WEBVTT

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Adrian's Cell: How many people we're expecting

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Courtney Russell: We have about 17 participants today I was checking in with Javier before

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Courtney Russell: And we do have quorum. I know that Kia is coming. A few minutes late, as well as Tom.

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Courtney Russell: I think Briar is unavailable and Johan and then otherwise all the board members should be on also there are number of principal browns leadership team members joining now. So you'll see a number of them joining

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Adrian's Cell: You all do. By default, because I'm on the plane. What know

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Adrian's Cell: You got to Adrian. Thank you so much. I relabelled

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Courtney Russell: Your cell phone number.

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Courtney Russell: With your name just so folks know to get to, though. Thanks for being

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With

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Me. Thank you.

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Travis Brown: Hello.

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Travis Brown: Kevin. Thank you for the feedback.

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Kevin Golden: Welcome. Hope it was a was useful.

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Travis Brown: It was

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Kevin Golden: And

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We're still

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Travis Brown: We should be expecting another round next week, so

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Javier Lopez-Molina: Hey coordinate, um,

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Javier Lopez-Molina: I got an email from Briar saying that she was going to be late because of a call that's running over

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Javier Lopez-Molina: And I know we're short, a couple of board members so so

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Courtney's Cell: They're heavier. So I just got a text from Sarah, she's trying to get in. Let's see if we have coming

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Courtney's Cell: Michaela will be joining up you know Tom is running late and tears running late. Alex, the brain. You should be joining and Stacey. So what I'll do is

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Courtney's Cell: I will text, Alex.

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Courtney's Cell: DC and the Kaylee now to check into that will give you the two or three more that you need.

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Vilma Caba: Hello.

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Javier Lopez-Molina: Hey, here, and you've got a host of other people here.

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Javier Lopez-Molina: From the school.

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Vilma Caba: Okay, thank you. I'm sorry, guys. So, Miss always my problematic for me. I don't know why.

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Javier Lopez-Molina: All right, it seems to be working pretty good for you. So

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I was

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Javier Lopez-Molina: logging in, so

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Vilma Caba: I've been trying for five minutes. I'm so sorry.

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Javier Lopez-Molina: That's all right.

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Javier Lopez-Molina: Here.

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Courtney's Cell: One more. He's got six with Velma, so we just need one more member

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Courtney's Cell: Okay, we should be good to go. Having a set your seven

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Javier Lopez-Molina: Thank you everybody for holding on there while we all can

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Javier Lopez-Molina: You guys hear me.

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Javier Lopez-Molina: Thumbs up, nothing. That's good. Awesome. Okay, so I'm going to call the meeting to order. It is currently 510

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Javier Lopez-Molina: And I wanted to talk about why we're here. So sort of do a little bit of goals go post setting. So as you guys know the past couple months we've as a board made the decision to move away from lighthouse that sort of cascaded a number of decisions as well in terms of getting a new name.

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Javier Lopez-Molina: And ultimately rethinking the Charter agreement, as I think we had started to move away from arts and fusion and more towards other kinds of

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Javier Lopez-Molina: Other kinds of things. So we thought we would take a step back and have a think about what do we want the school to stand for what do we want to be building here.

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Javier Lopez-Molina: At this organization. So this will give us the opportunity to to talk about the big questions that we want to talk about align on all of the topics.

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Javier Lopez-Molina: This is a forum that's meant to be, you know, all ideas. So everybody feel free to talk and raise questions and and raise your opinion.

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Javier Lopez-Molina: We want at the end of the day to to have a good discussion and come out with alignment on what we want the school to stand for

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Javier Lopez-Molina: So before we do that I wanted to start off with some introductions, because I don't know that everybody on the phone knows oil and the video knows everybody in the video so

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Javier Lopez-Molina: Since I'm sort of leading a call at the moment I will go ahead and start just by introducing myself. My name is Javier. I've been with the board since 2015 current

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Javier Lopez-Molina: Chair of the Board and in my day job. I'm I used to be a consultant, and now I do corporate strategy for healthcare companies. That's sort of my

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Javier Lopez-Molina: My day job and my link to the school in addition to being a board member is that my mother grew up across the street from the school and it has some ties to the Bronx and several

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Javier Lopez-Molina: Yeah, so that's my connection. So I'm next to my my face here I've got Travis's face. So I'll ask Travis to do an introduction.

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Travis Brown: Sure. Hello everyone. I think everyone knows me. But anyway, I'm Travis Browne

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Travis Brown: Principal of Bronx Lighthouse charter school and soon to be fair us Academy Charter School and I just completed my fifth year for the first three years I was the principal of decay eight solely but over the last two patches. I've been

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Travis Brown: Supporting both K and also 912 as the principal. So really excited about being part of this. The rebrand and really thinking through what the school is going to be what we want to stand for the next chapter.

