24 board meeting to order a roll call. mr. steele. thank you, mr. bogus. present, mr. fisher, present. commissioner lamb here. commissioner sanchez. commissioner. wiseman. ward. vice president. alexander. here. president. motamedi here. thank you, and i just want to note that we will take public comment for both items on the workshop agenda just prior to item d. during that time, the public can comment on those two items, sfusd will also provide child care for regular board meetings and monitoring meetings here on the first floor in the enrollment center at 555 franklin street from 630 to 9 p.m. or the close of the meeting, whichever comes first. and child care is for families who will be attending the regular and monitoring board meetings. space is limited and will be provided on a first come, first serve basis for

children 3 to 10. at this time. wait, okay, is there anything else or are we just let me just look at the. oh, yeah. okay so accessibility information, translation services, virtual meeting information often can all be found on our, website. and questions can be referred to the board of education office at (415) 241-6427 or board office at sfusd dot edu at this time before the board goes into closed session, i call for any speakers to the closed session items listed in the agenda. there will be a total of five minutes for speakers. are there any speakers for public comment? we have none in person, but we may have someone on zoom. we do have six on zoom. okay, we will, let's take the zoom. public speakers one minute each, please

. okay. so i will call diane. tom steve, eric and scott. and in that order again, diane, tom, steve, eric and scott. diane. go ahead please one minute. i'm assuming that you can hear me. yes. yes, diane, we can hear you. thank you. good evening. my name is diane silver. i'm speaking on item b for the cvra threat letter from scott rafferty. i'm speaking on behalf of fairvote, which is a national, nonpartisan, nonprofit organization that works to promote electoral reform, including proportional representation. fairvote recently did an analysis of racially polarized voting in san francisco school board elections from 2016 to 2022, and we found meaningful levels of racially polarized voting in recent elections. we used several

different metrics to assess the levels of racialized, racially polarized voting. and all of those metrics confirmed that overall finding. in the 2022 elections, white voters were able to elect all three of their most preferred candidates, but neither aapi nor latino voters were able to elect their preferred candidates. where the preferences diverged, only the candidates supported by white voters were elected. also so bullet voting behavior increased. the political power of white voters depending on the group and the election. 2 to 7 times more voters of color than white voters. bullet voted, that is, they ranked only one candidate. thank you. diane, sorry to have to interrupt you. that is your time. thank you. tom i thank you. my name is tom. sharon i am a co-founder of the california ranked choice voting coalition, we are a state organization that works with fairvote and others, to improve

our elections and i'm also here speaking about the cvra threat letter, agenda item, the cdi does not establish a legal threshold of racially polarized voting, below which you would be guaranteed to win in court, which means that the liability in any specific case is decided by a judge and given the same case and same facts and analysis , one judge might find a city to be in violation, while another judge might rule the opposite and given fair votes in that analysis, if the school board does end up in court, there's an element of uncertainty and legal risk that your current election method could be found in violation of the cvra. and even if you did win the lawsuit, it could still be very expensive. that's because the district left pay for its outside attorney expenses. a demographic study, various studies of racial voting patterns, and more. and so the district would not be entitled to demand that the losing plaintiffs attorney pay its legal expenses, which is why.

thank you. tom, i'm sorry to have to interrupt you. that is your time. thank you. steve thank you. my name is steve chessen, president of californians for electoral reform, and i'm speaking on item b4. the cva letter. when it comes to proving levels of racially polarized voting, the cvra does not pay attention to what the elected body looks like . so the fact that the school board commissioners look diverse may not be persuasive to a judge. instead, the cvra prioritizes whether the protected classes of voters are able to elect the preferred candidates of choice, regardless of the candidate's race. it's very possible that with an elected body like the school board, the diverse office holders may have been selected by white voters rather than a protected class. and in fact, that's what the fair votes analysis appears to indicate in the first part of their report. the ecological inference analysis found that the only candidates that were preferred by aapi and latino voters and that were elected were also preferred by white voters, but

were preferences diverge. only the candidates supported by white voters were elected. that is fairly compelling evidence of racially polarized voting. thank you. thank you eric. hello, my name is eric eisner. i'm a sfusd pen, so it seems i'm also speaking on the same item about the crt threat letter. it seems that the options that the district has are they can, go to districts to use the to avoid any lawsuit. they can fight the lawsuit and pay $1 million or something like the $9 million the santa monica is paying for their lawsuit. or they can try to negotiate a compromise with the cvra attorney, and i personally would prefer that the district spends these potential millions of dollars on teachers instead of lawyers. so i would highly recommend that you try to find some compromise. thank you. thank you. and, scott .

scott. okay. hello? can you hear me? yes we can hear you now. so much. what i would have to say about the cra has already been said by independent people with statements, but my clients came in good faith. we didn't actually threaten litigation. we offered to work with you. we brought to your attention. we

notified you of a possible violation and in return, you went and blindsided us, you violated the brown act. you distributed our so-called threat letter to your donors, to who made secret, interventions delivered to every single board member that we specifically asked for. and then we were told that they didn't exist. and this is wrong. this is a problem of governance that is equally critical to the, electoral reform won't work if you keep doing your business in secret. and it shows how how in unrepresentative this body is that they would not they would discriminate against a viewpoint in order to save their own incumbents. thank you scott, that is your time. thank you. that does conclude the five minutes allotted for public

comment on closed session items. closed session agenda items. excuse me? we do have one more person. we're at the five minutes. yeah all right. thank you very. okay. sorry thank you very much. at this time, we will recess into closed session, please note that the board will take a roll call, vote on the recommended student expulsions. when we reconvene to open session. and i now recess this meeting and i move approval of the stipulated expulsion agreement for one elementary student. matter number 2023 2024. number 29. one calendar year from the date of approval of the expulsion, commencing the day immediately following the expulsion order. can i have a

second? second roll call, mr. steele. thank you. commissioner. bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez commissioner. wiseman. ward. vice president. alexander yes. president. motamedi. yes. five ayes. i move approval of the stipulated expulsion agreement for one high school student. matter number 2023 2024. number 32 for one calendar year from the date of approval of the expulsion commencing the day immediately following the expulsion order. during expulsion enforcement in spring 2024, student will attend civic center. can i have a second? second roll call, mr. steele? thank you, commissioner. bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes commissioner. sanchez. commissioner. wiseman. ward. president. motamedi yes. vice president. alexander. yes five eyes. okay. and did i wait? did

i do 2 or 3? yeah, i did two. okay, so we're on the third one. the third and. okay, i move approval of the stipulated expulsion agreement for one high school student. matter number 2023 2024, number 3033 for the remainder of the current spring 2024 semester and the following fall 2024 semester through december 21st, 2024. during expulsion and enforcement in spring 2024, student will attend a county high school program. can i have a second second roll call, mr. steele? commissioner bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez. commissioner. wiseman ward. vice president. alexander. yes. president. montgomery yes. five ayes. and item number two. report from closed session in the matter of sfusd versus student to a case number 2024 0105 84. the board, by a vote of

five ayes, two absent sanchez and wiseman ward give the authority of the district to pay up to the stipulated amount in the matter of student case versus sfusd case number 2024 030240, the board by a vote of five ayes to absent sanchez, wiseman, ward give the authority of the district to pay up to the stipulated amount, and in the matter of student cl versus s.f, usd case number 2024 0209 21, the board, by a vote of five ayes two absence. sanchez wiseman, ward give the authority of the district to pay up to the stipulated amount. at this time i will reconvene in to open or we have reconvened to open session and we are moving into public comments. but before we do so, i just want to thank, so many people for turning out to tonight. and i know that there

is a number of students and families and educators and staff from, ruth asawa school of the arts here tonight. i am pleased that you all were able to connect with staff and have conversations this this evening, this afternoon, and we'll also be following. i know the superintendent will be following up. i do note that, our public session tonight, because it is a special meeting monitoring session is limited to agenda items, and so that i ask that you adhere to that, but i am appreciative of staff. i'm appreciative of your time because it's always important to hear from students. we are here to serve you. after all, as a district, and i'm, i'm appreciate staff for taking the time to make those connections and to do the continuing follow up to work with the community, superintendent, would you like to add anything at this time, sure. good evening, everyone,

and yes, thank you for being here. when we talk about our values as san francisco unified, the first values being student centered. and so always appreciate the opportunity to hear from our students. you have an amazing student body board representative in leilani simpson, yeah. we can applaud her. and, as commissioner, as president muhammadu said, this meeting were focused on our progress towards our goals for student outcomes. but we know there are concerns the students are bringing here and sharing. so we'll make sure to find time to follow up and to continue the conversation outside this meeting. again because your voice matters and we're here to serve you. so looking forward to that future conversation. but tonight we're excited to focus on our progress towards third grade literacy, i also want to note you feel far, too far away. student delegate simpson, we have a couple commissioners absent tonight, and so without

with that, the public comments, members of the public may address the board on any matter that is on the agenda. virtual comment may be offered at the board. president's discretion and as a reminder, board rules in california law do not allow board members to discuss comments or attempt to answer questions during the public comment time, so at that, at this time, i will call for public comment in person. please with students prioritized. i have three cards, none of them are students, i believe. all right. yeah. so go ahead. if there are cards i need them now. cards.

students. yeah. go ahead. please angelina, you can come on back up. you can start first, and then i'm going to call the other folks up and you can line up behind them as well. john gerson, chanel blackwell, supriya ray, then andrew bennett. all right. you'll have one minute each. start whenever you're ready. good evening. my name is angelina costa. i am a senior in the technical theater department at the ruth asawa school of the arts. and i'm addressing the board on behalf of the technical theater department students, in regards to progress monitoring. goal one, in talking about third grade literacy and in talking about developing curriculum for our younger students, what's central to that issue is really our teachers. and we'd like to in the treatment of our teachers and how our teachers can not truly focus on our students unless they're fully unless they

are fully protected, and they're able to actually apply all of their attention to those students. and as students, as students, especially in an alternative education in high school, our teachers having those relationships with teachers from year to year, having the same teachers from year to year, that really makes all the difference. and that's a model that actually has been proven to help engage students in school. and however, last monday, on march 18th, we were informed that our director of over 13 time. okay. thank you. hi. chanel blackwell, parent advocate for two kids in minnesota, 2024, class of 2024 and apg and seventh grade. i applaud the district for identifying and adopting a new curriculum and we asked for

there to be a continued sense of urgency in providing high quality tutoring and intervention. while students need additional support. in conclusion, san francisco unified school district, please listen to the students in the room and across our city. thank you for being at service for our public school. san francisco student. hi, my name is john gerson. is that on? hi, my name is john gerson. i appreciate that we're spending time today on literacy. the report that we all read was a very important one. and i want to call attention to one key conclusion from the report. it states while african american and pacific islander kindergarten student achievement improved, it did so at the same rate as all kindergarten students. this does not appear to be supported by the data. if you look at the relative growth rates in the all kindergarten students group, it's 5.78% for the aapi group,

it's 7.49. there's a 30% difference. so i'm curious what accounts for that difference and why that's covered by a statement that indicates that they're the same rate. i think these issues are important. i'd love it if we approached them in detail. thank you. good evening everyone. my name is supriya ray. i'm coming tonight to comment on the literacy workshop as well, and i wanted to thank you for supriya. would you mind pausing at all the cards? all the speaker cards have to be turned in before the item can be that. i'm sorry. we're new to this. okay? okay support our students. so the more you can be transparent, that's helpful. so if you guys could take one more, i'd really appreciate it. okay. are there two more speaker cards and then okay, we can. that's fine. at this time though, no pardon. no more speaker cards at

