2021-10-12 PPS School Board Work Session

From SunshinePPS Wiki
District Portland Public Schools
Date 2021-10-12
Time 17:00:00
Venue BESC Windows Room
Meeting Type work
Directors Present missing
Load video
YouTube


Documents / Media

Notices/Agendas

Materials

Minutes

None

Transcripts

Event 1: 10/12/21 PPS Board of Education Work Session

00h 00m 00s
that was really awesome and lively to hear everybody and i just want to welcome everybody here to this work session where we're going to be discussing the um superintendent's performance evaluation template and so gary and andrew we didn't talked about this but this is your furniture yeah um ready to jump in i think because i don't have a link in my invitation so i'm going to try and share some stuff um julia can you hear us fine can you speak so we can make sure we can hear you how about that perfect all right back to you and then i know we've got some handouts i want to make sure everyone has them um julia apology if you don't have it uh this is also well actually i don't know we need to make sure that julia has electronically we should have um copy of the performance evaluation the proposed draft template and then was that what was posted um and then also circulated last week yes yeah i got it great and then also coming around we have a copy of the [Music] adoptive board goals and then there are a couple of other documents here looks like an assessment calendar these are all supposed to also been handed out yes there's the state summative assessment calendar and there's the district assessment calendar and then staff is also prepared um for a grade a chart of some data okay and then roseanne's gonna get me a link that was all from church what happened um you have to show me before you graduate can i ask that the board goals um be posted with the meeting materials i can pull them down that way but that way also others have the ability to to see the board goals that we're referencing or the workloads are on the website but you want to also share okay um so i'm gonna open and i i just came from a whole series of meetings as i know everyone else did as well so i apologize um but we'll try and and sort of dive in and frame a little bit of the conversation so this work session we have 45 minutes we need to start our other meeting on time um just to talk about the evaluation template for the 21 22 school year to the school year that we are currently in it started about a month or a month and a half ago um so i i put together and i could probably um make this larger but can people see that okay yes that's very often so i wanted to put together just a little bit of context to remind everyone um of where we've been and where we are so um for the 2019-20 school year so so two years ago um the board formally adopted board goals and those are um again the pin posts on the website and um those are the the document that came around um and i think it's just worth you know um reminding ourselves what those are i
00h 05m 00s
mean i hope i hope we think about them all the time with their very achievement focus goals um very specifically focused on on third grade reading and not just on third grade reading but actually moving um our underserved students of color from at the time 44 to a 60 baseline for third grade reading um there was the measure uh the board goal around fifth grade math which again was was very specifically focused on moving um students of color from 41 meeting growth targets to 60 medium growth targets by the spring of 2022 there was an 8th grade graduate portrait which i think we'll probably talk a little bit about although again i want to remind you today is not the time to talk about board goals specifically but i want to remind us what these worklets are um but but this goal was was by spring of 2022 um eighth grade students will move from 44 percent of the deficiency in in english language arts and mathematics to 51 um as measured by the s back and then um the post-secondary readiness or readings for college and career goals which was by spring of 2022 for the web school graduates who are underscored students of color moving from 50.3 to 56 successfully completing one or more of the post-secondary indicators listed here so these were the adopted board goals two years ago we agreed at that point um to evaluate the superintendent primarily based on these goals however as part of that conversation we also added in some oregon school board association leadership standards into that university um and and so um osba puts out a tool that has a number of different leadership stands i think there are eight in total and as the board we we picked a handful of those in the 1920 school year and said in addition to these achievement goals we are also going to use the osb leadership standards as part of the superintendent's evaluation and we did that for the year and and we evaluated the superintendent at the end of that year um based on on those those those goals um that we laid out in that evaluation template the next year which is the last school year of 21 20 school year 2021 um as a result of coving the testing data that would have shown whether we were meeting our student achievement goals was not superintendent his team can talk a little bit more we did a little bit of limited testing but not very vital that data was not available so as a result the board said okay because we're not going to have that data available we're just going to use osb leadership standards as part of the evaluation so again at some point around this time of year we said here are the standards that we want to see we tweaked a few of them to add some racial equity components to them um and then we used that as the evaluation and then this last just this past spring that's what the board used to evaluate the superintendent was those osb leadership standards the question that's before us tonight in this work session is what are we going to do now moving forward now that we're in the to the 21 22 school year and as i said in the introductory email we're already a little bit late i mean ideally we would have um be adopting these evaluation templates at the end of august early september so that the superintendent and his team know what we're valuing them on the entire year um but um these are really sort of the the conversations we need to have um uh board leadership asked the superintendent to put together a draft template um and just i have gotten a couple questions from board members about that process just so you know i see that process very much like all performance management that i do um every performance every employee that i manage i go to them at the beginning of the process and i say lay out for me your work plan they offer me your your thoughts on what you want to achieve um as a supervisor i then look at those i add to them we negotiate we talk about timelines and then we end up with a collaboratively designed performance plan for the year um and that's really where we are right now we've asked the superintendent to put together a template he did that's what you we have before us to discuss tonight um and that template includes both the board goals that we adopted two years ago as well as four of the osba standards and that sort of segue into the next slide um in terms of what we're trying to accomplish in this week's session and i laid out we're gonna come back to these questions at the end but the key questions that we're looking to decide tonight um is essentially looking at at the superintendent's drop evaluation template are there changes we want to make are there things we want to include are the things we want to take out and specifically i think some of the key questions do we as a board want to include continue including those osb leadership standards in addition to the board goals i'm sort of starting with the assumption that we want to use the board goals but obviously if there are four members that want to talk about that we can talk about that but assuming that we're going to use the boardwalks do we also want to use osb leadership standards if we do do we want to use the four that are included here so the second key question is the board comfortable adopting this template recognizing that some of the additional data um that uh will become available in the next few months it's going to import target setting the superintendent can talk in more detail