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Travis Brown: Should I pass it.

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Javier Lopez-Molina: Yeah, actually I'll control the

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Javier Lopez-Molina: Open going here. So next time. Next, Genesis screen here. I've got Kevin

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Javier Lopez-Molina: And I think you're on mute.

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Kevin Golden: I'm Kevin golden I have been with the school since its inception, or I guess like 2004 2005

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Kevin Golden: I originally was came on as the Arts Infusion specialist. So by by Arts Infusion principle still hold year, dear, where appropriate, but I I'm currently working as the, the director of humanities and the high school side.

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Javier Lopez-Molina: So the next thing I have here is Stephanie.

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Estefany Angeles: Hi everyone I'm Stephanie Angeles. I'm the director of college and career and I have been might have been 27

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Javier Lopez-Molina: Thanks. So the next one here is Rob.

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robb@commonbond.co: Everyone Rob Coronado am on the board. I've been on the board for I think coming up on three years, Nikki Haley will check me on that we joined it about the same time.

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robb@commonbond.co: I worked at it during the day. My day job is at a company called common bond.

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robb@commonbond.co: Which helps with education finance so primarily in helping people pay back their student loans.

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robb@commonbond.co: And I am the treasure on the board. So I help keep us in good financial standing, which we are in a very good shape on that front, which is awesome.

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robb@commonbond.co: My dad grew up around the corner from the school as well. So, Javier. And I joke around that maybe our mom and dad used to run in the same circles back in the day.

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robb@commonbond.co: My dad didn't make it through through high school, went alive, but he had his GED back in the day and then at the last graduation last year principal brown presented him with a a posthumous

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robb@commonbond.co: Diploma to the or a graduation certificate in diploma for Bronx lighthouse. So my dad's an alumni of the school and in a pretty cool way so feel a nice connection to the community.

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Javier Lopez-Molina: Thanks, Rob. The next person is Victoria.

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Victoria McCall: Good evening, everyone.

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Tom: My name is Victoria.

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Victoria McCall: McCall I am the director of LA for 912 at ferals like house our Academy. I started July 1 so I am super new but excited to jump into the work

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Javier Lopez-Molina: So I'm thinking Pretoria next name I have here is Lizzie Pierce.

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Lizzy Pierce: Hi everyone I'm Lizzie Pierce. I'm the director of humanities for kindergarten through eighth grade and I'm going into my third year

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Javier Lopez-Molina: And the next person. I have here is Jennifer

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Jennifer Clayton: My face is in a different place on my screen.

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Jennifer Clayton: I am Jennifer Clayton, I'm with my world consulting. I just did the gap analysis for you guys.

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Javier Lopez-Molina: Okay, Jennifer next one here is Maria Dorsey

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Maria Dorsey: I am body I'm Maria Dorsey, I am the support ops.

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Maria Dorsey: Team member for Bronx Lighthouse charter school now pharaohs and down. Everybody knows me. That's all you need to know.

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Javier Lopez-Molina: Alright, so it looks like stepped away. So the next person is clean.

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Courtney's Cell: Good evening, everyone. I am Courtney Russell I serve as the Senior Director of Operations and compliance I've officially been with Ferris since June 1 of this year so pretty new on that team but prior to that have a long history past 10 years or so with White House and

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Courtney's Cell: Formerly Bronx. This is just the Metropolitan so I'm excited to be here and I'll be taking minutes. I think my my camera off for a bit, but I'm looking forward to the evening strategy session.

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Javier Lopez-Molina: Alright, so we'll go back to Sarah.

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Sara Madavo Jean-Jacques: Sorry about that was trying to fix the lighting. Anyway, I'm Sarah john Doc, I have been on the board for about

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Two years.

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Sara Madavo Jean-Jacques: In my day job. I'm an attorney. I'm a litigator general litigation and prior to being a lawyer. I was a teacher America teacher and taught second grade, third grade and public schools.

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Javier Lopez-Molina: Etc. So next I have Alexandra, bro.

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Alexandra Abreu: Hi. Sorry I'm late. We introduce ourselves. Yes.

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Alexandra Abreu: My name is

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Alexandra Abreu: I joined the board about last time.

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Alexandra Abreu: Since about a year and a pair of

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Javier Lopez-Molina: Awesome. Alright, Thomas, do you wanna or Tom. Excuse me.

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Tom: A very formal. Yeah, so hey everybody

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Tom: On the board for value here. I've been involved with the school for about two I got hooked up with Javier and Courtney was doing a dual degree at Teachers College, Columbia Business School on the marketing and branding type of project.

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Tom: Formerly a Dean of Students math teacher coach Residential Life advisor, etc, etc.

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Tom: And happy to be here.

