yes we'll start we'll start doing that
just coming here so those 12 schools we
will start with the assessment
we're adding seven in school for this
year so this year will be that first
introduction and and next year will be
bullying
so by stuff like this time next year
we'll be able to
and
so yes all right so let's go through
anything that you like about this bowl
thanks and that everyone has to
interpret
bowl bowl over five we can spidel the
student help that they
all day
and I think those questions that you
shared with us last time about what the
survey asks are key to sort of how would
students show up in the space so that
they are ready to learn and I think we
see a lot of academic fall out when
there is not that sense of belonging
your connection or school to place for
me
so I think this is a vital goal and I
really appreciate that the data you've
done in that idea of like I know that
and
percent for the little ones and the 18%
growth for the older ones but I think
that that's as we talked about like
mental health for our older cos that
that's a really important indicator and
to intervene there thank you
our vision that
is brought forward it's really important
for us to have cool
does this does that yeah I I am
I do have a little bit of question
around the issue that Scott brought up
which is that there are so many
different factors and conditions that
contribute to sense of belonging so it's
not it's not measuring or look
but I can't really think of
that would be
sort of lightly relevant that
more narrowly focused like that
everybody's we can move on to just your
final thought on the goals
anything it could be positive or
negative or it can also be things that
you'd like to see at our next
conversation so I'll open it up
questions to tiny questions to kind of
your final thoughts thumbs up it's a
great going rates all right cool maybe
we'll just do gether what you want yeah
it's a great goal also I question I
wonder under the interim measure interim
vision of progress monitor interim
measure to progress wonder who deserves
which measures ok measures is there you
know increasing the staff of increasing
the staff of color in schools I is that
is that impacting we're getting into
strategies and implement any measures we
need to have student outcomes measures
so yes I could zoom a look it's a great
goal things I'd like to say things to
break the pool as well things I like to
see is maybe a few more creative staff
sets of student-centered
[Music]
with and I guess I wonder right now
I know how I feel that surveys when I
was a student and so I wonder about the
a written survey to
and I also wonder
01h 25m 00s
when I see what the other goals are
whether I would still have this
taco it's not nothing we're not going to
just all sorts of other things in the
district but brother this one
my favorite ball
paper
my favorite agree with a lot what Julia
said
Betty can that doesn't mean that wasn't
me
so yeah we have that a comprehensive
go
exploration we've done an exercise we
have kind of a staff responding to that
exercise but we didn't have to
possible bullet areas
the metric part of all they just
okay thanks okay well what you'll have a
chance to kind of to kind of even
tonight to kind of talk about through
librarian
all right let's move on to the next goal
you guys want to stay at consider
college career face if you want to go
down to the babies okay baby okay
let's go to third grade let's go to the
first one okay so go one questions for
Thank You Brenda
Thank You of questions for goal number
one I want it I think I understand the
math but I just want to make sure that I
do so reducing the performing loosen the
gap by quarter tries to run one so for
instance if gap is 40 points 40
percentage points by the end of the
third years
I'm terrified right so it's a 40 point
gap everyone forget in number so it
doesn't actually the reason why I was
asking is because because I gets back to
one of Scott's early points about
whether these are compelling and if I
did the math right it's really
interesting like on this goal in
particular mouthing different all if we
go from 58 to 67 right and black they're
greater than 19 we're starting with 39
points and we would end after three
years at 67 and 38 which is a twenty
nine point gap which means that actually
overall increase by 15% which is
significant but black students even were
increased by out by 100
and so it really does so 15% of coming
and you know whatever but then like
double even that 30 our black students
or reading if you know proficiently is
actually a really dramatic yeah but I
just want to make sure I understood that
we will need to work a little bit
because yeah just how do you how do we
really quickly not even an elevator
speech for like someone's closing the
door in your face speech like how do you
get across what this going and
automatically faculty we're successful
this is work that that language about
sort of cutting the gap in my quarter
was work that he's done with brown
Russell Brown and so that was his his
suggestions Ruby that was a way to
and again how we have a friend because
because saying oh we're only going to
use together by 1/4 spoon links of Y by
only by 1/4 double the number of
classroom times one more and this is a
larger question
Lupe am i right thing well I actually
this is the district we're picking out
here of sort of key performance metrics
but the district's gonna focus up the
next three years I'm assuming the
district already has or maybe when the
01h 30m 00s
new guy gets here from Wyoming
that that are too weak are we do you
have an entire where you have plans for
