Aug 25, 2022 Work Session

[00:00:01]

ALL RIGHT. SO WE HAVE OUR WORK SESSION AND WE NEED TO LOOK AT OUR DRAFT AREAS OF FOCUS.

[Call the Work Session to Order]

[1. Draft Areas of Focus SY 2022-2023]

AND JUST FOR CLARITY, THESE AREAS ARE DRAFT.

THAT MEANS WE'RE DISCUSSING THEM.

WE CAN COME TO SOME CONSENSUS AND I WOULD EXPECT THAT WE WOULD ADOPT OUR DRAFT AREAS OF FOCUS AT OUR SEPTEMBER 8TH MEETING.

SO WITH THAT SAID.

WE CAN MOVE ALONG.

DR. HUTCHINGS OR DR.

QUIET, WHO'S GOING TO LEAD THE CHARGE? RIGHT. GOOD EVENING, EVERYONE.

SO WE ARE GOING TO PRESENT THIS EVENING THE DRAFT AREAS OF FOCUS AND I HAVE MY AMAZING LEADERSHIP TEAM ON WHO WILL BE VIRTUAL.

AND AT THIS POINT, I'M GOING TO START WITH DR.

CLINTON PAGE, OUR CHIEF OF ACCOUNTABILITY.

AND DR.

PAGE, I'LL TURN IT OVER TO YOU AT THIS POINT.

THANK YOU. DR. QUIET AND CHAIR ALDERTON.

WE WILL DO OUR BEST TO BRING OUR ENERGY THIS EVENING SO THAT YOU ARE FEELING THE ENTHUSIASM AND EXCITEMENT ON THIS THURSDAY AT 830.

BUT THANK YOU. AS WE DO EVERY YEAR, WE ARE GOING TO HAVE A DISCUSSION THIS EVENING WITH THE BOARD ABOUT THE DRAFT AREAS OF FOCUS.

BEFORE WE GET INTO THE DRAFT AREAS OF FOCUS, WE ARE GOING TO GO THROUGH SOME HIGH LEVEL FRAMING OF HOW WE APPROACH DATA WITHIN ALEXANDRIA CITY PUBLIC SCHOOLS.

WE WILL ALSO TAKE A QUICK LOOK AT A NATIONAL CONTEXT.

RIGHT? SO WHAT WAS GOING ON WITHIN K-12 EDUCATION WITHIN THE PAST SCHOOL YEAR? AND THEN WE WILL GET INTO THE LOCAL CONTEXT WITHIN ALEXANDRIA CITY PUBLIC SCHOOLS.

AND WHAT WERE WE SEEING WITHIN OUR DATA? AND I THINK IT'S IMPORTANT TO NOTE THAT NOT JUST RIGHT WITHIN OUR DATA AS THEY RELATE TO SOULS OR THOSE TYPES OF THINGS, THAT WILL CERTAINLY BE A COMPONENT OF THIS PRESENTATION. BUT I THINK REALLY TRYING TO DO ALL WE CAN TO PAINT A FULLER PICTURE OF OUR DATA AND THE INDICATORS AS WE LOOK TO LEVERAGE DATA TO BOTH LEARN AND ASK BETTER QUESTIONS AND KNOW WHERE WE NEED TO POINT TO TRULY MOVE THE NEEDLE.

SO WITH ALL OF THAT SAID, I'M GOING TO SHARE MY SCREEN AND GET THE PRESENTATION UP FOR YOU ALL.

SO THERE WE ARE.

EVERYONE SHOULD BE SEEING THE SCREEN NOW.

I'M GOING TO TRY AND AVOID ANYTHING FUNKY AT THE BOTTOM.

HOLD ON JUST A SECOND.

STOP IT.

THERE WE GO. OKAY.

SO AS I DISCUSSED HIGH LEVEL FRAMING, OBVIOUSLY EVERYTHING WE DO IS GROUNDED IN OUR EQUITY FOR ALL STRATEGIC PLANS.

SO HERE WE SEE OUR VISION, OUR MISSION AND OUR CORE VALUES AS WELL AS OUR IDENTIFIED ANTI RACIST BEHAVIORS AROUND CALLING IT OUT, REFLECTING, THEN RESPONDING, AND EVERYONE GETTING COMFORTABLE, BEING UNCOMFORTABLE AS WE EMBARK AND ARE ON OUR ANTI OUR ANTI-RACIST JOURNEY AS AN ORGANIZATION AND AS WE APPROACH AND BEGIN TO DISCUSSIONS AROUND DATA, I ALWAYS LIKE TO HAVE A DISCUSSION AROUND WITHIN ALEXANDRIA CITY PUBLIC SCHOOLS, WE LOOK AT DATA AS A TOOL TO ILLUMINATE, RIGHT? THESE ARE OPPORTUNITIES FOR US TO HAVE HONEST, TRANSPARENT CONVERSATIONS AROUND THINGS THAT AT TIMES CAN GO UNSEEN OR UNSPOKEN.

AND HOW DO WE LEVERAGE THESE OPPORTUNITIES TO BOTH LEARN TO OWN AND TO GROW AS AN ORGANIZATION VERSUS RIGHT DATA BEING USED AS A GOTCHA OR AS THE PROVERBIAL HAMMER.

SO HOW DO WE HOW DO WE LEVERAGE DATA AS A FLASHLIGHT AND AS AN OPPORTUNITY TO ILLUMINATE, TO INNOVATE AND TO IMPROVE IN THE WORK THAT WE DO AND SERVICE TO OUR STUDENTS AND STAKEHOLDERS EACH AND EVERY DAY.

WITH THAT SAID, AND PARTICULARLY IN THE EQUITY WORK, THIS IS A SLIDE WE FREQUENTLY SHARE IN OUR EQUITY WORK WITH LEADERS.

AND THIS IS THE NOTION THAT WITHIN OUR CONTINUOUS IMPROVEMENT JOURNEY WE ARE SYSTEMS THINKERS.

THE PROBLEMS THAT WE CONFRONT WITHIN EDUCATION ARE TYPICALLY PERSISTENT PROBLEMS. THESE ARE HISTORIC PROBLEMS THAT HAVE BEEN IN PLACE FOR DECADES, AND THESE ARE NOT INHERENTLY SYSTEMS PROBLEM OR PEOPLE PROBLEMS. THIS IS NOT AN INDIVIDUAL PERSON'S FAULT, RIGHT? THESE ARE SYSTEMS THAT ARE BUILT TO ACHIEVE EXACTLY THE RESULTS THAT THEY DO.

SO IN ORDER TO AFFECT CHANGE, WE NEED TO TAKE A SYSTEMS APPROACH WHICH IS FREQUENTLY RIGHT, A LONGER TERM APPROACH.

IT IS A VERY STRATEGIC APPROACH AND IT IS ALSO AN APPROACH THAT FREQUENTLY CAN BE LEFT UNDONE BECAUSE IT DOES TAKE TIME, IT

[00:05:08]

AND THESE ARE FINDINGS FROM SEVERAL DIFFERENT RESEARCH STUDIES THAT YOU CAN SEE CITATIONS DOWN AT THE BOTTOM.

BUT THE FIRST WAS ONE COMING OUT OF NCES, AND WE SAW 87% OF SCHOOLS NATIONALLY REPORTING INCREASES IN MENTAL HEALTH CHALLENGES, INCLUDING EXTERNALIZING BEHAVIORS FROM STUDENTS.

WE ALSO SAW INCREASES IN THE LOSS OF INSTRUCTIONAL TIME DUE TO INCREASED ABSENCES OF BOTH STAFF AND STUDENTS.

RIGHT ABSENCES ARE NOT SOLELY A STUDENT PHENOMENA.

THEY ALSO IMPACT OUR STAFF AND THEIR ABILITY TO BE IN THE CLASSROOM EACH AND EVERY DAY, OR DRIVING THE SCHOOL BUS EACH AND EVERY DAY.

AND ALSO, ALONG WITH THE ABSENCES, A FAIRLY DRAMATIC INCREASE IN DIFFICULTY IN FINDING SUBSTITUTE TEACHERS WITHIN THE NCHS STUDY.

THEY ACTUALLY CITED A 16 PERCENTAGE POINT INCREASE IN SCHOOLS, REPORTING SIGNIFICANT DIFFICULTY IN FINDING SUBSTITUTES EVEN COMPARED TO THE 2021 SCHOOL YEAR.

SO THAT JUMPED UP TO 77% OF SCHOOLS REPORTING DIFFICULTY IN FINDING SUBSTITUTE TEACHERS.

ALONG WITH THESE CHALLENGES, INITIAL RESEARCH IS ALSO SHOWING LARGE INCREASES IN LOW TEACHER MORALE, WHICH YOU CAN SEE THERE WAS AT 54% IN THE RESEARCH STUDY OUT OF AUBURN UNIVERSITY, WHICH REPRESENTED ALMOST A DOUBLE DOUBLING OF FINDINGS FROM THE PREVIOUS SCHOOL YEAR.

AND THEY ALSO FOUND WITHIN THAT STUDY, THREE OUT OF FOUR TEACHERS REPORTED AT THE END OF LAST SCHOOL YEAR CONSIDERING LEAVING THE PROFESSION. AS WE TURN TO STUDENT ACHIEVEMENT.

THIS IS A STUDY OUT OF N.W.A.

THROUGH THEIR COLLECTION OF MAP DATA NATIONALLY, THEY FOUND THAT STUDENT ACHIEVEMENT REMAINED LOWER THAN WHAT WAS SEEN IN THE PRE-PANDEMIC YEARS.

HOWEVER, THEY DID SEE INITIAL SIGNS OF REBOUNDING IN READING AND IN PARTICULAR WITHIN MATH.

HOWEVER, THEY ALSO SAW THAT HIGH POVERTY SCHOOLS ACROSS THE NATION HAD A DISPROPORTIONATE IMPACT FROM THE PANDEMIC, AS WELL AS PREEXISTING DISPARITIES BEFORE THE PANDEMIC AND CONTINUE TO FACE A LONGER RECOVERY PERIOD OFF THE BACK OF THE PANDEMIC DUE TO BOTH OF THOSE DISPROPORTIONATE IMPACTS THAT THEY WERE FACING.

AS WE TRANSITION NOW TO A ALEXANDRIA CITY PUBLIC SCHOOLS CONTEXT, I WILL DO MY BEST TO CHANNEL MY INNER DR.

CRAWFORD IN A PHRASE THAT HER TEAM FREQUENTLY RECITES, AND THAT IS CONNECTION BEFORE CONTENT.

SO LOOKING AT DATA THAT SPEAK TO CLIMATE, SPEAK TO OUR SOCIAL EMOTIONAL INDICATORS, WE'LL LOOK AT THOSE AREAS FIRST, THEN DO SOME ADDITIONAL FRAMING, AND THEN WE WILL END UP WITH OUR STUDENT ACHIEVEMENT DATA AND WHAT THAT WAS LOOKING LIKE IN THE MOST RECENT YEAR.

SO AS IT RELATES TO CLIMATE, WE CERTAINLY CONTINUED TO SEE SOME STRONG RESULTS THROUGH OUR EQUITY CLIMATE SURVEY, WHICH WAS ADMINISTERED IN THE SPRING OF THE SCHOOL YEAR.

MOST FAMILIES, STAFF AND STUDENTS STILL HAVING POSITIVE PERCEPTIONS OF THE LEARNING ENVIRONMENT OF THEIR TEACHERS AND THE SCHOOL CLIMATE OVERALL.

AND THAT WAS A FINDING ACROSS STAKEHOLDER GROUPS FROM STUDENTS, FROM PARENTS AND FROM STAFF.

STAKEHOLDERS ALSO REPORT POSITIVE IMPRESSIONS OF THE SOCIAL EMOTIONAL ENVIRONMENT AS WELL AS THE SUPPORTS THAT ARE BEING PROVIDED TO THEIR SCHOOLS.

SO THAT WAS SOME AREAS OF STRENGTH WITHIN THAT SURVEY, SOME AREAS OF CONTINUED FOCUS.

WE DID SEE A DECREASE IN THE FEELING OF SAFETY AT SCHOOL, AND THOSE SURVEYED WITHIN THE EQUITY SURVEY ARE STUDENTS AT THE SECONDARY LEVEL. SO OUR 6 TO 12 GRADE STUDENTS THAT WENT FROM 75% IN THE PREVIOUS YEAR TO 58% LAST SPRING, AS WELL AS WE SAW AN INCREASE ACROSS STAKEHOLDER GROUPS REPORTING HIGHER LEVELS OF AGREEMENT THAT STUDENTS ARE BULLIED AT SCHOOL AND YOU CAN SEE THOSE RESULTS THERE ON THE SLIDE. WE ALSO SAW OPPORTUNITIES TO STRENGTHEN RELATIONSHIPS BOTH FROM STUDENT TO STUDENT AND ALSO FROM STUDENT TO STAFF.

WE SAW A DECLINE IN THE STUDENTS THAT AGREED THAT OTHER STUDENTS RESPECT THOSE FROM DIFFERENT BACKGROUNDS.

15 PERCENTAGE POINT DECLINE FROM THE PREVIOUS YEAR.

[00:10:02]

THAT WAS DOWN 13 PERCENTAGE POINTS FROM THE 21 SCHOOL YEAR.

AND THEN WE ALSO SAW ONE OF THE EFFORTS TO TO BRIDGE AND TO CREATE CONNECTION IN TERMS OF COMMUNITY CIRCLES THAT TWO THIRDS OF STUDENTS REPORT PARTICIPATING IN COMMUNITY CIRCLES LESS THAN ONCE A WEEK.

SO CERTAINLY OPPORTUNITIES FOR IMPROVEMENT AND CONTINUED FOCUS THERE.

WHEN WE LOOK CONTINUE TO LOOK AT SOCIAL, EMOTIONAL, DEVELOPMENTAL ASSETS AS A SURVEY WE ADMINISTER EVERY THREE YEARS TO STUDENTS IN GRADES EIGHT, TEN AND 12.

IT'S A SURVEY THAT FOCUSES NOT ON RISK BEHAVIORS, BUT ON ASSETS THAT YOUTH CAN, THAT YOUTH POSSESS AS SHOWN BY RESEARCH THAT WILL PREVENT THEM FROM ENGAGING IN RISK BEHAVIORS.

SO IT'S IT'S A STRENGTH BASED APPROACH.

WHAT DO WE WHAT DO WE WANT OUR YOUTH TO BE DOING? NOT WHAT DO WE NOT WANT OUR YOUTH TO BE DOING? AS IT RELATES TO DEVELOPMENTAL ASSETS.

WE SAW OUR LARGEST GAINS FROM OUR BASELINE YEAR IN 2010 IN THE CATEGORY OF POSITIVE VALUES.

POSITIVE VALUES THAT'S AROUND EQUALITY AND SOCIAL JUSTICE, CARING, RESTRAINT.

WE ALSO SAW THE OVERALL HIGHEST ASSETS AROUND POSITIVE PEER INFLUENCES.

SO STUDENTS REPORTING THAT THEIR PEERS ARE POSITIVE INFLUENCES IN THEIR LIFE.

AND ALSO THE OTHER ASSET WITH THE HIGHEST LEVEL OF AGREEMENT WAS AROUND SCHOOL ENGAGEMENT, WHICH WAS CERTAINLY FANTASTIC TO SEE.

OUR LARGEST AVERAGE DECLINE CAME IN THE AREA OF POSITIVE IDENTITY AND YOU CAN SEE THERE THAT THAT ENCOMPASSES THINGS LIKE SELF ESTEEM, SENSE OF PURPOSE, PERSONAL POWER.

SPECIFICALLY, JUST TO GIVE YOU AN IDEA OF WHAT WE'RE TALKING ABOUT, SELF ESTEEM AND THE BASELINE YEAR WAS AT 57% IN 2010.

THAT DROPPED DOWN 26 PERCENTAGE POINTS TO 31% IN IN LAST YEAR'S ADMINISTRATION SENSE OF PURPOSE, WHICH MEANS THAT A YOUTH IS REPORTING THAT THEY FEEL LIKE THEIR LIFE HAS A SENSE OF PURPOSE, DROPPED 16 PERCENTAGE POINTS FROM 59% IN THE BASELINE YEAR, DOWN TO 43%.

AND IN TERMS OF THE LOWEST OVERALL CATEGORY, THAT CONTINUED TO BE EMPOWERMENT.

AND THAT'S BEEN A FINDING FROM THE BASELINE YEAR TO THE MOST RECENT YEAR IN TERMS OF YOUTH FEELING LIKE THE COMMUNITY VALUES THEM, THEM FEELING LIKE THEY ARE USED AS A RESOURCE, THEN ENGAGING IN AN HOUR OR MORE OF SERVICE TO OTHERS EACH WEEK AS WELL AS SAFETY.

AND IN PARTICULAR WITHIN THAT AREA OF COMMUNITY VALUE.

AND YOUTH WAS AT 17% IN THE MOST RECENT YEAR.

AND YOUTH AS A RESOURCE WAS AT 25%.

SO CERTAINLY AREAS THERE.

THE OTHER I WOULD SAY THIS IS OUTSIDE OF THE DEVELOPMENTAL ASSETS, BUT IT CERTAINLY HAS TO DO WITH OUR SOCIAL, EMOTIONAL, WELLNESS AND HEALTH OF OUR STUDENTS.

AND A KEY FINDING THAT'S BEEN REPORTED BY THE DEPARTMENT OF STUDENT SERVICES IS WE IN THE MOST RECENT YEAR, WE SAW THE HIGHEST LEVELS OF SUICIDE RISK ASSESSMENTS AT GRADES THREE, SIX AND NINE.

AND THAT IS NOT COMMON.

THAT IS NOT OUR TYPICAL DATA POINT.

THEY'RE RIGHT. TYPICALLY, THOSE TEND TO BE THOSE RISK ASSESSMENTS TEND TO BE DONE AT THE HIGHER GRADE LEVEL.

SO REALLY THINKING ABOUT THE IMPACTS OF THIS PANDEMIC, THE CONTINUING IMPACTS OF THIS PANDEMIC, THE SIGNIFICANT IMPACTS OF THIS PANDEMIC, AND NOT JUST IN EXTERNALIZING BEHAVIORS, BUT ALSO IN THE INTERNALIZING BEHAVIORS AND HOW OUR STUDENTS AND STAFF ARE CONTINUING TO ADDRESS THOSE THINGS IN HEALTHY WAYS.

SHIFT NOW FROM SOCIAL EMOTIONAL INTO ABSENTEEISM.

THIS IS A GRAPH LOOKING AT OUR CHRONIC ABSENTEEISM, WHICH IS DEFINED AS A STUDENT MISSING 10% OR MORE OF SCHOOL DAYS IN A GIVEN SCHOOL YEAR, COMPARING A PRE-PANDEMIC BASELINE OF 2019 TO THE TWO MOST RECENT YEARS OF 21 AND 22.

AND WHAT YOU CAN SEE HERE IS AN EXAMPLE OF THE NATIONAL DISCUSSION, RIGHT, IN TERMS OF THE DISPARATE IMPACT OF THE PANDEMIC ACROSS STUDENT GROUPS.

SO JUST AS AN EXAMPLE, ON THE FAR LEFT, WE SEE THE WHITE STUDENT GROUP WAS AT 5% IN 2019 AND WENT TO 8% IN 2022. IF WE LOOK AT THE HISPANIC GROUP, THEY WERE AT 10% AND THEN JUMP TO 24% AND 25%.

AND SO THAT GAP BETWEEN OUR WHITE AND OUR HISPANIC STUDENT GROUPS MORE THAN TRIPLED FROM PRE-PANDEMIC TO THE MOST RECENT YEAR AS IT RELATES TO CHRONIC ABSENTEEISM.

AND CHRONIC ABSENTEEISM OVERALL REMAINED A CONCERN IN THE MOST RECENT YEAR COMPARED TO THE 21 SCHOOL YEAR.

[00:15:11]

WE ALSO HAVE TO LOOK AT STAFF ATTENDANCE.

STAFF CERTAINLY ARE HAVE SIMILAR IMPACTS, RIGHT, IN TERMS OF HEALTH AND WELLNESS AND ABILITY TO COME TO SCHOOL, WHETHER IT BE THEIR OWN OR THEIR FAMILIES AND LOVED ONES.

SO STAFF ABSENTEEISM WAS ALSO SIGNIFICANTLY HIGHER IN THE MOST RECENT YEAR COMPARED TO PRE-PANDEMIC.

WHAT YOU SEE ON THE RIGHT IS A TABLE JUST LOOKING AT AVERAGE DAILY ABSENCES ACROSS KIND OF OUR BUILDING GROUPINGS.

SO THE HIGH SCHOOL ARE K-8 SCHOOLS, ARE MIDDLE SCHOOLS, AND THEN ACROSS ALL ELEMENTARY AND EARLY CHILDHOOD.

AND I THINK I WOULD POINT OUT THAT THESE ARE AVERAGES.

RIGHT. AND WHAT WE KNOW FROM THE PANDEMIC IS THAT THE PANDEMIC DOES NOT HAPPEN ON AVERAGE ACROSS MONTHS.

THERE ARE PEAKS.

AND JUST LIKE THERE ARE PEAKS IN THE PANDEMIC, THERE ARE SIGNIFICANT PEAKS THAT WE EXPERIENCED LAST YEAR AROUND STAFF ABSENCES.