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Javier Lopez-Molina: Great next one on my list here is Macquarie

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Nikali Jones: Sorry.

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Nikali Jones: Hi everyone I'm Michaela James and I'm not work right now. Um, I joined. I think you're right. Maybe was two years ago it was for I'm I'm Vice Chair.

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Now,

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Nikali Jones: And kind of during this time I'm still waiting for my rabbit, which is providing healthy meals to kids and adults, um, for the time being.

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Nikali Jones: And I joined the board because I wanted to kind of learn some of the strategy and decision making behind the scenes that's both

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Nikali Jones: I will likely be off video for most of it, but I'm listening.

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Javier Lopez-Molina: Next one on my list here is Adrian

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Adrian's Cell: About a year ago or my day job. I work in finance for a holding company I'm currently I sit on the board cultural community and also academic community. I got involved.

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Adrian's Cell: More so, because I really want to be more hands on where education and you can element. So I'm happy to be

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Adrian's Cell: Considered

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Javier Lopez-Molina: So the next one on the list here is Stacey.

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Stacy Sutherland: Hi, good afternoon. My name is Stacy seven. I'm a board member and have been

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Stacy Sutherland: I think 6018 early um I my day job is working with the Department of Education as an education analyst.

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Stacy Sutherland: And

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Stacy Sutherland: I joined the board because I actually had I well the story changes all the time, but I just recall. I'm working at a school behind Bronx lighthouse and

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Stacy Sutherland: Every time you guys had, um, it was a street festival or fear, like everyone looks so happy there. And I'm like, Oh my God, what is going on in this Charter world. I got to be a part of this. Um so honestly like I love my day work, but, um, it's really rewarding being

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Alexandra Abreu: With

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Stacy Sutherland: The board and learning what you do on this other like galaxy and charter worlds and I just learned a lot and hope that I'm offering just as much while I'm on the academic committee, as well as the Culture Committee.

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Javier Lopez-Molina: So thank you, Stacy. The next person is Aaron Kim.

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Erin Kim: Hello, my name is Aaron Kim. I am the director of STEM for the college upside the 912 I began the school as a biology teacher in 2014 and took a year off to go to grad school and then transition to this role, two years ago.

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Javier Lopez-Molina: Next person on the list here is Cassandra must be

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Chrissandra Mosby: Hi everyone, I'm Chris Sondra most be I'm the director of school culture for grades K through eight and I've been with Bronx Lighthouse going into my fifth year

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Javier Lopez-Molina: And the last but not least is DOMA

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Vilma Caba: Hi, can you hear me.

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Javier Lopez-Molina: Yeah, we can hear you now.

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Vilma Caba: I am really

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Vilma Caba: When it comes to zoom, we should do like Skype or something. Next time I'm better with that. But I don't know if you can see me and trying to fix that also nice

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Vilma Caba: Oh, there you go. Hi, my name is Will macabre and I am a parent. I'm apartment member my toolkits has been gone to school, since kindergarten, my son just graduated from high school and my daughter, she's going into seventh grade now.

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Vilma Caba: I haven't been able to tell you guys anything but I recently moved to New Jersey.

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Vilma Caba: So my daughter's is not going to be going to school anymore, not because of anything but just because of the logistics with commuting and all this stuff.

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Vilma Caba: Believe me, I didn't want to take my daughter to school at all, but I have to. And I was talking to coordinate see because I wanted to keep in the

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Vilma Caba: Key of being part of the board and she said that that was fine. And I love the board. I love everything that we've been going to do and how we got to this point. Thanks to everybody. And so, happier anybody on the board, especially my boy. I love him to death, Travis.

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Vilma Caba: And I've been a board member for a while now. I don't remember how many years, but I just wanted to young joined the board because I wanted to be.

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Vilma Caba: To have like a more active part and my children's education and I've been learning a lot. Every since every day, every meeting is something different so

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Vilma Caba: Buckle up

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Javier Lopez-Molina: Awesome thing.

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Javier Lopez-Molina: I realized that brighter brighter Fox surprise to me. It's in the middle, but I have. We haven't gone over fire.

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Briar Thompson: Hi everyone. Sorry, I was a little bit late, I had a client meeting ran over my name's Brian Thompson. I have been on the board. Oh, for a little bit less than Robin McCauley, so have alone. They said, minus a bit

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Briar Thompson: And I'm on the academic committee. My day job. I work for a consulting firm and social impact practice doing a lot of work with higher education and education and developing context.

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Javier Lopez-Molina: Great, thanks. So what we'd like to do you know I mentioned at the very beginning that there's a couple goals that we want to get out of today's

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Javier Lopez-Molina: Discussion. I want to make sure that we're sort of turning stones that we want to turn around stem around arts and fusion around social justice and discipline.