an entire performance management system
where all the things that they're
talking about including all these
alternative goals that people might like
are still going to be tracked they're
still going to be something that you're
doing these are just opposed the little
folk that we've agreed focusing on this
project so a few things
one there is a state accountability
system that's how we're officially held
accountable our schools and our district
so we have to satisfy those buyers
regardless of what we say we do want to
move towards being a performance
management oriented School District we
want to have not just school based
performance metrics that are articulated
in all school improvement plans which is
exactly what they're working on right
now that identifies their gaps and what
strategies they're going to do at the
local level to move those student groups
forward and accelerated ways and how
we're going to support them to do that
which we think on average will
contribute up to the goals that we want
to say
but we also want to have KPIs for every
central office department that measures
out there actually being effective and
supporting our school communities all of
that should roll up and we've got a
little taste of this core part where you
would see across America a lot of
domains what our targets are you just
see a highlighted sort of the big five
or goals but we would have other skin
and I think that's important as as we
talk about all these are our decision
today is is are these the five and we
want to focus time resources effort but
it doesn't mean that all the other goals
that are important that we think are
really cool that we actually also want
to just keep an eye on aren't
necessarily the night trap die I think
they will maybe better develop together
over the next few years you develop this
system we will get a day we'll be able
to track your dive and this is finding
this is really a priority setting
exercise and it depends on the resources
we have to marshal if the Board says
African American math proficiency is
there are specific strategies to move
the needle in that and so what are we
going to let go of to really move in
in that area right but I would hope that
on the other of the other metrics you
have you don't let go of the data
tracking yeah you're not focused on
those as much she's not developing
strategies around a button but it would
be good to know if one of those all of a
sudden momaday then oh wait a minute
that adding unintended consequence so I
would just hope that issue about that
it's gonna take time again I don't know
the current state system but I just I
want to make sure we don't get too
caught up in well if I don't have my
measure on these five it still may exist
it be something that you could ask for
as a word pal just to sort of track
products it's just not only focusing our
attention but also we've committed to be
part of the
Council of great city schools on the
keeper partners that they have
identified
other districts participating which
applies to also where you said financial
indicators at central office so
benchmark ourselves against
larger than school districts to so
that's it's just a healthy way to
operate the school district so we're
going to be tracking who's reading it
who is it regardless whether it's a goal
brilliantly and Hailey and Scott by
Andrew so I have my questions I don't
think
I can't participate in the conversation
without more day
I made some really important that
so
we've got a clicker but the
white students afraid you see where the
business murder of what right so unless
you can be really smart about figuring
it out with them to overall efficiency
because of what
[Music]
okay so that
the other thing that we need this
critical is the number of students and
we should be suckers so
and
so here a total number and that was it
what was suffered so
01h 35m 00s
mm so 34% is how many students but I
think having it but get out of the
numbers how many students each of those
senators and then if you weren't if you
weren't good at story problems which I
wasn't I don't think that the goal and I
issued us everything over say but I
don't think we need to be the way it's
written it's a story that statement was
a it's a story problem without any
numbers of it
and so what I think would be helpful is
you use the data run out the story
problem and give us without judgment
whether a quarter of the highest and
lowest of the gap is the right one
for law students so what what does that
mean in terms of percentage and also
grow that we expect and then also the
number of actual students because I
think the community will say this
doesn't mean
like okay easy didn't defeat
letting a lot more specificity
that's nothing for a second up tonight
sighs declare my question to you is that
I mean we're talking about messaging
which i think is really important but
it's not important for you deciding
whether this is about what I know that
we want to see me is but how would
having the raw numbers I mean
so it needs some logical engineer
I don't know well so again again I'm not
disagree with you at all as we
communicate this right I because it's
been somewhat of that but I'm a little
I'm trying to figure out in terms of the
math is gonna be different
the math is going to be different for
every group because they're started in
different places but so but what I hear
you saying that is what make sure I
understand is that you're not
comfortable deciding whether it's it's
an appropriate goal without without
seeing constant numbers I'm just
wondering where those numbers change
there was what I heard at least in the