AND SO THAT FORCED A LOT OF MEASURES TO BE TAKEN, INCLUDING VOLUNTEERS FROM SCHOOL AND CENTRAL OFFICE STAFF TO FILL VACANT CLASSROOMS AND OTHER SCHOOL BASED POSITIONS DURING THOSE PEAK PERIODS.

THIS AS WE DELVE INTO SOME OF THE MORE PERFORMANCE BASED MEASURES.

THIS IS OUR DASHBOARD, RIGHT, THAT WE REPORT ON BOTH SUMMATIVE AND FORMIDABLY.

SO TWICE EACH YEAR REGARDING OUR KEY PERFORMANCE INDICATORS FOR OUR EQUITY FOR ALL STRATEGIC PLAN.

AND WHAT THIS DASHBOARD SHOWS IS DISPARITIES ACROSS STUDENT GROUPS AND ACROSS THE DIFFERENT KEY PERFORMANCE INDICATORS AS IDENTIFIED WITHIN THE STRATEGIC PLAN.

SO AS WE LOOK KIND OF BY COLUMN, THE DEEPER HUES OR WHERE WE'RE SEEING THE GREATER RATES OF DISPARITY.

SO FOR THE SUMMIT OF RESULTS FOR THE MOST RECENT YEAR, SEEING DISPARITIES CERTAINLY WITHIN OUR BLACK AFRICAN AMERICAN AND HISPANIC OR LATINO RACE ETHNICITY GROUPS, YOU CAN SEE THERE JUST AS AN EXAMPLE.

RIGHT, SOME DEEPER HUES WITHIN THE IDENTIFIED AS TAGGED CATEGORY BOTH FOR OUR BLACK AFRICAN AMERICAN AND HISPANIC OR LATINO.

FOR A BLACK AFRICAN AMERICAN YOU CAN SEE THE DEEPEST HUE FALLING IN THE STUDENT WAS SUSPENDED KPI AND ALSO OUTSIDE OF RACE ETHNICITY SEEING DEEPER HUES WITHIN OUR STUDENTS WITH DISABILITIES GROUPING.

WHEN WE BEGIN TO LOOK AT THE DATA NOT BY COLUMN BUT INSTEAD BY KPIS BY ROW, WE SEE THE DEEPEST VIEWS WITHIN THE IDENTIFIED AS TALENTED AND GIFTED KEY PERFORMANCE INDICATOR AS WELL AS OUR STUDENT WAS SUSPENDED KEY PERFORMANCE INDICATORS.

SO THAT'S REALLY TELLING US THAT THOSE WERE THE AREAS RIGHT WHERE WE SAW THE GREATEST LEVELS OF DISPROPORTIONALITY ACROSS STUDENT GROUPS WITHIN THE MOST RECENT SCHOOL YEAR.

NEXT, WE'LL TAKE A LOOK AT OUR EARLY LITERACY RESULTS.

SO THIS IS OUR PALS ASSESSMENT, WHICH IS ADMINISTERED GRADES K THROUGH TWO IN BOTH THE FALL AND SPRING TO MEASURE LITERACY ACQUISITION ACROSS THE COURSE OF THE YEAR.

AND KIND OF LIKE WE SAW AT THE NATIONAL CONVERSATION, WE, WE SAW EVIDENCE OF SOME REBOUNDING WHERE WE SAW GROWTH FROM FALL TO SPRING IN OUR PALS IN TERMS OF STUDENTS WHO WERE MEETING THE BENCHMARK.

HOWEVER, WHEN WE COMPARE TO PRE-PANDEMIC YEARS, WE ARE NOT BACK TO A LEVEL OF ACHIEVEMENT THAT WE WERE SEEING IN THE SPRING OF 2019 AS IT RELATES TO THE PALS.

NOW, CERTAINLY AS NOTED IN THIS FOOTNOTE, THESE ARE NOT COHORT ANALYSIS.

SO THE SPRING 2019 STUDENTS ARE NOT THE SAME STUDENTS AS IN SPRING 22.

BUT IT DOES SHOW THERE ARE DIFFERENCES, RIGHT, BETWEEN THOSE STUDENT GROUPS.

THIS IS A LOOK AT OUR THE HIGHEST LEVEL LUCK WE CAN OFFER FROM OUR MAP DATA.

AND SO WHAT THIS GRAPH SHOWS AND WHERE YOU SEE THOSE TWO CIRCLES, THOSE ARE THE QUADRANTS ON THIS GRAPH THAT REPRESENT HIGH GROWTH.

SO THE CIRCLE ON THE LEFT, WILL ANYTHING FALLING IN THAT CIRCLE WOULD BE ON THE LOWER SIDE OF ACHIEVEMENT, BUT EXCEEDING GROWTH EXPECTATIONS.

SO CLOSING THE GAP, RIGHT? SO ALTHOUGH ACHIEVEMENT ISN'T YET ABOVE THE NATIONAL NORM, THAT GAP IS GETTING CLOSED MORE RAPIDLY THAN IS SEEN NATIONALLY.

ON THE RIGHT HAND SIDE, YOU SEE BOTH HIGH ACHIEVEMENT AND HIGH GROWTH.

[00:20:04]

WHEN I CLICK WHAT YOU'LL SEE, THE CIRCLES WILL GO AWAY AND THERE WILL BE A TRIANGLE AND A CIRCLE FOR EACH SCHOOL WHICH WILL REPRESENT KIND OF WHERE THAT SCHOOL'S AVERAGE FELL IN EITHER LANGUAGE ARTS FOR THE TRIANGLE OR CIRCLE FOR THE AREA OF MATHEMATICS.

AND SO WHAT WE'RE SEEING HERE.

RIGHT, IS THAT WE HAD.

THE GREATEST CLUSTERING OF OUR SCHOOLS IN TERMS OF LANGUAGE, ARTS AND MATHEMATICS FALLING WITHIN THE MATRIX OF THE LOW ACHIEVEMENT AND LOWER GROWTH SIDE.

WE CERTAINLY DID SEE RATES OF GREATER GROWTH WITHIN MATH, WHICH MATCHES THE NATIONAL TREND, AND WE CERTAINLY DO HAVE SCHOOLS THAT ARE ON THE HIGH ACHIEVEMENT SIDE ON AVERAGE, AS WELL AS SCHOOLS THAT ARE SHOWING THAT HIGH GROWTH. AND SO THIS IS, AGAIN, AN INDICATOR IN TERMS OF WHERE WE ARE AND WHERE WE NEED TO FOCUS AND WHERE WE NEED TO GO MOVING FORWARD AS IT RELATES TO SOLS.

THESE ARE PRELIMINARY DATA.

THESE WILL BE FINALIZED.

THESE WON'T BE FINAL UNTIL THE STATE PUBLICLY RELEASES FROM THEIR END ACCREDITATION RESULTS AT THE END OF SEPTEMBER.

BUT PRELIMINARY DATA ARE SHOWING THAT 13 OF OUR 17 SCHOOLS WILL BE FULLY ACCREDITED.

YOU CAN SEE THEM LISTED THERE.

WE ARE ANTICIPATING FOUR OF OUR SCHOOLS TO BE ACCREDITED WITH CONDITIONS WHICH IS STILL ACCREDITED BUT JUST ACCREDITED WITH CONDITIONS.

AND THOSE SCHOOLS ARE FERDINANDO DE WILLIAM RAMSAY, JEFFERSON HOUSTON AND THE HIGH SCHOOL.

ALSO IN SOL LAND, THE STATE RECENTLY RELEASED FEDERALLY ADJUSTED SOL PASS RATES.

SO THIS IS LOOKING AT THOSE RESULTS.

AND SO WHAT WE'RE SEEING HERE ARE THE MOST RECENT TWO YEARS AS WELL AS A BASELINE YEAR IN GRAY OF PRE-PANDEMIC.

AND THE KEY TAKEAWAY HERE IS THAT WE ARE SEEING GROWTH FROM 21 TO 22 IN SCIENCE, MATHEMATICS AND READING. SO THAT IS THAT IS A GREAT THING.

AND LIKE WITH PALS, WE HAVE NOT YET REACHED THAT PRE-PANDEMIC ACHIEVEMENT LEVEL THAT WE SAW IN THOSE CONTENT AREAS.

THE OTHER NOTE I WILL MAKE HERE IS THAT WE ARE NOT REPORTING RESULTS FROM 21 IN TERMS OF HISTORY AND SOCIAL SCIENCES AND WRITING.

THE FOOTNOTE SAYS LESS THAN 50%.

IN ACTUALITY, THOSE WERE LESS THAN 25% DUE TO POLICY DECISIONS AT THE STATE LEVEL IN RESPONSE TO THE PANDEMIC AND OFFERING DIFFERENT OPTIONS. KNOWING THAT NOT ALL STUDENTS WERE RETURNING FULLY IN-PERSON WHEN THOSE 21 ASSESSMENTS WERE ADMINISTERED.

SO WE ARE USING THE 2122 YEAR WITHIN THOSE CONTENT AREAS AS THE BASELINE COMING OFF OF THE PANDEMIC.

WHEN WE LOOK AT THOSE RESULTS DISAGGREGATED BY STUDENT GROUP, WE DO SEE INCREASES IN READING AND MATHEMATICS AND SCIENCE ACROSS ALL STUDENT GROUPS, EXCLUDING OUR STUDENTS WITH DISABILITIES WHO REMAINED LARGE, WHO LARGELY DIDN'T SEE A CHANGE FROM 21 TO 22.

BUT WHAT YOU CAN SEE HERE, AGAIN, IS THE SIMILAR TREND WHERE WE'RE SEEING INCREASES ACROSS STUDENT GROUPS FROM 21 TO 22.

AND PERFORMANCE IS LAGGING STILL COMPARED TO THE 2019 PRE-PANDEMIC.

AND YOU CAN ALSO SEE SOME OF THE DISPARATE IMPACT OF THE PANDEMIC AND ACHIEVEMENT FROM THAT BY STUDENT GROUP. SO WITH ALL OF THAT CONSIDERED, I AM GOING TO TURN IT OVER TO DR.

KAY WYATT, WHO IS GOING TO TAKE US THROUGH OUR DRAFT AREAS OF FOCUS.

THANK YOU, DR. PAIGE.

JUST A REMINDER, OF COURSE, THAT OUR STRATEGIC PLAN IS OUR ROAD MAP FOR ALL THE WORK THAT WE DO THROUGHOUT THE SCHOOL YEAR.

AND, OF COURSE, WITHIN THOSE FIVE GOALS, WE DO HAVE ONE GOAL AROUND SYSTEMIC ALIGNMENT.

AND WITH THAT IN MIND, I JUST WANT EVERYONE TO BE MINDFUL THAT THAT HAS A CASCADING EFFECT THROUGH ALL OF THE WORK THAT WE DO AROUND BUDGET PRIORITIES.

OUR AREAS OF FOCUS THAT WE'LL SPEAK TO THIS EVENING, OUR SUPERINTENDENTS EVALUATION, AS WELL AS OUR IMPROVEMENT PLANS THAT ARE OUR DEPARTMENT IMPROVEMENT PLANS AND OUR SCHOOL IMPROVEMENT PLANS.

AND SO WE'RE GOING TO REMAIN FOCUSED ON WHAT THAT LOOKS LIKE AS A CONTINUOUS IMPROVEMENT PROCESS FOR THIS SCHOOL YEAR.

[00:25:06]

SO OF COURSE WE ALREADY HAVE IDENTIFIED OUR 2023 BUDGET PRIORITIES THAT ARE IN ALIGNMENT WITH OUR FIVE GOALS THAT WILL ENSURE THAT ALL OF OUR STUDENTS HAVE EQUITABLE ACCESS TO AND ENGAGE WITH OUR HIGH QUALITY INSTRUCTION AND PROGRAMING.

AND WE WILL CONTINUE THAT WORK TO REDUCE THEIR VARIOUS LEARNING.

WE WILL CONTINUE TO BE STRATEGIC AND PROVIDING THE RESOURCES AND SUPPORTS TO SCHOOLS AND THE DEPARTMENTS AS THEY ARE NEEDED BASED ON THEIR DATA.

SO AS PART OF THIS SYSTEMIC ALIGNMENT PROCESS AND IN REVIEWING THE DATA THAT WE'VE JUST DISCUSSED, WE'D LIKE TO PRESENT TO YOU THIS EVENING THE 2022, 2023 DRAFT AREAS OF FOCUS AND THE RESOURCES AND PROGRAMS THAT ARE TIED TO THEM.

AS YOU CAN SEE ON THE SCREEN, THESE ARE THE DRAFT AREAS THAT WE WOULD LIKE TO PROPOSE TO YOU THIS EVENING.

BUT BEFORE WE BEGIN SPEAKING ABOUT EACH OF THEM INDIVIDUALLY, I'D LIKE TO DRAW YOUR ATTENTION TO WHAT WE'RE CALLING OUR PLAY BUTTONS THAT YOU MIGHT HAVE SEEN BEFORE.

WE'RE USING THOSE PLAY BUTTONS THAT ARE DOWN ON THE LEFT SIDE OF YOUR SCREEN TO KIND OF INDICATE WHERE WE ARE WITH THE IMPLEMENTATION OF EACH PROGRAM.

OF COURSE, THE STAGE ONE IS THE EARLY STAGE WHERE WE'RE REALLY JUST DEVELOPING THE PROGRAM AND LAYING OUT THE FRAMEWORK FOR THAT WORK.

SO THAT IS OUR STAGE ONE OF PLAN AND PREPARE.

STAGE TWO IS REALLY THE INITIATE AND REFINE.

WE HAVE THOSE PROGRAMS IN PLACE.

WE'LL STILL CONTINUE TO MONITOR THE METRICS AND REALLY REFINE THE WORK TO MAKE SURE THAT WE'RE MEETING THE NEEDS.

AND IT STILL REMAINS FOCUSED ON OUR DATA FOR STAGE THREE.

OF COURSE, WE HAVE THAT FULL IMPLEMENTATION AND WE WILL CONTINUE TO SUSTAIN THAT WORK SCALE OR CHANGE OR MAKE MODIFICATIONS AS NEEDED TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF ALL OF OUR STUDENTS.

SO I'LL GO AHEAD AND BEGIN TO INTRODUCE TO YOU THE DRAFT AREAS OF FOCUS FOR THE SCHOOL YEAR OF 2020 TO 2023.

WE'LL BEGIN WITH THE FOCUS AREA OF SOCIAL, EMOTIONAL AND ACADEMIC LEARNING RECOVERY.

UNDER THAT, WE HAVE THREE FOCUS AREAS OF CIEL.

OF COURSE, YOU'VE HEARD A LOT OF OUR STAFF TALKING ABOUT WHAT THAT LOOKS LIKE DAILY IN EACH OF OUR SCHOOLS AND THOSE LESSONS REALLY ARE WITH THE PRE-K.

I KNOW WE GET LOTS OF QUESTIONS ABOUT THAT, BUT WE ARE STARTING THOSE LESSONS IN PRE-K THROUGH 12.

I HAD THE OPPORTUNITY TO DO SOME TOURS THIS WEEK AND TO WATCH A PRE K LESSON ON SEAL IS JUST AN AMAZING OPPORTUNITY TO SEE THEM ENGAGING AND LEARNING ABOUT THEMSELVES AND ACTUALLY DOING SOME MEDITATION WORK.

AND I THINK MADAM CHAIR WAS WITH ME.

SO TO SEE THAT WORK.

WE'RE VERY EXCITED ABOUT IT.

ALSO, WE'RE GOING TO HAVE A FOCUS ON LITERACY IN GRADES KINDERGARTEN THROUGH FOURTH GRADE.

WE WILL BE ADDRESSING THE UNFINISHED LEARNING AND MATH FOR GRADES KINDERGARTEN THROUGH 12TH GRADE.

WE'LL CONTINUE THE FOCUS AREA OF HISPANIC MALES WITH FOCUS ON ACADEMIC ENRICHMENT AND ADVANCEMENT, EARLY WARNING SYSTEM, AS WELL AS INTERNSHIPS, INTERNSHIPS AND REALLY EXPANDING THEIR WORKFORCE DEVELOPMENT.

OF COURSE, AS WE KNOW, RETURNING BACK TO IN-PERSON LEARNING, THE STAFF WELLNESS AND GROWTH IS GOING TO BE VERY IMPORTANT FOR THE WORK THAT WE DO WITH OUR STAFF.

WE'RE GOING TO REMAIN TARGETED AND ENHANCE WITH OUR RECRUITMENT EFFORTS, OUR CAREER GROWTH AND PIPELINE OPPORTUNITIES FOR INCOMING APPLICANTS, AS WELL AS CURRENT STAFF THAT WE HAVE IN PLACE.

AND WE REALLY WANT TO MAKE SURE THAT WE GIVE ADDED ATTENTION TO OUR STAFF EXCUSE ME, STAFF WELLNESS PROGRAM FOR THIS SCHOOL YEAR.

ANOTHER AREA FOR US IS THE MIDDLE SCHOOL EDUCATIONAL EXPERIENCE.

WE'RE GOING TO REALLY TAKE A DEEP LOOK AT OUR SCHEDULING, OUR MATH PATHWAYS, AS WELL AS OUR MIDDLE SCHOOL TRANSITIONS WITH GRADES 5 TO 6 AND THEN EIGHTH TO NINTH GRADE.

NEXT SLIDE, PLEASE.

OTHER FOCUS AREAS INCLUDE OUR EARLY COLLEGE WITH CORE SEQUENCING AND PROGRAM DEVELOPMENT.

OF COURSE, OUR TALENTED AND GIFTED, WHICH IS IN THE IDENTIFICATION PROCESS, THE SERVICE MODEL AND UPDATE THE LOCAL PLAN FOR THE GIFTED.

PLEASE NOTE THAT WHILE WE DO HAVE THESE AREAS OF FOCUS OVER THE LAST COUPLE OF YEARS, THERE HAVE BEEN A NUMBER OF OTHER FOCUS AREAS THAT WE WILL CONTINUE OUR EFFORTS AROUND THE STUDENT SUPPORT TEAM EXPANDING WHAT THAT WORKS LOOKS LIKE FOR OUR STUDENTS AS WELL AS THOSE TEAMS STRATEGIC PLAN IMPLEMENTATION, THE POLICY EQUITY AUDIT WORK IMPLEMENTATION OF STUDENTS WITH DISABILITY PLANS.

WE ALSO WANT TO MAKE SURE THAT WE'RE VERY CLEAR THESE ARE OUR AREAS OF FOCUS BASED ON OUR DATA.

OUR DEPARTMENT AND OUR SCHOOL IMPROVEMENT PLANS WILL HAVE OTHER AREAS OF FOCUS BASED ON OUR DATA THAT WE WILL REMAIN STEADFAST WITH THE WORK.

NEXT SLIDE, PLEASE.

AT THIS POINT, IT IS MY PLEASURE TO INTRODUCE DR.

JULIE CRAWFORD, WHO WILL SPEAK TO TWO EXCUSE ME, ONE AREA OF OUR FOCUS AREAS AROUND SOCIO EMOTIONAL LEARNING.

SHE WILL BE FOLLOWED BY DR.

WENDY GONZALEZ, WHO WILL SPEAK TO THE K FOR LITERACY PROGRAM.

AND THESE ARE JUST A FEW OF THE FOCUS AREAS THAT WE LIKE TO HIGHLIGHT THIS EVENING.

SO I'LL TURN IT OVER TO YOU, DR.

JULIE CRAWFORD. THANK YOU, DR.

K. GOOD EVENING, EVERYONE, AND THANKS FOR THE OPPORTUNITY, AS ALWAYS, TO TALK ABOUT OUR SOCIAL EMOTIONAL LEARNING.

AS YOU HEARD, BASED ON THE INFORMATION THAT DR.

PAGE WENT THROUGH, WE HAVE A LOT OF AREAS TO CELEBRATE AND WE HAVE A LOT OF CONCERNING DATA WHEN IT COMES TO WHAT OUR STUDENTS ARE REPORTING.

[00:30:06]

THE BOARD IS AWARE THIS YEAR HAVING EXPLICIT TIME FOR OUR SOCIAL EMOTIONAL DEVELOPMENT AND OUR SEAL LESSONS.

SO WE HAVE WORKED IN COLLABORATION WITH OUR AWESOME PRINCIPALS AND THE DEPARTMENT OF TEACHING, LEARNING AND LEADERSHIP TO MAKE SURE THAT EVERY SCHOOL DOES HAVE EXPLICITLY STATED IN THEIR SCHEDULE 30 MINUTES A DAY TO PARTICIPATE WITH THEIR LESSONS.

I DO WANT TO NOTE, TOO, AN EXCITING DEVELOPMENT WITH THE LESSONS IS THAT IN EVERY SCHOOL WE HAVE DIFFERENT LIAISONS, WE HAVE OUR RESTORATIVE PRACTICES LIAISON, WE HAVE SEAL IMPLEMENTATION, WE HAVE OUR PBIS COACHES.

THOSE LIAISONS ARE PLAYING A BIGGER ROLE IN DEVELOPING THE LESSONS THIS YEAR EXPLICITLY FOR THEIR SCHOOLS.

OF COURSE, STUDENT SERVICES AND EQUITY IS CONTINUING TO SUPPORT THAT WORK.