00h 10m 00s
about this but as you go through this you'll see there's a lot of data and there's a lot of new data in here we haven't seen but there's also data that we don't have yet and so while we know what our board goals are we don't necessarily know where our baseline is so we know that a goal is going to be third grade reading fifth grade math but whether we can still achieve those 60 marks or whatever you know those numbers were um there's more data that that needs to come out of that so question is the more comfortable adopting the template right now knowing we're not going to have all the data we need for another few months and then a third question is we want to move the evaluation timeline to the fall in order to complete in order for complete school year data to be available so this is something that i think has been a perennial frustration that we do the evaluation in may or june all the data from the year is obviously not available because the school year's not over yet um so we're you know we're we're sort of sort of looking at trends and where we're headed one option is just to go ahead and move the evaluation to the phone so then by that point we will have complete school year data and we truly are evaluating on that on that on that set of data yes yes yes and yes i'm actually more questions so i think with that um sort of overall set up again maybe i'll ask the board before i turn it over to the superintendent are there questions overall about that framing of the issue either the context or the questions for tonight no no i don't have any and and i will say as part of the timing and this is just purely and i'll apologize to gary i ran out of time i would love to run this by you but i think i finished it about 3 30 this afternoon so um so maybe i'll just ask gary if you have anything else to say and again just as a reminder of the board michelle has asked gary and i to work with the superintendent both on this initial draft template and then also as this data becomes available through the year um to work on on as we refine the targets what do those look like and then come back to the board because of course the whole board will need to adopt whatever targets are there so with that gary no that looks fine that's a good start may i add a little bit of additional context and that's that they attended a mini conference self-care retreat that school board partners convened this summer and one of the sessions i attended was it was one of those it was such a small conference every attendee attended every session and it was on a superintendent evaluation so they introduced to me some best practices that had to do with as a chair delegating the responsibility to two board members that would balance each other out their assessment that it would call for those two uh board members to work collaboratively with the superintendent um to co-create this document um understanding i think andrew you you introduced that topic of you know it's a co-collaborated document um that we can both hold both sides accountable for and that was also mentioned and then there was this idea introduced of moving the deadline so to a time when we say we want to be data driven this allows us to be data-driven if we actually use the data in the evaluation so um again school board partners is a is an organization whose mission is to create anti-racist school boards some of the practices that they um that they shared our best practices in doing that and and and really allows the superintendent and the board to have a closer relationship meeting throughout the year um i just want to say i really appreciate the work andrew and gary that you guys have done so far and you know we've been on this journey of modifying the osba template you know knowing that it it wasn't exactly what we wanted from the beginning but taking what we felt was useful from it and kind of tweaking it year by year and i really support sticking with this kind of hybrid approach and i think you guys picked out the most salient four goals that aren't um that don't get to the same things as our own student achievement goals they get to other aspects of the superintendent's responsibilities in terms of management so i appreciate that and i also appreciate that you know we have recognized for the last two years that we need to make a shift in our timing so that we really have the data that we need when we need it and there's no reason not to just take that leap and then we'll be in good standing going forward
00h 15m 00s
i have a question um just at the front end uh where are we with the um having some other metrics besides um just the s back scores for the middle grades when we originally set the board goals the two aspect scores were going to be placer placeholders for more complex and comprehensive of goal and i'm just i'm curious um what's the status of that and when we would expect to see that be having a conversation about what that might look like so maybe that's a good segue um superintendent to sort of walk through um briefly um sort of the the templates here and julia we'll get your question um as well about that sure um directors appreciate the introductory framing uh here um it's true in most cases in the state of oregon uh elected school boards will default to the osba's evaluation tool um uh in our case um we did that i think first year of the administration here and so that was looking at eight leadership standards the eight osba superintendent leadership standards um and so you saw my self-reflection the board spoke to them it was pretty cumbersome to look at those eight standards holistically uh we had a lot of conversation and a lot of work to afford to put in around you know how do we move in the direction of also placing a square focus on student achievement and and if that's our focus area as a board then how do we also hold accountability superintendent to those same board goals so there was a lot of work done uh to create a bit of a hybrid of the team uh with a prioritized set of standards not all eight and uh continue to measure our progress for the superintendent's accountability tool uh on the board goals so yeah and so in putting together a draft template or tool uh for discussion here you see again sort of that balance four four selected leadership standards the board's prerogative which four there's four suggested here uh as well as the board goals so um the challenge um with you know continuing on using achievement data is that for the last two years we really don't have it we don't have any summative data because