small groups I'm just saying
the people wanted to focus on their
troops that are
so we're doing one quarter for each of
them I mean I think all
and these numbers and if we're going to
shift resources we're definitely gonna
have to defend that you think these are
the right numbers do you think genocide
I know we're just for just a moment
because I just like it so it sounds like
for clarification you wanted to
information and that we didn't get it to
you yeah we're getting that but that but
it sounds G is there a question that you
have for this group right now though
well I guess it's a question like what
am i using the data and then I actually
have another question that came up
so like the question when we also get to
date on white students is I think that's
an that really works I don't know and
then just a quick down is through these
trends say for example if you know how
to disaggregate it may be safe is
slightly trending up maybe it's because
actually we're getting large growth
rates in whites non free reduced lunch
students
we're actually that's a bigger
percentage of our student population
right right here and so the trend is
going up and yet we're actually not flat
that's why we have two goals
yeah okay so I'm here to you I'm going
to is that baseline data what would it
look like if we like met that goal so we
say we're gonna reduce them by a quarter
so let's say we hit that three years by
2022 so then what does it look like for
our black American students in 2025 each
one on each one you could do the math
for us so then we can say oh yeah we're
doubling the number of black students
get a reading on grade level we are
01h 40m 00s
tripling the number of whatever yeah so
that we can also see it as a projection
in terms of October
what we're talking about is how we
communicating whether we set goals
appropriately but that's different than
the metric itself so what I really would
like to hear from all of you is do you
like the metric yes and then we can talk
about army aggressive enough on the
goals present you know how do we decide
to be but that's what hearing you
Newtons but I haven't heard you swing on
whether the goals
[Music]
can I sit I think and requests for this
video okay with having third grade
reading yeah that's all most important
thing that we need to decide because
these goals are totally adjusted as we
go through the next so so remember eyes
with attention I want to move us through
so I think that we understand that you
need more information and to be able to
even sort of goal do you want to see
what that close by a quarter is you even
get that for you couldn't get in I will
get it for you soon
Scott I'm actually guessing they can't
get it for us
because my guessing that the highest
subgroup his asian-americans say what do
you mean by the highest
well where the metric says you close the
gap between what days
why does higher the nation hurry okay
for a reason even you would take take
why what if we implement programs that
you're talking about really focus
african-american kids and those
strategies happen to work really well
for a lot of kids and so that whatever
that yeah even though we get spectacular
increases in achievement we're not
meeting the closing of the gap I'm just
saying that's a possibility and I think
what and then we'll say but a pretty
truck metric will fail so I just as
helpful so I would like to see the
metric the same exact effect line with
with I just want to caution us because
as we're getting mired in two questions
about the metrics and
the bass playing about that a in smart
tools it's not for us to determine the
metrics because we want to be realistic
we need to have achievable goals so even
though it might be painful to set a goal
that seems too low I need to be able to
trust that we are setting the highest
goals that are reasonable relative to
the tools that we have to attack them
and I don't I don't want to be in the
business of trying to look more
aspirational than is reasonable and then
set
we don't we're not like you okay so move
it along
so let's go sort of final thoughts about
the goal so knowing that we're gonna
have to go a little bit deeper on data
they're gonna be able to fully inform
and understand the implications of this
are there any other thoughts not really
leads to the data that you have about
this this goal that you would want to
sister to cut back with we we we have
heard about if there's any other sort of
follow ups or just your final verdict
why don't we go down the line and we'll
start at this end up with thank you
however you want to okay and one other
thing about the metric piece the for
academic metrics are did you make it
over the bar
01h 45m 00s
we know in the past in classrooms that
is bent oh you've made it over the bar
and so I can just kind of let you go
through the rest of the year because you
haven't made it
[Music]
my bar is still and I don't have it
Tessa is trying to get everybody at
their house potential and the oh you
made it over this bar
is going to lead to some kids not
feeling like they're belonging because
they're not getting their news back you
don't have anything in here about
progress
individuals so that that's
I think the statement about individual
progress for all it's a final one but I
think this it's here's parity on the
board that this was one of the goals
that came up again and again in our
world cafe in our
one of the most vital it's my
third-favorite cuz I like math
and I guess the question I have have is
there another measurement and this is
just
inquisitive not a statement I think
there is something else that just a
positive is there another measurement