this time. is that everyone? okay. sorry. apologies for interruption, i just restart. yes. go ahead and start. yes. okay. thank you. hello everyone. my name is supriya ray. i wanted to thank you all for continuing to hold these workshops and focus on the monitoring and the outcomes that our students are achieving here in sfusd. i am very pleased to see that you continue to do this and look at things closely, but i'm also very concerned because the results show that we are still off track, and i'm particularly concerned in this regard with the slow pace of progress. if it can even be called that. there's way too many kids who are being left behind, and i don't feel like the actual attention is being focused on them in the way that's needed for them to catch up. it seems like high dosage tutoring where folks are working one on one, or with small groups of people, might be an effective way to help these students catch up better. it doesn't seem we need to be doing much more to

make sure that we're bridging these gaps and bringing all kids up to a basic, at grade reading level in order for them to have success later on in life. i mean, reading has been the basis for all of my success academically. thank you. thank you. i'm going to call the next group. please forgive me if i mispronounce names. asmara john templeton, lydia melton, fiona hunt, and i believe this is sarah m. i'm not positive, but if you turn into a card, you can go ahead and line up. you'll have one minute each. go ahead. hi, my name is asmara and i'm a student of a junior at soda high school and when we think about students from grade level up, we know that there's evidence supporting having the consistency of a teacher going, moving with the students. and we have that at ruth asawa and specifically in the theater tech department. copy has been an amazing instructor that stayed with students from freshman year

to senior year and supported them in their retention rate, and that's been greatly impacted, right now. so we have an excellent example. i need to interrupt. number one, we can't use a names of students or staff here when we're speaking to public comment, and we need to stay on topic to the items that are on the agenda. yeah, i'm highlighting an example of excellence in a district where we're lacking it at the third grade level. if you can, please keep your comments to the item, the literacy item. this is a monitoring session with the agenda being posted limited to discussion on literacy monitoring and prognosis and curriculum adoption. thank you, so as i was saying, when we have we know that when teachers are staying with students and continue to stay with students, there's an increase in retention, decrease in suspensions, decrease in expulsions. and this greatly impacts female learners. so does it hispanic learners and black

students as well. and we have an excellent example at the high school level. and we need to support our faculty and our students. thank you. good. good evening john templeton. i've been a textbook provider and teacher trainer for the district since 1992. i want to work with you specifically on the third grade literacy. since california history is taught in the fourth grade, and we've certainly had experience with civic center, with our culture fridays program, where we have shown how to sort of redirect some of the energy of students. so we're doing something interesting on april 6th, where we're doing a california african

american freedom trail tour, from langston hughes house, here in san francisco. so one of the ways to get people interested in literacy is to talk about the long history of literature that's written in san francisco. so i look forward to working with the district on that. hi. my name is lydia melton. i'm going to be building off of what angelina said earlier. so just as with elementary schools, we know that children benefit more when they have a trusted adult that they build bonds with. throughout all six years of elementary school. just like how our bonds with our teachers were ripped away this monday last monday, when they were taken away from us, all of a sudden without any explanation. i'm so sorry. we really. so the board can't comment and interact with personnel matters and this is

limited to the agenda items. and i do believe the community has been held heard very loud and clear regarding the particular personnel matter that is affecting your community. okay okay. keep going. sorry, i, i understand that what we want to discuss is not on the agenda, but we have letters, that we would like to give you, if that's okay. yes. thank you very much. good evening. my name is andrew bennett. i am the president of the stagehands union iatse local 16, and i am a parent of current enrollee and a graduate of the san francisco unified school district. how do these things align with literacy? starting at the third grade level, we have programs in the city and county

of san francisco that provide excellent quality education, and it is our most important resource in my work, in the work that i do, providing jobs with justice to san franciscans of all walks of life. there is no better testament to the work that this board does than the quality of graduates that come out of the programs, including third grade literacy. i want to encourage this board to continue its excellent work so that the issues that you will hear people allude to, the issues that you all are working tirelessly on in all aspects, the issues of literacy and programs that are being discussed tonight. how do they all fit with the work that we do outside when these people graduate, they come to us. when these tech students graduate, they come to us. we are one of the few places where they can actually have jobs with justice,

that is. and that is your time. and i really appreciate that. your time and your consideration in. thank you. thank you. and i do want to note that the board also receives your emails and reads your emails. so you have been heard. and we do take those very, very seriously, at this time i would like to move to virtual comment and, limit that time to approximately 20 minutes out of equity for the in-person time. so at this time, we will hear virtual public comment or public comment from our virtual participants each speaker will have one minute. and again, we are speaking to the workshop on student outcomes. so that's

progress monitoring and instructional materials adoption. can we please have that repeated in spanish and chinese, which is an environmental comentarios de el publico de la persona. el derecho a un minuto. recuerda en el tema acerca del resultado de los estudiantes y el progreso. el monetario del progreso de cada uno. asi también como sus materials gracias chinese. go ahead. as i go. ahead when you're gonna. thank you. so i'm i'm so, hassan hassan comes to my of all of all, how about you? thank you, thank you. marsha.

good evening, superintendent ford. commissioners my name is marsha parrot, and i'm very pleased the new reading language curriculum is being considered, especially for the tk pre-k programs. and regarding the tutorial, a mirror component, i do have reservations. research confirms what we already know. children learn through interaction with others. what better way to engage in learning a language? i is no replacement for a person tutoring a child, whether they are in person or virtual. if you truly want success, invest. invest in a high quality tutorial program. an intervention with trained tutors specially for our most vulnerable students. they deserve nothing but the best from us. thank you. thank you vanessa. can you hear me? yes,

we can hear you. hey great. hey, it's vanessa morocco, calling in from public schools, san francisco, i actually wanted to mention that i was a member parent of the regional advisory committee of the west, which included california as part of recommendations given to secretary cardona, who is our secretary of the us department of ed. one of the things that we noted in our report was a focus on literacy. in fact, we actually facilitated seven groups, focus groups across california to talk to professionals, parents, others that focused on english language learners, students with disabilities, and students of color. all of which said that literacy must be a priority, that we have to really focus in on high frequency, high demand supports such as tutoring, intervention programs, things

like that, really happy to share that report with you over email, and thank you for making that a priority and looking at especially the focus groups. have a good evening. thank you. decoding oh, hello, this is megan. i'm co-state director for decoding dyslexia. california and also a former sfusd teacher and parent, and i'm calling about the literacy, initiative today, and i want to thank everyone. the board and educators for all the hard work over the last few years. but i'm calling today to reiterate that purchasing a new curriculum and providing life support is simply not enough. other districts on this same journey are seeing gains in student learning, but i know of no districts moving the needle without a heavy investment in teacher training. teachers deserve to know the why behind instructional practices. this extends beyond learning just how to use a new

curriculum. other districts serve as good examples that we should learn from. palo alto has made significant gains for black students, emerging bilingual students, and latino students. san mateo foster city is another district nearby that is deeply invested in this work, so there are a lot of models out there, and we really need to invest in teachers, and recognize this is a long road, but certainly raising, literacy outcomes for students in san francisco is a priority. and i'm excited to see the work ahead and the investment that will continue. thank you. thank you. brittany hi. hi. good evening, my name is brittany. i'm with parents for public schools of san francisco. i appreciate that you have set aside this time for updates from discussions of this third grade aapi literacy goal. after many conversations in this room and

across the district on this priority, as i read through the documents giving an update on the status of progress made on this goal, i noticed subtle but concerning language used around success being impacted by the resources a school has, and it highly involves the parents time to learn the new curriculum before we go celebrating the rise in student literacy, we need to take a step back and look at the wider view of the city, which shows the district disproportionality of success measures the teachers work hand in hand with all parents, especially those whose primary language is not english, or parents who simply do not have the education or socioeconomic level to put aside time to teach their children at home after school. however, they need support like high dosage reading interventions, so that students far below proficiency can catch up to their peers. thank you for listening. thank you. tom. hi. yes? can you hear me? yes, we can hear you. hi. i'm a parent

and a special education teacher in the district. i think what bothers me is that there's no talk on how we can support students with ieps and how we're going to support educators with reading. right. the guideline for students who have dyslexia is 180 minutes per week. it's a guideline, but that is a consistent routines. but when we got special educators from schools and placed them somewhere else, how are we achieving that? i don't hear any talk about special education in any of these meetings. and it's really concerning because in the bargaining right now, one thing we can do to help educators and students with reading is lowering the case numbers and limits. and i keep hearing, okay, we're here, you students, we hear you educators. it's one thing to be heard. it's one thing to take action to what is being said. so please don't say you hear us. if you're not going to do anything. thank you. thank you. isley i actually bring,

middle school english teacher and reading exploration teacher. i think the third grade literacy goal is super important, but in my accelerated reading class, most of my students are still in eighth grade reading at a third grade level, so we can not stop the discussion at third grade. further, the curriculums that you are looking at 6 to 8 grades, eighth grade curriculum has curriculum for k through five, which would support students in the routines starting in kindergarten that would follow them through all the way till eighth grade in english classes, i'm not sure if that was considered as an option, but it's unclear to me why, further, i don't know how much teachers opinions and concerns about this curriculum for the middle school level were heard, and that does concern me. thank you so much. thank you.

s.f. parent coalition. thank you. this is meredith dodson with sf parents, i want to just say a huge thank you to all of the parents and all of the educators who have worked so hard, advocating working with the district to get some of these changes to happen. i also want to thank, the curriculum and instruction team for their incredibly hard work to make all of these changes happen. i think it's a really exciting, monumental change for the district that's going to benefit thousands of kids for years to come, and we still have some concerns, and we're keeping a close watch and some of the things we're going to be listening and looking out for, are that you have a clear roadmap for how these changes will unfold, we want to see, you know, beyond a three page overview that you're, you're demonstrating and understand of how much it will take, including the price tag of doing this. well, we want assurances that

sfusd will identify each and every child, not meeting grade level milestones, and that you will ensure they have research backed, high dosage tutoring and interventions, and also those assurances that teachers are getting what they need. and school leaders, thank you. that is your time. i'm sorry to have to interrupt you. thank you. patrick hi. thank you. patrick wolf, so first of all, i just want to echo what many people have been saying. it's just so great that you're doing all this work and focusing on measuring outcomes and really committed to improvement. so thank you all. i want to call your attention to the goals that you have set because while we all want to see very rapid improvement, i think the goals are unrealistic. and i worry that if the district is making steady progress but falling short of goals that were

set unrealistically high, that the progress might be turned away out of frustration and i would hate, i think we would all hate to see that happen. so i want to encourage you to look at your goals and ask yourself what you think is realistic and achievable as you work towards keeping this improvement. thank you. thank you. sb. hello? can you hear me? yes we can hear you. hello, i did not intend to speak tonight, but it occurred to me to ask if you all were aware that in your in one of your k-8s, there's a peer resource program and the eighth grade peer resource students. i'm sorry. excuse me. i'm sorry to have to interrupt you, we are speaking to work. is this about literacy? oh, great. thank you. sorry about that. yeah. i didn't intend to speak, but i was thinking about how this group of students saw a need in the third

through fifth grade classes. math ela, and scc classes. and so last year, they were able to lead 50 sessions for nine targeted students in those classes that raised their scores in these areas. and they gave 365 hours of their time to doing that. i hope the board will intervene in the cutting of this program that is happening right now, and that the superintendent will address this and so they may continue their important work in the field of literacy. thank you so much. thank you. that does conclude virtual public comment. okay. thank you so much. so as we usually do, we will move to the, the table here to convene the monitoring section. we will return to, the will return to our seats here for the action items for curriculum adoption. but at this time we'll move to item d. and

as a reminder for, questions and answers regarding agenda items that were submitted by commissioners and answered by staff can be found on item f. should the public be interested in that? but at this time, let's move to the center table to commence, item d one.