BUT YOU MAY REMEMBER, AND ESPECIALLY BECAUSE WE HAVE THE LESSONS POSTED ONLINE FOR OUR PARENTS TO SEE, THAT IN THE LAST TWO YEARS THEY HAVE BEEN DEVELOPED CENTRALLY.

AND THIS YEAR THE SCHOOLS REALLY EXPRESSED THAT THEY WANTED TO TAKE A BIGGER ROLE IN BEING ABLE TO TAILOR IT TO THE NEEDS OF THEIR SPECIFIC SCHOOL COMMUNITY.

SO THAT'S VERY EXCITING TO SEE THAT BUY IN.

NEXT, WE HAVE MANTRA MONITORING AND ACCOUNTABILITY FOR SOCIAL EMOTIONAL LEARNING.

LOOK, FORCE, THIS IS ACTUALLY BUILDING OFF OF SOME OF THE WORK THAT WAS DONE LAST YEAR WITH DR.

PAIGE AND COMPANY WHEN THEY WENT TO GET THE STUDENT VOICE AT THE SCHOOLS AND HELD STUDENT FOCUS GROUPS ON OUR CORE VALUES LIKE WELCOMING.

WE HEARD FROM OUR STUDENTS LAST YEAR.

WHAT DID THEY SEE AND WHAT DO THEY NOT SEE THAT THEY WANT TO SEE IN THEIR SCHOOL WITH RESPECT TO HAVING A SOCIAL EMOTIONAL LEARNING ENVIRONMENT THAT IS SAFE AND WELCOMING? AND THEN WE HAD THE WONDERFUL OPPORTUNITY LAST THURSDAY, AUGUST 18TH IS A PART OF OUR DIVISION WIDE PROFESSIONAL LEARNING TO HAVE EACH SCHOOL SITE WORK ON THEIR SEAL THEIR SEAL WORK THEY DID.

AND AGAIN, HERE WE WERE ABLE TO DIFFERENTIATE BECAUSE WE KNOW WE HAVE SCHOOLS THAT ARE AT DIFFERENT STAGES IN THE JOURNEY.

WE MAY HAVE A SCHOOL.

I ALWAYS USE CORA, KELLY AND FERDINAND TO DAY THERE FURTHER BECAUSE THEY WERE OUR FIRST RULER SCHOOLS THAT PILOTED SO THEY MAY BE ON YEAR FOUR OF RULER AND IN A VERY DIFFERENT PLACE THAN A SCHOOL THAT JUST GOT TRAINED LAST YEAR AND IS IMPLEMENTING RULER.

SO LAST THURSDAY WE WERE ABLE TO DO PROFESSIONAL DEVELOPMENT AT EACH SCHOOL AND WE ASKED OUR INSTRUCTIONAL STAFF, WHAT WOULD YOU EXPECT YOUR SCHOOL ADMINISTRATOR TO SEE DURING A WALKTHROUGH? WHAT DO YOU THINK THE MARKERS ARE FOR A SAFE, WELCOMING LEARNING ENVIRONMENT THAT YOU WANT TO BUILD BY USING THESE SOCIAL EMOTIONAL LESSONS? SO WE WERE ABLE TO COLLECT A TREMENDOUS AMOUNT OF DATA FROM OUR TEACHERS AND OUR INSTRUCTIONAL STAFF HEARING THOSE VOICES, AND THEN WE'RE PULLING THAT TOGETHER, CONTINUING THE CONVERSATION WE HAD WITH OUR PRINCIPALS THROUGH THE SUMMER OF TAKING THAT INFORMATION AND OF COURSE, FEEDBACK FROM SCHOOL ADMINISTRATORS TO DEVELOP A LOOK FOR A WALK THROUGH DOCUMENT AS THEY GO THROUGH LINKING TO OUR EVALUATION PROCESS.

SO THAT'S EXCITING, THAT MONITORING AND ACCOUNTABILITY.

WE KNOW THE BOARD HAS HAD QUESTIONS ABOUT THROUGHOUT THE COURSE OF LAST YEAR HOW DO WE KNOW THIS IS HAPPENING? WHAT ARE OUR MARKERS REALLY ENHANCING THAT ASPECT? AND ANOTHER THING JUST TO HIGHLIGHT, IN THE TWO PREVIOUS YEARS, WE HAD THE UCLA COVID BRIEF SCREENER AS OUR TRAUMA SCREENER IN THE FALL, IN THE SPRING, AND WE HAVE TRANSITIONED TO A NEW TOOL FOR FALL AND SPRING ADMINISTRATION.

WE CALL IT THE DSA, THE DEVEREAUX STUDENT STRENGTHS ASSESSMENT, WHICH IS OUR SOCIAL EMOTIONAL TOOL TO ASSESS HOW OUR STUDENTS ARE DOING.

AND I WOULD LIKE TO HIGHLIGHT FOR ANYBODY WHO IS LISTENING IN THE COMMUNITY, BUT ALSO FOR OUR BOARD, THAT WE HAVE A FAKE ON THE WEBSITE FOR FAMILIES AND FOR STAFF.

IF YOU WANT TO LEARN A LITTLE BIT MORE ABOUT WHAT DOES THE DESK LOOK LIKE IN ACPS, WHAT MIGHT POTENTIAL QUESTIONS BE? CAN I OPT IN MY CHILD OUT? WHERE IS THIS INFORMATION STORED? HOW IS IT GOING TO BE USED? ALL OF THAT INFORMATION IS AVAILABLE ON THE WEBSITE AND THE DCF HQ.

AND OF COURSE WE HAVE OUR TIER ONE PRACTICES.

WE WILL CONTINUE TO UTILIZE OUR SEAL STRATEGIES SUCH AS OUR SOCIAL EMOTIONAL CURRICULUM OF RULER, OUR PBIS, OUR RESTORATIVE PRACTICES STRATEGY THROUGHOUT THE COURSE OF THE SCHOOL DAY.

AND THOSE ARE ALL BUILT INTO THE SEAL LESSONS THAT WE'VE BEEN USING THE LAST TWO YEARS.

AND NOW, AS WE SAID, THE SCHOOLS BEING ABLE TO TAILOR THOSE TO THEIR SPECIFIC NEEDS.

SO THANK YOU.

AT THIS TIME, I'M TURNING IT OVER TO DR.

GONZALEZ. YES.

THANK YOU. LAST YEAR WE HAD THE PLEASURE OF ROLLING OUT OUR REALLY GREAT READING PROGRAM IN OUR K THROUGH FOUR CLASSES.

AND SO THIS YEAR WE'RE GOING TO ENHANCE OUR FOCUS ON THAT WITH THIS CURRICULUM.

OUR TEACHERS HAVE BEEN EQUIPPED WITH LOTS OF LESSON MATERIALS, STUDENT CONSUMABLES, HANG ON, MANIPULATIVES, AS WELL AS INDIVIDUALIZED SOFTWARE

[00:35:06]

IN ORDER TO SUPPORT THAT.

AS WE CONTINUE ON IN THIS YEAR, WE'RE REALLY FOCUSING ON HIGH QUALITY TIER ONE INSTRUCTION.

WE'RE ACTUALLY DOING THAT THROUGHOUT ALL TITLES, BUT DEFINITELY IN OUR K THROUGH FOUR CLASSES WHERE WE'RE REALLY SUPPORTING AND BUILDING COMMUNITIES OF PRACTICE AS WE LEARN FROM EACH OTHER AND ALONGSIDE EACH OTHER AND SUPPORT ONE ANOTHER.

AS WE CONTINUE THIS IMPLEMENTATION OF REALLY GREAT READING, WHICH IS OUR WHICH REALLY FOCUSES ON PHONICS AND PHONEMIC AWARENESS THAT OUR CHILDREN NEED.

IN ADDITION, WE'RE GOING TO CONTINUE TO WORK ON BUILDING OUR EDUCATORS CAPACITY.

WE'RE REALLY FOCUSING ON DIFFERENTIATED ASSESSMENT PROTOCOLS SO THAT NOT ONLY CAN WE DIAGNOSE, WE CAN PROGRESS MONITOR, AND WE CAN ALSO HELP ACCELERATE STUDENT ACQUISITION OF THESE CRITICAL FOUNDATION LITERACY SKILLS.

SO THIS IS JUST ONE AREA.

THERE ARE LOTS OF TL INITIATIVES OF THE AREA OF FOCUS, BUT WE JUST WANTED TO HIGHLIGHT THIS FOR YOU THIS EVENING, AND NOW I'LL TURN IT BACK OVER TO DR.

PAIGE. SORRY EVERYONE, I AM UNMUTED AND I THINK AT THIS POINT WE WILL TURN IT BACK OVER TO THE CHAIR FOR DISCUSSION AND ANY QUESTIONS.

OKAY. DID YOU HAVE ANY COMMENTS? NO, THAT WAS ALL. I WAS JUST GOING TO MAKE SURE WE WERE TURNING IT BACK OVER TO YOU TO SEE IF YOU HAD ANY QUESTIONS.

AND JUST FIRST OF ALL, I JUST WANT TO THANK THE TEAM THAT PRESENTED TONIGHT, BECAUSE THERE'S A LOT OF DATA TO GO THROUGH TO KIND OF REALLY NARROW DOWN THE SCOPE OF OUR FOCUS.

AND OF COURSE, LIKE I MENTIONED EARLIER, IT'S NOT JUST ABOUT THESE FOCUS AREAS.

WE WILL CONTINUE TO LOOK AT OUR DATA THROUGHOUT THE YEAR TO PROVIDE ADDITIONAL SUPPORT THROUGH OUR DEPARTMENT IMPROVEMENT PLANS AS WELL AS OUR SCHOOL IMPROVEMENT PLANS.

SO THANK YOU TO THE LEADERSHIP TEAM FOR ALL OF THEIR WORK ON THIS DATA AND WHAT I KNOW IS REALLY THE WORK AHEAD.

SO TONIGHT WAS JUST A SMALL PIECE OF THAT.

SO THANK YOU TO THE TEAM.

THANK YOU. ALL RIGHT.

I'M GOING TO TURN IT OVER TO THE BOARD FOR QUESTIONS.

ANY QUESTIONS? I HAVE A QUESTION.

OOH. I COULD GO FIRST.

ONE OF THE THINGS I'M WONDERING IF IT WOULD BE HELPFUL FOR THE BOARD TO BE ABLE TO SEE AND I FEEL LIKE WE'VE KIND OF BRUSHED ON THIS NOT I DON'T KNOW IF IT WAS LAST YEAR OR THE BEGINNING OF LAST YEAR OR THE YEAR BEFORE.

COVID IS A TIME WARP, BUT REALLY BEING ABLE TO SEE.

AND DR. SIMPSON BAIRD, YOU ACTUALLY BROUGHT UP BROUGHT THIS UP TO ME.

BEING ABLE TO SEE WHERE ALL OF OUR RESOURCES FALL WITHIN THE MDGS FRAMEWORK SO THAT WE SORT OF KNOW WHEN WE TALK ABOUT WHAT WE'RE DOING AT TIER ONE, HIGH QUALITY INSTRUCTION, WHAT ARE ALL OF THE RESOURCES THAT WE'RE USING, ALL THE SORT OF ACTIONS OR THINGS THAT WE DO THAT FALL UNDER THAT CATEGORY? AND THEN THE SAME FOR TIER TWO AND TIER THREE, BECAUSE A LOT OF THIS STUFF FALL OBVIOUSLY FALLS WITHIN THAT.

BUT THERE ARE SO MANY PIECES THAT GO INTO GETTING THIS WORK DONE, AND I WONDER IF IT WOULD BE BENEFICIAL, I THINK EVEN TO THE COMMUNITY AT LARGE TO SEE, YOU KNOW, WHEN WE'RE SAYING OUR FOCUS IS ON TIER ONE INSTRUCTION, THESE ARE ALL THE THINGS THAT WE DO AS A DIVISION THAT LEND ITSELF TO THAT WORK AND DOING THAT FOR EACH TIER.

I DON'T KNOW. YOU KNOW, I GUESS THAT'S A QUESTION.

LIKE, WOULD THAT BE HELPFUL? CAN WE CAN WE DO THAT? HAVE WE STARTED DOING THAT? I WAS GOING TO BRING UP THE PAST IF SHE CAN TALK ABOUT THE FUTURE.

OKAY. I SAID I'M GOING TO TALK ABOUT THE FUTURE.

SO I DO.

AND THANK YOU, MADAM CHAIR, FOR ASKING OR FOR MENTIONING THAT, BECAUSE WE DID START A COUPLE OF YEARS AGO BEFORE THE PANDEMIC IN 2019, WE STARTED TO DEVELOP OUR RESOURCES BASED ON TIERS.

AND WE DID THAT AT THAT TIME BECAUSE EVERY SCHOOL HAD A DIFFERENT MTS KIND OF LIKE RESOURCES AND SUPPORTS IN THEIR BUILDINGS AND WE WANTED TO HAVE MORE CONSISTENCY. SO FOR EXAMPLE, WE WANTED TO KIND OF NARROW DOWN LIKE SOME OF THE TIER ONE SUPPORTS THAT WE WERE THAT WE WERE DOING IN EVERY SCHOOL, REGARDLESS OF WHERE YOU WERE OR WHETHER YOU WERE ON THE EAST SIDE OF THE WEST SIDE.

SO WHAT WE WHAT WE WILL NEED TO DO MOVING FORWARD IS KIND OF DO A REVISIT OF THAT DOCUMENT BECAUSE THERE ARE SOME THINGS THAT HAVE CHANGED OVER THE PAST TWO YEARS. WE DID THIS IN THE FALL OF 2019 WAS WHEN THIS OCCURRED.

SO WE WOULD NEED TO JUST UPDATE THAT WITH SOME OF OUR NEW INFORMATION.

AND WE ALSO TRY TO GET OUT OF TRYING TO HAVE THE BOARD IS GOING TO HAVE TO MAKE THE DECISION FOR THE FUTURE HOW WE HAVE SPECIALTY SCHOOLS AND SOME SCHOOLS HAVE

[00:40:05]

SO WE WERE TRYING TO WORK THROUGH SOME OF JUST THE DIFFERENCES THAT ARE HAPPENING IN ALL OF OUR SCHOOLS.

SO I COULD SAY THAT WE'LL TAKE OR THE TEAM WILL BE ABLE TO TO GO BACK AND REVISIT OUR MTS FRAMEWORK BECAUSE THAT'S WHAT WE HAD THESE ACTUAL RESOURCES UNDER AND MAKE REVISION REVISIONS WITH THE MOST RECENT RESOURCES THAT WE HAVE BECAUSE WE HAVE ADDED ADDITIONAL RESOURCES, ESPECIALLY AT TIER TWO AND TIER THREE DURING THE PANDEMIC BECAUSE OF THE LEARNING LOSS THAT WAS HAPPENING DURING THAT TIME.

SO IT IS AS TIMELY FOR IT TO BE UPDATED ANYWHERE.

YEAH, I THINK THAT WOULD BE GOOD BECAUSE, YOU KNOW, FOR EXAMPLE, WE WE HAVE IN HERE IN THE DRAFT AREAS OF FOCUS, YOU KNOW, THE UNFINISHED LEARNING FOR MATH, RIGHT? SO WHAT ARE THE THINGS LIKE WHAT ARE THOSE RESOURCES THAT ARE BEING USED TO ADDRESS THAT AND BEING ABLE TO SEE THAT, YOU KNOW, WITHIN THE TIERS, I JUST THINK WOULD BE HELPFUL FOR PEOPLE TO REALLY UNDERSTAND.

AND THEN IT SETS THAT TONE TO, I THINK, A REALLY TRYING TO BE CONSISTENT ACROSS SCHOOLS JUST WITH CERTAIN THINGS.

SO AND THE ONLY OTHER COMMENT I HAVE IS I REALLY LIKE THE PLAY BUTTONS BECAUSE I KNOW THAT, YOU KNOW, EVERY YEAR SOME OF THESE THINGS ARE CONTINUOUS. SOME OF THESE THINGS KEEP SHOWING UP, WHICH THEY SHOULD.

BUT I THINK IT'S REALLY GOOD FOR PEOPLE TO SEE, YOU KNOW, WHAT ARE THE THINGS THAT WE'VE BEEN DOING? WHAT ARE THE THINGS THAT, YOU KNOW, WE'RE INITIATING AND REFINING AND WHAT ARE THE THINGS THAT WE'RE JUST STARTING? I THINK THAT WAS WHOEVER'S IDEA THAT WAS.

IT'S GOOD. I CAN TAKE NO CREDIT FOR THAT.

I GIVE THAT TO TINA CONSTANTLY.

YEAH. OH, WE'RE GIVING CREDIT TO DR.

TINA CONSTANTINE. THANK YOU.

OKAY. THAT WAS ALL I HAD.

DOCTOR. THANK YOU.

WELL, THANKS FOR THE THANK YOU FOR THE PRESENTATION.

DR. QUIET AND TEAM DOCTOR PAGE.

I GUESS I HAVE TWO QUESTIONS.

SO THE FIRST QUESTION SO I GUESS I WANT TO START BY SAYING, YOU KNOW, THERE'S A LOT OF DATA PRESENTED IN THE PRESENTATION AND I MEAN EQUITY CLIMATE SURVEY, DEVELOPMENTAL ASSET SURVEY, CHRONIC ABSENTEEISM DATA, KPIS FROM EQUITY DASHBOARD PALS MAP.

SO IT'S, IT'S A LOT.

AND I THINK WE COULD SPEND AN ENTIRE MEETING TALKING ABOUT EACH OF THESE DATA SETS.

AND I'M CURIOUS, LIKE WHEN WE'RE GOING TO BE ABLE TO TALK MORE ABOUT THESE DATA SETS.

AND I THINK IT WOULD BE REALLY HELPFUL TO HAVE PUBLIC CONVERSATIONS ABOUT A LOT OF THESE DIFFERENT THINGS SO THAT IT CAN GO BEYOND BOARD BRIEFS OR BOARD DISCUSSIONS AND BE SHARED WITH THE WIDER COMMUNITY, OUR ADVISORY GROUPS, OUR COMMUNITY PARTNERS.

SO THAT'S KIND OF A COMMENT.

BUT WITH REGARDS TO THE DRAFT AREAS OF FOCUS, I GUESS MY QUESTION IS, SO THERE'S A LOT HERE, A LOT OF REALLY GREAT STUFF HERE. AND THEN THERE'S THERE'S A LOT OF THINGS TOO THAT I THINK WE'LL BE DOING THAT ARE NOT HERE.

SOME OF THE BIG ONES THAT COME TO MIND ARE SUPERINTENDENT SEARCH.

REDISTRICTING, I BELIEVE IS ON THE HORIZON, COLLECTIVE BARGAINING.

AND THEN OUR EDUCATION DESIGN TEAM, WHICH IS GOING TO DETERMINE HOW THE SPLIT CAMPUS HIGH SCHOOL MODEL IS GOING TO WORK.

AND MINI HOWARD IS SUPPOSED TO OPEN IN 2024, WHICH SEEMS LIKE A LONG TIME FROM NOW, BUT I KNOW THAT'S GOING TO BE HERE BEFORE WE KNOW IT.

SO THOSE ARE THOSE ARE SOME LIKE BIG BUCKET THINGS THAT I DON'T EVEN SEE LISTED HERE.

AND SO MY QUESTION IS, MAYBE IF I THINK IT WOULD BE HELPFUL IF YOU COULD GIVE INSIGHT INTO HOW THE TEAM HONED IN ON THESE PARTICULAR AREAS OF FOCUS.

AND I KNOW FOR THOSE OF US WHO ARE ON OUR SECOND TERM, LIKE WE'VE BEEN TRYING TO GET INTO THIS PLACE OF SYSTEMIC ALIGNMENT.

SO I KNOW IT KIND OF GOES BACK TO THE BUDGET PRIORITIES AND THEN AND THEN HOW WE'RE THINKING ABOUT APPROACHING THIS WORK IN THE FUTURE.

BECAUSE I KNOW AND AGAIN, JUST SHARING FOR SOME OF THE NEWER BOARD MEMBERS LAST YEAR, THE BOARD LEADERSHIP HAD A MEETING, KIND OF A RETREAT AT THE BEGINNING OF THE YEAR WITH THE SUPERINTENDENT TO TRY TO SET THE AGENDA FOR THE YEAR.

AND SO I WAS JUST KIND OF WONDERING IF THERE'S BEEN THOUGHT GIVEN ABOUT HOW TO LIKE SORT OF APPROACH SOME OF THIS WORK.

ARE THERE POINTS OF CONTACT FOR EACH OF THESE AREAS? SO SO THAT'S KIND OF A LOT.

BUT REALLY, I'M JUST LOOKING AT INSIGHT AND HOW YOU GOT TO THESE PARTICULAR AREAS OF FOCUS AND THEN HOW WE'RE THINKING ABOUT APPROACHING THE WORK IN THE COMING YEAR.

SO JUST KIND OF A QUICK RESPONSE TO ONE OF THE QUESTIONS THAT WAS IN THERE THAT WE WILL BE HAVING QUARTERLY SESSIONS TO KIND OF GO INTO THE DATA A LITTLE BIT DEEPER.

SO THERE'S A CLEAR UNDERSTANDING OF HOW WE DERIVE IT.

IT'S A LOT TO PRESENT TONIGHT, DR.

PAGES. OFFICE WILL DEFINITELY WORK WITH US ON MAKING SURE THAT IT'S READABLE AND UNDERSTANDABLE FOR ALL OF OUR COMMUNITIES TO UNDERSTAND.