other than aspect that is you know tell
us whether our students are mastering
so that would be my question and then my
only thing about it is my favorite but
it was my favorite when we also had like
greater focus that's what I'm afraid is
like we're gonna do the average like
move everything up the average and when
we look at
the laser focus in on a couple suburbs
versus I mean right now we have a metric
that is the same for all the subgroups
and so
and I guess when we just get to those
was it's it's gonna be there's something
that portion that depending on what it
is but I I guess this is why I want to
see what the number is because I think
there's I mean this is going to be a
question that's more you could do it
with additional resources and so that I
guess the question is is it a quarter
and I know that order isn't going to be
different for each and I'm ready for
that right there
then you find a lot
anything like that about this all
you know those qualitative play
did my top two favorites I would also
like to see more specificity
growth rates what being intentional
about those subgroups
also like to see some
digital daddy would help us
we were in control
so I'm taking my kid
yes
so it goes fun
and they'd be happy
for the metric
I think it's reasonable
I'm going to have to defer I
I'm not educators so I don't know what
to substitute by
you'll never about stuff
what I am concerned about
01h 50m 00s
really actionable so if you come so late
my game and it's once a year
fact
it doesn't
it doesn't give you any opportunity to
course-correct a finger
direction you want
so
like more information about actionable
progress measures so that you can see if
what you're doing is actually working
which we actually have a placement we
have enough good we we've got okay okay
I wouldn't even quit there are a lot of
much more precise instruments for
assessing reading behavior we don't have
the expertise with DBS we good
that's five to seven years with the work
we could deploy a platoon of reading
specialists to do that we could gauge
students progress along the reading
continuum which is variable versus an S
fact submitted but that's you all would
have to be pretty okay with focusing on
next probably one or two goals verses 5
to 7 if you really want to do that work
that's the kind of information that I
think we need because that is don't have
resource implications big time so
I mean I would like to know what the
options are because I don't know our
goals or maybe we want to maybe you want
to choose subgroups and keep it to one
at each because the the resource
constraints in the capacity building
that will need to happen for the ELLs
and one content area versus fed students
and that same content area or or a more
culturally responsive student group are
there going to be different
there's the universal practices but to
differentiate that's that unique
expertise to teach so just when we were
looking at doing our exercise in your
last work session
I'm looking at well how much what's the
percentage increase that really good
districts have been able to do
you know we're pretty Reading Is
Fundamental
so
I'm good to go down to two goals or
three reading it's back to reading
writing math
I'm not the worst I really like to have
that conversation
all right so it's I'm going to just do
it
we have three more goings to discuss and
so I'm going to keep on plugging away so
let's go it's okay everyone I think it's
we probably need to get through these
goals and then we can sort of talk about
coming back to you at the next the next
meeting with some more discussion so
let's go to goal number two which is the
math 5th grade math questions for
clarification so let's do this we'll
just do questions for clarification and
then final verdict so if it's your
opinion or if you want if you just don't
mind saving that for the next round but
questions for clarification
yeah no I was just gonna say I'm fine
with it with the same
other any questions
all right so for final verdict for you
rethinking fine with it but you want to
have similar conversations okay anyone
else have so the same similar a lot the
same data set up and then also the same
question about cement the measurement
tool
my favorite Bowl because I feel like
math needs a champion
all right thumbs up any questions okay a
strange a strange how okay so goal
number three is high school readiness so
this is proficient in math and ela so
for clarification my
01h 55m 00s
but this is you have to be proficient in
both and order the number and I think it
might be I wonder if it'd be worthwhile
if we need got a sense of some type of
next like you know we actually could
have 70% but it's just you know we're
dying in that it's but I'm just
wondering if there's are two things are
putting together artists not
artificially I think that's the Sun
it's cool but it might tell us water me
I'm worried for my tell us more for
heaven sake
okay I think I mean I agree I think we
need to see that but I like the idea
that it's actually focus on the
individual kid like are you ready not
like are you strong in one area and made
you weak in another but you're going to
have to continue on both these pathways
in high school so are you as an
individual well
and just bit question about limits about
that number is
calculated are they tested in English
tested in back
it's it's what it is is a test of two
different areas in all right all right
let's do it it's like final verdict and
the question buffs or just like things
that you would want for the next
especially Scott not your top five okay
it's fine it's at work
this one on readiness number three okay