the state of oregon canceled those uh in 2020 and then 2021 we have this discussion as the school board would stop around does it make sense with students returning for a week later to start adjusting summative assessments and we agreed for board resolution that this year we would do a full assessment calendar uh at all the administered grade levels so you see actually in the handouts uh the state's assessment calendar for all the state assessments and tests that are required by grade level and content area and you also see the pps district assessment calendar so they range from foundational literacy assessments like the dibbles and the early grades to map reading and math etc and so in regards to an evaluation cycle if you're gauging progress over time you need enough inputs and data cycles to uh have gone so we're all anxious about this first uh first quarter assessments with the map uh to see where our students are at it'll be the first time that we have that kind of uh uh indicator uh we did do one last year mid-year so we have a growth measure for last year mid-year and the year before mid-year so those are kind of the only comparators we have at the moment but this fall and then again in the winter that begins to sort of give us a clearer picture of where students are across the grade level so that we can look back to the top performance targets that we have established two years ago in the board goals and ask ourselves uh you know that students everywhere across the country regardless of district if there's some unfinished learning there's some disproportionate impact on how students uh are achieving or how they've been affected by this pandemic and the interruptions for their continuity of learning and so if we're able to reflect back on the last mid-year this fall's assessment and the winner assessment we can begin to set some points on a chart to start to project uh what a reasonable rates of growth are and as you know for us this is about accelerated learning right now
00h 20m 00s
and so uh what what's an ambitious performance target if we we could we could just be audacious and say it should be up here um but how are we realistic in uh understanding how we want to be data informed about the work that we're doing so in the same way a teacher is going to use that math assessment uh to inform the work they do in their lesson planning and their instruction in the same way of principal is going to use that school-wide data to lead conversations with grade level teams and their instructional leadership teams in the same way that principal supervisors are going to use that data and meeting with their cohorts of principles and in their instructional rounds around what are some of the strategies uh how are we assistant leaders uh investing our resources uh to try to address uh some of the growth areas that need attention so that is those are the cycles of continuous improvement or pdsa cycles uh plan do study act uh that is the work of school and district improvement so in in the first uh if i skip to the second half of the tool well let me just to start off with the first one you see four leadership standards in the tool this is just cut and paste from osba's evaluation tool uh so you see sub standards for each of the leadership standards ours deviates a little bit from osvas because this board had a conversation about a couple of additions and edits that you wanted to see in here so those are still included here there's also a description around what evidence of success looks like in the right column so you see standards one around visionary leadership three around inclusive district culture standard four around culturally responsive instructional leadership and improvement and standard six around effective organizational management of course i leave it to my bosses to decide which are the most pressing four of the eight or maybe you want five or maybe one all eight or maybe you want two i don't know uh but those for a starter set are the four that you know reflecting which ones do i think uh create a well-rounded tool those seem like areas where we have work to do um the the following section is a rubric for each of those standards so you know we can be objective the board can be objective and so how it rates uh my performance across each of those leadership standards so you see the sub standards and a description but the rubrics actually you know you should be able to sort of have evidence uh or check off for yourself well what's in it did he demonstrate this leadership standard in an ineffective way in a way that shows work that's developing did you effectively uh perform or demonstrate this leadership standard or is he accomplished in this area so you see a description in the rubric for each of the standards what an individual board member would do is reflect on the evidence and say well he i think maybe he's developing so i'm going to check developing that that gives that garners a score of two you'll see at the end when you collect all seven board members you would collect your scores to arrive at a summary rating so you just see the same pattern for the other three standards a rubric a description of what performance levels are and summary rating that an individual board member would check off the second half of the proposed evaluation tool is is the board goals those academic milestones so for third grade reading uh the ford had decided that uh we had a long conversation around how map growth uh is is a pretty well aligned predictor uh of where we think the trends will go with the uh sbac assessment statewide assessment um and so we had set an expectation that underserved students in particular uh that we were going to use them as the barometer for growth which in this case the goal was 44 to 60 meeting the growth expectation that we have for them uh in reading uh included here thank you to our data team um i put the numbers that they've provided for me into the table to just try to highlight the group that we're talking about so they're in the first row so you see not just the end size or the number of students but also the percentage of those that have met the growth targets over the last uh three years and these are winter to winter growth rates you see the two year change to give you some perspective and you see the one year change so i've tried to highlight for you there and it's a peach color uh where that would be so if we're trying to go from 44 to 60 and you saw uh a one year change of a drop is two and a half then you know it would be reported as uh if you go to the next page 11 you would have to give it a summary rating of if it's dropped two and a half well clearly that's below the performance target you would check one um and and so on now i've
00h 25m 00s