[00:45:03]

SO I THINK THAT'S GOING TO LOOK A LITTLE DIFFERENT WHEN WE GET TO THAT LEVEL OF DISSEMINATING THAT DATA.

AND I KNOW I'LL LET DR.

PAIGE ANSWER ABOUT HOW WE DERIVED IT, BECAUSE TRYING TO PULL THAT AMOUNT OF DATA TO NARROW THE FOCUS, LIKE I SAID, A LOT OF IT WILL COME OUT IN THOSE DEPARTMENT IMPROVEMENT PLANS AS WELL AS THE SCHOOL IMPROVEMENT PLANS.

SO I'LL LET DR.

PAGE IF HE WOULD LIKE TO RESPOND.

AND I DO BELIEVE THAT DR.

GONZALEZ ALSO WANTED TO SHARE SOMETHING OR SURFACE.

DR. CRAWFORD, MAYBE DR.

GONZALEZ AROUND MORE ABOUT THE MTS PROGRAM.

SO DR.

PAIGE, NOT SURE IF THERE IS SOMETHING ELSE YOU WANTED TO ADD.

ABOUT THE DATA PART THAT THE QUESTION AROUND THE DATA AND HOW WE ARRIVED AT THESE PARTICULAR AREAS OF FOCUS.

SURE, I CAN SPEAK TO CERTAINLY AS WAS DISCUSSED AND AS ILLUMINATED KIND OF BY THE PLAY BUTTONS.

RIGHT. A LOT OF THESE AREAS OF FOCUS ARE MULTIYEAR EFFORTS.

SO WE ARE EXPECTING TO SEE CONTINUITY ACROSS YEAR.

SO A LOT OF THE AREAS OF FOCUS THAT YOU'RE SEEING PRESENTED THIS YEAR IS DRAFT OR CONTINUED AREAS OF FOCUS FROM PREVIOUS YEARS AS WELL AS IN THE CONTINUING AREAS.

THOSE ARE AREAS THAT WERE PREVIOUSLY PUT FORWARD AS MAIN AREAS.

SO I THINK THAT IS A KEY DRIVER THAT WE UNDERSTAND THAT AREAS THAT WE PUT FORWARD PREVIOUSLY DO TAKE MULTIYEAR EFFORTS TO SUSTAIN AND SCALE AND GET THAT WORK FULLY OFF THE GROUND.

AND THEN I WOULD SAY THE OTHER KEY POINT, KIND OF THE NEWER AREA OF FOCUS FOR THIS YEAR IS HONING IN ON STAFF WELLNESS.

AND I THINK THAT WAS ARRIVED AT BOTH FROM THE NUMERICAL DATA RIGHT THAT WE SEE AROUND ATTENDANCE AND AROUND SOME OF THE INDICATORS OF THE CLIMATE SURVEY, ETC..

BUT THEN ALSO JUST FROM OUR QUALITATIVE DATA AND FROM KNOWING AND SEEING FIRSTHAND THE AMOUNT OF STRESS, THE AMOUNT OF ANGST THAT OUR STAFF HAVE BEEN PUT THROUGH, NOT JUST WITHIN THE KIND OF, QUOTE UNQUOTE, PANDEMIC YEARS, BUT COMING OFF OF THAT AND EVERYTHING THAT HAS COME TO BEAR.

SO WANTING TO REALLY HIGHLIGHT THAT AS AN ADDITION, AS AN ADDITIONAL AREA OF FOCUS FOR THIS YEAR, JUST KNOWING THAT WE ARE NOTHING WITHOUT OUR STAFF.

YOU WANT TO SPEAK ABOUT THAT? OH, YES, I CAN RESPOND TO THAT.

SO WE WILL DO AGAIN WHAT WE DID LAST YEAR.

SO IF YOU REMEMBER THE PROCESS WISE, THE BOARD NEEDS TO ADOPT THE AREAS OF FOCUS FIRST.

ONCE THE BOARD ADOPTS THE AREAS OF FOCUS THAT WE WILL WORK WITH DR.

KAY AND THE REST OF THE SLT TO HAVE THAT ALL DAY RETREAT WHERE WE WILL SET THE AGENDA FOR THE YEAR, AND THAT THE AGENDA IS BASED ON THE AREAS OF FOCUS, SO THAT WE'RE JUST MAKING SURE THAT WHEN WE'RE HAVING OUR MEETINGS THAT WE'RE REVISITING THESE THINGS IN THE APPROPRIATE SEQUENCE SO THAT WE HAVE THAT OPPORTUNITY TO TALK ABOUT THE ACTUAL DATA AND WHAT'S HAPPENING, WHAT, YOU KNOW, HOW WE'RE PROGRESSING, IF THINGS NEED TO BE CHANGED, ETC..

SO WE'LL DEFINITELY DO THAT.

I THINK THAT WAS A REALLY GOOD PRACTICE THAT WE STARTED AND WE NEED TO CONTINUE.

DID YOU WANT TO RESPOND TO THAT? AND THEN I THINK ONE OF OUR TEAM MEMBERS WANTED TO ADD SOMETHING.

YES. OH, I THINK WE PROBABLY BOTH WERE GOING TO SAY SIMILAR.

YES. SO. RIGHT.

SO I CLAIM THE ACADEMIC SIDE OF THE MTS FRAMEWORK AND DR.

CRAWFORD HAS THE OTHER SIDE.

AND SO WE DO COLLABORATE AND OUR TEAMS ARE GOING TO BE COLLABORATING THIS YEAR.

BUT I WANTED TO SPEAK, MADAM CHAIR, TO WHAT YOU HAD MENTIONED EARLIER.

WE STARTED SOME OF THAT WORK LAST YEAR, AND SO THIS YEAR WE'RE ACTUALLY HAVING A TLB RETREAT ON THE 31ST AND WE'RE DIGGING INTO THIS WORK.

SO WE'VE HAD SOME SESSIONS OF BRAIN DUMPING OF ALL THE DIFFERENT RESOURCES, PROGRAMS, ASSESSMENTS, ALL THE THINGS THAT, YOU KNOW, A LITTLE BIT OF HERE, THERE AND EVERYWHERE.

RIGHT. SO AND IT'S REALLY HARD TO EVEN STUDY THE DATA WITHOUT US ALL BEING ON THE SAME PAGE.

SO WHAT WE'RE DOING IS WE'RE DOING A THEME EVENT.

IT'S GOING TO BE A LOT OF FUN AFTER TEAM BUILDING, BUT WE'RE DIVING INTO THAT WORK.

AND SO WHAT WE'RE TRYING TO DO IN TALLIL IS BUILD A COMMUNITY OF PRACTICE WITH PRINCIPAL VOICE.

WE DID SOME OF THAT WORK LAST YEAR, BUILDING A COMMUNITY PRACTICE AMONG PRINCIPALS.

NOW WE'RE TYING IT IN WITH ALL THE SPECIALISTS AND DIRECTORS AND COORDINATORS.

AND WHAT WE'RE FOCUSING ON THIS YEAR IS REALLY TIER ONE INSTRUCTION.

WHAT DOES GOOD TIER ONE INSTRUCTION LOOK LIKE FOR ALL CHILDREN, REGARDLESS OF THE ZIP CODE? RIGHT. AND WE WANT TO MAKE SURE THAT WE ARE ALIGNED SYSTEM, SYSTEM WIDE, SO THAT ALL OUR CHILDREN HAVE THOSE RESOURCES.

[00:50:04]

WHAT'S THE OUTCOME? WHAT'S THE LEVEL OF FIDELITY, WHAT'S THE PURPOSE, WHAT WHAT ARE WE LEARNING FROM IT? LIKE, IF YOU'RE USING ONE TOOL TO MEASURE FLUENCY, THEN WHICH TOOL WE USE AND FOR COMPREHENSION AND THEN MAKING SURE WE'RE NOT OVERLAPPING SO WE CAN USE THOSE MONIES TO GET THE OTHER TOOLS WE MIGHT BE LACKING.

SO IT'S A DEEP DIVE THIS YEAR.

WE HAVE SOME PEOPLE HELPING US, LIKE I SAID, TO STARTING IT.

BUT THE OTHER BIG PIECE IS WE WANT TO HELP OUR TEACHERS BY SHOWING WHAT'S ON BASICALLY THE MENU FOR TIER ONE THAT'S ALL ALIGNED SO THAT THEY DON'T THINK OF PBL AS SOMETHING EXTRA, ARE GLAD IS SOMETHING EXTRA OR CAGAN STRATEGY SOMETHING EXTRA.

WE'RE WORKING ON HOW TO ALL THESE THINGS COMBINED TO REALLY BUILD THAT STRONG FOUNDATION OF TIER ONE.

SO THEN WE DON'T HAVE TO SMALL GROUP OUR WAY OUT OF THINGS, RIGHT? WITH TIER TWO AND TIER THREE, WE NEED TO DO BETTER AT TIER ONE ACROSS THE BOARD, BUT WE NEED TO MAKE IT MANAGEABLE AND ALIGNED FOR OUR STAFF AND SO AND WITH THEIR INPUT AND ADVICE. SO THAT IS OUR DEEP DIVE THIS YEAR AND OUR FOCUS FROM.

TL SO I GUESS WHAT THEY SAY ABOUT GREAT MINDS, WE'RE ALREADY PLANNING IT.

IT'S, WE'RE KICKING IT OFF ON THE 31ST THIS MONTH.

SO YOU WILL BE, I THINK, REALLY PLEASED THAT THE PROGRESS REPORTS WILL GIVE YOU ON THIS WORK THROUGHOUT THE YEAR.

MISS IGNACIO.

YES. MY QUESTION IS JUST REALLY QUICK OR COMMENT.

IT'S AROUND RESTORATIVE PRACTICES.

I KNOW THAT THAT IS SOMETHING THAT MEMBERS OF OUR COMMUNITY COUNCIL AS WELL AS OUR SCHOOL BOARD ARE REALLY PASSIONATE ABOUT.

AND I'M WONDERING WHAT TYPE OF MATRIX WE'RE PUTTING IN PLACE TO MAKE SURE THAT OUR KIDS ARE GETTING RESTORATIVE PRACTICES IN LIEU OF SUSPENSIONS? ARE RESTORATIVE PRACTICES HAPPENING AND WHAT ARE THE IMPACT OF THAT? AND I THINK THE SOONER THAT WE START THAT WORK AND KEEP THAT DATA, THAT THE MORE WE'LL BE ABLE TO RESEARCH IT FURTHER DOWN THE ROAD.

I THINK, DR. CRAWFORD, IF YOU COULD ADDRESS THAT, AND I DO BELIEVE YOU HAD SOMETHING ELSE YOU WOULD LIKE TO SHARE.

DR. CRAWFORD. THANK YOU.

EXCELLENT QUESTION, MISS IGNACIO.

THANK YOU SO MUCH. THAT'S WHY WE STARTED TALKING TO OUR PRINCIPALS MONTHS AGO.

HONESTLY, ABOUT WHAT WILL THE ACCOUNTABILITY MEASURES BE DRAWING BACK TO? I THINK IT WAS A WORK SESSION IN DECEMBER OR JANUARY THAT THIS BOARD HAD TALKING ABOUT HOW WERE WE GOING TO BE ABLE TO MEASURE IT, WHAT WOULD OUR COLLECTION SYSTEM? AND THAT'S WHERE THE CONVERSATION ON THE WALKTHROUGHS THEY'LL LOOK FOR IS.

THEY ACTUALLY SEEING IT, LINKING IT TO THE EVALUATION SYSTEM CAME UP FROM THAT PRINCIPAL DISCUSSION AND WHAT DID THEY THINK? AND THAT'S WHERE WE WERE SOLICITING THAT.

THE STAFF INPUT FROM THAT.

WE'VE USED A VARIETY OF STRATEGIES OVER THE YEARS, YOU KNOW, AND YOU MAY REMEMBER THIS FROM KING STREET, WHERE AT TIMES WE HAD TEACHERS PUTTING IT INTO AN EXCEL SPREADSHEET, RUNNING THINGS ALONG THOSE LINES.

AND IT WASN'T ALWAYS THE THE MOST EFFECTIVE WAY TO FOR US TO COLLECT THAT DATA.

SO WE WERE LOOKING AT SORT OF SPOT CHECKING THIS YEAR, FOR LACK OF A BETTER TERM, WITH THE SCHOOL ADMINISTRATORS WHEN THEY DO THOSE WALKTHROUGHS, MAKING SURE THAT THEY'RE HITTING EITHER THE SEAL TIME BECAUSE THE SEAL LESSONS INCORPORATE THE CIRCLES SO THAT DAILY TIME YOU DON'T HAVE TO DO A SEAL LESSON AND THEN A RULER AND THEN A COMMUNITY CIRCLE THAT THEY ARE ALL BUILT IN THERE.

AND I HAVE HAD A LOT OF CONVERSATION WITH MR. BELL, AND I KNOW HE'S EXCITED ABOUT THE TEAM THAT THEY'VE PULLED TOGETHER TO WRITE THOSE SEAL LESSONS WHICH WHICH INCLUDE THE COMMUNITY CIRCLES AND SETTING THAT EXPECTATION. SO WE HAVE A COUPLE OF DIFFERENT WAYS THAT THE FEEDBACK FROM THE PRINCIPAL WAS LINKING IT TO THE PRINCIPALS, WAS LINKING IT TO THE WALKTHROUGH DOCUMENT FOR THEM, AND THEN LOOKING AT OTHER WAYS THAT WE CAN REALLY QUANTIFY.

AND MAYBE THAT IS A MORE REGULAR SURVEY CHECK IN AS WELL AS THOSE SPOT CHECKS SO THAT WE ARE SEEING THEM, THAT THEY'RE HAPPENING IN THE BUILDING. AND I THINK JUST ALONG THOSE SAME LINES, THAT WAS GOING TO BE MY COMMENT.

LOVE THE IDEA OF THE THE VISUAL AND I'LL USE R.P AS THE PERFECT EXAMPLE FOR THAT.

WE KNOW COMMUNITY CIRCLES ARE OUR TIER ONE AND THEN WE HAVE TIER TWO AND TIER THREE THAT WE HAVE OUR RESTORATIVE CIRCLE AND RESTORATIVE CONFERENCES, THAT WE HAVE SPECIFIC STAFF MEMBERS TRAINED IN THOSE.

THAT'S NOT SOMETHING THAT A GENERAL EDUCATION TEACHER, UNLESS THEY WERE ON A PARTICULAR TEAM TO BE RECEIVED, THAT ADDITIONAL TRAINING TO REPRESENT THAT. SO JUST ALONG THE THE LINES OF THE CHAIR'S COMMENT, EVERY SCHOOL HAS MTS LIAISONS THAT THAT ARE PART OF THIS GROUP AND THAT WORK WITH IN BETWEEN OUR TWO DEPARTMENTS OF TL AND STUDENT SERVICES AND EQUITY.

MS. WOOD AND FARRAH NICHOLLS LEADS OUR MTS WORK, PROVIDES REGULAR TRAINING TO THOSE MTS LIAISONS TO COLLECT DATA AND TO

[00:55:05]

I KNOW THEY'RE WORKING ON THAT RIGHT NOW, AND IT GOES HAND IN HAND WITH WHAT DR.

GONZALEZ JUST OUTLINED.

SO WE KNOW WHAT INTERVENTIONS ARE AVAILABLE AND WHAT OUR PROGRAMS ARE AT EVERY LEVEL.

THANK YOU. I JUST WANT TO TAKE A MOMENT BECAUSE I'M LISTENING TO ALL THE QUESTIONS AND WHAT YOU ALL DON'T KNOW SITTING HERE TONIGHT IS THESE TWO DEPARTMENTS HAVE ALREADY MET AND ALREADY STARTED PLANNING ABOUT WHAT THIS IS GOING TO LOOK LIKE THROUGHOUT THE YEAR AND A LOT OF METRICS ABOUT HOW WE'RE GOING TO MONITOR TO ENSURE THAT IT'S HAPPENING.

SO I WANT TO JUST TAKE THIS MOMENT TO THANK BOTH OF DR.

CRAWFORD IN DR.

GONZALEZ FOR THAT PLANNING THAT THEY DID PRIOR TO THE START TO MAKE SURE WE HAVE THESE METRICS IN PLACE.

SO THANK YOU. SO WE'LL KNOW.

WE'LL GO AND ORDER MISS BOOZE.

HIS BOOZE AND THE DOCTORS OF THE MARRIAGE.

YOU WANT TO SEE US? ARM WRESTLE.

ARM WRESTLE FIRST? YES.

SO MY QUESTION IS REGARDING STUDENTS WITH DISABILITIES.

THE IMPLEMENTATION OF STUDENTS WITH DISABILITIES PLAN.

SO I SEE THAT THAT IS STILL PART OF THE AREA OF FOCUS AND IS CONTINUING ON FROM 2020 TO 2022.

AND THEN JUST ALSO REFLECTING ON THE DATA THAT WE RECEIVED FROM STUDENTS WITH DISABILITIES, CERTAINLY, YOU KNOW, A LOT OF CONCERNING DATA THERE.

SO MY QUESTION IS, HOW ARE WE EVALUATING OUR STUDENTS WITH DISABILITIES PLAN? AND OR SHOULD THIS REALLY BE A LITTLE BIT MORE FLESHED OUT? LIKE, ARE THERE SOME SPECIFIC AREAS WITH OUR STUDENTS WITH DISABILITIES AND AREAS WHERE WE WERE SEEING SOME SIGNIFICANT DIPS THAT WE NEED TO REALLY MORE EMPHASIZED THIS RATHER THAN JUST CONTINUING WHAT WE'RE DOING, WHICH IS GOOD, BUT CAN WE DO MORE AND DO BETTER? DR. GONZALEZ, YOU MIND IF I JUMP IN, OR WOULD YOU LIKE TO TAKE THAT ONE? SO DR. GONZALEZ HAS ALREADY STARTED MEETING WITH TERRY WARNER AND HER DEPARTMENT BECAUSE WE DO KNOW THAT THERE ARE CERTAIN THINGS THAT WE NEED TO ADDRESS WITH WITH REGARDS TO THAT DATA. HOWEVER, THERE ARE SOME STIPULATIONS REGARDING THE SPECIAL EDUCATION STUDENTS THAT WE HAVE TO REALLY GO BACK AND LOOK AT BECAUSE WE DO HAVE THAT PLAN IN PLACE.

SO THAT'S WHY WE CONTINUED IT, BUT NOT MADE IT A FOCUS.

SO WE WILL DO THAT MAYBE IN ONE OF OUR SESSIONS, OUR QUARTERLY SESSIONS, TO GIVE YOU MORE INFORMATION, BECAUSE THAT ONE IS WAY MORE DETAILED.

THEN I THINK WE CAN ADDRESS WITH JUST A GENERIC TOPIC OF HOW WE'RE GOING TO MANAGE IT BECAUSE IT IS DIFFERENT FOR EACH SCHOOL AND WHERE THEIR DATA FALLS.

SO. SO IT IS A FOCUS OR IT'S NOT A FOCUS.

THOSE ARE STILL FOCUSED. SO IF YOU LOOKED AT THAT CHART OVER TO THE LEFT, WE ARE CONTINUING THOSE FOCUS AREAS AS WELL.

WE JUST WANTED TO MAKE SURE WE PUT THEM ON THERE THAT THEY WERE EXTENSIONS.

AND I THINK DR. PAGE SPOKE TO THAT EARLIER ABOUT HOW IT'S NOT A KIND OF A ONE AND DONE ONE YEAR TYPE OF THING.

MOST OF THESE ITEMS WILL CONTINUE OVER MULTIPLE YEARS TO MAKE SURE THAT WE ACCOMPLISH ALL OF OUR GOALS.

YEAH, THAT WOULD BE THAT WOULD BE A REALLY HELPFUL FUTURE WORK SESSION.

I KNOW WE HAD THAT GREAT WORK SESSION TALKING ABOUT STUDENTS WITH DISABILITIES BEFORE THE END OF THE SCHOOL YEAR.

I FEEL LIKE EVERYTHING IS BLENDED TOGETHER AT THIS POINT.

YEAH. SO JUST TO BE REALLY GOOD TO REFLECT ON WHERE ARE WE GOING WITH THIS PARTICULAR SCHOOL? YEAH. SO THE DRAFT ONES THAT YOU SAW ON THE TWO PAGES WERE THE ONES THAT WE REALLY ADDED BASED OFF THE CURRENT DATA AND THE ONES THAT YOU SAW OFF TO THE RIGHT WERE JUST A CONTINUATION OF PREVIOUS TWO YEARS AND WE FELT IT BEST TO GO BACK TO TWO YEARS BECAUSE LAST YEAR WE COULD NOT REALLY GET EVERYTHING THAT WE NEEDED TO IN FOR THE TWO MISSING YEARS THAT WE WERE OUT. SO.

YOU'RE WELCOME. I WOULD JUMP IN AND ADD I MEAN, THE INTERESTING THING ABOUT THAT PLAN AND EVEN SORT OF THE THE AUDIT THAT WAS DONE IN THAT REPORT.

ONE OF THE MAIN THINGS THEY TALKED ABOUT WAS TIER ONE INSTRUCTION.