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Javier Lopez-Molina: And around sort of this college prep. Those are the four big things that I want to make sure we discuss and then I also want to share with everybody, the draft which I'm sure most people have seen already, probably the first round draft of the mission efficient for for us.

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Javier Lopez-Molina: You know, we can go from there. So one of the reasons that Jen is here is to sort of help guide us through some of these conversations. So she's going to be a little bit of our moderator and

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Javier Lopez-Molina: Poke, poke the bear a little bit. So this is what I've asked her to do to make sure that people are talking and we've got

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Javier Lopez-Molina: Alignment. So I think maybe the first topic will be. I think it's the sort of elephant in the room, which is as we go move from being Lighthouse to being fair us, what, what's our thinking around arts and fusion and I'll leave that out there for people to sort of

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Javier Lopez-Molina: Talk about

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Javier Lopez-Molina: We want to keep our confusion, we want to move more towards stem. What do people think

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robb@commonbond.co: Of me or connect. For me, it might be helpful as a foundation to jump into that question to get some perspective on what Arts Infusion means to folks, kind of in in its current execution.

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robb@commonbond.co: I don't know if you think that would be

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robb@commonbond.co: Kind of a rabbit hole to go down, or that's a productive kind of way to baseline and then react.

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Javier Lopez-Molina: You know, I think it's a good way to be. I mean, I have my own opinion on it, but maybe Travis can talk a little bit about what he thinks.

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Travis Brown: In terms of to your point, Rob, what are the fusion is

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robb@commonbond.co: Yeah. Like what, like like again. I guess the heart of yours question around like

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robb@commonbond.co: What do we think about Arts Infusion going forward, it might be helpful to to get, get some reflections around like what what is art infusion today in or or what is art infusion in the Bronx Lighthouse context. Like, how does it. How does it. How does it show up.

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robb@commonbond.co: Like, what does it mean to people today and and that might be a way to then think looking forward around. Do we keep that do we change that. But yeah, maybe starting with what is how does it. How does it manifest today.

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How does artists infusion.

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Travis Brown: I don't, I don't think it does manifest today, I think.

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Travis Brown: And not to put Kevin on the spot, but I think he

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Travis Brown: At the high school at the Cape. The three years out there. I did not do much with it.

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Travis Brown: For a number of reasons, but I think it is a live out

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Vilma Caba: Of the

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Travis Brown: Last days, if you will, as a

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Travis Brown: As a what we call like a

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Travis Brown: An essential element.

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Travis Brown: So Kevin, if you don't mind, it would be helpful overview of

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Travis Brown: Like how would live in high school.

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Kevin Golden: Yeah. Um, I think that

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Kevin Golden: Arts Infusion so I think wanted it is certainly related to it stands apart from

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Kevin Golden: The art of quote unquote art for art's sake.

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Kevin Golden: Piece of the school. It is the intention behind it is that it was supposed to be that we were using the arts to support learning in the core content areas. And the idea being that the arts per provide a really great

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Kevin Golden: Space for or platform for

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Kevin Golden: Application of learning in those areas for the development of critical thinking skills.

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Kevin Golden: It they, you know, provide

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Kevin Golden: A great number of texts that we could put in front of students in addition to, you know, traditional text documents.

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Kevin Golden: I think also, you know, it allowed the idea was that it allowed students to, you know, find more engaging and personal entryways into two different subject areas.

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Kevin Golden: I think that it really shined in the high school when it was used as a well one in when students were engaged in inquiry around art objects and and visual texts.

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Kevin Golden: Related to different content areas. I think it also really shined when it was

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Kevin Golden: Used as

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Kevin Golden: The vehicle for which were for students to really demonstrate their learning in

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Kevin Golden: The authentic assessment tasks.

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Kevin Golden: Yeah, so

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Kevin Golden: That's kind of the overview of where we ended up. Um, I think that

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Kevin Golden: If I were to give my, my personal kind of feelings and thoughts on arts and fusion and the potential that it has moving forward. I still think it's a it is a very valuable tool.

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Kevin Golden: I think that it has, it still remains. It has a lot of great application and creates a lot of a lot of opportunity. I don't know that it is necessarily

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Kevin Golden: A Cornerstone that we want to build the rest of the program around

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Kevin Golden: Yeah, I think we can include it in some larger, larger buckets.

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Kevin Golden: Yeah, and work with those. Yeah.

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Vilma Caba: Man, I say something

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Vilma Caba: When as a parent, when I'm I could see that the the Arts Infusion was is more in the high school then at the lowest school and

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Vilma Caba: For it to be part of the logo and I don't mean to you know say anything to anybody, but it wasn't used

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Vilma Caba: As much as it should have been that it was part of the logo of the school. And I don't know about the standard, but that really didn't have

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Vilma Caba: An impact on my decision to have my tutoring attend the school. So, I mean, you know, I mean, so like I'm we can still use a pen. I like for it to be the focus of

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Vilma Caba: My opinion.

