literacy coaches that is robust and meet regularly to build their skills and better learner the practice those practice and that happens in our student family workshop well, some of the impactful work that leads to the acceleration are things we want to continue as we transition from the superintendent zone structure and those have been circle as we designed our co-hoert horticulture structure i want to share what some of those are they come from our principles one the permutation and the responsive on the ground support this is critical for many of our schools that have new staff and leaders to be able to have a school support team that respondents quickly given the

cohort size the roles like the listcy and academic fascinate our and the structural leadership teams and the last two pieces i think are important because they bear fruit in what the impact lives will live on because the consistency of the core strategies over time improving and refine and city of chicago with that a hallmark that led to the acceleration and the last piece around the central office beyond lead supports our schools directly and so moving forward with our school network structure features were important in the way we designed it but we are heard if our leaders there are other things one to reduce the

isolation factors in geographyic areas in small network that important for the trust and learning that can happen in other schools as question move into next year under our superintendant you'll see the groupings of the schools with the next time you may have one cohort george washington carve in the same court with mira loma not the case last year and other transition to really establish some additional pragmatic we've got a lot going on in the middle dwradz where our k is one example similarly united airlines some the programs at about lastly i think again,

it we'll be remiss not to say that we want to pay very special attendance to the schools who have been in the superintendent zone or in the intensive support tier who have not moved and one of the things that we have been talking about at the central office how we can better know the xekts to better personalize our support not only through lead but through the central office so one of the things we've piloted last week what the high schools and will continue on our kwerl cycles of with our tier 3 supports schools a tremendous opportunity for many folks to sit around a table with our high schools and for them to tells us where they've been and where they are and where some of the barriers to limit or support they need to get through so we

can be fine tuned about the monitoring of the performance alongside them. >> so closing off that informational to give you a quick update in our evolution what is key here that oftentimes the conditions of our schools are systematic of a broad system issues things as the board as policymakers written with to insure we're ronald to the context of the schools the unique champs that they face in their community and better serve the exact students that walk through their schools everyday some of the ways to continue to evolve our systemic challenging challenge how do we centrally as a con - about the differentiating of our support

to schools that's the high-level of quality of schools and what care and attention and for the most underserved school what is above and beyond for those tier 3 schools and make the navigation of the central office as helpful and supportive as possible by insure they have a single point of contact so have their needs voids and best to strategize and address them so we know there is also some trends in systemic behaviors we need to address particularly with our most challenged schools that need the support we know that and this was topic in tonight's conversation some days there are unintended consequences and the demographics despite our

commitment to serve everyone we have policies and student transfers and student mobility issues that effect who the teachers have in front of them during the course of a given school year and school leadership matters but attended educator is a real factor in making sure we recruit the educators with the skill sets and compassion and the commitment the call to action to be a part of sort of a developing capacity that will transform some of our neediest schools we make sure that schools that most need the access to limp and coaching they have that in a way they have the time and space to engage in mr. haney we provides water them with coaches and find a way to do that as a previous we started

to prototype this open about directing your attention 2015-2016 how do we take some of the larger problems of practice begin to desecond those and importantly create a two-way feedback we've hearing how we're rovnd to the needs tonight a glipz we certainly want to contribute to a broader understanding of the multi tiered approach to data and schools out to i think what the board will continue to see and the public had see in a transparent manner as question publish the next book a side by side islamic's the interventions and resources as provides water to the board in the past year and parlor to insert something our pack raise as a deserve to

make sure they are receiving a full narrative of the rational you've heard it provides water to the school community so we're barbecue being transparent this is something to be on the look out for so sort in conclusion here what we want to suppress by considering a broader set of quantify and quality active indicators right by incorporating the feedback we think we can gain a clear understanding of our schools capacities and their conditions and together trouble shot what's the best provision of interventions and finding ways to prioritize those for the school exultance to better insure that our charge remains incomplete until all the students joy the outcomes so we'll continue to refine the art

and science what we refer to as m t sf we as a school responder to the needs of our unique school community thank you commissioners. >> thank you for that presentation i don't have any public comment cards on this agenda item comments or questions from the colleagues colleagues. >> thank you for the presentation the work you're doing is exciting and important and i guess i want to reiterate that i think that is so important to get in analysis in a public way so parents and the broader community can understand how those school data sheets how