okay. at this time, we will convene and begin on item d one, superintendent, would you like to introduce the item, yes. thank you. president motamedi. good evening again, everyone, i'm excited to share our third grade literacy progress monitoring report. this is actually the third progress monitoring report that we're doing this year around our third grade literacy goal. but this is , this report is going to have a number of firsts. first of all, we are honing in on one of the interim goals and are pleased to be going deeper around our interim goal to increase the number of kindergartners who are african american and pacific islander, who are meeting

standards at the end of kindergarten. this will also be our first progress monitoring report that we have data from a fall benchmark to winter benchmark, where we can really reflect, almost in real time, about the actions we've taken to try to improve outcomes, see the results of those actions, and then demonstrate how we're, changing course or taking additional actions to try to, to make accelerated progress. and then i'm just excited to be highlighting some of the actions we're taking while recognizing we still have work to do, and so tonight i'll share about our data and then we'll hear from our director of african american achievement leadership initiative, letitia irving, on our each and every by name initiative. and then we'll hear from doctor nicole priestley on some additional actions we're taking, as well as the results of our professional development. and so we've started these progress monitoring report, sharing the data. and this is comparing our fall benchmark to

our winter benchmark. and as a reminder, we adopted a new benchmark this year, the star assessment that you know, assess the students at standards. and we saw is, well correlated to the, the third grade standardized assessment the students take for the state, the sbac and what we saw is overall and this is where we're referring to overall improvement, slight improvement in kindergarten, of from the fall to winter assessment. and what's good about that is that not only did they improve, but the assessment gets harder as it gets into the second benchmark. and the third benchmark because it's assessing now more standards, because at that point of the year it's expected that students know more standards. so we saw improvement among all kindergartners. and we saw improvement among our african american and pacific islander kindergartners as well, however, the two major challenges with the data are when you just look

at our overall goal of third grade literacy, we saw a slight decline. and so we know we need to get that even higher if we're going to meet our our end of year target. and then while we did see improvement for african american and pacific islanders students, it's not at the accelerated rate we need to meet our interim goal. and so you can see on the next slide here we do note that we are off track towards the goal we had set the trajectory as being needing 40% of the students to meet standard , and we have 33% of the students meeting standards and, you know, and this is after having done, i'd say, significant work focused on specifically the progress of our african american, pacific islander students. we started the year and the main initiative we put in place to support their progress is what we call our each and every by name initiative. and we call that because our mission is that each

and every student receives the high quality instruction and equitable support they need to thrive in the 21st century. and when we're taking this targeted approach and looking at our african american and pacific islander students, turns out then we're talking about each and every one of them. we're talking about about 225 students per grade level. and so it really feels like as a system, we should know each of them by name. and of course, their teacher and the principal knows them by name. but if this is a system wide goal, we want to wrap our arms around them and their families to make sure that they're doing well. and so we started the year by reaching out to those families, making the connection from the beginning. and then we put in place some practices at the district level and in work to support the schools, to help improve performance. and again, we see we have a ways to go. but i think the big move we're trying to make is shifting from working independently on our parts to interdependently. so what i mean

by that is if we're going to improve outcomes for our students, yes, it happens in the classroom, but what's the support for the classroom? so we have support that comes from the district, from our lead divisions at super supervisors. our schools, from our curriculum and instruction division that, develops a curriculum instruction and the professional development from our student and family services division that works with families and supports students social emotional learning and this oftentimes the work to support the schools, people working really hard but working independently. and now we're really working. interdependently you've heard us talk about our coordinated care teams at sites. that's where people at sites from different departments, like you might have, the school administrator, the social worker, the special education teacher meeting, talking about kids. we're doing the same thing now at the district level. and so i go to the meetings and i'm excited to see and really challenge the group. we're talking about how we're supporting the schools and actually how we're supporting

individual students. so you have district leaders who know these students by name. so to share more about what that looks like, i'd like to turn it over again to our director of african american achievement leadership initiative, letitia irving. thank you, doctor wayne, and thank you for your vision, because this is we're living out something that doctor wayne came up with and really excited about it. and i wrote notes because it is exciting and it's a lot. so bear with me and i'll get through it. so as you all have heard, in order for us to meet our interim goal to increase the percentage of black and pacific islander students who are meeting grade level proficiency, we've adopted the each and every by name, which is a comprehensive case management approach for our 225 scholars. this this approach first started with the common understanding that we must include the village. right. so, doctor wayne talked about all of us who are there at the central office level. we want to make sure that i want to add to that list of folks that we did the samoa, samoan initiative is there the ali team is there, the csas team

is there. you have the apac. and so it is a little bit of everything, but so that's the central office folks and the people who get paid by the district. we also know that there is the site. so you had to include your site level folks. we are working with the families and then spreading out to the community, and i know there are some more community folks and people in our city who want to be engaged. so don't think that it's stopping here. it's not going to stop here, we also know that in order for this to work, it data must inform our interventions and guide our time together. so every time we are together in our comprehensive, coordinated or excuse me, that's the case. every time we're together in our ct teams, our coordinated care teams, we are looking at data. we're looking at academic data, and then all of the other supporting data, attendance and behavior and the ways that they are impacting our students outcomes. and then we strategize about what we can do to shift that. and then we know we must work in partnership with the heavy emphasis on the we. so we are not trying to give our

school sites more work. we are not trying to put more on our families. we're taking the onus at the central office level to make sure that we're putting in the work. okay, so what does that look like? robust family partnerships. so we made personalized phone calls so you can go back. i'm going to walk through this slide we made personalize family calls to each a family. we conduct regular check ins via phone calls or emails. we've distributed free literacy kits through the african american early childhood educators. that's one of our partners. and they gave free literacy kits at a couple of our events. and if the families weren't unable to make it, they could just fill out a link, a very quick thing, and get it free mailed to their house, free of postage, giving access and more recently, which we're really excited about. and i can't wait to show you the pictures we distributed leveled, decodable readers. so we looked at our children's staar assessment scores and where they were. and we're partnering with just right readers, and we sent them backpacks and we're going to send them a sessions through. so each of the schools received it. hopefully they got home to

the kinders and we will host a series of meetings, which i'll talk about in a bit. all right. the efforts were aimed to enhance the family's familiarity with the science of reading, and to strengthen that home to school connection. our next strategy occurs district wide. we have reinvested in our aligned professional learning structures. so every time our teachers come together, our principals come together. we're looking at our our instructional leadership teams, our grade level collaborations, our professional developments. we're talking about an emphasis on tier one instruction, and we're making sure we're talking about our pacific islander and black kindergarten students. what are we doing around instruction at the very basic level and making sure that we don't forget it in those sessions, we already talked about our teams. let's see, at the site based level, this is where it's going to get a little exciting at the site level. rpa already sends out data, report cards, and they offer regular data talks to our

schools and our school sites. but now to make sure that we are seeing where progress monitoring and moving towards our goals. rpa you can look at the next slide even though i'm going to ask you to go back here. nope one more go back up. we are sending out these personalized assessment data reports. so these reports which align to the star assessments comes from renaissance. it's a platform that goes with our star assessment. these individualized reports for our 225 children will summarize the skills mastered, the focal skills that need to be bolstered. it will help our teachers shape and adjust their instruction, and it will help them tailor their instruction for the each and every. so what you see on the right side, those are the focal areas. each of those domains have focal areas that that child needs to work on. so our teachers get this and it's in teacher speak and it's going to help them really think about what they can do for instruction. and then it's available to families. so this is for instruction. but what we

said is that we're giving our families these tools. i sent out an email to each and every one of these families and told them about this link. the website where it says on our district website what it is so that our families can go and have these conversations with their teachers and ask, how do i do this? how do i help at home? so we're really excited about that. also, at the site level, rpa is working, so they started excuse me, we know that we have some incredibly talented teachers. we have very, a bunch of talented teachers and they have a plethora of best practices. so we are asking them to come up with a playbook to offer us some of the strategies that they've used to move instruction. how did they help our children get on grade level? how do they move proficiency? and we're asking that they send that to us. we're going to give them credit for it, add it to a playbook that we'll be able to use next year as we try to scale this out, and they're going to get a stipend. so super excited for that. the

letter went out today, so we'll see what type of emails we get. and folks start to share their best practices with us. all right i'm getting ready to close . don't worry. so now that so let's see what we want to talk about here. no. not yet. one more thing. one more thing, doctor wing. now while we know that. and i think we heard it today that our black and pacific islander students have slightly improved. it's not at the rate that we want them to improve. we know that we must do better. and yes, that is an ambitious goal. i get it, it is an ambitious goal, but we have to have high expectations for what our kids can do and what we believe that we can invest to make sure they get there. so one of the investments will be high dosage tutoring through a mirror. and so you'll hear from doctor priestley in just a bit who will share more about what that looks like. we're very excited to offer that to our students. so as we close you can look at the screen. this was our very first each and every book club, which was hosted last night at loyola

harvard. so we invited our families to bring their just right readers. so you see those little green packets? they're going to get five offerings of those packets and they're decodable readers at their levels. and we just we're going to guide them through it. how do you use these readers? what are some of the fun activities you can do together? so in the back they have a bunch of like free reading that you can just do to because for the love of reading. and then we're going to, with these packets, work with the families and really show them how they can teach reading at home, not teach it. support reading at home, the families were incredibly excited. there were families who traveled from all over the city, took two busses, families who said, i got this packet. one parent in particular said, i got this packet. i didn't know what it was. it was in his backpack. it was a blue backpack. i didn't know what the blue backpack was. i opened it up and there were books that my child could actually read. all of the books that we have in our libraries are books they cannot read. he cannot read. and then we got these books and he can read

them. and he felt really excited by them. so that parent, came all the way from across town as well. and we're very, very excited to introduce each and every book club. i have given you all the flier. it's on one of these other slides. there you go. please join us. we'll be at the san francisco public library just across the street on april 13th, and you all are invited to come and hang out with us and see what we're doing at our book club. doctor priestley, i will turn it over to you. all right. thank you so much. all right. so again, we recognize that we have not had the accelerate grade growth, accelerated growth that we need, to meet our literacy target. and yes, it is an ambitious target, but our students are very capable. and so recently, the board approved a high dosage tutoring program called a mirror and a immediately upon approval of that program, we began the process of connecting schools with high dosage tutoring. we sent a letter to introduce a

mirror to our site leaders, and that letter they received an overview of the program. what would it would entail for teachers and what would it also entail for students? we just followed up with a second letter, that provided the training dates and that would provide opportunities for teacher learning as well as for site leaders. and tomorrow we will have our first, training offering from our mirror partners, so teachers can learn about what the program offers and how they can work with students in their classrooms, on the practices that are in the mirror program. we are also very excited to connect our students, especially the each and every that miss irvin just named to the a mirror program. we will have multiple opportunities to connect our not only our teachers and our site leaders, but also our families. as miss

irvin mentioned, we are beginning that kickoff as well. so a mirror builds on the science of reading practices, which we know are crucial for foundational skill building. we know that a mirror is a research based program and used with fidelity, shows improvement in student growth. and just to give you another level of understanding and overview, we will see a video about a mirror . so while we're working through our technology, which we know, when technology works is great