SO IT'S ACTUALLY NOT SO MUCH SEPARATE, I THINK, WHICH SAYS A LOT IN TERMS OF, YOU KNOW, I ALWAYS TALK ABOUT WHAT'S THE MOST HIGH LEVERAGE THING WE COULD DO TO MEET ALL OF OUR GOALS.

AND THAT CAME OUT OF THAT REPORT.

THEY TALKED ABOUT A UNIVERSAL DESIGN FOR LEARNING.

THEY TALKED ABOUT MULTI TIER SYSTEMS SUPPORTS.

THEY TALKED ABOUT TIER ONE INSTRUCTION.

SO AND, YOU KNOW, SURPRISE, THAT'S THE THINGS WE NEED TO DO FOR ALL KIDS.

SO BUT, YOU KNOW, INTERESTINGLY ENOUGH, THAT BECOMES SUPER IMPORTANT FOR KIDS WITH DISABILITIES.

SO. YEAH, I MEAN.

DR. SIMPSON. THANK YOU, MADAM CHAIR.

I WANTED TO COME BACK TO SORT OF A POINT THAT DR.

REEF KICKED OFF HER COMMENTS WITH AROUND THE ABILITY TO SEE MORE DATA AND DIVE A LITTLE BIT MORE INTO SOME OF THE DATA WE'RE SEEING.

IN PARTICULAR, I WOULD LOVE TO SEE A BIT MORE DISAGGREGATION OF THE DATA.

IT'S ACTUALLY WHEN I WAS REVIEWING THIS PRESENTATION THAT DR.

PAGE REMINDED ME OF THE NWA REPORT THAT CAME OUT THIS SUMMER BECAUSE I HAD READ SEVERAL LIKE THE NEW YORK TIMES ARTICLE AND SEVERAL MEDIA ARTICLES, BUT I HAD NEVER READ THE FULL PIECE. SO I WENT BACK AND READ THAT AND IT REMINDED ME OF SOMETHING I THINK I ALREADY KNEW OR HAD READ ELSEWHERE THAT.

[01:00:07]

WHEN THE PANDEMIC STARTED, THE IMPACTS WERE VERY DIFFERENTIAL.

AND SO THIS REPORT REALLY SHOWED THAT STUDENTS WERE IN THE LOWER END OF ELEMENTARY WHEN THEY WERE IN KINDERGARTEN WHEN THE PANDEMIC HIT.

IT'S GOING TO TAKE THEM LONGER TO CATCH UP THAN STUDENTS WHO ARE AT THE HIGHER END LIKE THEIR FINDING WAS THAT FINDING FOR READING AND A LITTLE BIT DIFFERENT FOR MATH THAT KIDS IN UPPER ELEMENTARY WOULD TAKE LONGER TO CATCH UP.

AND SO I THINK IT MIGHT BEHOOVE US TO START LOOKING AT THAT INSTEAD OF ALWAYS LOOKING AT A DISTRICT WIDE PICTURE OF HOW OUR STUDENTS ARE DOING, LOOKING A LITTLE BIT MORE AT GRADE LEVELS OR GRADE BANDS.

SO WE NEED TO KNOW SO WE CAN ASSESS WHETHER THOSE LEVELS NEED ADDITIONAL FOCUS RESOURCES OR TRAINING OR WHAT HAVE YOU.

SO. JUST ABOUT IN.

DR. REEF, THANK YOU.

THANKS FOR THAT POINT, DR.

SIMPSON. I GUESS I JUST THE QUESTION ABOUT STUDENTS WITH DISABILITIES WAS SOMETHING I WAS GOING TO ASK TO.

AND I WANTED TO JUST I REALLY APPRECIATED WHAT CHAIR ALDERTON SAID, THAT WE'RE PUTTING THIS EMPHASIS ON TIER ONE, WHICH IS LIKE THE BEST SUPPORTS FOR ALL STUDENTS, AND THAT THAT'S ONE OF THE WAYS THAT WE ARE ADDRESSING THE NEEDS OF STUDENTS WITH DISABILITIES.

AND SO I THINK THAT'S THAT'S SOMETHING THAT I WANT US TO BE ABLE TO TALK MORE ABOUT AS A BOARD, AND I WANT US TO BE ABLE TO SHARE THAT WITH THE COMMUNITY JUST BECAUSE WHEN YOU LOOK AT THAT DATA LIKE THAT IS AN AREA WHERE WE'RE JUST WE DIDN'T SEE THE GROWTH.

AND IT'S AND I REALLY LIKED WHAT DR.

PAIGE SAID. YOU KNOW, THESE ARE PERSISTENT SYSTEMS CHALLENGES.

IT'S NOT PEOPLE, IT'S SYSTEMS. AND SO, LIKE, THAT'S WHAT I'M THINKING.

LIKE WE'VE INVESTED IN THIS EQUITY, THIS STUDENTS WITH SPECIALIZED INSTRUCTION ON IT, RATHER, I SHOULD SAY.

AND, AND WE'VE CREATED THIS SPECIAL EDUCATION PLAN, BUT IT'S JUST LIKE WE'RE NOT SEEING, YOU KNOW, WE'RE NOT SEEING THE MOVEMENT.

SO, LIKE WE JUST NEED TO BE DOING.

WE ALWAYS NEED TO BE DOING MORE.

JUST WANTED TO KIND OF SAY THAT I REALLY I SECOND THAT AND I WANT US TO KEEP TALKING ABOUT IT.

GREENE OKAY.

I WANT TO PLAY A LITTLE BIT OF DEVIL'S ADVOCATE HERE.

I LOOK AT THE THE DRAFT AREAS OF FOCUS ALL WHICH ARE SO VERY IMPORTANT AND ALL NEED FOCUS BUT ARE WE FOCUSING ON TOO MANY THINGS? AND I JUST WANT TO GET MAYBE DR.

PAGE, DR. K, I JUST GET YOUR THOUGHTS ON THAT.

WE'RE. YOU KNOW, THERE'S A LOT WE'RE TRYING TO UNDERTAKE HERE, AND THEN WE'RE GOING TO ALSO CONTINUE TO DO THE FOUR THINGS ON THE RIGHT. SO I'M JUST A LITTLE CONCERNED AT WHERE WE ARE RIGHT NOW.

ARE WE BITING OFF MORE AND WE CAN? WELL, THERE IS A LOT OF WORK TO BE DONE, OF COURSE.

AND I THINK WHAT WE HAVE TO UNDERSTAND IS THAT WE HAVE A LARGE TEAM AND SOME OF THESE AREAS ARE SPECIALIZED, SO DEPARTMENTS ARE WORKING ON THEM.

AND THEN WE COME TOGETHER COLLABORATIVELY TO EXPAND AND REVIEW THE DATA AND THE WORK AROUND THAT.

SO WHILE IT MAY LOOK LIKE A LOT, SOME OF THESE PROGRAMS ARE CARRYOVERS, LIKE DR.

PAIGE SAID, BUT I THINK IT'S REALLY AROUND.

WE CANNOT LOSE SIGHT OF THESE ARE THE AREAS THAT WE NEED TO REALLY MAINTAIN A FOCUS ON.

AND BY HAVING OUR DIFFERENT DEPARTMENT EXCUSE ME, DEPARTMENTS FOCUS ON IT, I THINK WE CAN DEFINITELY ACCOMPLISH IT.

I THINK THERE ARE THINGS THAT WE CANNOT WALK AWAY FROM AT THIS TIME, ESPECIALLY ONLY BEING BACK IN ONE YEAR AND KNOWING WHAT IT LOOKS LIKE WITH OUR DATA.

IF WE WALK AWAY FROM ANY OF THOSE AREAS OF FOCUS THIS YEAR, WHY IT MAY SEEM LIKE A LOT.

I THINK IT'S NOT FAIR TO OUR SCHOOLS.

IT'S NOT FAIR TO OUR STUDENTS BECAUSE THIS IS THE TIME THAT WE CAN REALLY HAVE THAT IMPACT.

THIS IS THE YEAR COMING BACK FROM LAST YEAR WITH THE RESOURCES WE HAVE IN PLACE, WITH THE SPECIALIZED INSTRUCTION AND THE TRAINING THAT WE'VE BEEN GIVEN.

I THINK NOW IS THE TIME.

AND WILL IT BE A LOT OF WORK AND A HEAVY LIFT? OF COURSE, BUT I THINK THIS TEAM IS PREPARED AND I THINK AT THIS POINT WE HAVE NO OTHER CHOICE.

WE OWE IT TO OUR STUDENTS.

AND DR. PAIGE, I'M NOT SURE IF YOU WOULD LIKE TO ADD ANYTHING.

NO. I MEAN, I AGREE, I THINK.

MEMBER GREEN HITS A GOOD POINT IN TERMS OF AND IT'S SOMETHING CERTAINLY WE DISCUSSED INTERNALLY, RIGHT, IN TERMS OF SCOPE CREEP AND HOW ARE WE MAKING SURE THAT WE'RE NOT PUTTING FORTH EVERYTHING AS A PRIORITY AND.

RIGHT. WE SAW THE THE ONE ADDITION WAS IN STAFF WELLNESS AND I THINK IS DR.

K WHY IT'S SO ELOQUENTLY PUT AND WHAT WE TALKED ABOUT THIS IS A MERE MOMENT IN HISTORY, MEANING WHEN WE LOOK BACK ON WHAT WE DID AS EDUCATORS COMING OFF THE BACK OF THIS PANDEMIC, WE HAVE TO KNOW THAT WE DID EVERYTHING WE POSSIBLY COULD FOR THESE

[01:05:05]

SO YEAH, ABSOLUTELY.

THANK YOU. AND THANK YOU FOR NOT SAYING UNPRECEDENTED.

DR. PAIGE. I APPRECIATE THAT.

THANK YOU. WE NEED TO PIVOT.

ALL RIGHT. I KNOW WE NEED TO WRAP THIS UP HERE.

OKAY. MR. BAILEY AND I HAVE ONE.

OH, ALL RIGHT. SO, MR. BAILEY. MR. HARRIS. AND THEN I HAVE ONE MORE QUESTION.

I'M SORRY. THANK YOU, MADAM CHAIR.

I'M JUST. I WANT TO TOUCH ON SOMETHING THAT MS..

IGNACIO TALKED ABOUT, RESTORATIVE JUSTICE.

AND I KNOW EARLIER I WAS LOOKING AT THE RISK INDICATORS OF STUDENTS THAT WERE SUSPENDED.

AND OUT OF THE FIVE CATEGORIES, I SEE THE BLACK SLASH AFRICAN-AMERICANS AT 153, WHICH IS THE HIGHEST.

THEN IF YOU LOOK AT A TOTAL, TOTAL IS 296 AND WE PUT THOSE FIVE GROUPS TOGETHER.

BLACK SLASH AFRICAN-AMERICANS IS OVER HALF THAT.

SO I'M CURIOUS, WHAT IS BEING DONE? ARE THESE INFRACTIONS THAT'S UNFORGIVABLE? WHAT IS BEING DONE AS IT RELATES TO RESTORATIVE JUSTICE? AND THEN WE I KNOW CHRIS SAW SOMETHING TO THAT.

IT DIDN'T IT DIDN'T MESH.

SO HE'LL BRING THAT UP WHEN HE SPEAKS.

BUT I'M JUST CURIOUS.

THANK YOU FOR THAT QUESTION.

AND OBVIOUSLY, THAT'S A CRITICAL AREA.

AND ONE OF THE THINGS I WAS REFERRING TO WHEN I SAID WHEN WE SEE WE REVIEWED THAT DATA THAT DR.

PAGE WENT THROUGH, THERE'S CONCERNING AREAS AND THAT IS OBVIOUSLY ONE OF THEM.

ARE THERE TIMES THAT THERE ARE THINGS THAT SUSPENSION AND WE KNOW THIS FROM LAST YEAR WE KNOW WE HAD SOME VERY SERIOUS INCIDENTS ACROSS THE BOARD AND ACROSS RACIAL CATEGORIES. TO BE HONEST, THAT SUSPENSION WAS WARRANTED TO THAT DEGREE.

NO, THERE HAS TO.

I'M JUST. THERE ARE THERE ARE TIMES WHEN THE NUMBER IS THAT LARGE THAT WE NEED TO GO BACK AND REVIEW AND SAY ALMOST WHAT WAS DONE PREVENTATIVELY? HOW DID WE COME TOGETHER AND CONFERENCE? DID WE EXHAUST EVERY OPTION AND ALTERNATIVE TO SUSPENSION BEFORE WE GOT THERE AND WHEN THE NUMBER IS THAT HIGH, NOT HAVING GONE THROUGH ALL 153 OF THE CASES YET, THEN I TEND TO THINK THERE ARE SOME TIMES THAT YES, SOMEONE WAS SUSPENDED BEFORE WE EXHAUSTED ALL OF OUR ALTERNATIVES, SOMETHING THAT WE DO OUT OF OUR DEPARTMENT TO BE TO JUST SHARE THE REVIEW PROCESSES IF WE SEE SOMETHING. WE ALSO LOOK TO FIND A COMPARABLE OFFENSE BY A STUDENT WHO MAYBE HAS DIFFERENT DEMOGRAPHICS.

WHAT IF WE HAVE THE SAME SITUATION THAT THIS CHILD WAS SUSPENDED FOR SIMILAR HISTORY WITH? TAKE THE DIFFERENT GENDER AND A DIFFERENT RACE? HOW WAS THAT HANDLED? AND WE'VE DONE THIS IN THE PAST AND THEN WE GO BACK TO THE SCHOOL AND TALK THROUGH AND SAY, WHAT WAS WHAT ARE WE MISSING HERE? RIGHT. SO, I MEAN, THERE'S ALWAYS EVERYBODY IS IS DISCIPLINING WITH THE BEST OF INTENTIONS.

BUT ARE THERE FACTORS THAT AREN'T SHOWING UP IN THE SYSTEM? IS WE JUST DO AN INDEPENDENT REVIEW.

WHAT DO WE NEED TO KNOW? WHY IS THIS DIFFERENT? WHY WAS THIS HANDLED DIFFERENTLY? SO IT IS THOSE CONVERSATIONS ACROSS THE BOARD.

AND I WOULD SAY, WELL, THE THE OTHER AREA THAT THAT HAS TO TO GO INTO IS OUR STUDENTS WITH DISABILITIES, WHOSE NUMBER IS ALSO VERY HIGH THERE.

SO LOOKING AT THOSE, IT REALLY IS LOOKING DRILLING DOWN.

DO WE SEE PATTERNS? DO WE SEE PARTICULAR GRADE LEVELS? IS THERE A SCHOOL THAT'S DRIVING THAT? JUST LIKE AS A PRINCIPAL, YOU WOULD SAY, BY GETTING A NUMBER OF REFERRALS FROM THE SAME CLASSROOM? AND THEN I HAVE TO GO BACK AND GET TO THE ROOT CAUSE WITH THAT INSTRUCTIONAL LEADER IN THE CLASSROOM.

IT'S HAVING THOSE CONVERSATIONS.

SO THE FIRST IS, IS THE DATA REVIEW TO SAY WHAT ARE THE INFRACTIONS BASED ON? WE HAD SOME SERIOUS INFRACTIONS LAST YEAR WHERE SUSPENSION, I WILL SAY, WAS WAS WARRANTED.

BUT THEN LOOKING AT THOSE TIMES WHERE YOU HAVE MORE, QUOTE, SUBJECTIVE, WHY DID WE GO TO SUSPENSION VERSUS THESE OTHER WAS EVERYTHING EXHAUSTED AND THEN DOING PARALLEL REVIEWS FOR DIFFERENT DEMOGRAPHICS AND REVIEWING THAT WITH OUR SCHOOL LEADERS, THOSE ARE THINGS THAT WE HAVE DONE AS A PART OF OUR EQUITY WORK, AND THOSE ARE THE CONVERSATIONS THAT WE HAVE TO HAVE IF THOSE NUMBERS ARE GOING TO CHANGE.

SO THANK YOU FOR HIGHLIGHTING THAT.

THAT IS THE PROCESS THAT WE WILL CONTINUE TO USE THIS YEAR.

[01:10:03]

YABBA DABBA DOO.

SERIOUSLY, THOUGH, AND THAT NUMBER THERE BECAUSE I MEAN, AND I THINK WE HAD THIS DISCUSSION A WHILE BACK THAT WE KNOW THAT, YOU KNOW, SOMETIMES THEY LOOK AT A KID JUST BECAUSE THEY THINK THEY DID SOMETHING THAT WAS NEGATIVE OR BAD OR WHATEVER.

NOW WE CONSIDER THIS KID TO HAVE A DISABILITY AND THEY'RE STIGMATIZED FOR THE REST OF THEIR, YOU KNOW, THE WHOLE TIME THEY'RE IN SCHOOL.

SO I THINK WE NEED TO JUST NEED TO BE CAREFUL WITH THAT.

WE NEED TO MAKE SURE WE'VE EXHAUSTED ALL TESTS, WHATEVER IT MAY BE, TO MAKE SURE WE'RE NOT PLACING A CHILD SAYING THEY HAVE A DISABILITY. BUT REALLY, THERE'S SOME BEHAVIORAL ISSUE OR SOMETHING LIKE THAT.

WELL, I WILL CLOSE THIS OUT.

THANK YOU FOR YOUR PRESENTATION.

AND DR.

PAIGE, MY QUESTION STEMS AROUND THE OTHER AREAS OF FOCUS.

I NOTICED THAT, OF COURSE, HISPANIC MALES ARE YOUR FOCUS IN WHICH IT SHOULD BE.

I GO BACK TO THE.

THE ABSENTEEISM.

AND THE ABSENTEEISM IS NOT BROKEN DOWN INTO GENDER.

AND I BELIEVE THAT, YOU KNOW.

WE HAVE BLACK MALES PIGGYBACKING OFF WHAT MR. BAILEY SAID THAT HAS A HIGH DISCIPLINARY NUMBER.

IN ADDITION TO THE ABSENTEEISM THAT THEY PROBABLY HAVE AS WELL.

AND IT'S POSSIBLE THAT THE AREA OF FOCUS MAY TRANSITION OR CHANGE BASED ON THESE THESE NUMBERS.

SO IT'S WANTING TO SEE IF THERE'S ANY WAY THAT WE CAN KIND OF DISSEMINATE THE NUMBERS AND KIND OF BREAK IT DOWN INTO GENDER SO WE CAN KIND OF HAVE A BETTER IDEA OF WHERE WE'RE TRENDING. AND MY SECOND QUESTION WAS AROUND THE STAFF ATTENDANCE.

WE HAD A LOT OF TEACHERS ALL LAST YEAR, BARELY 145 PER DAY.

AND I KNOW A LOT OF THAT WAS STEMMING AROUND THE PANDEMIC.

DO WE HAVE ANY DATA SHOWING WHAT IT HAPPENED IN PRIOR YEARS? BECAUSE RIGHT NOW WE'RE HAVING A HARD TIME HIRING TEACHERS AND RETAINING TEACHERS.

AND I THINK IT'D BE A GOOD IDEA TO KIND OF HAVE SOME DATA TO SEE WHICH WAY WE'RE TRYING TO MAKE SURE THAT WE'RE NOT LOSING TEACHERS.

ADDITIONALLY, CONTINUING ON PASSING THROUGH THIS PANDEMIC THAT WE'RE JUST NOT COMING OUT OF BECAUSE WE'RE STILL DEALING WITH STRESS AND FATIGUE AND THINGS THAT MAY KEEP OUR TEACHERS NOT WANTING TO BE IN THIS FIELD.

SO I THINK WE SHOULD HAVE SOME DATA KIND OF REFLECTING WHERE WE'RE GOING WITH THAT.

BUT. OF COURSE, STILL WEARING MY HR HAT FOR A FEW MORE DAYS.

WE DO HAVE SOME OF THAT HISTORICAL DATA THAT WE HAVE BEEN BUILDING AROUND RETENTION AND REALLY AROUND STAFF ABSENTEEISM.

I THINK LOOKING BACK AND COMPARING PREVIOUS YEARS OF THAT WOULD BE A LITTLE BIT MORE CHALLENGING BECAUSE YOU'RE LOOKING AT DIFFERENT FACTORS WHERE WE HAVE THE SHORTAGE LAST YEAR, YOU'RE COMING BACK WITH SOME VARIOUS FORMS OF PEOPLE UNABLE TO COME BACK.

YOU HAD LAST YEAR DIFFERENT FORMS OF QUARANTINE PERIODS.

SO IT'S REALLY HARD TO COMPARE LAST YEAR'S STAFF DATA TO ANY PREVIOUS YEARS BECAUSE THERE WAS A NUMBER OF DIFFERENT QUARANTINES.

IF WE WERE REALLY COMPARING THAT WITH LIKE THE FIVE DAY TO THE TEN DAY AND THAT SORT OF THING.

AND THEN OF COURSE WE DID THAT CUBIT LEAVE POLICY AND THEN WE ACTUALLY PUT IN A CODE FOR THAT.

IT BECAME VERY DIFFERENT IN THE WAY WE SAW TEACHER ABSENTEEISM BECAUSE WE WERE SAYING YOU HAVE TO REMAIN OUT BASED OFF OF THE CDC AND FOR HEALTH DEPARTMENT GUIDELINES.

SO THE ABSENTEEISM RATE WILL GIVE YOU A LITTLE BIT OF A DIFFERENT STORY BASED OFF OF THAT SO WE CAN PROVIDE THAT.