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Alexandra Abreu: My opinion as a parent, when I have my oldest child. The reason I register my child was for the art infused I'm

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Alexandra Abreu: Idea, because at that point I have done, have you on chatter lotteries and I don't know. It was because of the last name, but I was picked up interview. And the reason I chose um fire as a lighthouse at that time. Um, it was because I really liked the idea of

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Alexandra Abreu: Our ID infused fusion program as my child was blowing up in the school, I realized that it was not my ideal um infused program. So, you know, like I still get it, but it is like

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Alexandra Abreu: That was my

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Alexandra Abreu: Original reason why I register.

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Alexandra Abreu: Out there.

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Alexandra Abreu: Um, as it is now, because I I have. I feel like it has never been completely engaged. Um, I would like to see what Sam program would look like. And what's the like the vision of, like, let's say, Travis, um, as a parent, I do bought into like schools.

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Alexandra Abreu: Thinking about what's the vision of the school. What is it that they if I'm walking in the I want to see, you know, across the grades and across, you know, the school, so I would like to see. I'm like to hear

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Alexandra Abreu: How God I'm STEM program or anything else will be kind of like I'm embedded or kind of like implemented in in the school.

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Javier Lopez-Molina: Yeah, I think so, let me say that the

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Javier Lopez-Molina: Way that I view the mission and vision, whatever we end up writing there with whatever we end up agreeing to there.

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Javier Lopez-Molina: That forms the foundation for everything that we're going to put at the school. So if we decided to kind of be stem and we need to design the entrance of the school, we have

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Javier Lopez-Molina: Everything that we think about the school is aligned with those with that with that mission and vision. So, I mean, I don't know what that would look like. Exactly. But the idea is that

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Javier Lopez-Molina: The phrases that we're going to come up with them the sentence that we're going to come up with are things that instructional staff and administrators at the school should be able to to recite and know and and believe them.

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Javier Lopez-Molina: And then that directs all of all of the actions from from the staff as well as all of the actions from us. So if we want to be stuff. So I'm, I'm not exactly agnostic I my personal opinion is, I, I believe that it's it's more useful in today's world, I think, to, to

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Javier Lopez-Molina: To get better representation of underrepresented minorities in STEM than then giving them a really solid background in arts

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Javier Lopez-Molina: Which is not to say that arts is a bad thing. I think that Arts Infusion can open doors and access make things more accessible as a tool. I just think that in this again. My own personal opinion that like stem to me is, is a skill set that is going to take the scholars further

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Javier Lopez-Molina: So that's, that's my thought.

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Jennifer Clayton: Buyers after me yet something brighter.

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Briar Thompson: Okay.

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Jennifer Clayton: Well, this is Jennifer. So currently, you have. Arts Infusion as your current mission and that was definitely an artifact of Lighthouse academies your next mission doesn't necessarily have to say if you're an art school or a stem school or another kind of academic focus school

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Jennifer Clayton: So in New York. You guys have multiple types of graduation pathways.

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Jennifer Clayton: So if you did have parents who specifically came to the school because they want their students to get that arts focus

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Jennifer Clayton: You could still keep a graduation pathway that's focused on the arts or you can still do a graduation pathway that's focused on stem

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Jennifer Clayton: But then you would have to do as a school is just make sure that you have the coursework available for them the coursework and the tests available and the experiences for them to be able to follow that pathway.

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Jennifer Clayton: So I can read to you what the pathways are currently available for the state of New York.

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Jennifer Clayton: There's an arts pathway. There's a bi literacy pathway career and technical education.

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Jennifer Clayton: Career Development and occupational studies, there's a humanities pathway and a stem pathway. And then within the stem pathway, there can be a science focus or a mathematics focus

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Jennifer Clayton: So it's up to you whether you want to have your academic focus actually listed in the mission and just kind of going along with what Javier, said the mission statement is really what is the main purpose of the school. What's the one thing you want to accomplish as a school

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Javier Lopez-Molina: I will go on to say that

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Javier Lopez-Molina: I'm a stem person right so I'm a scientist by training and I like science. But that is not to say that I'm went to like putting in STEM. You know those letters or that philosophy into the Charter, I'm okay, leaving it leaving it open like that's not

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Jennifer Clayton: Just another one steam, which is science, technology, engineering, mathematics, and art.

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Jennifer Clayton: You can also combine them, if you wanted to.