the question the board has to contend with is well what are the appropriate performance level targets that would constitute a rating one two three and four uh i've just given you an example here uh you may decide well i'm not giving him a significant progress unless it's five percentage points or more uh that's pretty ambitious but you could decide to do that um and you could break it down so that's something you'll have to ask yourself uh and we ask ourselves well what's a reasonable rate of growth because we have to have these exact same conversations with our principals and with our teachers and conferences and so this tool you would outline as a board what those growth change targets should be so that the board as a whole to give a consistent reading now you just have some some additional data there uh on the mean test force and joey you're back here so correct me or throw something at me if i'm saying something wrong um excuse me can you say that that we're the main oh the mean scores okay sorry you have two tables the growth the expected growth winner to winner and then just the mean test point so you see something similar with fifth grade math uh also using underserved students of color as a barometer student group and so you see uh met expected growth and size and percentage you see highlighted in the peach i put it for you there in the first row when your change was now remember this is based on last winter's map so i want you to think about where were our students last january february so you know see a percentage drop more or less uh you know it could be much more catastrophic um but that's where students showed up we also you'll notice in the end size that 515 historically underserved students of color took the map uh mid-year as opposed to 646. yes uh director lowry's is noticing some uh an interesting anomaly here so you see a plus 9.2 i i will note the insides dropped so there were 80 less kids or so that took it but we did see uh nine point two percent more black kids meeting the growth department but nine point one multi-racial kids not eat nine percent more so we could dive into that a little bit more but it's an interesting observation those are exactly the kinds of things that make us say well let's there's another one on there uh what schools were they at was there something in particular was there a strategy was it the extended learning was it the mentor who and one thing to remember is these aren't the same children sorry right the kids we tested as fifth graders in 2020 were not the fifth graders we tested in 2021 so there are some slight differences between cohorts as far as like where they are on on the scale especially with this small number yeah yeah so so that's i mean so we just need to take um like it's a whole different cohort it's a whole different fifth grader this the what is that called the sample size is small um it's during coverage i think there's a lot of reasons okay right so imagine this year's cohort fall in winter if they were out for 18 months versus these kids who are out half them right here are yeah um so you see similarly a rubrics for a growth change uh level or performance target the board would need to establish so that you could all objectively also rate it so in this case there's not a lot of subjectivity other than setting the performance target because the numbers are the numbers uh which becomes the rating so it just it just depends on how aggressively or or how how the band wants to set those targets and then you see mean chessboards again so the next board goal is the 8th grade graduate portrait so initially ask a question before we move on dr proctor if you don't mind a question of you and just talk a little bit about your experience in other places on sort of realistic growth expectations and especially you know when you look at uh when we began implementing a new set of strategies under the superintendent's leadership i'm just interested in air take yeah so um in in philadelphia of course just being over school improvement processes before we can really identify a target in any given year you want to look at trend data over time to kind of see what's happening within the trend and then identify locally what what is impacting the trend and then from there given the current state you'll then be able to
00h 30m 00s
determine taking some training data looking at trend averages uh assessing the current state current condition for example the mere fact that we're talking about pandemic uh low end size etc and then you kind of do a formulation to determine what what a growth uh would be um it's hard to kind of just put out a number without doing that deep dive first um and that's the kind of work that's necessary to really to come up with an adequate uh growth target yeah yeah so in some spaces you it may be uh three to five percent you know three percentage points it may be you know uh five percentage points it just it determines it's determined determined on the trends and then depending on the current state of what is happening and you know practices we have in place to help us achieve the goal right so um you know part of the after setting the goal is that looking at what strategies and action steps you're putting in place to to make sure that we're there so it's a it's a deep analysis over time and looking at trends quick question to that so we're looking at trends with the pandemic happening are you thinking we should start afresh with some problems that they may need before or should we look at historical trends but we already have that data you know yes that's such a good question uh we know that for sure the pandemic and the learning structures that were resulting from the pandemic really put students uh and laws and when there is a you know if for example we identified that there was a gap and then we go into a pandemic state um it kind of creates a a deeper gap and that means that we have to really address and do some radical strategies to to help support students uh in their learning so that we could get back to baseline i think i think if you look at trend data now it'll give you a baseline of say what happened if you look at trend data before the pandemic they'll give you a baseline of what was happening in the organization um before the pandemic but then you need to then look at um the conditions that's why i spoke about the current conditions of what we're experiencing now with pandemic with um instructional staff that is out and um unable to fill um certain you know roles and and getting the right teachers in front of the chief in front of children every day um and consistently every day um those are the things that we'll have to play in so not so much you know i wouldn't say start from base from fresh i think again it's the analysis that's gonna point you in the right direction to your question director holland it'd be great if we had 10 years on map data so when this administration started in senior there was no interim assessment for fifth grade so what you see is the data we have today which is we ended up with the starting number uh but we have to look at each of the upcoming cycles to say well with this current part are they approximating sort of the original baseline of 41. uh other considerations are there haven't been an elementary math program option yes how long ten years oh there's that and so just a small note there we actually have the new textbooks and programs uh in our elementary school so as in any district there's going to be probably a slight implementation tip because teachers and students are using it for the first time but we want to think that that investment of bond resources uh is going to help provide a more consistent uniform standards-based uh curriculum for which to work from because that makes a positive difference so when we're looking at the math data and it says 41 that means that 41 of the students are on grade level we're needing growth or meeting growth targets so it's about growth targets so it's not about proficiency it's about growth which is the past tools we had were about proficiency well the past tool was the state summit it really gives you a grade level proficiency rate and since we decided to use we want quicker rapid cycles of information so we instituted map and that then now we can adjust more uh are we on track are we seeing growth we know that the growth is a predictor to the summit of performance and i remember dr brown saying that right when we see kids on target for growth we see a correlation and um yeah but we still have the summative data as well we still have the sum of the data so you have that challenge right so i want to take just a pause there i know uh julia you had questions about this in an email earlier around