don't tell me you're gonna be the
champion
what could you leveraged a little more
okay yeah this works gonna be doing
stuff anyway chips in there
if we go from whenever our proficiency
is in third grade reading and through it
four percentage points in next five
years and that might be like a really
good result it's like okay but that
downstream and middle school we're still
dealing with a lot of kids who are not
proficient reading if we can move way
more chips and
and get a way better results I mean I
you could argue that one into our
subsets of three different over
my fear changes that we really do well
on one end to that
Tribble it's got a pretty strong
correlation
it must be oh yeah for sure I mean
we just had a very compassionate
interjection which is that just about
everybody in this room needs to be back
here tomorrow at 7:30 so I want to
conclude by 9:30 which is in 24 minutes
okay so okay so I'm going to begin it a
little bit more light and sort of like
asking you to go down the road so Haley
I think readiness for high school is
important
as metrics compelling and you think that
it's important that I think we're
addressing it earlier great and we'll
get her
so I just wrote mint on this like if we
agree to it I'm down but it's not the
thing that I'm like yes it's like
life-changing okay Julia because start
dropping out mental
when they see their parents moving on
their work and it should take some more
gear to realize
graduate so community businesslike
is the best spring water high school
graduate
02h 00m 00s
me I am sort of convinced by looking at
1 & 2 as a subset of three MLS not
contemporaneous but also so I could I
could get rid of it but I'm also feel
really strongly that engagement in those
middle grades is just critically
important and it's one of our it's one
of our weakest spots right now and so I
I'm reluctant to let go of something
that focuses on those middle grades that
I'm not sure that this
exactly what I want to capture there and
I almost wonder whether sets of
belonging and this social-emotional
indicator might be something that we
want to just situate in minutes
middle school because that is really
important for how kids arrive at high
school
I don't like it as a goal it's
definitely not my favorite but I
graduated from mlc and so you get to
show the proficiency or anything like
you know doing an interpretive dance or
writing up alone oh you know but I do
like it because I think you know what
you said Julie is that it it keeps you
engaged to high school and if you have a
kid that's struggling in middle school
and high school to get it it's ready for
to be hugely successful in high school
capture them before they drop out so I
get nervous whenever we talk
because nobody defines
and
chosen
contestants test works fast
and
that just makes me really nervous
because there are many many things even
do great test scores and
or or not
not my favorite
and below them
okay yeah I didn't I didn't have any
issues with it but I actually found this
to be really provocative going down the
line I hadn't thought about how how is
is correlated to tickles wanting to so
theoretically if we're making progress
in three years Engels one I to than
Windows
it's great thing we'll make progress
there too which then makes me wonder if
to this point about at what lens but but
a middle school role is important so so
is there a middle school goal that's
less correlated with one and two that
also measures high school readiness that
gets it some of the more emotional
social stuff that's
mm city
[Music]
so we have wonderful to discuss let's go
to goal number for any clarifying
questions for goal number four this is
the college and career clarifying
questions
like what evidence we pass and it's not
it's not a antagonistic question it's
just what's the evidence that's
career-readiness hawaiian standard
and why is it better than some other
use the past like college preparatory
classes which could be across our high
schools AP IB
which has been
I think it's a more accepted standard
so it's a question that's up
I think someone said in the presentation
how many kids take the PSAC so it is
it's available to all 10th graders the
last string you're gonna head up during
school day everybody 5 percent correct
so is there an issue with the metric are
the kids who are taking and opting out
are they last college and career-ready
because there's a physicists think
there's a sampling issue there and the
metric is going to be probably for
subgroups of students who might have
some students with special needs who
articulate this is what we need to
investigate because it could skew you
02h 05m 00s
know whose college and career-ready
precisely the kids were trying to help
out aren't being measured or you just
don't show up for what's there
how do you opt out hey both maybe you're
absent that day but if they're not like
you know this is Derek's don't even are
they know Caesar or guitar pays for
every tenth grade happen ticket so we
offer it during the day so so I think
that there could be a lot of
or even people could be such kids to be
so collecting so
I guess absolutely the common things see
are there any other questions if you
don't mind any other questions about
this fun ok move into the comment big no
I would I would well now I'm sort of
gotten no I didn't get I think he gets
back to Julia's point and then I would I
would like to know what the evidence is
that this shows kids are college and
career ready I have no idea whether is
it not I I would think if this is sort
of an achievement score but
you know does that mean that kids
career-ready