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robb@commonbond.co: Not to put like a

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robb@commonbond.co: Business hat on this, but is there is there an approach to this where we take a look at options that the

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robb@commonbond.co: That the community has for different pathways and see where

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robb@commonbond.co: You know some of the points that are raised if there, if there is there's kind of demand for an art path and if kind of if every school in the in the Bronx, where to go kind of STEM, then you would have

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robb@commonbond.co: You would have you did you have less options for people who actually did want to go into an kind of an arts. If you pass. I'm wondering if it's worth doing a survey of

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robb@commonbond.co: Of what the community wants and what options are available.

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robb@commonbond.co: And trying to find kind of that space where we can, you know, not necessarily like think of it is competitively but if

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robb@commonbond.co: You know, like heavier. I feel the energy to general, it was kind of the world going to a very

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robb@commonbond.co: Technical oriented and a

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robb@commonbond.co: Pathway that but if everyone goes that way, then it's then does that. Is there an argument to be made around having options in the community for people who want different topics.

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Javier Lopez-Molina: So this is a little bit again to talk corporate speak. This is like how are we differentiating ourselves if there's like 50 other stem charter schools in the Bronx or we could be one. Is that what you're saying.

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robb@commonbond.co: Yeah, right. And it's like everyone's kind of converging. Is there a way to, like, maybe it's a steam path or like

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robb@commonbond.co: You do. And it's not like choosing one path totally disregards the value of the other paths. But is there a way to create an identity that's distinct and differentiated that of course resonates with with us as leaders, but also with the community and what the community really wants

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Javier Lopez-Molina: I mean, maybe if I don't mind if he doesn't mind. I'm gonna put you on the spot and ask her. So she's more familiar schools in her

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Stacy Sutherland: About the speech. Thank you.

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Stacy Sutherland: Have yeah

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Stacy Sutherland: So what I was going to say.

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Stacy Sutherland: Is, you know, I definitely know

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Stacy Sutherland: For high school that kids will come near and far, especially for arts, that's for sure.

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Stacy Sutherland: But in terms of, I find that parents when they're looking for elementary school. They may not be that specific and I'm not speaking for every parent obviously

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Stacy Sutherland: But definitely Middle School. That's a biggie and terms of seeking the schools and what they offer the application process is really hectic.

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Stacy Sutherland: And by high school. They've already decided you know whether their what their path is basically by middle school. So by high school. It's like it has to follow that path that's for the really serious students and parents, but um

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Stacy Sutherland: It's really important that whatever we list, we really offer, um, because there was a school they close was a careers at art. Oh gosh, no. I forget, but it was in district seven

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Stacy Sutherland: It was a high school over closer to like 160 first. I forget the name of it now. But what remains on that campus is a career in sports school but they offered arts. They offer theater.

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Stacy Sutherland: And they had the rooms. They had to classrooms for it, but they didn't really offer it. And it was really sad because they had like

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Stacy Sutherland: A dance studio, but they just didn't maintain the hiring for teachers to be able to provide those services, but um students were traveling from Staten Island from Brooklyn off of what was advertised as

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Stacy Sutherland: As they had but when students got there. I mean,

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Stacy Sutherland: It just deteriorated. So I just think it's important that we list that. So in terms of charter schools. I'm not sure how many offer stem, but

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Stacy Sutherland: There are a few schools, public schools in that immediate area district seven and District nine that say that they offer it. But I don't think that they really have a strong hold to it. So I do see the benefits of

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Stacy Sutherland: I'm stating arts, but I think you need to specify what arts is because it could have such a wide definition.

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Alexandra Abreu: Have yet. One of the things that

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Alexandra Abreu: I'm thinking about like either one off like our doors like my oldest child end up in the sun. High School. I'm specialized high school. I'm and I'm you know I'm for its programs and whatever it is that if

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Alexandra Abreu: The school decides to go in. I feel like it has to be concrete like I wish and my ideal word of a school where the students have like more hands on activities more concrete.

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Alexandra Abreu: Real word experiences. So when I ambition.

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Alexandra Abreu: In future infusion program. I was thinking, and that kind of like hands on activities with the kids, you know, really had words parenting stuff.

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Alexandra Abreu: And no more, you know, real one concrete word where they like not only coming from like a book kind of stuff like that. So I'm like in the STEM program comes up and you know and I see a lot of potential for some programs where they have the kids have the opportunities to like

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Alexandra Abreu: See what's in the community and bring in the community in the school and and and open, you know, the horizons for the students, then I think those programs have a lot of potential

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Javier Lopez-Molina: I'm gonna push us to the next topic of conversation, which is kind of

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Javier Lopez-Molina: How do we feel about the phrase college prep. Is that a phrase that we want to put into the, the Charter into the mission and vision.

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Javier Lopez-Molina: And as a reminder, if it's in the mission and vision that is something that the Board of Regents then approves and then holds us to. So that is something that, you know, a metric. We need to continue to measure ourselves against. So how do we feel about college prep.