00h 35m 00s
the um proficiency versus growth so just because we're talking about i want to give you an opportunity we don't hear you you're muted julia yeah sorry about that um yeah i'd like to um i agree we should continue to focus on growth um but i do think we also need to keep our eye on proficiency and have the data um there and linked so that we can see how that growth is linking ultimately to proficiency um and so that we can also see um how the trajectory over time if whatever the goals we set how that's going to get us eventually to all of our kids either meeting or exceeding sort of grade level expectations so it's not a substitute for the growth metric but it's an important linkage so that again i think for most people in our community um ultimately sort of how they think about it their whether it's your your child or a class is whether um students are at benchmarks so that we can see like if if we set this level and the superintendent and the larger district team is successful in meeting it when are we going to see like the changes in levels of proficiency um i just think it's important conversation for us to have again not as a substitute as the growth for the metric but as a a more full conversation with parents and students so we've tried to we have this conversation being selective about choosing an indicator for each board goal that doesn't prelude us and of course we're going to be transparent about seeing all the other data that comes to us during the course of the year because we're using map growth for third grade and fifth grade doesn't mean we're not going to look at staff data you'll continue to see that annual data disaggregated by grade level by school our parents get a student summary of their child's fact performance as well which is a proficiency based uh summative so uh you could say the same thing about perception data or a successful school survey or all of the other dibble's data we have lots of uh indicators we could use those how cumbersome do you want to make the tool uh and how do we keep using those to inform our school and district improvement and individual student differentiation so you can choose to substitute them if that's what you want to do for one of these other indicators but it's not going to preclude us from being transparent as a district they are how our school and our district is held accountable uh in that district report so that data is there for the world to see uh it's what everybody's waiting for every fall uh and it's what our parents get in the mail clarify i wasn't suggesting substituting it i was suggesting linking it so that we can all have a comprehensive integrated look at the type of growth that we're shooting for and supporting and then how that links overall to performance data but what i'm what i'm going to say in response because we had this conversation two years ago and i think what i'm hearing from the superintendent is proficiency data is available and we can provide my reluctance of putting it into a board goal is is really specifically around what are we what are we motivating the district to do and the conversation we had two years ago we were pretty explicit about the fact that if we're measuring proficiency as a as a form of evaluation it incentivizes the district to take kids that are close and get them over the line right yeah i i think andrew i'd just uh clarify because i don't we don't need to um have that same conversation over again what i'm what i'm trying to express is so say um the growth target is three three percent or say it's ten percent what what does that mean in terms of getting our kids you know at what rate of change are we going to be getting kids proficiency and again it's not for cherry picking those who are closest to the target but really you know how are we looking strategically of how that links to where where we want kids to to end up right so i'm gonna and it's like we're never gonna get we're never gonna get there that's a good conversation that's that's an important conversation to have director edwards can um can we take turns can you can you please go ahead director scott so so i i think my my issue is i i don't actually want to link it as part of a board goal if what you're suggesting is that we provide that data to the board on occasion you know throughout the year that's fine if you provide it publicly i think we already do
00h 40m 00s
i don't want proficiency to be the measure of evaluation because of those concerns over um over what it incentivizes and it's why when we agreed on growth a couple years ago that's what i agreed on so i agree i don't want to keep having the conversation it does feel like you bring it up every every year so that's why i guess i'm just trying to clarify are you asking to put it in as a board goal are you just asking to get that data provided i'm asking to have the data at the same at the same time not integrated into the board goal i'm i'm supportive of growth being the measurement i just want to see how it links into the overall achievement of where we are in our longer term trajectory because you're going to get data when it becomes available so after the fall assessments you'll get the fall body of data after the winter mid years you'll get them there the summatives you'll see those in september because we don't get the data to clean up until the end of august usually and then we would have as this being proposed in an evaluation cycle all of the url data all of the post-secondary data that is reportable you would get all of that at the start of the next school year then we could have a full conversation what have we noticed about fall and winter interims that got us the summatives that we observed and so now you can have a much more thorough conversation about well let's look back at what some of what we attribute that growth or decline too before we leave this conversation a little tangent just because we have new leadership in the room dr byrd and dr proctor i'm really interested in how you communicate to parents and guardians about where their children are relative to growth and proficiency and right now i think there's agreement that our structure of our report cards are really imperfect um to be charitable so um i'm i'm asking you guys to just keep us updated on on your ideas and progress on that front so we have revised that all of the three report cards last year we did a sweet revision of that and we're going to meet again with 18 to do another uh review of that let's get a request here and make some more additional versions much easier to read for parents and hopefully get to the point much quicker it was a very long time but does it does it also give them a better understanding of their child's actual standing relative to um benchmark expectations so that uh that's the part that we're going to go saying my kid got all a's or whatever the thing is but they didn't meet on the s back