I JUST WOULD BE VERY CAUTIOUS IN HOW WE LOOK AT THAT BASED OFF OF ALL OF THOSE DIFFERENT TYPES OF QUARANTINES.

SO THOSE DAYS ARE REFLECTIVE OF THE MANDATORY DAYS THAT TEACHERS SHOULD BE OUT DURING THE QUARANTINE PERIOD.

YES. YES, IT DOES.

SO THAT'S WHY IT DOES REFLECT VERY HIGH, BECAUSE THERE WERE TIMES WHERE YOU HAD TO BE OUT AND YOU HAD TO TEST NEGATIVE TO COME BACK IN AND THAT SORT OF THING.

SO WE REALLY NEED TO JUST BE MINDFUL OF THAT DATA, WHICH IS WHY WE PUT THAT LITTLE CAVEAT AT THE BOTTOM THAT THEY WERE PEAK SEASONS WHERE THAT WAS AN AVERAGE AND WE SAW THOSE PEAKS AT THE BEGINNING.

AND THEN AS WE WENT THROUGH THE VACCINATION PROCESS, OF COURSE, WE SAW IT IMPROVE.

AND THEN OF COURSE, AFTER THE BREAK, THOSE NUMBERS DID INCREASE AGAIN.

SO I JUST WANT US TO BE MINDFUL THAT WHEN WE'RE TALKING ABOUT STAFF DATA, THAT THAT THAT WILL LOOK VERY DIFFERENT IF WE'RE GOING TO GO BACK AND COMPARE VARIOUS YEARS.

SO I WOULD LOOK AT THAT DATA A LITTLE BIT DIFFERENTLY.

[01:15:02]

I GOT THE LAST QUESTION. I PROMISE.

WE'VE GOTTEN A LOT BETTER AT UNIVERSALLY SCREENING.

WE PRETTY MUCH HAVE.

UNIVERSAL SCREENING HAPPENING AT EVERY SINGLE GRADE LEVEL, WHICH IS AWESOME.

AND WE EVEN HAVE AN SEO, WHICH IS AWESOME AND WE HAVE MULTIPLE DATA POINTS BECAUSE NOW WE HAVE THE NEW K THROUGH FOUR READING CURRICULUM AND WE HAVE ALL WE HAVE LOTS OF DATA POINTS.

MY QUESTION IS SORT OF THAT NEXT STEP.

HOW HAVE WE SORT OF DEVELOP A I DON'T WANT TO SAY STANDARDIZED BECAUSE I DON'T WANT TO STANDARDIZE EVERYTHING.

BUT HAVE WE DEVELOP A METHOD OR A WAY THAT WHEN WE GET THAT DATA, WE A GUIDE FOR HOW WE WANT SCHOOLS TO TALK ABOUT IT AND USE IT BECAUSE.

UM. YOU KNOW.

SOMETIMES WE HAVE LIKE THESE KID TALKS AND PEOPLE ARE IN A ROOM AND THEY'RE JUST TALKING ABOUT ALL THE DATA.

BUT I WONDER IF WE HAVE A SORT OF STANDARD MECHANISM OR WAY THAT WE.

ENGAGE WITH THAT DATA AND DETERMINE HOW WE'RE GOING TO TALK ABOUT IT AND WHAT NEXT STEPS ARE BASED ON WHAT WE'VE TALKED ABOUT OR SEEN IN IN SOME IN THAT WE SORT OF HAVE ESTABLISHED ACROSS ALL SCHOOLS THAT WE EXPECT.

DOES THAT MAKE SENSE? YES, NO QUESTION.

BUT THAT'S OKAY. SO I THINK THAT'S WHERE YOU'LL SEE THAT START TO FILTER OUT WITH DR.

SIMS, WHERE WE START SEEING WHAT WE'RE GOING TO HAVE STANDARD IN OUR IMPROVEMENT PLANS.

SO THAT IS TO COME.

WE'RE STILL WORKING ON THOSE AND MAKING SURE THAT WE HAVE ALL OF THIS DATA FIRST AND WAITING, OF COURSE, FOR THE FINAL DATA FROM THE STATE TO MAKE SURE WE MOVE FORWARD AND THEN STANDARDIZE THAT IN OUR IMPROVEMENT PLANS.

THAT WAS A LOT. ANOTHER GOOD DISCUSSION, THOUGH.

SO UNLESS THERE'S.

DO WE. OH, WAIT.

YES, WE HAVE MORE.

LET ME ASK LET ME ASK THIS BECAUSE IT IS 941.

UM. AND YOU GUYS ARE HERE.

OKAY. I AM SO SORRY, GUYS.

YOU'RE HERE. IF YOU WERE ON THE SCREEN, I WOULD HAVE TOLD YOU IF YOU WANTED TO DO THIS ANOTHER TIME.

WE COULD. BUT YOU'RE HERE, SO.

ALL RIGHT, NEXT UP, ASK ACPS.

[2. Ask ACPS FY2022 Customer Relationship Management (CRM) System Quarterly Report for Q4]

DAY. THE.

WE HAVE TO ASK YOU. WELL.

OH. OKAY.

THANK YOU. SO YOU GUYS CAN'T SEE THE PRESENTATION? NO WORSE. IS.

I CAN JOIN THE MEETING.

SO SHE MADE ME THE HOST.

DOT CHAIR ALDERTON SO IN PERSON.

I'M SORRY. WHERE ARE YOU? SO I HAD TO RUN HOME.

I APOLOGIZE TO SAY, BUT I'M IN THE MEETING.

OKAY. DO YOU WANT TO GO AHEAD AND PRESENT OR DO YOU NEED ME TO PRESENT IT? I NEED FOR THEM TO PRESENT.

THEY DIDN'T GIVE ME A POWERPOINT VERSION.

UH OK.

ALL RIGHT, I'LL JUST SHOW THE PDF.

HOLD ON, EVERYBODY.

SO WHILE CHAIR ALDERTON IS PULLING THAT UP, I'LL JUST INTRODUCE OURSELVES VERY BRIEFLY SO CINDY CAN PRESENT ON AFF.

MY NAME IS TANIA TAYLOR TOUCAN.

I AM THE SCHOOL ENGAGEMENT AND COMMUNITY OUTREACH MANAGER BY WAY OF THE OFFICE OF COMMUNITY PARTNERSHIPS AND ENGAGEMENT IN THE DEPARTMENT OF SCHOOL AND COMMUNITY

[01:20:05]

ASK ACPS, WHICH IS OUR CUSTOMER RELATION MANAGEMENT SYSTEM.

ASK WAS BORN OUT OF A RECOMMENDATION FROM THE 2020 COMMUNICATIONS AUDIT, WHICH RECOMMENDED THAT ACP DEVELOP A CUSTOMER RELATIONS TOOL TO HELP BUILD TRUST AND STRENGTHEN OUR RELATIONSHIPS WITH OUR STAKEHOLDERS.

SO WE DID THAT IN OCTOBER 2021, AND NOW WE ARE HERE TO JUST SHARE WITH YOU SOME OF THE HIGHLIGHTS OF THE ISSUES AND CONCERNS THAT OUR FAMILIES AND OUR STAFF MEMBERS AND OUR COMMUNITY MEMBERS AND STAKEHOLDERS SHOWED US WERE IMPORTANT TO THEM BY HOW THEY REACHED OUT TO US AND THE TYPES OF INQUIRIES THAT WE RECEIVED THROUGH ASK OVER THE PAST QUARTER.

WE'RE GOING TO BE FOCUSING ON Q4 OF 2021, 2022.

SO CINDY, WHO IS AN AMAZING TEAM MEMBER WHO JOINED US THIS SPRING, IS ACTUALLY GOING TO LEAD THIS PRESENTATION.

SHE HAS TAKEN THE REINS OF ASC AND IS APTLY RUNNING THAT SHOW NOW.

SO I'M GOING TO TURN IT OVER TO.

WELL, I KNOW THAT IT IS VERY LATE IN THE EVENING, SO I WILL TRY TO RUN THROUGH THIS.

BUT OF COURSE, THERE WILL BE TIME FOR QUESTIONS AT THE END FOR YOU ALL TO ASK.

I KNOW. WE'LL JUST KEEP THAT PUN GOING.

JUST. WELL, JUST KEEP IT GOING.

WELL, I'M VERY EXCITED TO BE HERE WITH YOU ALL THIS EVENING.

AS I SAID, IT IS VERY LATE, BUT WE WILL TRY TO MOVE THROUGH THIS.

AND YES, ASK HAS BEEN REALLY, REALLY INSIGHTFUL.

SO I'M EXCITED TO DIG INTO SOME OF THIS DATA WITH YOU ALL TONIGHT.

OBVIOUSLY, WE CAN MOVE ON TO THE NEXT SLIDE.

I DON'T KNOW WHO IS MANAGING SLIDE, BUT AS TANIA SHARED, THE WHOLE MISSION VISION OF ASC IS REALLY TO MAKE IT EASY FOR PARENTS, FAMILIES, STUDENTS AND STAFF AND OTHER COMMUNITY MEMBERS TO ENGAGE WITH LEADERSHIP, IN PARTICULAR ON DIVISION WIDE ISSUES.

RIGHT. SO BASICALLY THE BIG QUESTION THAT WE HAVE IN TERMS OF LOOKING AT THE DATA IS WHAT WERE THE AREAS OF CONCERNS FOR STAKEHOLDERS, PARTICULARLY IN THIS LAST.

Q FOUR WE CAN MOVE OVER TO THE NEXT SLIDE.

SO JUST LOOKING AT A GLANCE BETWEEN THE DATES OF APRIL 1ST TO JULY 31ST, WE DID HAVE ABOUT 390 INQUIRIES RECEIVED THROUGH ASK, WHICH PUTS US PUTS US AT 714 TOTAL CASES IN THE 2021, 2022 SCHOOL YEAR.

SO THAT'S OCTOBER UP THROUGH JULY 31ST.

NEXT SLIDE IN TERMS OF THE KEY SUCCESSES.

SO WE DID HIRE AN EXTERNAL RELATIONS SPECIALIST.

THAT WOULD BE ME. WE DID, ALTHOUGH WE DID SHIFT OVER TO THE NEW CUSTOMER RELATIONS MANAGEMENT SYSTEM. SO JUST TO GIVE A LITTLE BIT OF SOME CONTEXT AND BACKGROUND IN Q4 OR SORRY, WE WERE WORKING WITH CONTRACTORS IN Q2 AND THE START OF Q3 AND PULLING IN MULTIPLE STAFF MEMBERS TO ASSIST RESPONDING TO THESE INQUIRIES AND USING AN EMAIL BASED PLATFORM.

AND THEN WE WENT AHEAD AND TRANSITIONED IN Q4 TO CONCLUDE THAT WORK WITH THOSE CONTRACTORS AND OFFICIALLY MOVE INTO THIS NEW SYSTEM, WHICH HAS MADE IT A LOT EASIER TO COMMUNICATE AND RESPOND IN A TIMELY MANNER.

AND THEN THE THIRD THING IS WE HAVE USED THIS TIME TO ENHANCE THE ACTUAL SYSTEM AS WE MOVE THROUGH THE SCHOOL YEAR AND EVOLVE OR TO REALLY JUST ENHANCE IT TO SUPPORT OUR EVOLVING NEEDS.

THE NEXT SLIDE.

SO AS I MENTIONED, 390 TOTAL CASES, A MAJORITY OF THOSE, OVER 75% OF THOSE DID COME IN THROUGH EMAIL.

AND THE SECOND METHOD WAS THROUGH WEB FORM.

SO THOSE ARE THE MAIN TWO CHANNELS THAT WE ARE USING RIGHT NOW.

ON THE NEXT SLIDE, YOU'LL SEE THAT IN TERMS OF THE TYPE OF INQUIRIES THAT WE RECEIVED PREDOMINANTLY WERE QUESTIONS.

WE ALSO DID RECEIVE FEEDBACK AND WE'LL LOOK A LITTLE BIT MORE INTO THE BREAKDOWN OF WHAT EXACTLY WHAT TOPICS WE WERE RECEIVING THOSE INQUIRIES ABOUT.

BUT QUESTIONS AND FEEDBACK WERE THE TOP TWO.

ON THE NEXT SLIDE, YOU'LL SEE THAT IN TERMS OF THE RELATIONSHIP TO ASPS, OF THE INQUIRIES THAT WERE RECEIVED, A MAJORITY WERE TAGGED AS OTHER, WHICH MEANS FORMER STAFF MEMBERS, ALUMNI, COMMUNITY PARTNERS, ORGANIZATIONS, MAYBE SOME MARKETERS.

BUT WE DID ALSO RECEIVE A LARGE OR LARGE BASE OF OUR INQUIRIES FROM PARENTS THEMSELVES.

[01:25:06]

AND THEN IN THE NEXT SLIDE, YOU'LL SEE IN TERMS OF LANGUAGES THAT RIGHT NOW IS PREDOMINANTLY IN ENGLISH.

AND WE DID HAVE A FEW SPANISH INQUIRIES THAT WERE RECEIVED OR INQUIRIES WE RECEIVED THAT WERE IN THE SPANISH LANGUAGE.

ON THE NEXT SLIDE, WHICH WE'LL DIG IN A LITTLE BIT DEEPER, IS IN TERMS OF THE TOPICS.

SO I DID WANT TO NOTE THAT RIGHT NOW INQUIRIES CAN BE FLAGGED FOR MULTIPLE TOPICS.

SO THERE COULD BE SOME OR THERE IS SOME CROSSOVER, RIGHT? SO IT COULD BE TAGGED UNDER STUDENT SERVICES AND EQUITY AND TECHNOLOGY IF THAT IS THE CASE.

BUT IN TERMS OF WHAT KIND OF TOPICS WE WERE RECEIVING, QUESTIONS ABOUT OR INQUIRIES ABOUT, THERE WERE A TOP TOP TOPICS WERE RELATED TO THE SCHOOL BOARD, STUDENT SERVICES AND EQUITY COMMUNICATIONS, BUILDING OPERATIONS, SCHOOL DIVISION, OPERATIONS AND TECHNOLOGY.

THIS IS NOT UP ON THAT SLIDE.

BUT TO KIND OF BREAK IT DOWN A LITTLE BIT MORE FOR YOU IN TERMS OF SOME OF THE SUB TOPICS FOR THOSE IN TERMS OF THE SCHOOL BOARD, THE TOP SUBTOPICS WERE IN REGARDS TO THE INTERIM SUPERINTENDENT SEARCH, THE ATHLETIC FIELD, LIGHTING PROPOSAL, SAFETY AND SECURITY AT THE HIGH SCHOOL AND AKP'S LOGO REDESIGN. AND I'LL BREAK THAT DOWN A LITTLE BIT MORE IN JUST A MINUTE.

IN TERMS OF STUDENT SERVICES AND EQUITY, WE SAW A MAJORITY OF THE CASES COME IN THAT WERE RELATED TO GENDER IDENTITY AND SEAL LESSONS FOR COMMUNICATIONS.

IT WAS RELATED TO WEBSITE AND THE LOCAL LOGO REBRANDING, AS WELL AS SOME OF THE SPAM AND PHISHING EMAIL THAT WE DID HAVE TO NAVIGATE FOR BUILDING OPERATIONS.

AGAIN, SAFETY AND SECURITY AT THE HIGH SCHOOL, INQUIRIES RELATED TO CLOSURES, PARENT VISITORS AND FACILITIES AND FOR TECHNOLOGY.

A MAJORITY WERE AROUND THE SPAM AND PHISHING EMAILS AS WELL.

SO IN THE NEXT SLIDE, IN TERMS OF THE RESPONSE SOURCES, SO THIS IS RELATED TO HOW EXACTLY ARE WE GETTING THE INFORMATION THAT WE ARE USING TO RESPOND TO PARENTS AND FAMILIES? MOST OF THEM ARE TAGGED AS OTHER, WHICH IN THIS CASE REFERS TO MAYBE THERE HAVE BEEN PREVIOUSLY CRAFTED RESPONSES OR LANGUAGE THAT ALREADY EXIST THAT MIGHT NOT NECESSARILY BE ON THE WEBSITE AND IS JUST KIND OF COMMON KNOWLEDGE, PRESS RELEASES, MEMOS, THOSE KINDS OF THINGS. BUT FROM THERE, WE HAVE PRETTY MUCH THE KIND OF THE SAME AMOUNT IN TERMS OF CONSULTATIONS, REFERRALS AND WEBSITES.

AND BY CONSULTATIONS WE MEAN WE'VE HAD TO CONSULT AND BRING IN ANOTHER STAFF MEMBER OR LEADER TO HELP US GATHER THAT INFORMATION.

REFERRAL BEING THAT WE'VE HAD TO REFER THEM RIGHT TO A SPECIFIC PERSON AND THEN WEBSITE.

AND THEN THERE IS A 2.4% WITH FAX, WHICH WE DID IDENTIFY AS THERE BEING A REALLY, REALLY GOOD OPPORTUNITY TO JUST ENHANCE THE FAKE DOCUMENTS THAT WE DO HAVE, WHETHER ON THE WEBSITE OR OR INTERNALLY TO USE THAT AND IN OUR RESPONSE SOURCES.

SO. AND THEN IN OUR DEPARTMENT IN SCHOOL BREAKDOWN.

SO AGAIN, THIS IS WHERE WHAT EXACTLY ARE THEY ASKING ABOUT? AND YOU'LL SEE THAT IT IS A MAJORITY DIVISION WIDE ISSUES, WHICH IS GREAT TO SEE BECAUSE THAT IS THE ORIGINAL INTENTION OF ASKED.

RIGHT? SO WE DID SEE A FEW MORE WITH THE HIGH SCHOOL AND WE FEEL LIKE WE CAN PRETTY MUCH SAFELY ASSUME THAT THAT IS BECAUSE OF THIS SECURITY CONCERNS IN THE LAST QUARTER.

SO IN SUMMARY, EMAIL AGAIN IS THE TOP USE COMMUNICATION CHANNEL THERE.

OVER 50% OF THOSE INQUIRIES THAT WE RECEIVED WERE QUESTIONS.

LIKE WE SAID, WE IDENTIFIED FAQS AS A RESOURCE THAT WE CAN CONTINUE TO TO INVEST MORE IN.

AND AGAIN, MOST OF THE INQUIRIES RECEIVED WERE RELATED TO DIVISION WIDE ISSUES OR CONCERNS WHICH CONFIRMS THAT WE ARE USING AND IS FOR ASK IS BEING USED AS IT IS ORIGINALLY INTENDED.

YES. CAN WE ADVANCE A FEW SLIDES HERE? I APOLOGIZE. A GO TO BOARD AT ACPS.

SLIDE ONE. ONE? YEP. PERFECT.

SO THIS WILL TURN THIS OVER TO MORE SPECIFICALLY THE BOARD RELATED QUESTION.

SO I DO WANT TO MAKE SURE THAT THIS IS VERY CLEAR.

SO IN TERMS OF THE NUMBER OF CASES THAT ARE RELATED TO THE BOARD, THESE ARE CASES THAT WERE EITHER FORWARDED TO ASK AT ACP THROUGH THE BOARD, AT ACP EMAIL OR THROUGH THE WEB FORM OR CASES THAT WERE RELATED TO OR INCREASE THAT WERE RELATED TO THE SCHOOL BOARD AND THAT WE IDENTIFIED AND TAGGED THEM AS SUCH.

SO IN COMPARISON TO THE TOTAL NUMBER OF CASES THAT WE RECEIVED IN Q FOUR, A LITTLE OVER A THIRD OF THEM WERE SOMEWHAT RELATED OR

[01:30:08]

IN TERMS OF THE BREAKDOWN HERE, YOU CAN SEE WE DID HAVE A MAJORITY OF THOSE COME IN THROUGH JUNE, MAY THROUGH JULY.

TOTAL CASES WERE 142.

AS I MENTIONED BEFORE, MOST INQUIRIES WERE RELATED TO THE SUPERINTENDENT SEARCH, THE ATHLETIC FIELD, LIGHTING PROPOSAL, SAFETY AND SECURITY, AND THE ACP LOGO REDESIGN.

I DID WANT TO SHARE A LITTLE BIT MORE IN TERMS OF THE NUMBERS OF THOSE INQUIRIES, JUST BECAUSE WE DO WANT TO MAKE IT CLEAR THAT ALTHOUGH THESE CASES WERE ADDRESSED TO THE BOARD OR RELATED TO THE BOARD, SOME OF THEM WERE NOT ALWAYS RELATED TO ACTUAL SCHOOL BOARD, BUSINESS OR POLICIES, ETC..

RIGHT. SO IN TERMS OF THE CASES THAT WE RECEIVED RELATED TO THE SUPERINTENDENT SUPERINTENDENT SEARCH, THERE WERE 55 OF THOSE.

THE ATHLETIC FIELD LIGHTING PROPOSAL WE SAW 30 FOR SAFETY AND SECURITY AT ALEXANDRIA CITY HIGH SCHOOL WHERE 12 AND THE ACP LOGO REDESIGN WERE TEN.

SO THAT IS MORE OF THE BREAKDOWN FOR THE CASES THAT WERE RECEIVED.

AGAIN, THESE ARE CASES THAT WERE DIRECTLY SENT TO BOARD AT ACP.

THERE WERE OTHERS THAT WERE JUST DIRECTED TO OUR ASK EMAIL OR THROUGH THE ASK WEB FORM.