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Travis Brown: Can I share cut

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Travis Brown: Think as we look at this as I look at the school, we have

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Travis Brown: On average 240 students

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Travis Brown: I think that it doesn't allow us to be a comprehensive high school with

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Travis Brown: 10s of programs that have these very different tracks like CTE.

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Travis Brown: You know career and technical education or different pathways. So I think what I think about is the unique opportunity to

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Travis Brown: Really even whether we say that our mission and not look at high school as a leverage to students, gaining really key access

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Travis Brown: gaining access to skills and mindsets that can actually push them to and through college.

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Travis Brown: And get kids really curious about learning. So they see college as a next step to access even more learning and find other people who are into the things that they are into so

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Travis Brown: I see value in I believe you know post K to 12 kids need to have a plan and whether that's

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Travis Brown: A career technical education some type of trade program. I think we may be uniquely positioned because of size to kind of have a uniformity or mindset to say we're getting young people.

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Travis Brown: In the Bronx Bronx kids to think about college as as a real option to get to and through it to become change makers and to change their community in the world at large.

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Estefany Angeles: I wanted to just say, I think, like, kind of going back to the some focus or our infusion.

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Estefany Angeles: I think we are really small. And so even when we're trying to come up with our lessons and things like that.

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Estefany Angeles: If we take a focus. I think it could narrow almost the elective options that we want for our kids like too much.

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Estefany Angeles: And not really give them like a wealth of knowledge that we would like to expose them to. So I'm thinking like, you know, if you want to do communication and like, things like that. But if we only did some more if we only did art that it might really limit.

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Estefany Angeles: Just really giving kids like that full on preparation, which I think is part of like what Travis is talking about College Press like if we want kids to be able to see themselves.

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Estefany Angeles: In in college and really persisting, I think we want to give them the opportunity in high school to explore to find their passions, to find the things that they want to develop and then

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Estefany Angeles: I think one of the things we talked about is doing endorsements. So having the opportunity for kids to maybe focus their lessons, based on what their interests are.

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Estefany Angeles: But not making everybody focus on the same sort of process because I think our job in the high school is really to

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Estefany Angeles: To let them explore and let them try out different things. But I went to like a specialized high school, I was just focused on engineering

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Estefany Angeles: And it was great, but it didn't give me any other perspective on any other careers and that's all I really got to try. So when I got to college, I was just like, Well, I want to do anything but engineering because I just had nothing, you know, that was the only thing I had experience.

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Estefany Angeles: And so when I think about like how we can set up our kids. I think just a more liberal arts sort of education, thinking about, like, what's most essential for every kid to be prepared for processing and going on. And I think of like communication. I think of

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Estefany Angeles: Some exposure is like really important to me to have the basics down at least in terms of technology and how to interact with it and my, things like that.

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Estefany Angeles: But I think of it as like more holistically and for our kids that do show interest, like we've had, I'm thinking of our current juniors who

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Estefany Angeles: have clearly shown interest in son, they took into engineering. This past year, they are taking advanced science and math bosses. So they're still on a path that is more advanced, but that doesn't necessarily fit every child that's kind of my thought process.

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Javier Lopez-Molina: That reminds me of a conversation that Mr. Brown and I were having around this and remind me if I get if I get this wrong, Travis, but it was more like

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Javier Lopez-Molina: What's important to build in our scholars is the sense of intellectual curiosity, so that they can find their passion.

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Javier Lopez-Molina: Rather than, say, your we're going to make a bunch of scientists and we're going to make a bunch of engineers.

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Javier Lopez-Molina: I think that's, I think, when, when we were talking about it. That's how I was thinking about sort of squaring that circle between like arts and fusion and stem rather than focus specifically on them focus on creating a scholar that

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Javier Lopez-Molina: Is furious and will take that curiosity to wherever they want to take

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Javier Lopez-Molina: in a responsible way.

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Vilma Caba: Max, a question if if we do decide to go stem

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Vilma Caba: More than ours efficient. Does that mean that we're not going to teach any are in the school. Does that mean like there's not gonna be any like creative classes being taught at the school.

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Travis Brown: So, so, no. I think one of the things that we're. I think it's a great question. But what we're talking about, correct me if I'm wrong and Stephanie.

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Travis Brown: Is seven electives courses that students have to take because most of the students high school career. It's already determined for them so art is part of a requirement that they have to take. So they have to take four years of English language arts, they have to take

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Travis Brown: They have to get two credits and arts. So they so they they're going to already be exposed to it. I think here we were deciding

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Travis Brown: What a student's going to do with the at the high school level, what is students going to do with seven elective classes that they can

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Travis Brown: That they can choose from larger schools have a wide variety of electives that students can pick and choose we we typically have anywhere from seven to 10 and we can offer

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Travis Brown: Just a bunch of like a smorgasbord of things, or we can say we want to focus on a couple of few to try to design a certain student or really be intentional about how a student comes out at the end of the at the end of

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Travis Brown: The end of the four years with us.