so where is the why are they getting a's when they're not proficient is that a correlation to they're growing in the mass effect of that or the direct correlation in them meaning proficiency yeah right so we we've spent a couple of board work sessions in the past talking about the correlation between math assessment data we have joe suns here from our office of research assessment and accountability so if you don't know joe's data guy do you want to speak a little bit to how the map provide is a predictor the summit um yeah so nwe has certainly done correlation studies from map scores to various tests like smarter balance like the other the sap and the azt tests and one of the data points they provide is whether students are predicted to be proficient on those tests or not i don't remember if we have one of those indicators in here but that's certainly something we could provide uh in terms of and and we can actually provide to parents if we want to include that on our test score mainly in the summers for example we can say your student you know this year should be on track to be proficient on smart balance or not that doesn't correlate back to our grading practices however which is a difference so we don't have very much time left um superintendent i know there was a question about the eighth grade um measure we could talk about and then in the high school one and then let's do some quick rounding okay thank you and jackson has a question i want to make sure okay uh on eighth grade uh we spent time with our community developing a graduate portrait uh we had great conversation around you know we don't want to leave them talking to see if they have those skills dispositions that we talked about we said and concurrently there was a lot of conversation around alternative assessment around a more holistic view of student growth uh as people and other people uh we talked about a capstone for instance that would be you know something that would do a signature practice of eps that in the eighth grade that students would know entering the middle years that before you leave here you're gonna have to present publicly a portfolio it speaks
00h 45m 00s
to sort of that wheel of the graduate portrait and where you assess yourself along areas of you know whether it's content knowledge or empathy or compassion or any of the other dispositions and we thought it would be important for a student to be able to sort of reflect on their own sense of growing agency and personal growth about where they are on the graduate portrait so we knew that that was a precursor to a lot of middle school innovation and redesign work that would need to happen uh and we we've really started to jump in now with the new director uh with a team that has continued being uh doing some uh getting some empathy interviews to really start to bring some definition to what what do we mean by the kinds of middle schools uh middle years experience that we want students to have and yes uh as those conversations develop what will emerge are some indicators uh and and how to format uh what what data we could collect it might be more qualitative but there might be some other measures in there the board at the time said well let's use sbac data as a placeholder for ela and math and you notice here it's for for all students and you see that the data here but if either cheryl or sean want to speak to our middle school redesign work just to give you a little sense of where we are right now the status of it yeah so we're definitely um we are we have a set of pilot schools that are working this year with our director from the school of design uh to really hone in on problem with practice and to go through a continuous improvement um and design process to really see what shifts and changes need to occur within the middle school programming for students we are also looking at that because the board goal speaks about middle year the vision is to ensure that students have um this capstone type of experience at the end of eighth grade we are ensuring that um through a middle year's focus that we're ensuring that the sixth through eight eighth grade year experience is such that it would help students to really start reflecting and doing that self-assessment grounded in some project-based learning practices and inquiry learning starting with student interests and developing um students from that interest point and and getting their entry into not just their content curriculum but also um understanding those deposition of those dispositions excuse me that we want to see them be able to deliver on and present by the end of 8th grade so we're focusing our looking at how we redesign our even our work in the academic office to um really narrow and make our scope students centered in our uh systems design as well so i think you're hearing the work is commenced it's developing you don't have a set of indicators for eighth grade yet that are you know you know they're on the continuum towards the graduate portrait so uh what we continue to have is the s back as a placeholder for which we don't have data the last two years knowing that we provided the board with interim data so we just gave you map data so you have a sense of how our equators are doing and i think you see the overall in the charts there on page 16 that you know we saw a similar pattern to what nwa saw across the country you know slight off uh in reading but interestingly and not just words of math i don't understand it but that's what it is it seems to be consistent with what most listeners were observing dr proctor does that work in the pilot schools on the middle grades uh work uh include student input yeah step by design so there was a whole process of um like an empathy study that was done and that included students we do have a student advisory group that includes what we found funny enough is that when you ask students going into middle school what do you expect out of middle school they almost don't know so we also included some uh ninth grade student body to help inform uh based on their experiences as well but definitely include student voice uh through a full empty study and design process and if i may i mean just one double click on that i mean just similar to the to the vision double-clicking thank you for calling him uh division you know we started the visioning process with the student submits similar this empathy tour was really geared towards really understanding the middle school experience uh and really uh you know putting ourselves as adults in the shoe students and i think that's been the challenge with middle school redesign across the country prior to this kind of
00h 50m 00s