and when it is, you know, not always friendly, but this video really highlights how it can be used in the classroom, it shows that there is an avatar. there's a person there that a student can connect with and actually the student, reads into the program, and the program gives the student feedback on how they're reading and gives them instruction on what is working and what they are doing well, and areas where they might improve. it also provides feedback to the teachers. you can see the teacher is walking around and this actual picture taking notes, but it also provides feedback to the teacher and how the teacher can, support that instruction, how she can support it beyond the mirror time in her actual lessons and then how she can continue to program for it. mirror also just want to note that we have our mirror partners here with us. they came in the audience to support us. they're in the back

there. so if we have additional questions about the program, they are here for them. let's use the last minute just to talk about the professional development. yep you go to the next slide. which i have one more slide. so in our last presentation in december we had an update on our professional development. we continue to focus on our early release wednesdays on complex texts, text based evidence and knowledge building. and based on that feedback from teachers, we see that they are incorporating in your packets. you will see that we have quotes from teachers and that they are taking, parts of what they are learning in their professional development and putting it into that classroom practices on a daily basis, which has impact on the student experience, we want to note all that that data is

not shared. oh, there it goes. you will see, going across the board that we have some, very positive feedback from teachers and what they are learning and how they're able to incorporate, those areas of focus into their classroom, i do want to note in the march data, you just see a little bit of a dip, but we closed out that data to analyze, to be ready for this meeting. but our data tally actually looks very similar now that we've closed out the month. so it looks pretty consistent across the board. so we're very excited to share that with you. thank you, thank you. and thank you, doctor priestley and miss irving. and so again, this was this is our first progress monitoring report where you see, you know, how we're doing compared to the baseline, and so you see while off track the effort that's made, but then also hopefully you see the additional steps we're taking to try to accelerate progress between now and our final assessment, which happens right

before the school year ends. so with that i'll turn it over to president motamedi to lead our discussion. sure. and i'm just going to remind our board members what's in front of them. in addition to the presentations . and these are linked to the, the agenda item as well is our effective goal monitoring. worksheet to help focus us, we also have our vision values and goals and guardrails, and one thing that's a little i do want to jump into the conversation, but one thing in talking with our, with a.j. crabill, he reminded us that that, especially now that we're in year two and have monitored these, goals consistently now and are monitoring actual progress as opposed to looking at the baseline at the end of this conversation, we will decide whether or not to accept the monitoring report, which doesn't mean we agree with it or we think that the progress is as

fast as we want it. or perhaps there's elements of the report, the report that we'd like to see more of or less of, etc. it's about whether or not that this is a, a framework that we can accept as being reasonable to keeping us on track to our overall goal, but with that, i don't want to spend too much time there. i just will. we'll close the conversation around, that that. i don't know if you want to add anything. vice president. well, the three. so the three. so. and i'll bring you towards the end of, so for those of you following along, it's on the third page of this four page document that does not have page numbers on mine towards the bottom it says after goal monitoring to accept the monitoring report or not. so once we've completed the monitoring conversation, it's up to the board to whether to accept or not accept the report based on three questions, as does the reality match the

vision one. is there growth towards the vision and is there a strategy and plan sufficient to cause growth toward the vision? so and we will be doing that with all of our monitoring going forward. and for this meeting, we did not notice it as an action item. but in the future we will and we will take action accordingly, but with that, are there any do you want to add any clarifications or. okay, with that i open it up to the board for any questions that you would like to, to, have to in order to kick off this monitoring conversation. what is this? i like to go first, thank you to staff and the superintendent for the report, and for all the great work that's happening in the district and all the different things that folks are leading, i think a lot of appreciation to that. i think i guess my primary concern is, is for interim goal one,

whether or not the current goal is realistic, just kind of looking at kind of, i guess kind of the first progress markers, it just seems like we're so off track, even though it is a small number of students, it doesn't seem like we have the ability to kind of accelerate, the achievements and the proficiencies in the ways that we, we want it. and i guess i would love to hear from the superintendent if just i guess, what is your thought about that? if you still have confidence in the goal and our ability to hit it, or if it's something that, we're not going to hit and we need to figure out, i guess different strategies. and then i have, i guess, one follow up question, yes. and just to clarify, are you talking about the interim goal 1.1 or the interim goal 1.1? okay, so for interim goal 1.1, i'm not yet ready to say that the goal we're

not going to meet it and it's too ambitious. and the reason i say that is because we again, this is the first time really having looked at data and then, changing course and adding strategies to see if there's a, see if there if we can make a difference. i think you can see, you know, the significant amount of work that's being done to work to try to achieve this goal . and if after a year we still haven't made that accelerated progress, i think we do need to step back and look and really question then the strategies. and, and, you know, the, the appropriateness of the goal. but i feel like for this interim goal, you know, i with what we're intentionally putting in place, you know, i still am, you know, remaining optimistic we'll make that accelerated progress. i will say this not that you asked, but that's why i was asking, like, for the for the sbac goals, you know, and seeing that third grade data is concerning. and if we don't make progress between this year and next, compared from last year to

this year, it then becomes that much harder to meet our five year goal. and so, you know, i could see we got to see how we do on the s back and then have that conversation next year. but one of the reasons why we picked this interim goal for kindergarten is these kindergartners will be the third graders in 2027. and so we thought it was important to have a goal that we start with them and track them till they, they take the assessment. so, so still i feel like too soon to tell for interim goal 1.1 and we'll have, you know, we're trying some things that we'll see the progress in may appreciate that response. and i guess i would just say, i think my ultimate concern is seeing the struggles that we've had thus far. and kind of knowing the changes that are happening to school sites in the coming year. just i think i'm just concerned about our ability to maintain the progress that we have made, kind of given that staff are going to have larger class sizes and changes to staffing models around the district, how schools are

staffed around the district. and so i think for me, i'm curious, how are we planning to address the changes that are coming, which will kind of take us away from what we're currently doing and kind of put those current practices in like a new arena and kind of a new landscape. as the school sightsee shifts. yeah, yeah. so, so, so while we, we do have, a different approach to school staffing and budgeting and it's one that is trying to be more aligned to our goals while also being mindful of our fiscal responsibility. and so you're correct in that we did not identify as a strategy, having class sizes, you know, fewer than 22 to 1. in reality, the way it's going to play out. well, we will still have about a 20 to 1 average, if not even less, because, you know, the way real world classes work, they don't all go up to go up to 22, where we did identify the key strategies that we think are important are one is having a curriculum that's based on the science of reading that all

teachers will use. we'll have that in place next year. and then two, having support for that curriculum through coaching and system coaching. that's not, you know, school by school, but really following some system wide practices. and so those two plays, those two pieces are incorporated into our, staffing plan and into our budget for next year. and that's where we're we're expecting to be able to bring about some systemic change and maintain that investment on early literacy. thank you. yeah. thanks again, i'll echo the thanks to staff and the exciting work on the curriculum adoption. we are very happy that that's on the way, my question is about the about tutoring. and, i mean, it's great that that we're including that in the in particularly in this intervention, and i also

wanted to thank, a couple of different parent parent groups that have reached out recently about tutoring, sf parent coalition sent a document, i think, to the board, talking about tutoring as one of the key pieces and providing, research based definition of what high quality teaching, excuse me, high quality tutoring looks like. i also had a meeting about a two weeks ago with innovate, a group of parents from innovate, and coincidentally, they did the exact same thing. they said, we're really interested in high quality tutoring. and here's a research based definition of high quality tutoring. i didn't see that yet in our report. and so i'm curious, what is our definition of research based, high quality tutor, research based definition of high quality tutoring. because because again, i really appreciate these parent groups for kind of putting that out there. and then what's our thinking? i know this seems like a kind of a stop gap, like, let's get this done quickly, but what's our thinking about district wide moving into next

year around interventions in terms of high quality tutoring? thank you for that question. we were having that same conversation earlier today. and so it's very much appreciated. i think the first thing we talked about that a program, when we talk about high quality tutoring, that it is research based, that it has been investigated, that it has a strong foundation, such as the science of reading, that it can be rooted in, and that we can examine or researchers can examine and report out on. so i think that's number one. i think the second piece of that is, is a program which is great about america, is the consistency of it. it's the fidelity of it. and so access 3 to 4 times a week when students are engaging and that high quality instruction, even if it is on a digital platform that's really important. and so when we talk about high dosage tutoring, it's something that we want something to have a consistent experience

in. i would say another piece is we want tutoring that gives feedback. and so one of the things i wish we had been able to see the video, which i think it really illuminated, that an opportunity to provide feedback to, in part, where teachers can use feedback to shift instruction. right. so to have tutoring it inform what is happening in the classroom, in the experience, because what we're looking for is a change element, right? so it's something that creates the difference. so i would say shortlist those three things would be our definition of high dosage tutoring. and so i do want to acknowledge i think what the question mark is, is what, doctor priestley described and what the research says is all included in a mirror and is through though an ai platform. right. and so, you know, for us why this we're able to move on quickly is, is, you know, getting additional staffing and particularly doing it in the way that doctor ferruci described,

which is frequent. and in the classroom, you know, is i mean, as you know, we've had challenges even just getting the classroom teacher staffed in the classroom. so this lets us move quickly. and then this semester, we'll see, you know, how that ai interaction works with the students because they do get feedback and everything. but you know, but again, i think we have in mind the idea of like a tutor sitting, sitting with a kid. and that's what's not not a part of this. yeah. and yeah. and it would be great to get i mean, just like again, the definitions that these parent groups have provided are much more specific around like uses a consistent tutor receives ongoing support, often a credentialed teacher than some of them say is embedded in the school day or immediately after the school day. uses data to inform tutoring sessions, groups of three students or less that meet at least three times per week. i mean, they're very specific, so i guess i'm wondering if we have. it sounds like we don't quite have that yet, and i'm wondering if we're going to build out or adopt a specific definition like that, so that we

have clear criteria that are based in, on research. i guess that was sort of my where i was headed with that. but again, it's starting to sound like a suggestion, and i it so. but just to be clear, i mean, i guess my, my question was how are we thinking then strategically about the standards for tutoring and then moving into you know, next year, not again, judging a particular program, but how do we get this out there district wide? you can add are you going to add on if they. so we've also been in conversation with some of our partners, some of the ones you've spoken of as well around, bringing in-person tutoring to students, which is a little bit more complex effort. we were able to use a mirror in a more immediate fashion, but we are investigating with our partners. we've talked to some of our neighboring school districts. we took a field trip over, to talk to some of them to see how they were able to employ that. so i think, with a little bit more

runway, i think we could see that coming into our school system. thank you. and just as a reminder, how much was this contract with the mirror that we approved on the 12th? i actually can't find it on the consent agenda. what item was it? does anyone know? let me see if i can find it real quick. okay i've been searching and, so that's i have other overarching strategy questions here, but i think my. forgive me, rj, this is more of a technical question than it is a strategic question, but i volunteer in a kindergarten classroom, and it's many of these, each and every folks who were trying to reach in this classroom. and i see us in our, clever time, the struggle to keep these 20 kindergartners engaged on a computer where they're supposed to be without

two of us revolving the classroom at the i. i'm just curious as to how we're going to overcome that. and the we saw during the pandemic how hard it was to get kids to access online learning. so when we're talking about this in our title one schools, particularly in some of our most marginalized students, i really i'm, i'm, i'm, i'm skeptical to be frank. you know about how this can be actually done with fidelity, not to mention the fact that a teacher forwarded me next year. simple elementary instructional schedules and every single minute in kindergarten and first grade is already scheduled with what we've already proposed to our teachers such that there isn't room for our kindergartners and first graders to have an afternoon recess and one of the schools i was talking to actually said they actually had to cut an arts block to fit