our interpreting that data it is profound it is that people i mean not everybody but the small percentage of nerdy people that geek out on this stuff is thinking it is important and interesting that is important for our constituencies to see the close up and in daily i guess the question that i have for i you know as our having those conferences with school leaders about this data and showing them the in depth analysis what is coming out of those conversations you know you don't have to be specific about a particular school but a revolution how does that change the administration for the school. >> i'll use an e to illustrate

the themes i'll dictate as a example all ask the to be reading at grade level the data indicates in our reading assessment not all students are reading at grade level this points to the support guidance so do we make literacy codes are there coaching circles is there an opportunity for teachers to collaborative and think about their lessons what are some of the second tier supports other secondly support in accelerate kids in developing they're reading behaviors and depending on what school you're talking about actually, the students doesn't have the readiness so certainly our early education

who they enter our schools how do we make sure we are providing an appropriate held level of so for the for the students certainly the students supporting the educators and in some cases providing more staff is it get open pawar what their peers and it is important that our principle are empowered in their schools that applies they need destruction so give our promises opportunity to visit others schools and engage in gaining the knowledge providing feedback and support and supervision of their teachers that's one small example when we think about all the students reading at grade level. >> i'll offer another example i line the synergy last week with

the high schools some high school relatively new staff when they did their capacity review and looked at it where they were given in the it structures that's something that the principle recognized and he had around him but brand new teachers that were spending their time after school providing opportunity for students one of the conversations with the instructor we're not under the experience on the staff is not there to build that and be able to match that with the agents of change and the fte we can allocate to and not being a strong match that was one of the comments that team made around us hearing the feedback and being able to provide it bans the reflection of the data.

>> we've had end of data conferences with the teams now again, one principle who brought 12 of the teachers and so that was the most interesting conference. >> good right. >> excellent. >> that's what we want to happen right and there's been parents that have come and you know have accompanied to see the dictated of conference the reactions a lot of enthusiasm and interest in the fact that entity variables were included in if declaration so it was exciting if a school saw now the 16 percent how do i embarrass to

the district schools am at the average or low or high knowing that perspective was adding more data in the school knowledge that was one component the second component again you know we are doing this backwards but they were able to say those are some of the practices that led to the relatives we see in the program investing in the kindergarten and first grade gave us a success in m mp they actually articulated the strategies that led to some of those results and into if you can articulate it you can replicate it you know that was another success and third was what lupe and others have referred to focusing

resources so actually looking at the mine attention e attendance read not just look but a significantly looking at the districts average that's an area he need to focus attention what's the things that address that so again during those connections around celebrations and ashen using those are opportunities to grow further as well as into custody and excited and building on the knowledge around the information how we rank in the district on some of the input variables this is the percentage of the students that i have at may school at the district average higher or lower. >> in response to the question how we're making many of our reports public a couple of ways

schools and educators will look at the informative data but the school quality improvements index looks like this is your accountability reports and a as that data gets into this reports there p will be a side by side report. >> i think that is great and that's a big part of it i also think what is powerful for parents and people involved in schools not necessarily working in schools for them to know sort of how does this data being collected how it is being interpreted and the linkage of what happens in the classroom and the data and i also think the outlet mice i piece i'll end with in previous iterations it

been more of a blunt instrument the complaints we're heard that school community were sort of this is this resource as opposed to this is not what we put in our site plan or with we'd rather have it, it is great to see this getting to be a finer instrument you can actually have a conversation is a okay. this is where we see we need assistance for the resources let's have a conversation about the right resources to address this particular issue thank you. >> commissioner fewer then commissioner wynns. >> thank you dr. murase thank you for this presentation. >> so i'm going to request in the future if we could have this print a little bit larger too i'm sorry. i'm almost 60 that

is hard for me, i think for listening audience that this is sort of high-level stuff if i hadn't of sat with you for an hour sorry i took much longer than commissioners to fully understand i wouldn't be able to understand it, it is nuance to them and i don't think that you can really fully appreciate the work without seeing that really multi colored chart you see all the categories that were considered and how are we pitting into input in order to make it the best learning investment i want to caution we need to add in a little bit of flexibility just because we have students that move a lot and