new way of thinking i think the middle school experience has always been shaped by what parents want or what current parents perceive middle school needs to be but versus what we're doing is saying what does students want yeah that's what grades to be because that is where they're finding their spark that is where they're finding you know what makes them you know thrive in school so that empathy uh tour was real has been and will be it continues to be instrumental and then this lastly on this middle school redesign where the district is getting technical assistance from a group that has been working with large resistance around the country with this some board members joining staff on a trip to miami-dade county for example they're pretty evolved and a few years down the road on middle school redesign one of the suggestions they strongly made is start with your students and enter the tours uh we do that at some starting point that's exactly what's gonna happen so we're at six o'clock thank you i think ideally um chair to pass if it's okay um we did a quick round liking around with with members board members about sort of the decisions needed and i think that maybe that'll inform whether we we have consensus or whether there's still something up to any questions more time on this is that yes great thank you and the rubric starts it goes one through four and my question is would we why would we start at one if there's a less than zero percent change this is a question about numbering the rigor um i'm i'm generally in favor of moving the date of the evaluation um i'm in favor of this hybrid model um as we're to use as a template using the four i like the four leadership standards um so i'm comfortable about adopting the template with those fewer leadership standards and including board goals um i i'd really like to see um dr proctor what you spoke to about um being able to do an analysis breaking down the data i'd like to hear more about that and wonder if we have the staff capacity and and where with all to to do that work to sort of tease apart them because right now we don't we don't have a good baseline and we have a baseline that's synthetic influenced and i'd like to see us get to real baseline data and a real trend line that we could would look back on and say this is the trajectory and this is what we expected to be projected out um that's it those are my comments thank you um so i love this progress monitoring calendar the last page whoever took the time to put that that together that's really helpful and i hope that we are very liberal in how many of those activities we include on our board agendas so that we're making that really visible for us and we're kind of calibrating it to our board goals um are we are we looking to formally adopt this template will we have to approve will we improve this template we will not in a work session but will we eventually yeah so when so um if there's consensus i think we would do it in the next week okay and so when we do that we won't have um our calendar settled our prospective calendar settled taking in all this information about when data is available or will we i know when we talked about this before we were looking at this year kind of in the year we gathered that data and then based on the evaluations that we agreed with then we use after the next calendar year since then you're trying to get all this data okay so like right now probably this cycle that we're in is more like it's more than a year it's looking at this school year and it and the data being collected for this school year so earlier there was a proposal of well it could be october so we would take on the timeline and do the activity of moving the self-evaluation to the end-of-year performance evaluation down to october and then that would make for a complete cycle of the school year so make that adjustment on the timeline here okay i'm down with that uh yeah my only my only thing is to make sure that we sort of regularly as a board are checking in on our progress monitoring when we have any new news to to think on yeah and again um director scott the director holidays have been tasked with meeting with the like the superintendent and bringing that information back in the regular cadence whether that's quarterly or as needed that's their job doing a great job so far great job director brim edwards
00h 55m 00s
so i'm just gonna as i thought i think i heard the questions so i do support changing the timeline that was suggested i think it makes a lot more sense um i um i'm okay having a hybrid as long as the um growth metrics are continue to be double weighted um because one of the things about the osba standards is they don't really have smart metrics so it's more of a just qualitative measurement which which is important but it's i also think there's some things that from a quantitative standpoint that would be important to build in um of the four standards um i would suggest that we include community communications and community relations in place of um maybe the organizational uh piece i just think that's that's the standard that we've had a lot of discussion about in the past um and i think would be worth um especially in the year that we're sort of resetting um continue to have uh leadership focus on uh and let's see sorry we talked about two times waiting um and i do think there is um a subsequent conversation which we don't have time for tonight about um you know what what is the growth target how and how it gets how it gets set um and and then how how we score against that um but again that's a much longer conversation so i think i answered your questions that you raised are you opposed to andrew thank you dr green um i don't think i have my wife is she's watching she's counting and i just said um thank you so i don't believe i have any any issues with moving the the date um as far as like december i don't think i really care i think it's better if we've got all the data available to us so we can make a one-rounded decision what i didn't hear is this and and maybe i missed it some charges to my head not my heart somebody could share it with me where i missed that is specifically i think somewhere in here on what we what we're evaluating should be specifically where are the like how we're the black kids are getting closer to the white kids like in that gap i want to specifically say that part of the thing one of the things that we're going to be holding you accountable for is directly making that gap and and so i'm thinking we look at it from what is the number before you got here what was the trend looking like before you came what that was because i understand we need to look at trends so let's look at the data before you came let's look at the data for the the years that you were here while we you know before this and now let's look at where we're at and say how did the gap between black kids and white kids and i'm black males because they're the ones at the bottom you know about so how did that gap either get lesser or get close and then i feel like you should be greater than that and so that's but i didn't see that it's not that it's not here and maybe it is and someone can just tell me this is exactly where that says that's that this is exactly how we hold you know holding the calendar to that but at some point in order for me to feel comfortable we have to have a direct correlation between the the gap between black kids and white kids and it's shrinking because that's all like all this other stuff about you know whether we got good staff and people that have here i don't care i don't care if nobody likes you if that gap goes i don't care if they say he's not worth all that if you get that gap down seriously nobody who's going to champion more than me pay that man a million dollars a year because he moved again so if you can make that equal i think you deserve two million dollars again i don't care what you people what an argument for throw out how i lead uh and instead of using historically underserved as the barometer for the third and fifth maybe it should just be back right and you have you have something well so that's what i'm hearing you know i'm a person but i'm a very i'm just that's my truth i have a i have a black agenda and i'm not afraid to say it and so i need to know that everything that we are doing is intentionally trying to move the gap decrease the gap between black kids and white kids because here's here's another reality it's a cold piece of work if you raise the bottom everything comes up that's our theory that starts here that's what our particles are getting i mean we could see growth in our