all this in. so if we have if we're trying to put this in the school day, where we where our it's the i mean, every single minute of the day is scheduled. so i'm just trying to figure out from a so to bring it back to a strategic question is, i don't see the communication and collaboration yet between our different groups to see how this is going to fit into the whole child and everything else that we have. it seems like a very siloed effort. and so my larger i'm sorry, my, large my real question here is strategic planning, right, you know, this we're implementing a new tier one curriculum. i'm so i can't tell you how so excited. i agree with everyone. professional development, ongoing coaching. check, check. progress monitoring. it sounds like we're

working on that too. the resource alignment piece and in the whole overarching strategic plan is, i think, where i'm still looking for and the question that we have to answer today, number three, number three, as far as the accepting the report. right, is do we have all the information we know that we need to know to see that this is going to be implemented with fidelity, is there a strategy and plan sufficient? i haven't seen that plan yet. so can you elaborate? can i think we need. maybe it's just me, but i need a whole lot more details in the plan to be able to implement this with to vote on this, to vote yes. i'll stop there. that was a lot. sorry so thank you for those questions. they're all the right ones and conversations we're having ourselves. and actually with our amir partners. and we talked about like what

does this success look like in over six weeks or 6 to 8 weeks. so we know one is you're right. this is going to take some planning and collaboration with our teachers. this will require some structures in our classroom, much like when kindergartners come in and we talk about what a small group look like. what are the other kids doing when you have five kids? like, we're going to have to train our teachers and our students on how to use this platform. i think one thing, this is a supplement to their instruction, and i think that's very important to note. we would be ecstatic to see students, engage one log on, get in, figure out what's going on with it, and then have students engaging, you know, build that capacity for longer periods of time. we're not asking students to do this like their whole entire instruction of the day, like we were during the pandemic . these are 15, 20 minute snippets of time that we want them to do multiple times a week. and so, i think that's one

thing to highlight. i think another thing to highlight, where do we find time in the day? and so we want to be flexible with that with our schools, whether it's before school, during school, after school. we wanted to happen at school because we know that's when we have the most, support for our kids. there so i think we need to work with sites at different spaces and times to make sure we're working with them. and saying like, what works for you? when is the time in the day that it might work? is it during a library time? is it during a computer? is it during a time that needs to mesh with another time in the day? so i think we got to work with our sites to be, intentional about utilizing all of our time and maximizing it. so i think we are in that progress in the process of defining what that looks like. so i'm happy to bring back to you at a later point, a more detailed, perhaps plan with a site where we can, show that in practice. thank you for the

presentations, i guess a follow up question is around teacher training and looking through the implementation timeline, would you be able to just illustrate to address maybe some of the questions and concerns that commissioner fisher brought up? can you illustrate a little bit more about what the teacher training looks like? the impact on the school day of implementation of the myriad of recommendations and also, what interventions are going to be available outside of ameera, for students as they, as they come back to school in august. so i'll start with the training i mentioned earlier. our kickoff is tomorrow. we have, i think right now 4 or 5 sessions, hour long set up, in the afternoons where teachers can drop in our

mirror, partners will be part of that, where they will give an overview, be able to walk our teachers and site leaders through the platform to know what they can expect, how to access the reports, how to set the students up with the program, get them engaged so that will be the first level, going in after. for those 4 or 5 sessions, we will determine if we need to add more for this school year to, to see if our teachers, you know, need to continue to do that. we also have office hours. we've established. so after we have the training sessions, if, if they just have and then they go to their classrooms and try it and say, whew, that didn't go right, or it went really well, but i need some additional support. they can come back and ask questions in that space, so we'll have additional office hours. those are already set up and have been communicated to our sites. so we have a plan to support teachers and make sure they have ongoing opportunity to interact, on on initiating the process. i just want to add that

some of the things we talked about in our approach for the each and every it's not just this year. we're doing it to see these best practices so that we can roll this out into next year. does this work? what can we scale so that we can move this into next year? so in thinking about the tier one instruction and thinking about those personalized letters to help our teachers customize the lessons, if we are, we have two. so right now it's 225. we're anticipating that's what it is again right. you think about 200 black and pacific islander students for next year. if we're able to help our teachers to see exactly what it is that our students need in the areas and we're giving the training and they're getting tier one and they're getting the curriculum, i think it's all of those things together. and i don't want us to forget that all of these approaches will come together to support them into next year, and what we're going to do to accelerate to the end of this year, working with those families. that won't stop next year, because it's going to be the teachers and the families,

one of the other things we're doing, because it is a comprehensive approach, is working with community school coordinators, chris asked how how do we get our our our community school coordinators trained? how do we get our family liaisons trained so that they can train. the families when they're out of school time? they already for these each and every kids, they're going to do a mirror. but then when they leave the classroom, how do we do it in the after school program where these 58, where these 58, these 225 children are? and then how do we offer these trainings to our families or where our children are so that we can approach it from all the ways? i just don't want us to get stuck on. it's just what we're pushing into the classroom. and for our teachers, that's one space. but i think if we're going to change outcomes for our students, we know that classrooms will be impacted. so we're going to have to do all of these approaches. thank you.

just one. oh yeah. you have to kind of get your nail in it. hello. there we go. for the public. in case you're wondering, we are also monitoring our questions at the board level if they are tactical or strategic. so in case you're wondering why i may be typing away and not paying attention, i'm actually very focused. and so thank you to commissioner fisher to, providing transcribing while i'm asking my question. i think most of the discussion so far has been future looking around the interventions that we plan to have or some of the initial things that we're getting off the ground. what i would like to understand for this current year, academic year, between the fall and the winter, particularly honing in on interim goal 1.1 and i am so

thrilled for the each and every byname initiative i've been, wanting this to be, something that our district really focuses in for our black and pacific islander kindergartners and our students in general. so i'd like to hear from staff if around for this academic year, for the 225 identified students, what are we seeing? is working and in the supports and what is necessary. while i understand again future looking we're putting forward with the high dosage tutoring. but i'd like to understand today, what have we learned so far for this academic year and the progress that other. so just looking at the percentage from fall 30.7 to 33. so i'm going to

say one thing that i think is working, but it's not showing up in the results yet. but this is part of the reason why the board has gone in this direction. and that's bringing a level of accountability that hasn't been there before. so we've done assessments over the years and, you know, you usually get about 90% of kids who take it. and and but we really looked at the first fall, assessment to find out who actually took it. and if they didn't take it, why not? and that became our district responsibility to find out. like, why are, you know, why do we have kids who, and here was among these 225. but it was a good exercise for us to understand why our kids, you know, not taking it. and so we learned some lessons around that from, some of them are, you know, are students with special needs who maybe need a different accommodations, to being able, needing to support the classroom to be able to administer the

assessment. this is a new assessment, but i feel like that's a level of accountability, that, you know, hasn't necessarily been there. and that by lifting up this, you know, interim goal has forced us to look at every single assessment to see what's going on. and then, i'll turn it if you want to share any other, any other examples. yeah. i mean, i'll share a couple just from my vantage point. but i would also love to hear about like implementation. so for me, what is working, it's an all hands on deck approach, right. everybody is looking at this. and so we just met yesterday. it was our fourth was yesterday's day monday, fourth day of the week, fourth monday we met as a coordinated care team to talk about think tank and high school and middle school. had a talk, had to listen not had to, but participated in listening about what we're doing for the each and every and really strategically thinking about what they're going to do for their transitional grades six and ninth. and so was the pre-k. but we're doing this all together in one room with all these folks really thinking

about literacy goals for our children starting at the earliest ages. so i think that's the first thing that's different in working, is that we're all speaking the same language, and it is like a you must be in this space and then you take ownership. we create a work plan. and so it's not like we're just sitting and talking. we're actually diving into data, looking at these individual children and then going as far as like we had one executive associate superintendents, like where do they live. let's look at where they live. and let's try to solve for how do we get them in school. because maybe they live in an apartment building where there is somebody else who lives near, and we can try to make that connection, or there is a mrs. wade thompson is working with a math x, and she's looking at one particular student who needed some help, and she is being creative in using all of her wisdom from her years of teaching to go in and directly support this student in this family and bridging them with their teacher. and so i think having folks come in and everybody is attacking this, and it's not just us suggesting things to the site is making a

difference, so i'll give us that and really proud of that, where i think that we, we not are falling short, but where it can be improved is that it's new. it's going to take some time to roll out right. this is a new initiative. and i think that we go and say something's new and it's oh, it didn't immediately shift outcomes. throw it away. we can't throw away. we have to invest in it. and so we just rolled ■out the just right readers. and i like giving credit to where credit is due. and so i name names and there is a principal, allen lee, who said this is going to pay big dividends. he says, i'm reading with this child in my office with these just right readers, right? super excited by it. there was dina over at sheridan, principal doctor edwards, who is like, i'm so excited about this initiative, is going to work. how do i get it? for more of my students and making sure that it's getting out? so it just was slow to start. we just got those just right readers to them a couple of weeks ago. so how are

we really going to see the results? right. we're going to move into summer and try to do this. and so i think more time, and then better messaging to the site, i will own that. i'm going to own that personally, is that we were thinking, what do we do at a central office level, and how do we convene us here? how do we message to our site that they have partners in this work, and we're doing this with them and that what what is it that we're giving to them and supporting? and then what do we need. so we've tried multiple things. just want to be honest. not like we did not do it. but how are we truly messaging to our sites that we are working part? i think they know about it, but like, what else do you need and how do we support and then yeah, quicker rollout. i'm going to say one thing about implementation, and all we've learned is having a targets, having target schools, having target groups is really important. and so when we came out with the emir letter and send it to our staff, we actually had 3 or 4 schools reach out to us and say we want to be all in. how can we be all

in on this? and they become really our they'll be our champion schools and target schools and saying we have the space in terms of our structure in the day that we can dedicate time to this. and so one of the things that we see, it's huge benefit when schools are able to do that, we can really follow them and follow their data and their practice and learn from them. and so when we scale at a different level, or schools come with questions, we have models, for schools who really invested and, and, and can share their experience. so we find that to be critical. and we've seen over and over again how that brings dividends for others. so i'm just really excited that some of our schools are stepped into that space. and hopefully we'll be able to bring them back to share what their experience has been. i do have one more i'm just going to throw out there. so we talked about narrowing our focus more recently. so we have 225. we are going to serve each and every one of those young people because it's each and every by name. but we sorted that list and looked at our children who are approaching.

