ata 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 part of our ability to dpaevent needs whether it is schools programs are students or classrooms and i think that is very important so

i'm just requesting that sort of public information which goes through us could be one the first testers of that to make it for assessable to people and thank you very much. >> sxhaep then commissioner walton. >> thank you for this and the information you've provides water and for the work that has gone into this and advanced information that will be continued to be provides water i appreciate the things that are coming to us i want to say something quickly i very much q agree to what was said before me if i understood it and in that is i think a question that i would ask considering we're going to what i think of as both the next level of m t ss but the

next levels of the thinking about the superintendent zone we really want to say important to undermine for sometime in that district the superintendent zones were a major strategy that really reflected our commitment to the highest needs schools and the preventively low perform schools and the earthquake and justice that framework is no longer in existence after that; right? beginning next year that feels like a big deal in a number of ways i understand how it feels like that system we have this is an improvement on that i understand everything you've said with that but what would be helpful and not during the budget process that is what i heard commissioner wynns and

commissioner fewer's comments more clarity and specific around what worked in what schools how far and i sort of need you know that is that learning is reflected in the new systems but that learn is important for us to be more out there about where we see the deep the transform and specifically those as a relative it seems like that was the purpose of superintendent zone to get here soy know we're going there i think that connection is important for us for what it feels last week it really needs to be pulled out more so we understand it and we can as a board champion those real solutions and approaches that cellist and all of us in

the community he can and again similar to what commissioner fewer said this sort of system change piece of it at the end feels very important there is the wrap around and the extra staffing and extra thresholds zone and such but those kinds of things if you've had 75 percent turn over in the school and brand new administrators those are wrap around folks you're putting if are covering for substitutes and helping the new teachers it is really it is some some ways not seeing the whole picture to understand that aspect what other strategies are we also using to fix those problems that keep on happening every year that are systemic that we can spend our money better in the allocated staff if

that continues to replicate itself every year the challenges around the changes will remain that is also what i'd like to see and the specific strategies in general wanting to see i know not pragmatic and stuff but how do we move the ball and how do we be more aggressive and do more if something worked from the superintendent zone how to do ten times more this is what the board wants to understand and benefit from the learning we've accomplished in the past years and accelerate to a scale as well as system i's it maybe up until now what i'm guessing your we are that system allows us to think that way i

appreciate that i hope we think that way as quickly as possible and as transparencyly and clearly; right around what we learned and how to go about it. >> commissioner walton. >> want to thank the team for sitting down with us prior to that meeting and taking the time for the systems of support i don't know why we can't come up with a simpler name but i appreciate the pill last year's i support this but i do appreciate the fact that we are coming up with strategies that allow flexibility for resources to go to schools outside of what typically the schools do within their budget the one thing i do

hundred percent agree with commissioner fewer on is the resources for infrastructure things that ordinary person sustain through turn over and certain systems there is technology centers and professional development plans and strategies that go to the schools to support of faculty if place regardless of the turn over or not i appreciate the thoughtfulness behind what we're trying to accomplish it would be great to make suretolysis strengthening components that really get to the infrastructure pieces that helps our schools to be sustainable i have to say regardless of what staff is available and then i appreciate 2 of $.1 million allocated to m t ss that talks about tennis outlet

i'm in favor of more possibilities for resources to support the system and i appreciate that work thank you. >> any other comments? i just want to thank the team an enormous amount of work you've done the cost analysis on all the schools and locate on-line them and summarizes them in terms of the tiers but i want to emphasis commissioner norton's point we want to communicate that to the families and the parent siding has been good at taking dense abstract materials that we kick around in that building and make that very understandable and comprehendible to the families i encourage you to work with the

parent advisory committee on how to make that more assessable to our families because i know i share this experience with in a colleagues of getting e-mails messages from families why those resources are torn away from the schools and understanding as commissioner fewer said the science behind the discussion will help thank you very much for your work and for the presentation and deputy superintendent >> a couple of comments first of all i want to appreciate this is not the work after a small team but a cross divisional body of work in many ways lead by the superintendent and the support teams working in partnership with the leaders that have been deployed through the rp and others departments

has been critical we want to get to a point of sophistication this is dashboarded for the general public comment to generate reports on their own and part find holy grail to determine the strategies that work for certainly pocket and breakdown the achievement gap it is in our next reraising we're prototyping some of the things we've learned early on point out not in only the superintendent zoning but a number of schools across the district who similarly had achievement gaps that accelerated outcomes many lessons learned so the more the team came together to identify what the standardized approaches

and the more unique and customized approaches are as helps. >> in the sort of continuous improvement and i'll continue to say advertise it not a central managed issue you have to exercise all the legislators you'll say the 2015-2016 proposed budget a continuing to turn the dials up with the street formula and the concentration money and the t ss support going in that equitable was that's important we know that is only our third it ration to undo generations of conditions permeated some of the schools and some of our work hats to the been disconnected from other system level work; right? to address on for example

commissioner fewer brought up the sort of the issue for example, of concentrations of students disabilities; right? that's our work in m t ss is not sdiblgd one the steps to objective not all the families with the students of disability have the options to maintain a consistent pathway there is an unequal program where do you think they were in schools that had space so we think that after a couple of years of work which our commissioners fielded a little bit of community we've realigned those and provides water the families a broader away u array the choices and students have the same opportunity for the learner introduce an elementary or other

experience those are big lobbyists big accomplishment that are a healthy balance for the thriving conditions to engage in if this this is our third it arbitration what is working and dispense there's a level of education we need to side more outreach we'll like to partnering with them to think about how to take what can be sort of perhaps you know a lot to understand in the concept is simple greater need greater support if we understand your needs we can be more exact of the concept that's it in the in a nut shell when we think about

an r ti we want to think about our schools >> add one thing so deputy superintendent when you give us that spreadsheet are they more support or less supportive thank you very much. >> thank you so much that concludes item n we move to item n cds resolution roved at the previous meeting there are none tonight and o vote open the consent calendar with the expectation of k-32 moved and seconded ms. casco roll call. >> ms. fewer. >> mr. haney ms. mendoza-mcdonnell except items k-34 and their

attractive and ms. norton mr. walton ms. wynns dr. murase. >> thank you item p consent calendar resolution severed for board action k-32 commissioner norton. >> yes actually i have a request like a data request about this which is that it is for a school loop, i.e. building it is renewing how loop contract i realize we've not seen an evaluation how school loop st. is working how many parents are using it what's the impact it is having i'd like to see that i know in general i'm a fan the tool as a parent but i think that is definitely depends on where your teacher uses it regularly and exclusively and our school sites uses