BUT THESE ARE THE SPECIFIC NUMBERS THAT CAME IN FOR THE BOARD.

MOVING ONTO THE NEXT SLIDE.

AGAIN, INQUIRIES THAT WERE FLAGGED FOR MULTIPLE TOPICS HERE, BUT A LITTLE BIT MORE OF A BREAKDOWN IN TERMS OF WHAT OTHER TOPICS WE RECEIVED, IN TERMS OF INQUIRIES THAT CAME IN THROUGH THE BOARD.

WE'RE BUILDING OPERATION SAFETY AND SECURITY, SCHOOL DIVISION AND STUDENT SERVICES AND EQUITY.

SO WE SAW ABOUT THE SAME IN TERMS OF OUR GENERAL INQUIRIES.

AND THEN ONTO THE NEXT SLIDE, JUST TALKING A LITTLE BIT MORE ABOUT OUR SUMMARY.

SO AGAIN, WE HAVE SUCCESSFULLY MADE THE TRANSITION TO THE CUSTOMER RELATIONS MANAGEMENT SYSTEM AND ENHANCEMENTS WERE MADE DURING THE LAST FEW MONTHS, INCLUDING JUST ABILITY TO MASS CLOSE CASES, CHANGE STATUS OF CASES, BE NOTIFIED WHEN WE'RE ACTUALLY RECEIVING RESPONSES, ETC.. SO SOME OF THOSE HIGHLIGHTS HAVE BEEN VERY, VERY HELPFUL FOR US TO STREAMLINE OUR WORK.

AND THEN IN THE NEXT SLIDE, WE DO PLAN AND ARE EXCITED TO CONTINUE TO EXPLORE WAYS TO FURTHER ENHANCE THE SYSTEM.

SO WE'VE ALREADY IDENTIFIED A FEW WAYS AND WE'RE EXCITED TO HEAR FROM OTHER STAKEHOLDERS AND THE BOARD AS WELL IN TERMS OF WHAT OTHER DATA YOU ALL WANT TO SEE AND HAVE US MEASURE. AND JUST TO QUICKLY KIND OF GO OVER THAT, MEASURING OUR AVERAGE RESPONSE TIME, FOR EXAMPLE, RIGHT, REPORTING ANY INQUIRIES THAT WE RECEIVE THROUGH SOCIAL MEDIA, ADDRESSING AND MEASURING SOME OF THE SUBTOPICS AND THEN DEVELOPING ADDITIONAL MEDIA TO HELP INCREASE THE USE BY STAKEHOLDERS WHO SPEAK ANOTHER LANGUAGE OTHER THAN ENGLISH, AND THEN ALSO CLEARLY IDENTIFYING THE MARKERS FOR APPROPRIATELY TAGGING TOPICS.

SO JUST GETTING MORE CLEARER AND ENHANCED IN THE WAY THAT WE ARE PULLING IN DATA AND REPORTING ON THAT.

IN ADVANCE TO THREE FOR THE REPORTING SLIDE.

SO ONE MORE.

YEAH. SO JUST TO WE'RE GETTING CLOSE HERE TO THE END PROMISE.

BUT JUST TO TALK A LITTLE BIT ABOUT REPORTING, SO WE DO HAVE THREE DIFFERENT REPORTS THAT WE PLAN ON RELEASING.

WE'LL HAVE THE MONTHLY REPORTS THAT WILL BE SHARED INTER-DEPARTMENTAL BY AND WITH OUR SCHOOL AND COMMUNITY RELATIONS TEAM.

THE INTENTION THERE IS TO AGAIN KEEP TRACK OF INQUIRIES THAT ARE RECEIVED, HIGHLIGHT ANY TRENDS AND IDENTIFY GAPS FOR COLLABORATION.

THE SCHOOL BOARD CAN EXPECT TO RECEIVE QUARTERLY REPORTS THAT WILL SHARE MORE DETAILED FINDINGS NOT ONLY JUST OUR GENERAL INQUIRIES, BUT AGAIN INQUIRIES RELATED TO THE BOARD. AND THEN OUR YEARLY REPORTS WILL ALSO INCLUDE A MORE DETAILED LOOK AT PERFORMANCE AND LOOKING AT GOALS FOR THE FOLLOWING YEAR.

AND LIKE WE HAVE SAID, MOVING FORWARD, WE'RE REALLY JUST EXCITED TO LOOK AHEAD AT OPPORTUNITIES FOR ENHANCEMENT, COLLABORATION AND OUTREACH AND CONTINUING TO ESTABLISH ASC AS A TRUSTED SOURCE FOR OUR COMMUNITY.

QUESTIONS. THE SCREEN.

THANK YOU, MADAM CHAIR.

I HAVE THREE QUESTIONS I WANT TO ASK YOU, SIR.

SORRY, I HAD TO.

I HAD TO. AND THEY'RE VERY, VERY QUICK ONES.

I LOVE IT. I LOVE YOU.

SO FIRST, I'M VERY HAPPY TO SEE THE NUMBERS RISE AND SIGNIFICANTLY, WHICH IS REALLY GOOD.

HOW ARE WE? OR WILL WE BE PUTTING OUT MORE COMMUNICATION ABOUT FAMILIES, SENDING IN QUESTIONS THROUGH ASK OR SENDING IN

[01:35:06]

THAT'S QUESTION ONE.

AND THEN QUESTION TWO IS WHEN THOSE MESSAGES THAT COME TO BOARD AT ACPS, WHEN THEY'RE FORWARDED TO ASK WHO IS ANSWERING THOSE, AND THEN WHAT'S MY THIRD QUESTION, I'LL THINK OF IT.

BUT THOSE TWO FIRST.

YEAH, ABSOLUTELY. AND CLARIFYING QUESTION ON YOUR FIRST QUESTION, YOU MEAN COMMUNICATING TO PARENTS AND FAMILIES THAT ASK IS THE PLACE TO ASK? YES. YES.

SO THAT IS A LARGE PIECE OF OUR OUTREACH EFFORTS.

SO WE HAVE STARTED DEVELOPING FLIERS FOR STUDENTS TO TAKE HOME THAT SHARE ABOUT ASK BEING THIS TRUSTED PLACE TO SEND THEIR QUESTIONS IN.

WE'RE CONTINUING TO DEVELOP TO DEVELOP THOSE MATERIALS SO THEY CAN AGAIN BE SENT IN PHYSICAL COLLATERAL AT COMMUNITY EVENTS, BE SHARED WITH PARENTS AND FAMILIES DIRECTLY.

AND THEY ARE ALL TRANSLATED IN OUR TOP FOUR LANGUAGES ENGLISH, SPANISH, MARK AND ARABIC.

AND I BELIEVE WE ALSO HAVE EVEN SOME COMMUNICATION IN DARI.

SO THAT IS A HUGE PRIORITY FOR US JUST TO MAKE SURE THAT WE ARE COMMUNICATING WITH FAMILIES IN ALL OF THE ALL OF THOSE LANGUAGES AND REALLY REACHING OUT TO THEM IN MULTITUDES OF WAYS.

SO EVEN PARTNERING WITH OUR FAMILY LIAISONS TO MAKE SURE THAT THEY ARE SHARING THAT INFORMATION THROUGH THEIR PLATFORMS OR HOWEVER THEY'RE COMMUNICATING WITH FAMILIES, USING SOCIAL MEDIA, ETC., JUST GOING THROUGH ANY KIND OF CHANNEL THAT WE CAN TO MAKE SURE THAT WE ARE COMMUNICATING THAT INFORMATION.

AND THEN IN TERMS OF I DON'T KNOW IF YOU WANT TO ADD LET ME ADD THAT THAT THAT THAT'S BEEN PART OF OUR BACK TO SCHOOL OUTREACH AS WELL.

SO WHEN WE HAVE THOSE BACK TO SCHOOL NIGHTS, THOSE OPEN HOUSES, WE HAVE HAD MULTILINGUAL INFORMATION ABOUT ASK AND HOW FAMILIES CAN ACCESS THE SYSTEM AND FOR WHAT REASONS THEY WOULD REACH OUT TO ASK.

AND I WILL SAY THAT EVEN FOR JUST THE MONTH OF AUGUST, WE'VE SEEN OVER 300 INQUIRIES TO ASK IN ONE MONTH, LIKE WE WERE PRESENTING DATA FOR Q4, WHICH WAS 390.

AND JUST IN THIS MONTH WE'VE SEEN 300.

SO THE WORD IS DEFINITELY GETTING OUT.

AND TO CINDY'S POINT, OUR FAMILY LIAISONS AND OUR COMMUNICATIONS TEAM HAS BEEN REALLY CONSISTENT ABOUT INCLUDING INFORMATION ABOUT ASK AND EXPRESS AND MAKING SURE THAT IT'S IN THE FOOTERS OF LOTS OF THE PUBLICATIONS THAT WE HAVE GOING OUT.

SO I THINK WE ARE SUCCEEDING IN TERMS OF MAKING SURE THAT FAMILIES KNOW WHAT'S OUT THERE AS A TRUSTED RESOURCE.

YES. OVER 350.

IT'S GREAT. IT'S BEEN A LOT.

AND IN TERMS OF YOUR SECOND QUESTION, SO AGAIN, THE WAY THAT IT IS SET UP IS ANY INQUIRIES THAT ARE RECEIVED THROUGH THE WEB FORM OR BOARD AT ACPS ARE AUTOMATICALLY FORWARD TO ASK. SO I SEE THEM IF THEY REQUIRE RESPONSE BEFORE THEM TO THE APPROPRIATE LEADERS OR STAKEHOLDERS.

AND SOME OF THOSE QUESTIONS, AGAIN, MIGHT NOT BE DIRECTLY RELATED TO SCHOOL BOARD POLICIES.

SO WE'LL HAVE TO REDIRECT THEM TO SOMEONE ELSE.

OR THEY MIGHT JUST BE A COMMENT OR A FEEDBACK AND WE'LL SAY, YOU KNOW, ON BEHALF OF THE SCHOOL BOARD, YOU KNOW, THANK YOU FOR TAKING THE TIME.

AND SOMEONE ELSE CAN CAN RESPOND FROM THERE, BECAUSE I BELIEVE THAT THE SCHOOL BOARD EMAIL ALSO GETS A COPY SENT TO EVERYONE.

RIGHT? SO WE ARE AT LEAST ACKNOWLEDGING THEM OR NOT JUST LETTING THEM SIT THERE.

BUT WE DO SEE THOSE REQUESTS OR THOSE INQUIRIES.

SO THAT WAS MY THIRD QUESTION.

SO WE'RE STILL GETTING SENT EMAILS THAT SAY BOARD AT CPS.

YES. NOW.

HOW DOES THAT WORK? I'M JUST CONFUSED. SO WE'RE GETTING IN AND ASK.

CB'S IS GETTING IT AS WELL.

YES, THEY'RE GETTING FORWARDED.

OH, YES, I FORWARDED ALL OF THEM TO ASK AT ACPS.

SO THEY COME TO ME.

WELL, THEY'LL COME TO THE SUPERINTENDENT AND THEN THEY'RE FORWARDED.

IN THE PAST ROOM I USED TO ANSWER ALL OF THOSE.

WHICH THANKFULLY THE SUPERINTENDENT DOES NOT HAVE TO DO THAT, BUT IT IS FORWARDED.

AND THEN I JUST WANTED TO POINT OUT THAT SOMETIMES THOSE EMAILS ARE NOT NECESSARILY A BOARD QUESTION AS SENT TO THE BOARD, BUT IT ENDS UP GOING TO A STAFF MEMBER TO RESPOND.

AND I JUST WANTED TO MAKE THAT CLEAR.

A LOT OF THOSE MESSAGES, THEY'RE NOT LIKE SPECIFIC BOARD QUESTIONS.

THERE ACTUALLY WAS ONE OVER THE SUMMER THAT WAS A BOARD QUESTION.

AND JULIA NOTIFIED ME TO MAKE SURE THAT SHE BASICALLY SAID THAT THE RESPONSE WAS THAT SOMEONE FROM THE BOARD WOULD RESPOND TO YOU AND SHE LET ME KNOW.

AND THAT'S ONE THAT I RESPONDED TO.

[01:40:02]

YEAH. SO IN CASES LIKE THAT, WE WILL USUALLY FORWARD IT TO TO JULIA AND SAY THIS IS SOMETHING THAT WE ACTUALLY THINK THE SCHOOL BOARD SHOULD ADDRESS OR IT IS AN ISSUE LIKE THAT. BUT THERE ARE THERE HAVE BEEN I MEAN, JUST RECENTLY THERE WAS A CASE THAT CAME IN THAT WAS DIRECTED TO THE SCHOOL BOARD, BUT WAS REALLY AN ISSUE FOR THE CITY TO RESPOND TO.

RIGHT. SO IN THAT CASE, WE WERE ABLE TO IDENTIFY THAT AND SAY, YOU KNOW, IT'S NOT REALLY A SCHOOL BOARD POLICY QUESTION OR ANYTHING LIKE THAT.

SO. THANK YOU BOTH FOR THE WORK YOU'RE DOING.

APPRECIATE IT. GOOD EVENING.

THANK YOU FOR THE PRESENTATION AND MY GOODNESS, THANK YOU FOR DOING THIS WORK.

YOUR JOB IS TO RESPOND TO EMAILS.

THAT'S AMAZING BECAUSE I KNOW, YOU KNOW, I REALLY WANT TO RESPOND TO EVERYONE THAT WRITES ME.

AND SOMETIMES IT'S JUST SO HARD TO GET TO THEM ALL.

SO I APPRECIATE THAT THERE'S SOMEONE GETTING BACK BECAUSE WHEN PEOPLE WRITE US, THEY DESERVE A RESPONSE.

SO I REALLY APPRECIATE YOU ALL FOR THAT AND I'VE SENT YOU QUESTIONS AND YOU GET REALLY GOOD RESPONSES.

I'M WONDERING IF THERE IS A WAY AND WE HAVE TALKED ABOUT THIS AT OUR RETREATS A LITTLE BIT MORE.

I'M WONDERING IF THERE IS A WAY FOR US TO KNOW.

WHEN IT SOUNDS LIKE YOU'RE RESPONDING TO EVERYTHING.

IS THAT RIGHT? YES.

OR ARE YOU BEING A FILTER FOR WHAT GETS SENT TO HER? BECAUSE I JUST WANT TO I DO WANT TO MAKE SURE THAT EVERYONE GETS A RESPONSE.

I DON'T WANT TO TAX MULTIPLE PEOPLE FOR EVERYONE TO RESPOND AT THE SAME TIME.

SO I'M JUST WONDERING IF THERE'S A WAY TO SET UP A SYSTEM THROUGH SALESFORCE OR SOME OTHER WAY TO JUST MAKE SURE EVERY EMAIL IS ACCOUNTED FOR.

AND I HAVE HEARD I DON'T MEAN I THINK THE SYSTEM IS AMAZING AND I'M SO GLAD IT EXISTS.

I HAVE JUST HEARD OFFHAND PEOPLE SAYING, OH, I SENT SOMETHING TO ASK AND IT DIDN'T GET RESPONDED TO.

SO I JUST I JUST WANT TO MAKE SURE OUR BASES ARE ALL COVERED AND THAT WE DON'T HAVE MULTIPLE PEOPLE RESPONDING, PERHAPS EVEN SAYING CONFLICTING THINGS.

SO IS THERE A PROCESS FOR THAT? THAT'S A GOOD QUESTION. I WAS GOING TO ADD, SO EVERY EMAIL THAT COMES TO THE BOARD, AT LEAST K 12 TO US IS FORWARDED TO ASK.

SO EVERY SINGLE ONE.

SO EVERY, EVERY, EVERY EMAIL THAT COMES THROUGH THERE IS AUTOMATICALLY FORWARDED.

THE ADVANTAGE THAT WE DO HAVE IS THAT IT IS DOCUMENTED.

YOU CAN SPEAK MORE TO THIS ONCE IT'S FORWARDED, IT'S NOW DOCUMENTED AT ESC.

SO THAT IS THE WAY FOR US TO DETERMINE WHO'S BEING RESPONDED, HOW LONG IT TAKES TO BE RESPONDED TO, AND WHO IS ACTUALLY DOING THE FOLLOW UP ON THOSE EMAILS.

SO YOU MAY WANT TO SPEAK MORE.

I DON'T KNOW HOW THE PROCESS WORKS MORE THAT FORWARD, BUT.

SO ALSO SORRY TO INTERJECT.

I FEEL BAD. YOU HAVE TO WASTE YOUR TIME FORWARDING EMAILS.

IS THERE A WAY TO JUST GET THAT EMAIL ADDRESS ON THE FOOD AWAY? I DON'T. YOU ALL HAVE SO MUCH TO LEARN.

I DON'T WANT YOU TO FOR ALL THE TIME.

SO IF THERE'S A WAY TO JUST GET THAT EMAIL ADDRESS AND I THINK WE HAD DISCUSSED THAT AT ONE POINT, BUT WE THOUGHT THAT THERE MIGHT BE SOME EMAILS THAT COME INTO THE BOARD THAT MAYBE YOU DIDN'T WANT STAFF TO SEE.

SO THAT'S WHY THERE WAS.

YES. SO WE DID.

OKAY. SO THAT WAS A DISCUSSION.

I DO REMEMBER THAT THERE WAS THERE IS A LITTLE BIT OF AN ISSUE OF NOT WANTING EVERYONE TO BE ABLE TO SEE CERTAIN THINGS. FOR EXAMPLE, PERSONNEL MATTERS.

THAT CAN BE PROBLEMATIC.

SO I DO REMEMBER THAT THAT WAS A CONCERN.

MISS BURGOS, YOU HAVE YOU HAD RAISED.

YEAH, I WAS ACTUALLY GOING TO ADDRESS THAT.

AND THAT WAS A DECISION THAT WE MADE THAT IF THE ONLY WAY TO DO IT IS THAT EVERY SUPERINTENDENT EMAIL AND EVERY BOARD EMAIL WOULD HAVE TO BE AUTOMATICALLY FORWARDED TO SALESFORCE AND IT'S NOT APPROPRIATE.

RIGHT. SO IT'S UNFORTUNATE THAT THE SUPERINTENDENT HAS TO KIND OF VET AND SAY, OKAY, THIS IS, YOU KNOW, IT'S GREAT THAT HE CAN JUST FORWARD IT ON AND NOT WORRY ABOUT IT.

RIGHT. AND THEN WE DEAL WITH IT.

BUT UNFORTUNATELY, BECAUSE THERE ARE SOME SENSITIVE MATTERS THAT COME INTO, WE JUST DON'T KNOW WHAT'S GOING TO COME INTO BOARD OR SUPERINTENDENT.

AND IT WAS SORT OF LIKE, WELL, I MEAN, I TRUST, YOU KNOW, CINDY ANTHONY, BUT I THINK IT'S JUST KIND OF A CONFIDENTIALLY CONFIDENTIALITY MATTER THAT THIS IS WHY WE DECIDED TO DO IT THIS WAY, BECAUSE WE JUST DON'T KNOW WHAT'S GOING TO COME IN.

AND IT DOES NEED TO BE A VETTING PROCESS, OTHERWISE IT WOULD HAVE TO BE EVERY SINGLE EMAIL THAT COMES INTO THE SUPERINTENDENT OR BOARD AT UPS.

AND I JUST THINK THAT THAT'S A LITTLE BIT DANGEROUS.

AND ALSO IT'S JUST NOT GOOD FOR THEM TO SORT OF BE SWAMPED WITH EVERY SINGLE EMAIL THAT'S NOT APPROPRIATE FOR THEM TO REVIEW.

SO IT'S IT'S THE BEST WAY TO DO IT.

AND I THINK THEY'VE BEEN DOING A GREAT JOB OF JUST SORT OF.

AND DR. HUTCHINGS DEFINITELY FORWARDS EVERYTHING.

WE HAVE REALLY TRAINED STAFF AS WELL TO SEND EVERYTHING TO A TO ASK ACPS AND WE'VE SEEN THAT IT'S WORKING OBVIOUSLY BECAUSE WE HAVE REALLY GOTTEN A LOT OF

[01:45:08]

SO IT'S GOING TO TAKE TIME AND WE KNEW THAT THAT WOULD BE THE CASE SO THAT PEOPLE ARE NOT SENDING IT NECESSARILY TO THE BOARD OR SUPERINTENDENT, BUT THAT VETTING PROCESS WILL STILL NEED TO CONTINUE UNTIL PEOPLE REALLY GET USED TO JUST SENDING EVERYTHING TO ASK AND WE'LL SEE THAT OVER TIME.

IT'S JUST NOT GOING TO HAPPEN OVERNIGHT.

I WAS GOING TO SAY THERE IS AN ADVANTAGE TO FOR THE SUPERINTENDENT TO READ SOME OF THOSE THINGS, NOT TO HAVE TO RESPOND TO THEM, BUT TO HAVE SOME INSIGHT, BECAUSE THERE ARE THINGS THAT YOU AS SUPERINTENDENT CAN KIND OF MANEUVER OR GET AHEAD OF BECAUSE YOU SAW IT IN AHEAD OF TIME.

BUT I STILL FORWARD THINGS ON EVEN THOUGH I KNOW THAT YOU ALL ARE GOING TO SEND IT TO THE APPROPRIATE PERSON.

I MAY GO AND JUST GIVE SOMEBODY THE HEADS UP THAT, HEY, I JUST SAW.