right. so based on their star literacy from, from, fall to winter, those who are still just approaching those young people, those scholars need just a little bit more. and so we're going to narrow our focus and intentionally do a little something extra in terms of like how we're working with the sites for those 58 young people so that we can move and accelerated for them, and then making sure that we're taking care of the young people who are not approaching and studying the folks who are meeting and exceeding. thank you. i think looking at the three questions about whether to accept or not accept the report is that we're still talking about. yeah, we will wrap that up there. yeah okay. we're actually not we're talking about the curriculum right now. we're just go for it. yeah. okay. i think that like, i

find myself very confident in this curriculum, it all sounds like a combination of things that i know worked for me and my peers when i was that age, if i can still remember. and then, like, as somebody who has done peer resource tutoring in the past, like somebody who's worked with younger kids, i see these things working. and i think combining them all at once, i just wonder about the first question being like, does the reality match the vision just because i'm seeing that, like, we're not on track to meet that may 2024 goal, i don't think i don't think a 17% jump is necessarily in the cards for our third graders, and we can't necessarily expect that. so then how much farther behind does that put us on our five year goal. and then this curriculum is amazing. but then we can't also expect it to be like the

work of a deity. and i think that that is the one question that i'm hesitant to say yes to. out of all of them. like, i think this curriculum and these presentations have been absolutely wonderful. thank you so, so much. so yeah, that's where my concern still lies. yeah i guess, yeah. maybe just to build on that a little bit. i think i also, i think see concern with us reaching the goal. and i think one thing that i guess i'm going to say this, maybe it's talking about the both sides of my face a little bit is like, i'm excited to see the work that's happening. the efforts that are taking place and how they are different from the work that has been done before, and trying to change the status quo. but i feel like what i'm still seeing that feels very much the same is the request best seems to be for staff to do more work to support these students, without there being structures in place to expand

that support at the individual school site levels. i know a lot of that is to come next, but i think without seeing it hear the numbers and the goal doesn't seem realistically attainable just because of how much it feels like extras being put on for folks to do it, knowing how much folks already do and how much folks are willing to do for kids that folks are willing to make that sacrifice. but it doesn't feel to me that we have seen these strategies, these commitments become integral to the structure of the district and really reflect the highest priority. i do think a lot of work has been done, but looking at the rate of acceleration for african american pacific islander students in kindergarten, it doesn't actually feel like an urgent priority for the district. it doesn't feel like a primary. one of our interim goals from the amount of progress that we made. and i think it makes me wonder what we can do to, i guess, better demonstrate that urgency and that commitment, knowing this is a harder issue to

tackle, but definitely knowing how long it's been an issue, it definitely feels that we aren't giving it the urgency and attention kind of universally that we should. and i guess just to, to lift up as we move forward, really figuring out how we can even, see the see the results of our hard work because the progress we've made has not led to success for these students or these families. yet okay. go ahead. you can you can have a means to respond. okay i was going to shift a little, so i don't know if you wanted to respond directly to that. i'll just say, i mean, i think in both of those points, you know, the theme, i was going to respond to is, is some of it this is an element of, you know, how are we working smarter, not harder, you know, and so i can i hear what i visited many kindergarten classrooms. so i hear what commissioner fisher is

saying. but in every kindergarten classroom, there are times where students are sitting with books or they're, you know, their their ipad and doing work, engaging in literacy . what we're saying is, okay, now, this time, you know, if they're going to spend it with, you know, an assistant, write an ai assistant who can give real time feedback on the skills they need to know. setting that up is going to be more right. you hear there's training and everything, but doing it should be integrated into the classroom. and i think that's what will we'll see as as we're implementing the new strategies like how to make that a case. we heard in our last progress monitoring report, a teacher share how not having the right to curriculum is going to save time. that can be used for really planning the lessons and the practices with the kids. that's the intention. but i hear, hear that that, you know, there's work to be done to make it play out like that, yeah. i wanted to shift a little bit and

come back to the line of questioning that commissioner lamb was using. i appreciate my colleagues were answering the goal monitoring questions, and i think we're, as we're building this, it's like also kind of the flow, like i think with the part of it is like you came back to focus on current performance, which i think is really helpful as a starting point. and then it's like we use that and we use staff's answers to be able to answer these questions. so, and i really appreciate mr. irving's answer responses. and reflective responses on kind of what's working, what's not. that's to us like that's kind of the character of the conversation that i think is really helpful. so just also a reminder to colleagues to try to including myself, to try to, the current performance questions are often the ones that lead to more insight. and so i wanted to ask a question that i've asked before. so i may sound like a broken record, but what about bright spots, do we have places? are there teachers where we in the district where we see higher percentages of black and pacific

islander students, meeting these targets? and if so, what are we learning from those teachers or those schools or those. yeah, so we didn't bring a bright spot. yeah, but we talked about a bright spot. i'm sure you did, because you knew we were going to ask, which is great, because we've been asking that question, so i'll let our associate superintendent of schools, demetrius rice mitchell, speak to one of our bright spots. i think one of our bright spots is. good evening. hi, is doctor charles drew. we are seeing, higher percentages. i think it was the last star test we had 44% for those students alone. and i think it's all the things that we're putting together. what was described this evening, it is the consistent instructional leadership team. it is the common planning time. it's the consistent use of looking at data as well and sharing strategies. they just had a data meeting where the teachers presented opposed to someone. and so they talked about their data, they talked about their best practices. and

they were able to explain their data and the reasons why there is family involvement, as well as the things that we've heard this evening. and so i want to make sure that we're doing that, this year and next year as well, can't negate what we're already started about, having an instructional leadership team where you're talking about the vision and teachers are having common planning time where they can study, look at their lesson plans, look at what they're going to teach, go back and re reteach it. look at actual student work, and adjust their practices based on what they see in the student work, as well. so i just want to underscore, i think you said that. i think you said 44. i mean, we could figure out the exact numbers, but that's just to say, like we were talking about changing the goal. i don't think we need to change the goal. if we have examples that are happening in our district today that are basically meeting the goal, it's really a question of doing exactly what you're talking about, so are my fellow commissioners and delegate okay with if i wrap up with one

question and then we do the answer, the three monitoring questions just as a feel not official vote, of course, and, doctor, miss bryce mitchell, your response was actually where i was going with my question was, you know, with around curriculum adoption in the monitoring report identifies four different areas as being really impactful for improvements. and i'm just wondering what we are doing to speed up that progress as we go towards new curriculum adoption. so that would be professional development engagement, the integrity of implementation, site based collaboration structures as especially as we're going to resource alignment, alignment and use of data to inform instruction. we know these things do make a big difference. and we heard from glen park last, monitoring session. so what are we doing to develop the systems and structures where that is being

accelerated? i think it's what we've been talking about all along. every school having a iot, every school having common planning time. we're going to have literacy coaches at the schools as well. so this can be replicated as well. the messaging is going across. so it's not just pockets of schools. this is what every school is going to. this is what, every school will experience. but taking folks where they are like wherever you are in your iot, if you're emerging, if you're thriving, if you're transforming, we're going to take you there and work with the sites to do that. we are planning the iot retreat june, june 6th, right after six and seventh. and so just to we've been saying this, but to prepare sites to do this and then move it into what does it look like to have a great level of planning team, and what does it look like for teachers to come together and to be able to look at their instruction and their practices as well, and being used to looking at data over and over and planning with that, not as a hammer, but to examine your practices and to move to the

next level. and i was just leaning in to say i again, we've had a lot of these strategies as a district, but what you're hearing is the real systemic approach. so something we've done to prepare for next year has been to actually add, or require, instructional coaches to apply for these positions and to indicate their commitment to some of these approaches to recognizing they're going to support the new curriculum, they're going to support an instructional leadership team. they're going to support data conversations. now, it's been a challenging process, i will say, as we make these changes, you know, these are you know, we have had coaches who've worked for many years in the district, but we want it to be very explicit up front. and doctor carlene aguilera ford laid out those expectations as part of the application process. so people coming in up front know this is what we're doing as a district around literacy. and so while we've had a lot of coaches, there hasn't been that level of directness and explicitness of what the expectations are across schools around this work. thanks so much

to all of you. and i. i i was it warmed my heart just to see the enthusiasm, miss irving, and the work that you're doing. and the level of commitment across the board. so thank you all. i know that this has been a heavy lift, and we will be talking about new curriculum as our next agenda item, but i appreciate that while we are in the second year of this, this is really the first year where the real monitoring has been happening and implementation and the each and every, vision has started to, to move forward. and frankly, we're already seeing improvements in, in these first few months. so i really want to appreciate you all, and then we can have a conversation here with the three questions and build our own muscle. so again, this the, the structure of

whether to accept the monitoring report or not isn't, isn't about, you know, like, whether we like every single thing that we heard or whether every single thing is hitting the mark. but it's first to say, does the reality match the vision? so we can answer that question and perhaps, like, i don't know if we want to do like thumb side down, or just have a conversation, but would where are people's i heard i saw some shaking. yeah. yeah. there's not a whole. so i would agree. so i'm kind of in like the sideways and then is there a growth towards the vision. are we talking about the interim goal or goal one. are we talking about both of those. you know, in the like all the so the interim goals that the superintendent. so when we look at the monitoring report and we see the overall goal right for the five year goal, then what we're doing is looking at whether accepting the monitoring

report and the progress to the interim goals that the superintendent has brought forward in order to keep us hope , you know, ideally on track to be meeting the five year goal, recognizing that this isn't going to be just a linear process and some of the interim goals may be more, there may be more progress than others. and i want to i also want to be clear that when we look at this like the answer, in order to accept it, it doesn't have to be yes, across the board. we're not looking for, you know, in order. it's to recognize that the work is, the scope of work makes sense that the effort behind the work is showing progress. and, that the strategy and plan appears sufficient to cause the growth towards the vision, so if the answer is only 1 or 2 of the questions, we can table the matter and just keep the

conversation going and just say we just need to keep monitoring. we're looking for more evidence, if the answer is, and i'm just reading off this sheet now, if the answer is no to all three, then we should consider yeah, yeah. oh go ahead. yes, please. no, i was just going to add a or just say it maybe in a different way because i was just thinking about how we were talking about this morning. so aj was saying how the first question does the reality match? the vision is basically, are we meeting the goal like so that answer is pretty clearly no, right? i mean, we're not anywhere near it, right? which is fine. we didn't expect to be. that's we just started. the second question is, are we is there growth. and i don't think there's certainly not significant growth. right. it's if i don't i don't know if anyone wants to make an argument that the answer to the question two is yes, but it seems like it's probably no. so then the real question for us is, so there's sort of an order is what aj was saying. so the first question and if the question had been yes, if we'd been meeting the goal, we'd stop there.

right. it doesn't matter what your plan is, if you're meeting the goal, we don't have any business asking you about the plan because you did your job right. if we're making significant growth again, we don't have any business asking you detailed questions about the plan because we're making growth the question number three, the only time when we really get into talking about the strategy and plan is if we're not there yet. and since we're at the beginning of this process, we've set really ambitious goals. it's really it's really question three that i think is the one that we're at this moment trying to answer, like, do we as a board feel like there's a strategy and plan that is going to cause growth? like, are we confident that given the evidence they've presented to us, they have a plan that is going to lead to growth? i think is question three. so this is the details of what we call a plan. like how are we defining a plan. right. because to me, a plan involves all the resource alignment and the cascaded i mean budget. we've got to see the money. we've got to see the

staff. we've got to see, you know, i don't see a plan. i see i see an outline of a plan here. and i mean, this is no, i mean, like everyone has said, this is amazing. this has been a huge, heavy lift. you know, we're just at the very beginning of all this. so, i mean, this is no criticism to anyone doing the work. i see parts of a plan, but i don't really see a plan yet. and so to be clear, when we talk about plans, for me, my definition includes all of the resource alignment pieces, the budget, the staff who's responsible, who's accountable. you know, how it all cascades down. that's what i see as a plan. i just want to do a temperature check to make sure that my definition aligns with my fellow commissioners. and that that, while you're you could pass it. and student delegate simpson, of course. no, that's a really good question. and this is, again, our learning process because also, you know, the guidance and the council of great city schools is that i don't think the progress

monitoring report is meant to be the plan. and the way you're describing because it's, you know, just even the guidance is it's supposed to be 5 to 6 pages and straightforward language people can understand. still working on that. as educators who love our our jargon. but so i feel like that's a good a good and you know, the good question. what level in the progress monitoring report do you need to see to be able to say there is a strategy and plan sufficient to grow towards the vision? thank you. agreed. and we are very good at embedding documents within documents. so if in this 5 or 6 page document, it doesn't have the whole link, but linking like showing that we actually if it isn't in the 5 or 6 page document showing that we have it somewhere, you know, would be a great transparency accountability mechanism, confidence building within us and, and the community. and that's where i think the, the, the details have been lacking.