01h 00m 00s
underserved students of five percent growth in our white students with six or seven that's a very different right like that's a very different lens to sort of look at versus you know if you you know if we were seeing that what we want to see is the rapid growth in our underserved students right and that's one that's one i think that's a really interesting conversation to have and i know i know we're having a retreat later this year so just sort of dive back into these and i i want to be clear i don't think we should be revising our goals because again when we when we have our goals this is what the superintendent is team based that should plan everything else on it but i see this not so much as a revision as as a potential edition to it right sort of saying like like it's we already have the goal of raising the student achievement what you want to also know is do we raise a student achievement more or less than my kids at the time so i you know i want to just say that's um what my final comment that i the only thing i noticed about the template is it still because it's based on oregon school gorgeous oregon school boards association who created a member of color caucus just three years ago so the notion of equity is new to them like many other institutions in oregon and in this document it's it says historically underserved throughout and while the data is disaggregated by race i don't think the focus is on the term historically underserved is a way of um not saying black and um you're it maybe think of those thermometers there's fundraising thermometers that you can see where the level is and i think i think it's a good idea to maybe we could ask um director hollins and scott to come up with a way that um that measures that the gap because that's why we're all here i mean everyone in the room i would guess pretty much is here to close the gap with our superintendent so how do we how do we you know how does that how do we represent that and how we measure against it so i i would say that you know initially when we first developed these four goals we really talked explicitly about black and native students and i you know in my memory which is not always accurate i remembered that we had said explicitly in our border goals not just underserved shoots but black and native because those are the the two groups of really intentional targeted so so i'd be in support of seeing us say we want to close these gaps the opportunity to get black and native students and really say that um we want to close the gap for all students we want all students to succeed but i think we want to have a really targeted focus on our black students and our native students and just remind us our strategic studies that's what all our studies but i'd like to see it in the in the evaluation maybe explicitly spelled out or in the portfolio um i do think so i'm gonna answer the three questions which i already did but um yes at the osba leadership standards um i think for me michelle last year you had added several pieces into these leadership standards and superintendent i heard you say those are still here especially around we've mentioned many times diversity of staff and increasing especially our black teachers and leaders and retaining our black teachers and leaders so again as we can be more explicit maybe even just have that in there would be one thing that that to adapt these a little further maybe if if there's pieces that people are really passionate about that aren't called out specifically i think we need to call them out specifically and then i do like these four um i'd be okay with changing out communications i i feel like given the history of this district i like effective organizational management as a standard um but i could see communication substituting for for one of the other ones perhaps we can have that further or maybe we can add also organizational management takes the collapse that's probably the wrong word because well we could even fiscal management right which goes away so that's yeah fiscal is kind of important it's under that so from those so we're um i'm not keen uh so the board i do feel comfortable adopting the template and adjusting the data as um it comes in and know that that will be a continuing conversation with director scott and holland and then i do think moving it to the fall would be the the most sensible thing so we're not always scrambling to try to get data and um that we can have the full sort of view of the school gear when we're evaluating the superintendent and the fact you know the team on what all has taken place this year my thoughts are already incorporated quick um i think i would change a little bit i need to start looking into is the flooring system that we use um on some of the leadership performance um i think so a lot of these could just be yes or no um and that's a lot of finally contributions
01h 05m 00s
thank you thanks for the conversation we'll be looking back can i save our progress monitoring um in our disaggregated data here we don't have our english language learners or our special education students called out and that's something that's i would really like to see that's a great position and um so for all those i think yes for osp leadership standards having both those is important um for adopting the um for target setting in a few months that would make sense and for number three the timeline my only concern is if we're moving the timeline back to september most work plans for the district start august or july how flexible is that going to be maybe if we're evaluating even later than that so is there any course correction that is we'll have to change our whole mindset around just being an iterative process because we actually prepare our partner level work plans and a budget right after the winter break so that we're ready for the early spring so you know there has to be enough adaptability built in for us to adjust and then just the last word we didn't talk about in the last four gold this is fresh data so i just want to make sure to call it out we said post secondary included any one of these categories or pathways that a student could choose uh thankfully you'll see there's actually a lot of positives yeah across those which shows that our high school success plan is really getting ripped uh and helping support students at all in all student groups mostly uh through one of those pathways so good growth there and one last comment about that with the interviews for the middle school redesign i think even incorporating seniors views as well just like introspectively what helped them or what would help them be ready for high school and then afterwards i think yeah also ninth and tenth graders will get the full legal experience excellent thank you um i'm going to suggest we take a 10 minute break i i have a special


Sources

Retrieved from "https://wiki.sunshinepps.org/index.php?title=2021-10-12_PPS_School_Board_Work_Session&oldid=10233"
Creative Commons Attribution-ShareAlike License (CC BY-SA 4.0)
Center for Transparent Analysis and Policy
Powered by MediaWiki
Powered by Semantic MediaWiki