THIS IS GOING TO BE COMING TO YOU AND I CAN HAVE SOME INSIGHT JUST IN CASE A BOARD MEMBER THEN ASKED ABOUT IT, BECAUSE YOU ALL SAW IT TOO.

SO IT'S ALWAYS IMPORTANT FOR YOU.

I THINK SOMETIMES YOU ALL WANT TO KNOW SOME OF THAT INFORMATION TO JUST BECAUSE.

GREAT. THANK YOU FOR FOR ALL OF US WORK.

I KNOW IT'S A LOT A LOT OF SETUP.

SO JUST A FEW QUESTIONS AND THEN ALSO ON THE AUTOMATIC FORWARDING AND STUFF LIKE THAT.

BUT HOW ARE HOW ARE YOU CODING THINGS? ARE YOU HAVING TO MANUALLY TAG EMAILS LIKE GO THROUGH AND FIGURE OUT WHAT THE SUBJECT IS AND THEN ADD THE TAG? OR IS THERE SOME AUTOMATION THAT'S HAPPENING ON THE SALESFORCE SIDE? THERE IS. SO THIS IS A FUN PART IN TERMS OF THE CONTEXT.

THIS IS ONE OF THE ENHANCEMENTS THAT WE HAD ORIGINALLY WHEN WE FIRST WERE USING SALESFORCE, THE CONTACTS WE HAD TO DO THAT MANUALLY, LIKE ACTUALLY CREATING IT IN THE SYSTEM. WE WERE ABLE TO AUTOMATE IT THAT FORTUNATELY IN TERMS OF EVERYTHING ELSE.

SO WHAT IS AUTOMATIC RIGHT NOW IS WHETHER IT CAME IN THROUGH THE WEB FORM OR THROUGH EMAIL.

EVERYTHING ELSE IS WE DO HAVE TO GO IN AND GO INTO A DROPDOWN MENU AND SAY, OKAY, THIS IS A LOW PRIORITY, MEDIUM PRIORITY, HIGH PRIORITY, OR THIS IS THIS KIND OF TOPIC OR THIS IS THIS KIND OF INQUIRY, WHETHER IT'S FEEDBACK, COMMENT, QUESTION, ETC..

SO THAT DOES HAVE TO BE DONE MANUALLY.

AND THEN IN TERMS OF HOW WE ASSIGN THOSE TOPICS OR TAG THEM APPROPRIATELY, WE HAVE TO LOOK AT THE CONTENT ITSELF AND DO THAT.

SO MOST OF IT IS GOING IN AND CHECKING OFF WHATEVER BOXES WE NEED TO.

IT IS STILL VERY MANUAL.

IT'S STILL PRETTY, PRETTY MANUAL.

SO IS THERE A WAY ON THE FORM ON ON THE ASK FORM AND THEN ALSO ON THE BOARD FORM TO PRE-POPULATED SOME DIFFERENT TOPICS THAT YOU ALREADY KNOW AT THIS POINT ARE STARTING TO BE REALLY KIND OF FREQUENT FLIER TOPICS BECAUSE THEN, THEN TWO WAYS THOSE CAN COME WITH YOU ALREADY PRE TAGGED.

AND FOR THE SUPERINTENDENT YOU COULD ALSO SAY LIKE, OKAY, WELL THESE TOPICS IT'S TOTALLY FINE FOR THEM TO GO DIRECTLY TO ASK IF IT'S A TOPIC RELATED TO X, Y AND Z, SOMETHING PERSONAL OR PERSONAL RELATED.

RIGHT. IT'S PROBABLY NOT GOING TO BE FOR IT.

YOU CAN SET UP THE LOGIC THAT WAY.

RIGHT? RIGHT.

THAT IS A GOOD QUESTION.

I THINK THAT AND THIS IS JUST OFF THE TOP OF MY HEAD RIGHT NOW, THINKING ABOUT THE PLATFORM.

MAYBE ONE OF THE FIELDS THAT WE COULD AUTOMATE IS THE TYPE THAT'S COMING IN, WHETHER IT'S A COMMENT OR FEEDBACK, ETC..

BUT REALISTICALLY, I THINK AGAIN, LIKE JUST FROM MY PERSPECTIVE RIGHT NOW, SOME, SOME PEOPLE MIGHT NOT REALLY NECESSARILY HAVE AN IDEA AS TO WHAT DEPARTMENT, FOR EXAMPLE, IT IS RELATED TO.

AND THAT'S SOMETHING THAT WE'LL HAVE TO LOOK INTO.

GRANTED, THEY COULD CHOOSE ONE AND THEN WE COULD GO AHEAD AND EDIT IT ON OUR END.

BUT IT'S SOMETHING THAT WE CAN DEFINITELY LOOK INTO.

YEAH. YEAH. AND I'LL ALSO ADD THAT ONE OF THE WAYS THAT WE OR ONE OF THE REASONS THAT WE DESIGNED THE FORM THAT WAY TO NOT CAPTURE THAT INFORMATION WAS TO MAKE IT AS EASY AS POSSIBLE FOR FAMILIES WHO MIGHT BE LOW TECH SAVVY SO THAT THEY DON'T HAVE TO GO THROUGH THE REQUIRED FIELDS AND DROP DOWN MENUS.

THEY CAN JUST GET ON THE WEBSITE AND ENTER THEIR THEIR QUESTION OR THEIR COMMENT AND HAVE IT BE EASILY SUBMITTED.

SO THAT'S ONE OF THE REASONS IN WHICH WE DESIGNED IT THAT WAY.

YEAH. NOW THAT MAKES, THAT MAKES A LOT OF SENSE TO FOR LANGUAGE BARRIERS AND TECHNICAL BARRIERS, YOU KNOW, AND YOU DON'T ALWAYS HAVE TO REQUIRE THOSE FIELDS EITHER.

RIGHT. ONE THING, AND I THINK I MENTIONED THIS AT A PREVIOUS KIND OF BOARD RETREAT TO LOOK AT IT, I HAVE A FRIEND WHO'S ON THE FAIRFAX COUNTY BOARD AND THEY ALSO KIND OF WENT THROUGH THEIR OWN CRM SYSTEM UPGRADE AND SHE WAS SHOWING ME KIND OF THE FORM THAT THEY USE AND THEY THEY HAVE SOME FIELDS THAT YOU CAN SELECT AND STUFF LIKE THAT.

BUT SHE SAID IT'S BEEN INCREDIBLY HELPFUL BECAUSE AS A BOARD MEMBER SHE CAN GO IN AND SAY, OKAY, THIS EMAIL CAME DIRECTLY TO ME AND THIS IS WHEN IT WAS RESPONDED TO AND BLAH BLAH

[01:50:04]

YEAH. AT LEAST PERSONALLY ON THE BOARD I THINK, I THINK THAT WOULD BE HELPFUL FOR US TO HAVE THAT SOME OF THOSE CATEGORIES.

ALL RIGHT. SO MY LAST QUESTION, WHAT IS THE GENERAL KIND OF LIKE TIMEFRAME OF WHEN PEOPLE WOULD GET A RESPONSE? LIKE, IS THERE IF THEY SEND SOMETHING DIRECTLY TO ASK, WHEN SHOULD THEY BE EXPECTING SOME SORT OF RESPONSE? CORRECT ME IF I'M WRONG. IT'S 1 TO 2.

YEAH, 24 TO 48 HOURS IS THE TYPICAL TIME FRAME OF, AGAIN, SOME OF THE CASES THAT WE RECEIVED IN THE LAST WEEK WITH IT BEING FIRST DAY OF SCHOOL AND PARENTS HAVING ISSUES WITH POWER SCHOOL PARENTS SQUARE.

SO OBVIOUSLY THIS IS JUMPING INTO CURRENT CASES, BUT IT HAS BEEN A LITTLE BIT LONGER JUST BECAUSE WE'VE HAD TO LOOK INTO MORE INFORMATION.

BUT THEY DO THEY USUALLY CAN EXPECT 24 TO 48 HOURS.

NO, NOT FOR RESOLUTION NECESSARILY FOR THAT.

THEY'RE ON IT. YES.

OKAY. YES, I LIED.

I HAD ONE MORE QUESTION. SORRY.

THE THE LAST BIT FOR THE EMAILS THAT ARE COMING DIRECTLY STARTING WITH ASK AT CPS THAT ARE BOARD QUESTIONS.

SO IT SOUNDS LIKE IN ONE INSTANCE, IS BURGOS FORWARDED TO MEGAN, MISS ALDERTON TO RESPOND? I THINK IT WOULD BE HELPFUL, PROBABLY IF THERE'S IF THERE'S COMMENTS THAT ARE COMING SPECIFICALLY TO ASK AND THEY'RE NOT GOING TO BOARD AND IT'S BOARD BUSINESS RELATED, I PERSONALLY THINK IT WOULD BE HELPFUL JUST AFFORD IT TO THE BOARD SO WE CAN SEE JUST IT'S HELPFUL FOR ME TO SEE A TREND TO.

SO I MEAN, IN THAT INSTANCE, THE ONE THAT I RESPONDED TO, I SEE THE BOARD.

YEAH. RIGHT.

IS THAT. YEAH.

YOU SEE THE BOARD ON THE RESPONSE.

I JUST THINK IT WOULD BE ALSO JUST HELPFUL IF SOMETHING'S COMING IN TO FORWARD THE EMAIL.

FOR INQUIRIES THAT ARE COMING TO ASK, RIGHT? YEAH. I KNOW YOU'RE GETTING BORED EMAILS GOING TO ASK, BUT IF THERE IS A BOARD SPECIFIC THAT STARTS AT ASSETS BOARD RELATED.

RIGHT. IT'D BE HELPFUL TO SEE THAT.

RIGHT. YEAH. MS. BURGOS. I JUST WANTED TO ADD ON THE PREVIOUS COMMENT.

I THINK ONE OF THE THINGS THAT WE'VE BEEN DOING REALLY CLOSELY AND JUST SORT OF TO TO GIVE YOU A LITTLE BIT OF INSIGHT IN TERMS OF HOW TONY AND HER TEAM WORK, THE OUTREACH TEAM, BRIDGES, COMMUNICATIONS AND COMMUNITY PARTNERSHIPS AND ENGAGEMENT, THEY'RE SORT OF LIKE THAT BRIDGE TEAM.

SO THEY PARTICIPATE IN ALL THE COMMUNICATIONS MEETINGS AND THEY ALSO PARTICIPATE IN ALL THE COMMUNITY PARTNERSHIPS AND ENGAGEMENT MEETINGS.

SO WE MAKE SURE THAT TONY CAN SEND THE ARE KEPT ABREAST OF ALL THE ACCUSED QUESTIONS, TRENDING ITEMS, THINGS THAT MAY COME IN AND SORT OF LIKE THE CONVERSATION THAT KELLI AND ASHLEY AND I WERE HAVING YESTERDAY WITH OUR TEAM WHEN WE WERE TALKING ABOUT SOME OF THE COMMUNICATIONS THAT WE'RE GOING TO WORK ON FOR THE TALKING POINTS AND PRESENTATIONS TO THE SCHOOL BOARD.

SO IT'S IT'S A SYSTEM THAT WE HAVE IN TERMS OF MAKING SURE THAT THEY HAVE ALL THE INFORMATION WHEN THEY SEE THINGS THAT MAY BE BUBBLING UP OR TOPICS THAT WE'RE SEEING.

SO WE'LL SEND INFORMATION TO CINDY OR WE'LL SAY, HERE'S SOME TALKING POINTS, THINGS THAT YOU MAY START TO SEE ON ON ASC AT ACP.

SO IT ACTUALLY HELPS WITH THE RESPONSE TIMES THAT WE HAVE.

SO SHE DOESN'T HAVE TO SCRAMBLE OR EVEN COMMUNICATE WITH ANY OF OUR SUBJECT MATTER EXPERTS.

IF IT'S A STUDENT SERVICES QUESTION, SHE DOESN'T HAVE TO GO TO DR.

CRAWFORD LIKE WE'VE GIVEN HER INFORMATION BECAUSE WE'RE SORT OF KEEPING ABREAST OF ALL THE THINGS THAT ARE HAPPENING.

SO WE MAKE SURE THAT WE FISH THAT INFORMATION TO CINDY ANTHONY SO THEY HAVE THAT SO THEY CAN RESPOND VERY QUICKLY.

SO THAT HAS ALSO HELPED WITH RESPONSE TIMES AS HAVING THAT SYSTEM, BUT THEY ALSO PARTICIPATE, THE BULK OF THEM IN OUR WEEKLY EDITORIAL MEETINGS WITH COMMUNICATIONS.

SO THEY'RE HEARING ALL THE CHATTER AND THE THINGS THAT WE'RE SORT OF WORKING ON AND KEEPING ABREAST.

SO THEY REALLY WORK AS A BRIDGE TO THE TWO TEAMS AND MAKING SURE AND THEY ALSO, OF COURSE, COMMUNICATE WITH THE COMMUNITY PARTNERSHIPS AND ENGAGEMENT TEAM AND MAKING SURE THAT THEY HAVE INFORMATION.

SO EVEN IF THE FAMILY AND COMMUNITY ENGAGEMENT LIAISONS ARE HEARING SOME THINGS AND QUESTIONS THAT THEY'RE GETTING, THEY ALSO HAVE THAT INFORMATION, TOO.

SO WE'RE SORT OF LIKE MAKING SURE THAT THE INFORMATION IS BEING SHARED ON BOTH SIDES.

SO I THOUGHT YOU'D WANT TO KNOW THAT SO THAT IT REALLY HELPS TO MAKE SURE THAT PEOPLE ARE GETTING RESPONSES A LOT FASTER BECAUSE THEY DON'T HAVE TO WAIT FOR OTHER PEOPLE TO GIVE THEM INFORMATION. THEY'RE GETTING IT FROM US BECAUSE WE'RE HEARING IT ON A REGULAR BASIS.

DOCTOR, IF YOU'RE THE LAST.

WELL, THANK YOU FOR WORKING ON THIS.

I AGREE WITH MY COLLEAGUES.

IT'S REALLY EXCITING AND I KNOW IT'S BEEN A WORK IN PROGRESS, BUT IT'S REALLY EXCITING.

I HAVE TWO QUICK QUESTIONS.

[01:55:02]

SOMETIMES THERE ARE THINGS YOU CAN ANSWER AND SOMETIMES YOU JUST SAY, WE RECEIVED IT AND WE'VE FORWARDED TO THE APPROPRIATE PERSON.

WHEN IT GOES TO THE APPROPRIATE, WHEN YOU DO HAVE TO FORWARD THOSE MESSAGES TO SOMEONE ELSE TO ANSWER, IS THERE A PROCESS THAT TRACKS AND I'M SORRY IF I MISS THIS OR IS THERE A PROCESS THAT TRACKS? YES. THAT PERSON THAT YOU FORWARDED TO EVER RESPONDED TO THE MESSAGE? THAT'S MY FIRST QUESTION.

YEAH, NO.

SO GREAT QUESTION.

SO ONE OF THE THINGS THAT WE TRY TO DO WHEN WE RECEIVE THE INQUIRIES AND WE KNOW WE'RE GOING TO HAVE TO FORWARD THIS TO A PARTICULAR PERSON, IS WE'LL GO AHEAD AND FORWARD IT TO THEM AND SAY, YOU KNOW, THIS IS AN INQUIRY WE RECEIVED.

DID YOU HAVE ANY LANGUAGE THAT WE CAN SHARE WITH THEM? OR IF YOU'D LIKE TO DIRECTLY RESPOND TO THEM, PLEASE LET US KNOW.

SOMETIMES WE DO RECEIVE THE RESPONSES PRETTY, PRETTY QUICKLY.

THERE HAVE BEEN A FEW CASES WHERE THAT HAS NOT BEEN THE CASE, AND WE'VE HAD TO JUST RESPOND TO THE PERSON AND SAY, THIS IS THE PERSON THAT YOU WILL WANT TO REACH OUT TO AND LET US KNOW IF YOU HAVE ANY FURTHER QUESTIONS ONCE IT IS SENT TO TO THAT PERSON.

WE DON'T NECESSARILY HAVE A WAY TO TRACK IF IT HAS BEEN RESPONDED TO, UNLESS THE STAFF MEMBER RESPONDS TO US OR RESPONDS TO ME DIRECTLY AND SAYS, YES, THIS HAS BEEN RESPONDED TO AND WE'LL MAKE A NOTE OF THAT IN THE CASE.

BUT OTHER THAN THAT, IT'S HARD TO TELL SOMETIMES.

BUT MORE OFTEN THAN NOT, WE ARE ABLE TO GET THE THE LANGUAGE THAT WE NEED TO OR THE STAFF MEMBER DOES RESPOND.

I'LL ALSO ADD THAT THAT'S PART OF THE LONG TERM PLAN FOR ASK IS TO HAVE CONTACTS IN MULTIPLE DEPARTMENTS WHO ARE ALSO TRAINED IN SALESFORCE SO THAT WHEN WE DO FORWARD THE INQUIRIES ON TO ANOTHER PERSON, THAT WE'RE ABLE TO TRACK IT THROUGH RESOLUTION.

AND THEN MY OTHER QUESTION WAS JUST HOW HOW THIS PROCESS RELATES TO THE COMMUNICATIONS TOOL THAT WE HAD IN THE PAST, LOOKING AT DR.

HUTCHINGS. BUT WE HAD AND I FEEL LIKE I SAW THIS ON THE WEBSITE RECENTLY, BUT I WAS JUST TRYING TO FIND IT.

I COULDN'T SEE IT. BUT BASICALLY IT'S LIKE IF YOUR QUESTION IS ABOUT YOUR CHILD, GO TO YOUR TEACHER IF IT'S ABOUT THAT.

SO I THINK ARE WE CLARIFYING THAT ASK IT IS IS FOR ANY QUESTION OR ARE WE IS THERE GOING TO BE A PROCESS TO LIKE, YOU KNOW, DIRECT PEOPLE TO STILL KIND OF FOLLOW THAT COMMUNICATIONS PROTOCOL? YEAH SO WE DO HAVE THAT CONCERNS INQUIRIES AND SUGGESTIONS LIKE FLIER THAT WE.

THERE WAS A THERE WAS A PREVIOUS VERSION OF IT AND WE JUST DID UPDATE IT WHICH DOES HAVE THAT INFORMATION.

AND THAT IS ALSO PART OF OUR BACK TO SCHOOL OUTREACH EFFORTS.

WE'LL BE SENDING POSTERS AND FLIERS TO SCHOOLS AND PARENTS AND FAMILIES, AND THAT OUTLINES IF IT IS IF IT'S A SCHOOL OR STUDENT SPECIFIC QUESTION, PLEASE CONTACT YOUR SCHOOL.

RIGHT. THAT IS THE FIRST STEP.

IF IT'S A PERSONNEL CONCERN, REACH OUT TO HUMAN RESOURCES.

AND THAT IS AGAIN PART OF THE PLAN.

LIKE ASK CPS IS PRIMARILY FOR DIVISION WIDE ISSUES.

THAT IS THE MESSAGE THAT WE ARE TRYING TO SEND AND THAT IS A HUGE PART OF OUR OUTREACH.

AND THAT'S ALSO HOW WE CRAFT THE RESPONSES.

SO IF WE DO RECEIVE A QUESTION THAT'S STUDENT SPECIFIC, WE'LL SAY THIS IS A STUDENT SPECIFIC QUESTION AND WE'LL TRY TO INFORM THEM OF THAT PROCESS FOR HOW THEY SHOULD GET THE BEST ADDRESS. BUT WE'LL CONNECT THEM TO THIS IS YOUR TEACHER, THIS IS YOUR REGISTRAR, AND THEY'LL BE THE BEST PERSON TO RESOLVE YOUR CONCERN.

MR. HUFFMAN.

WELL, I DIDN'T KNOW IF QUESTIONS WERE OVER, BUT I JUST HAVE TO SAY, I KNOW IT'S LATE AT NIGHT.

I JUST HAVE TO SAY HOW PROUD HOW PROUD I AM TO BE KIND OF OVERSEEING THIS TEAM WITH THESE INCREDIBLE SHINING STARS, THESE LADIES. TANIKA AND CINDY ARE SO PASSIONATE ABOUT BEING ABLE TO FIND ANY WAY TO CONNECT WITH ALL OF OUR FAMILIES AND SUPPORT THEM.

AND IT'S JUST AMAZING TO WATCH THESE SHINING STARS.

SO I'M SO HAPPY IT WOKE ME UP TONIGHT.

I LOVE IT. I'M SO PROUD OF THEM.

I THINK IT'S PAST HIS BEDTIME.

THAT IS TRUE. WELL, THANK YOU FOR THAT, MR. HOUGH, BECAUSE I HAVE TO SAY, THE GROWTH AND PROGRESS ON THIS TEAM AND WATCHING IT HAS BEEN PRETTY SPECTACULAR.

SO I, TOO, AM PROUD AND THANK YOU GUYS FOR JOINING US.

SO WITH THAT SAID, THERE ARE NO MORE QUESTIONS.

IF YOU HAVE QUESTIONS, YOU NEED TO SEND THEM TO ASK.

YES. LET'S GO HOME AND I'LL SEE EVERYBODY SOON.

[02:00:07]

THANKS, EVERYBODY.

* This transcript was compiled from uncorrected Closed Captioning.