thank you all for the work. you're i think that within the purpose of goal monitoring, as far as i've seen it, i feel like i can confidently say yes to question three. i feel like this is a plan and it is also a strategy, which is an important part. and i think those two tie in together. i think they have i've seen a strategy and a plan. i think like doing some quick math. it seems like on average, especially considering like the d, the decline, when we look at grade three, it's about 2% a little less than 2% a semester, which means a little less than like 4% a year, which would get us a bit below what we have now. and then that's assuming that this data continues in the way that we have it, which doesn't account for, for example, are we tracking we're not tracking these same kindergartners. we're

going to track next year's kindergartners. so will they start at that 33 or will they start at that original 30. and then will we have like 6% progress by the time they get there? like is it going to exponentially increase and then also like how do we guarantee that? i think that's my worry. just looking at the data, especially since we seem to not be confident as a group that there has been significant growth towards the vision. and that's what the plan and strategy is all about. but can that happen in the timeline that we've set out? so i see the plan and the strategy, but i don't necessarily see how that plan and strategy will get us to where we're expecting ourselves to get to. it will get us a lot of progress, but maybe not all the way to where we've planned it. thank you. and as we're

developing our practice and our muscle, i think number three is a question mark, while i am so thrilled, i mean, thank you. thank you to the staff for this work. you know, we're the first public school district in the state of california to adopt the student governance, the student outcomes, governance. i'm really proud of the work that this board and working in trust building with our superintendent and our staff. and i think what would it be helpful while looking ahead based upon the data that, you know, again, current performance s is to understand, given that we are off track, given that we are going through extensive resource alignment, and our budget, i

think what would be helpful to understand moving forward is also smart goals related to the, those resources and budget. and i think i've talked with the superintendent before, you know, smart goals being us to measure like x amount of dollars will bring x amount of resources to for each and every student or to the school sites, so i think that would be helpful around understanding in order to meet the question number three, to get more clarity around that strategy. and will it help sufficient growth, and while i certainly understand that amir is one intervention, i'm also very curious, as we're going through this, what is going to be while being focused and narrow, because we have been a district that wants to be everything to everyone. and so

that has taken maybe some of our attention. so i think that's something i'm also interested in understanding, which will help me understand. number three is, you know what are other interventions and plans knowing that we are off track, either with or with overall in the goal one. so these are just, again, future considerations as the team thinks about, in order for the board to have that number three question answered and. thanks to you all. and thank you, vice president alexander, for reframing the and focusing on the third question, because i that makes a lot of sense given. yeah. no, i appreciate it. and so i am i think one of the, the assumptions that i'm making is also around curriculum adoption, which we haven't talked about, and moving towards science of

reading and the untested impact of that that will hopefully have on our students, which is not something we've had in this district for quite a while. and i, and i have to admit, i do have, a bias towards high expectations of that implementation for our students. our especially our, you know, our, our k through three students. and then the other piece, as far as the strategy, i also want to appreciate miss irving's, mention of partnerships with libraries and community schools, because i do think there's strategic partnerships within the district and also, through our city partners that are also serving our students that i would love to see leveraged. so that's a plus one to that. and thank you for the work that's already been doing. and then the last request i have is just, for staff, despite that, our our skeptical

realism here is to, don't don't sugarcoat the data either as this goes forward, like, let's let's be real about what's working in the bright spots. but as we move forward, i speaking for myself, i mean, not everything is going to, you know, pan out the way we hope. and i really want i think this board is working hard to create an environment where staff knows that we're partnering. we want to see success, but we also want to, self-correct when we see opportunities to either strategically abandon or do a different job around implementation or how we're serving our students. so that's something that i just encourage. despite you know, us, us pushing back a little bit, i hope that, you know, that we're in full support of the effort. and for me personally, the curriculum adoption, as well as high dosage

tutoring. and i know that we're going for the quickest, fastest. but i also know that there's a lot of i heard a lot of interest in this board for, additional options to support our kids, who are struggling. so but with that is that can we close this conversation out? is there anything that okay, we reach consensus? i didn't, do we want well, do we want we're building the muscle. so do you want to conclude. yeah. so let me pass it over to you. yeah. yeah. because i didn't say my answer, but, i think i'm kind of i think i'm a little on the fence, too, maybe with some of my colleagues , i think, i guess the way i would answer a question three in my opinion, i think there is clearly a strategy and plan. so i want to give much respect again and to the staff, i don't know. and maybe you don't know if it's sufficient to cause growth toward the vision. i think we all don't know. i think

we're all trying. and so i think that's where i'm kind of like, well, is this really going to work? we need to see. and i think there's these big pieces like, like, president muhammadu just said around the curriculum. and that's a huge, huge factor. that's that may transform this in a big way next year. right and i think, i guess my, and i don't know if this is true of my colleagues, but my, instinct would be. yeah, to, to be bold, to try things as, as my colleague said, if we don't expect everything to work and we hear that, we know that you have a, you know, a strategy and a plan, keep pushing on it and feel free and be ready to adjust it. and we'll look forward to continuing the conversation on, as we move forward. well, that is actually a great segue because my question was i was again referring to our, our guidelines here. there is the option to just keep the, keep the conversation going when we, when we're not quite sure, versus, you know, accepting or

not accepting. and so am i hearing some amount of consensus around keeping the conversation going on this, on this particular goal and monitoring report it just to our next session. yeah. no, no, not keep the conversation going now. yeah oh my god. yeah so then when it's like is there a point i'll have more i'll have more information. yeah i mean so we are going to revisit this in june because we'll have the third trimester assessment. so is that when we would keep it going through exactly. yeah yeah. thank you. i guess i would just offer that we don't table it in that we would actually vote no on the matter. and i think i just in regards to the strategy and the plan being sufficient kind of to what we

see, i think the data that we've seen has shown that it hasn't been sufficient thus far. and i do know that there's more things ramping up, and i'm optimistic that i'll be proven wrong and that we will hit the goal by may . i really would love that. as my kid is in kindergarten. that's that's that's a positive thing, in my direction. but i guess i just don't see it. i also feel like we have a lot of large structural challenges, from staff retention to staff turnover that aren't a part of what we've been shared in this plan. that gives me confidence that those issues won't add on to some of the struggles that we're facing with these student groups. and i think, you know, just as we started evaluating ourselves and really trying to set a really high standard of like, what is it that we want to represent to ourselves in the public about what matters to us and kind of what we stand for? i think saying no to this kind of, i think, represents that we need to see more both progress as well as, i think a little bit more clarity around how the plan is sufficiently staffed resources and will be implemented in a way that won't

kind of burn our staff out. so they can't accomplish what we're setting them up to do. that ties into the conversation we had last month, and i forget exactly the time that it was used. but when you grade students on the academic rigor and having high standards, instead of giving them the like that you get an a for effort, right, if we're going to do that for our students, we should very obviously do that for our staff as well. would be my last feedback. even though your effort does totally deserve an a in, the superintendent and the superintendent totally deserve an a, keep it. yeah. okay. so we are we are not voting though tonight. it is not a noticed voting item, but this is so you can get a sense of where the board's at, and going forward, we will know to notice, in which

case, just so folks know. so we will be having public comment before the meetings, which is aligned with what we did now. and we will continue to do that, so with that, i close out this item, but we still have curriculum item, i think it's item e, and so i was thinking we would move back, to our seats and hear that item and vote before we do, can i? oh, i'm so sorry. yeah. of course. yeah. here. you've got your you've got your own mic. i do want to appreciate the hard work of staff both here you see visible but also, you know from working in the classroom to everybody at those cross-departmental meetings. so thank you. but i do i really appreciate the conversation. and, miss rice mitchell was, quoting our illustrious, head of research planning and accountability about using data as a flashlight, not a hammer. and, you know, part of what we've

talked about with the council of great city schools is this is a culture of building exercise. and so i want to be real. i appreciate the effort you've made to point out you appreciate our effort and that this is not a criticism. and i think the being real is because so often, i'm going to say in education in general, and then sometimes even in this particular room, the data has been used as a hammer and has limited the vulnerability we need and the risk taking we need to make this kind of progress. so actually i want to keep for a while encouraging you to keep reminding us we appreciate, you know, this is not a blame. we're challenging you to do right by our kids because we know that's what you want. because this is the culture we want throughout the whole organization, because we're talking about going into classrooms, giving feedback to teachers. they're going to feel the same way. we give feedback to principals. they're going to feel the same way. and that's why doing this culture of building activity is so important, and appreciate just being real about the fact that

it is a shift in culture. so we're going to need to say this 20 more times for it to really sink in that this is our approach. it's about being data driven, focused on improvement, not just trying to show that we've done, you know, great. even if our student results don't don't actually reflect that. that's right .

so we will now move to action item instructional materials. adoption item e. i'm going to just ask for a motion and a second. first, and then we can introduce or then. so moved second. okay. great. and superintendent wayne, please tell us about it, thank you. and i do want to acknowledge that this is an action item we brought to our monitoring workshop, where typically we don't have of action items or discussion, but what we're bringing forward is no surprise to our community. we've been working on this for over two years to bring forward a curriculum adoption, and we always intended to share the, the results of our piloting process. and how we, with which curriculum we are going to move

forward for next school year at this monitoring workshop. but we've talked about the importance of our implementation plans. and a key component of our implementation plans is that the teachers have the materials in their hands before the school year starts, so we can do training, including over the summer and so for us to be able to actually order the materials, we do need the action by the board. so the publishers know that, okay, the district has officially adopted this curriculum. we can now start sending it to them and working on the order. so that's what why we made this in the end, a separate action item and not just incorporated into our monitoring report. so you have the, the process we went through and the plan. but just to give a brief summary of the highlights, i'll turn it over to doctor nicole priestley again and her team. thank you, superintendent wayne. if we can go to the next slide, i just want to appreciate that, we have been on a journey to come to this point, and i'm, i think i've been in this space

many times before and shared with you on several occasions, along with this team, about all the work that has gone into to a very robust process and identifying the curriculum that we think will best serve our students and so just some highlights. we started, as you know, with an evaluation of our current curriculum, with our tntp partner. they gave us some tremendous feedback. we evaluated, all the curriculums that had, green lights on the ed reports and we, narrowed that down to select two curriculums to pilot. and so we've, we did some very robust data collection . we had over 200 teachers participating in the pilot, and there were multiple opportunities to engage community, site leaders, other central office staff, and many others and many other partners in terms of what would be the

best option for us and so we believe that we have moved into a space that we have, identified a curriculum that meets the district goals, guardrails and vision and that we are here to present to you, the curriculum that we believe will serve our students going forward, beginning next school year. so i'll turn it over to devin krugman, who will just highlight, the ask of your approval. good evening. if we can go to the next slide, please . so one back, please. thank you. so in putting forth this recommendation for the adoption of core curriculum, we wanted to highlight a couple of key components and the first of which is guardrail three as part of the district's visions, values, goals and guardrails. and so what we wanted to highlight is that the programs that we are putting forth with our recommendation for adoption for tk and for k-5 and for six