on graduation high school if they
achieve those those if you sent 400 to
be honest we actually looked for
something tangible and measurable and
this had the highest rate of a common
assessment across the district so we
didn't for this exercise look at the
validity so this is sorry this what do
we offer across all of our high schools
in common that the most students that's
that's a bit on kids getting back to
initial conversation two or three
meetings ago that we might want data
that's not available and so our question
maybe do we want have the best you know
a lot of money in developing that data
or just use what we have which is a
perfect and maybe it's not an assessment
maybe it's
did you take or right maybe it's
reexamining our graduation requirement
sir put that so it also might be useful
to recirculate the
that was written to parents about the
shift from AZT to
because they hit
show the more integrated approach inside
and she looking at the drafters like
that's the test that like is
doesn't
disadvantage certain groups but they had
changed and I think it would be
worthwhile I had a lot of perceptions
about the SAT be based on how they used
operator and then
some sort of there's also the access to
classes and so I think
it's true that college sports has
revised the SAT it's also made more
effort into these parts made available I
mean if you have ever had one principal
in support of that change
right Rita but about the schools
same question
because
lots of anecdotes
kids allegedly being
they may be ready for college without a
written post college
are
kids who finished college in four years
in many circles the exception
is but most of the reason is social
about family
he's got academics
and what love its money a lot of it too
but I mean I just I mean I think the
whole college and career-ready
his
narrowly due to this
what is testable and there you go
a little bit of
so
the
great for full measure I think that I'd
like to see other measures developed to
decipher whether students are college
ready
besides the S&T for the reasons
yeah I mean I I'm kind of hearing your
roars say that the sound
pretty clear assessments and things it
could be easily measured that I'd like
to throw it back to your shop as it's a
exercise a little crazy here because
this is what you guys do all day every
02h 10m 00s
day and give us some ideas about other
ways we might get to these same concerns
and enquiries
Julia anything else yes I'm
[Music]
very beautiful it's all original
I do think you can measure for my
college
this
which I don't know whether it's the PSA
like there is there something else the
like haters would be
we have this as
pays for itself but
unless
our graduates
I really like to see this
about leadership
but it was about how our our students
prepared to go out
the and is trying to jump in there maybe
when you were trying to have a
more control about what it says on page
two but if we go back to the sort of the
basis of
the Graduate portrait it does say the W
prepared to be a more socially just
world and I think we we hit some of that
compassionate that sensible and you
critical thinker piece and that
leadership is for me really missing
police goals and I'd like to keep that
me probably fine college and
career-ready
okay I don't know how they measured
asked but hold on to that because that's
gonna be your ticket out of here is to
do some breaking around someone's
something like that Scott find the Fox
okay so the audience is gonna say I
think this indicator would need multiple
measures because there's so many careers
out there that do not require
second-year algebra that you can be
perfectly ready for
PSAT and so what so thank you so much
for your feedback we're going back so
before we leave I'm going to ask you one
more question I'm only looking at the
amount of people behind you so if you
could remember these on the leadership
so the next time I think we have some
good information to come back to you and
some more conversations what I'd like
you to do your ticket out of here is you
think about these bowls and what I want
you to do is to tell us like what's the
what's the sort of goal area that you
you might that you think it might be
missing that's the first piece part of
it the second part is and if we were to
add something like that what goal would
you sort of trade that in for okay so
first I'm gonna say yes but does
everyone
yeah okay I just went through this trial
balloon I'll just give it away her what
if we reduce the three goals crazy evil
nursing grade five mouths and a great
age in a graduated portrait that is
going to connect to our middle school
redesign
ties to the leadership a sense of
belonging the sense of agency and became
you know we know the number
for the high school experience it's
going to be very the mini graduate
eighth grade
so definitely would be creative about
how we assess for that and we measure
that what more than likely would be a
great portfolio presentation where
remember Scott's story about how fits
demonstrate or agency and leadership how
did we capture that so that would be
true for every middle school so getting
this m23 while we did a great job of
training one eternity several is an avid
movie one okay what should we eat sir we
02h 15m 00s
should we start a scout soup never start
here so so I'm I'm pretty much done with
that with the one other piece I'm
working for is writing and that's that's
my sort of proxy
and and maybe it's writing oral
presentation I don't know just yeah
whatever
bundle that skill is that's that's
trying to be immersed
taking and doing first justified
okay and so that we have that directly