situations that arises that into the weeds flexibility sometimes with services i'm going to give an example when we merge two high schools into one compass sometimes by the need to xooemd keep in mind they made need extra support i think another thing is what i'm wondering is there a certain percentage for example for students in a school in a ed ford if p a school a threshold we say wow. so those measures do those services we can handle and serve students well, if we have 50 percent of the population identified as spec, however, when it is over a certain threshold we know smjz it happening our first ed ask the how does a higher that

percentage what's the threshold and how do you get to the science some schools in particular need then more support around teachers and infrastructure to create a sustainable learn environmentalist i'm going to talk about the interventions to support superintendent we've spoken about it my main concern george washington first year principle and coaches return from leave he hope we've seen in the zone we have a lot of younger teachers that go on maternal leave is that service

going to be replied can we substitute someone in to you know have that service for students that if once teachers should be on leave so if for example, substitutes are an issue in the zones which i think we all learned that is there something to counter act that maefrn an extra get another a school site and i think what is so interesting when i spoke to you deputy superintendent about george washington they need to go to this school you said, yes that's why all did not have to come together i like to see this kind of planning that is exactly advertise it means facilities it means you know c and i and multi illogical all the concerns that all those departments must come

together that's actually what compromises a school site not looking at did ask the but building an infrastructure if we learned anything through the hire kindly 36 vacancies in the bay area zone how did it impact in a zoning area and community and what kind of impact does that have on the education of students transitioning there you go a science but also sometimes because we're dealing with humans and we're dealing with human nature and we're dealing with that adverbial of being human that sometimes those things i think there's a

threshold around the impacts so we can say it is good but when it defeats you you know 25 percent for new teachers you know what we can say this - but if you get a 50 or 75 percent of first year teachers something should kick in and say wow. besides the coaches and blah, blah maybe there needs to be another support that supports the teacher learning how to be a teacher in the first year so, anyway i want to thank the people we're saying for the parents this is a little i say high-level it is about high-level but when your explaining it it sounds like it is high-level is really say i appreciate the presentation but

i do think it may take a little bit more explanation to our listening public and parents for example, our advisory committee delack about what we're doing the reason he appreciate that i've been ♪ district a very, very long time and many school counsels i remember a time when everything was loolthd if you wanted o an extra something you'll call up on extra person not neon but it was who you knew vs. but it wasn't not an assignment coma man, i really need it so we had lynch last thursday because now there is a science but let's make sure that there is an

accountability is it having an intended impact every service that comes to every school costs money and i'd like to see more money put back to into the formula so schools can build >> i have commissioner wynns and commissioner vice president haney and commissioner walton. >> i was and leslie was shaking here head at me one of the my concern is that even though i want to say thank you for your presentation and that i understand show o so much about the presentation not only from the individual briefings which i appreciate and we are helpful but and i think this must be true for everybody in the district school sites seeing it implement for that a couple of years so i still have concerns

that we've standardized the basic supports in that which i you know think is okay. but now is the time to refine the system that means ourselves looking at what i want we look at the standards and not go into depth into all supports we provide but at least talk to people and is is that working and also ask that basic question which as commissioner norton referenced how close and good is the alignment with the school plans with our own not yours ours needed that we think of from the school plan - what we do when we go over the plan data with the schools where are the

weaken neutrons but we're talking about and the supports actual address those needs that are revealed and but i particular think it would be good to explore we can know ours how effective we think we have pit forward as the basic and standards sports are compared 0 those intentions that the schools choose and that they choose with the funds they control themselves and also as you've tlildz every year in our deductions you some of those supports have been decided upon in our deductions with the school leadership or whoever i hope we'll explore was that we could be offended the opportunity to kind of see that

in action that will help me to understand i don't want to impose myself i want people to feel comfortable but think of a way through the individual briefings or you know send united states off to talk to the principles or the school leadership people not when they're doing this or, however, it might be effective he appreciate that really like i said i have the opportunity and the advantage of its been really good to understand i really, really appreciate the system that shows all the data points very hard to really get in by whatever even if it is explained when you study is it lots of things are revealed you don't get a chance to not but they're

very nature their enter did not hard to understand the details unless you're studying so having those things to study he hope the next step what about a refinement that makes that able to be 1r7b8d listed and assessable to people besides people at the school sites so i'm hoping that helps us and the public what is the multi tiered level of support i want to end by saying i appreciate that it actually has changed the vocabulary the different levels how we decide where the schools are and kids are and i think that is very important we we're actually it is