eight are all deeply aligned to the district's guardrail. three. and so what we wanted to name in the process that doctor priestley just highlighted, is that these programs have been deeply evaluated in terms of their excellence challenge, particularly around things like standards, alignment with the science of reading, as has been named in particular at the k-2 level in terms of being engaging, student centered and culturally responsive, as you'll see in the data that we included within the appendix, we are really excited to in those categories, highlight in particular not just our educator feedback as primary, but also our student feedback, and their perspective on the degree to which the materials are student centered and culturally responsive and engaging, but the other piece we want to highlight in particular is around the degree to which the materials are differentiated to meet the academic needs of all students. and we want to talk about, in particular, differentiation to meet the needs of students with ieps and differentiation to meet

the needs of multi lingual learners across all levels. and so these programs teams have not just been deeply evaluated in terms of our review teams and within the context of, nationally normed programs such as ed reports. but also we just want to highlight the educator feedback and time and energy that has gone into not just the evaluation of these programs, but the piloting of them, when we were here in december, you heard from teachers in glen park sharing their experience, and throughout the links that we have included, we also have not just the educator evaluations and reviews, but also their feedback on the piloting experience, present throughout the audit, throughout the evaluation, and throughout the pilot data, so in making our final decision for recommendation, what we really want to highlight is that data embedded throughout, and the research that shows that we believe that these programs strongly support not just the goals academically of the district, but also the experience of both educators, from administrators, from teachers to coaches and students

and families as well, that these they feel that these materials are most responsive to their needs. and so i'm going to pass it back to doctor wayne. great. and that's, we're presenting to you the three, curriculum for adoption for our, tc and, and pre-k tc and then, k-5 and six eight. at this time, to any, any commissioners have clarifying questions. yeah. thank you so much for all of your work and for what has been presented. i think my question, i guess, goes beyond the curriculum itself and kind of the process to select it. and i think i would just love a little bit more transparency or insight, and maybe the superintendent would be best to answer this or someone else. i'm really curious about the implementation around

the curriculum and our ability to successfully roll it out. i don't really feel like we've created a lot of space for educators to excel and adopt this new curriculum, and i just i'm curious what is our approach to that? how does the expected, i guess, gains we expect to see from the curriculum? how do we feel like those things will be impacted by the potential of increased class sizes as we move forward, and the amount of teacher turnover that we average from year to year, and how that will impact the implementation and the rollout. but i'm also interested to hear a little bit about the skill and proficiency gaps in the classrooms and how this curriculum or how teachers are going to be supported to deal with that as they work through the classroom. and i think collectively, just how with everything that's happening and changing, will this curriculum be able to be successfully implemented kind of across the district with the fidelity that we'd want to see, yeah. i'll start. so we did

attach a more detailed implementation plan at and i mean, you raised some big issues, and i appreciate you always go back to some of the structural issues. so i'm going to highlight a structural issue that we face and how we're trying to mitigate it. but you're right that it it's one we'll need to continue to think creatively. so let's take about let's just think about the time teachers have for professional learning. there is going to need to be a lot of learning. we actually have very limited time built into our into a teacher schedule. so we are using there are professional development days before the start of the school year, and then we have a month, weekly release time. and so you've heard us how this year we've been doing monthly professional development. we'll build in the curriculum, pieces curriculum support in that as well. and then you hear us, bringing in the instructional coaches. and again, while those are at schools, having some consistency across what you see in the plan, though, where some of the limitations are, are the june and august curriculum institutes. right. so these were

going to be paying teachers additional funds, which is well deserved, but also means this is outside their regular work time. so we can't guarantee that every teacher will will participate. and then, and similarly then any training that happens in the school year beyond the wednesday release time will be additional hours. and so just thinking through how we can build in more time within, you know, within the regular work, you know, not just work day, but really the regular work schedule for when there's these intensive training needs is something we need to consider. but right now we have them as these institutes that will happen outside of their current calendar work year. so that's one, one, you know, structural issue and how we're trying to address it. i'll look to the team if you can respond if you want to that one, or look to the team to share more. i would say one of the challenges you you highlighted are very real and so we've been thinking

about those. i think it's important in the last presentation that we talked about the early release wednesdays, the focus on text complexity, site, text evidence, those the, the professional development we've been doing has been to prepare for the adoption. so the teachers we have we've been preparing them to take them into this space. and one of the things i think is important to note, and we've said it many times before, the adoption of the curriculum is really to create a floor of high quality across the entire district. that's the goal. we want high quality baseline, nine core curriculum for every student. our our goal is to make sure we support our teachers on an ongoing basis to make sure that they can utilize and maximize that curriculum and so one of the things we're thinking about, yes, is june is august. it's going to be the wednesdays that we have. it's going to be, outside time. if we can continue to pay teachers and support

them, we are we're going to have to be intentional and we're going to have to utilize the time we have, and we're going to have to be creative. and so, we recognize that this first year is really critical. we've been talking with our partners about how can we maximize everything we have at our disposal to make sure we have a really strong first year implementation, because if we do that, we can build on that year after year. and so when new teachers come on board, if we have teachers in schools that are already really well trained, they'll have partnership right. and so less reliant on the district and at the district level and the central office and more, you know, resources at their sites. so we're trying to think about how can we, over time, build capacity, build a strength, top to bottom. and can i say one more thing? sorry i know these are long answers, but you gave long questions, so, but but you've brought this up numerous times, so i want to make something very clear. the two things. one, the district did not have a strategy of small

classes to improve instruction. two, the district is not raising class size. what? we have an agreed upon class size that we think can meet the students needs. what has happened is over the years, with our declining enrollment in some schools and some classrooms, we did not match up the class size and the staffing and what the district does have. and we this board agreed we have an intent. we have an intentional strategy to invest in recruiting and retaining our teachers. and not having the kind of turnover you've described. we think we can do that by offering more competitive salaries, which we have, and, by actually having to fill fewer vacancies in the midst of a national and state teacher crisis by having our classrooms at the size that we had originally intended, when we agreed upon the class sizes of 22 to 1. and again, it's going to end up being an average of 20 to 1. so i know you're

highlighting some of these changes that some classrooms will experience, but the those changes are coming for a reason, because we were intentional to try to do things, to not have the turnover that we've had, as well as not have the vacancies that we've had, that those, you're right, are much harder to overcome, than whether a teacher has a curriculum or not. if a kid doesn't have a teacher, that's that's the hardest thing to make. a then for us to make a difference on outcomes. no, i appreciate that response. and i think the clarity from both the superintendent and staff, i think the thing for me that i would just highlight, i definitely appreciate the attention, the thought that you've put to all of it, looking at the implementation plan that you laid out, it's beautiful. i think the thing that i struggle with is it seems as if it was created with rose colored glasses, where all the things that we're setting out to do are going to happen, and we're going to accomplish all of them, which has been very different from what it felt like being on the board since i've been elected, where we've actually struggled and we've had things that haven't gone the way we expected. and i just i don't see that in the plan of like, what does it look like for us to

respond if things don't go well, if we have teachers who are out or site leaders who are out, who's going to support and anchoring these things? and like, what certainty do we have that everything on here is going to happen with 100% fidelity? i think we want it to, but i guess i'm not sure that we are sure it will or we have safeguards in place along the way to notify the board when things are breaking down, because ultimately i would say like, this is great, i like this, i want to see this implemented. what do you need to make it happen? because if you don't have what you need to make it happen, you need to let us know now so we can budget for it. because this is a vital importance to us. and so i know the superintendent is crafting the budget and he's working to make that happen. and so we are hopeful that we're going to see that and have that clarity. but i think for me, in all these reports, i would just love to see that extra level of detail about these are our big institutional structural problems that we're dealing with everywhere. here are our approaches in this particular area to addressing them. and here are the things we have in place if things don't go right. so we aren't kind of caught in a

place where we're kind of stuck and stranded, like we have been with some of our other challenges as the district. thank you so much, commissioner fisher, yes, to everything that commissioner boggess just said. first of all, i echo all of, and i am just so happy to see us here. and again, going back to the comments from earlier, what a heavy lift this has been over. oh my gosh. going back to phonological processing, pilots ten years ago. right. but over the past five years, in particular, the fight to get tnp into every school, to get people to be honest about two commissioner bogus point like where where there were struggles, where there were challenges going back to using data as a flashlight, not a hammer. this is a huge cultural shift. right? and so to have us to the point where people are willing to say, you know what? this is the direction we need to take. we might what we we're not seeing the outcomes we want. so

let's try something new. cuz loss to all of you for leading this work in getting us there. i mean it's been huge. so thank you. i can't give you enough virtual roses and thank you, thank you, thank you, kind of in that vein, though, i think, we talk sometimes about like, you know, sunsetting things that aren't working, and we are spending a whole lot of money on this, what are our plans? to make sure we're not spending more and more money on the things that aren't working? like, are we? frankly, are we cutting off fnp? are we cutting off ly? are we like, canceling those contracts and moving because that could be a way to save us some money and maybe fund this. right what are we doing to actually force implementation of this and make sure that people let go of those bad practices that do not give us the outcomes we want, especially when people really have to opt in to some of this. right you know, when the

training is happening during non-contractual hours. so when what are we doing to make sure that we're not wasting any more money on what didn't work? and we're really, really implementing what we know will. so i'm going to give some kudos to our superintendent, who's really been good about this. he is talking about what are we going to abandon? like what are we giving up. right. and so, as we move this adoption forward, the reason, as you know, we have not had an adoption in a very, very long time. and i think part of that, in all honesty, has made a lot of what has happened very optional. and so one of the things about this adoption is it's setting the floor and an expectation. this is what we expect to see in every classroom. and so we want to see high quality tier one, science of reading framed instruction happening for our kids. we're

saying that out loud. you hear me say that here in our superintendent saying that we're saying that out loud and we're working with our site leader partners. we're working with lead. i want to give them a shout out. they've been very supportive, to make sure that we're holding everyone accountable for that. and so we want to, to, work with our sites to say, look, this is this is our adopted curriculum. this is what we believe works. we have an expectation. this is what's going to be utilized. we're letting a whole list of other things go. i'm going to say that whole list, you name some things, we got a whole list of other things we're going to let go. and some things we want to support, we want. we have named our supplemental materials that we want to have in classrooms that work hand in hand with our tier one. and so that's new. it's intentional. and so i think, i'm appreciative of how i think of the years has built a very intentional plan for schools that we need to lean into. and so, we're excited to

present this. and i think the challenges you're citing are as real. but i think for the first time in a very long time, we're taking a very firm, stance on this is what we're presenting as, what we believe is good for our schools and our students and our teachers. so thank you. thank you so much. and i'm going to just be mindful of time because we have a student delegate that, has to leave at nine. and also child care ends at nine, if anybody's using that. so i'm going to encourage our commissioners. i mean, if you have a burning question, ask it now and ask it briefly. otherwise i am ready to move to vote so our student delegate can participate in that vote, and i do want to say thank you. and from my parent perspective of this, this could have happened a long time ago. so, so i really appreciate all the work that's gone forward. and then you can get 30s, i just wanted to also

say thank you. and in particular around the board. and i know i raised this around asking for the alignment with guardrail three, and that was super clear. the process was really deep in in depth and comprehensive. i also just want to appreciate your comments around that. this isn't adoption isn't just like july and august professional development. it's like an this is an ongoing thing and the ongoing professional development. so all that just feels really good and strategic and thoughtful and just want to say thank you. with that roll call vote, mr. steel. thank you commissioner. bogus. yes pardon me. student delegate simpson. yes thank you commissioner. bogus. yes. thank you, commissioner fisher. yes, commissioner. lamb. yes commissioner. sanchez. commissioner. wiseman. ward. vice president. alexander. yes. president. motamedi yes. five

eyes passes. congratulations and with that, i adjourn on this meeting at 857. yeah by nine.

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