ties into Tompa ban and leadership and
I'm doing so that means that you agree
with the college and career and writing
for hires they're ready for high school
okay okay Haley awesome so I think we're
missing the leadership piece I'm trying
to model to make that and critique it
and a permit all those things so I would
agree with that except I would still say
a five switch the high school readiness
for the miniature profile do college and
career-ready to still be a leadership
thing and then keep sense of belonging I
think part of that is if we come out
with three goals that are elementary and
then eighth grade my daughter who's a
high school student all of my mom
friends will be like but what about my
so how do we still say college and
career readiness is on my radar and what
does that look like
Thank You rings great job all right
Julia so I guess I would like to see
slightly former to do any trading
but if is absolute that if I'm just a
nice over here
I would
they crazy
shows
but we know who is it no alcohol
so if you use that as the measure of
those students actually
that people accelerated day before that
as well I was rehearsing
[Music]
the focus
I like the idea
educators I think that's
and before we have to put
you know career exploration and then
I would like to Pete stop a kind of an
indicator for collagen clarity with a
perspective to us like a drive to Aurora
I'm saying
a creative way to
all right push out I am good with three
goals I also really like
nice
and something that the leadership could
be rolled into that portfolio would
demonstrate that you have a community
this project for instance where you were
able to demonstrate some leadership
qualities I get leadership
is really important but it's important
Highschool that it's really important
I think development still so yeah sorry
I'm tired too here we go
just something going just just waiting
it out
okay all right yeah well I'm gonna say
no in cemeteries I think it's
complicated
my only question might be keepin sense
of belonging even though that were
included in that just because it might
differ a lot between younger and older
grades that might tell us something but
I'm not a service set on that and we're
going to try to imagine rates of
reporting of public
be depressed so that may be actually
reason to include them because if
they're not on our goals then we may
02h 20m 00s
just be generating an article that says
why are they not focused on graduation
or exactly that's been such a focus we
are and so with a minute to spare great
job oh yes oh just in time so what we'll
do it's all kind of come back with some
more information so we'll be here only
we'll be here our we've started here
open discussion and I thought we made a
lot of progress and so next week this
will be quantum leaps where we start by
totally just a little more refinement
for the next round of discussion so
thank you everyone
we have some public
see
I think we for this time painted
themselves in the corner I label folks
their goals making sure
yeah
it's any patient around outcome I'd say
right after quarter goals and oneness
Foundation which is not relating this
coalition for
which is every school should have
kaj over computers should be equal
across that way I don't care how many
kids you have there's none to be equal
because everybody chance that would stop
poor schools from downward spiral that
they have second thing is they that
would also allow you to do the second
extremely important thing which is have
your special programs be equitable all
the children all the help that you can
afford to give them which is not the
case now now and keep and a lot of what
school you're in and so forth and so
forth
and a third thing is they get
the middle school because those last to
go last few things I have to say are the
engagement is one of the major dropout
problems they collapse when the middle
school dropping out starts in the middle
school but a huge huge numbers of kids
and we do a really bad job from
Arizona's port wine stain or
of engaging kids athletics and music and
all those things that make kids when it
comes along and the final thing is that
the third grade reading going happens
all messed up and it's it's not really
worth waiting there's what you need to
look at really first is these children
are way behind in readings right now
we're going to tell the job of them it's
not I mean they're just waiting on to
the three great guy all the way through
maybe fifth grade eighth grade they're
way way behind
that's where your reading will to be the
goal that you're looking at in third
grade reading when you're increasing
remember kids who can read and make
benchmarks that is a faculty at the best
is not very worthwhile because you focus
on the bubble kids but your kids right
below
that's becomes the focus of that because
you go from 27 to 53 or whatever and
that's the bubble kids move did that and
principals and schools will mess with
that and the end up then you'll raise it
up alright but those children were way
beyond they won't get caught up and then
and the second thing is that's kind of
over that that's it they're the best at
the worst this kind of racist Bowl it's
racist and then you have all these
children who are way behind or
was on the kids in the bowl and the kids
who are way behind as you see many of
them are kids of color or kids and so
forth and so forth and solar that's
where you should be looking at for your
toll as well as the
Sources
- PPS Board of Education, Archive 2019-2020, https://www.pps.net/Page/15694 (accessed: 2022-03-24T00:57:49.341831Z)
- PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