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Estefany Angeles: Yeah, and I wasn't even confirm. Yeah, there's seven all kids are required to do seven elective in order to graduate.

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Estefany Angeles: Most of our kids because we have such like you require for years full load, it would be closer to unlock them that they would get to take as long as they don't like fail anything but there is a lot worse than before.

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Estefany Angeles: Yes, there they could have to take up to follow the lesson over those four years. So we do you know

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Estefany Angeles: I don't think we have much room to offer more than those electives. Because we're such a small school, otherwise our classes would be incredibly small.

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Estefany Angeles: Because they already are. So it's just not necessarily possible but we're talking about about 12 classes that we get to choose, like what we offer

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Estefany Angeles: And if we want those also be are geared towards the same thing. Or if you want to choose specific things that we want to expose them.

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Vilma Caba: Well, as long as what I'm

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Vilma Caba: All for the farm and the chickens anymore. I'm good with anything else.

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Javier Lopez-Molina: I think the chickens are not there anymore. They

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Travis Brown: Know,

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Javier Lopez-Molina: Yeah.

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Javier Lopez-Molina: So, any other comments on this topic, otherwise I would like to talk about discipline.

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robb@commonbond.co: Maybe just one comment. Where do you see, do you see this kind of the first of many conversations, leading to some kind of decision or how do you see us kind of progressing to

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Javier Lopez-Molina: Yeah, that's a good question. So basically I wanted, I wanted us to have a sort of unstructured conversation first and then the, the questions that do we and the Chancellor ask on the

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Javier Lopez-Molina: Document that we need to fill out are fairly specific and so we've taken a stab at filling it out. But I think after we've had this discussion.

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Javier Lopez-Molina: It'll help people think that like, oh, you know, this thing that we talked about isn't in there. And so we should add that concept or I don't know that I agree with that concept based on the conversation that we had earlier.

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Javier Lopez-Molina: So I feel like having the discussion. First, even though we're not

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Javier Lopez-Molina: Right now it's kind of a free form discussion. I think it gives us a bit more of a grounding and foundation to input into what you're going to see in a couple minutes.

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Javier Lopez-Molina: Rather than just sort of attacking that abstract question right away. So that's, that was my thinking was that hopefully we could take a look at that text after we have this discussion around these different topics and then

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Javier Lopez-Molina: Decide that either where 80% there 95% there or 100%

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Javier Lopez-Molina: And like maybe what we need to add what we need to further elaborate on that is that sort of more clear. Yeah.

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Yeah, totally.

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Javier Lopez-Molina: Okay, thanks. Yeah. So the next question I had is around sort of our discipline philosophy. So there are some schools and at least in the news. There's some charter schools where it's they've been able to maintain good

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Javier Lopez-Molina: There, they've been able to look good on paper because they they expelled students that don't behave well or don't perform well and

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Javier Lopez-Molina: And you know, we have to ask ourselves, like how, how are we going to approach that topic. So is it okay for us. For example, if there's a kindergartener who is special needs. Is it okay to expel that individual from the school.

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Javier Lopez-Molina: If there's a behavior problem as an example. So I'm just kind of curious what what people think of

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Javier Lopez-Molina: Discipline at the school and what kind of school.

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Javier Lopez-Molina: Wants to want to build

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Tyron Robinson: I'll speak coming from the discipline side.

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Tyron Robinson: I feel that

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Tyron Robinson: Kind of structure to that.

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Tyron Robinson: And I feel that, you know, absolutely. I, I want to implement a school is

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Tyron Robinson: Continuing on with the team. I remember when I first got here with the theme of restorative I'm trying to, you know, fix those relationships that were

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Tyron Robinson: That were affected by, you know, kids behavior or that that that teacher, student relationship with having conferences with having one on one meetings with them arm. I do want to other side think that it gets to

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Tyron Robinson: A certain level of whatever the fences with a student, we have those non negotiable is where we just like, Hey, you know,

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Tyron Robinson: We work with levels. Okay, this is level for, you know, and never happened. But our sin or something like that, where we have to sit down and say, like, okay, you know,

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Tyron Robinson: This is not the you know the right place the right fit for for the student. Also we have depending consideration to is it

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Tyron Robinson: Is it is the kid receiving any services, you know, because that's going to look a lot different from my kid, you know, a kid who has IP as receiving services.

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Tyron Robinson: From a kid that's not so I think that is a lot of things that when we're thinking of our philosophy. There's a lot of things that that go

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Tyron Robinson: Into that as well. And also, um, I know, I probably didn't answer the question, fully for you, but I'm that does something right now currently that you know that we working on, but I'm, I'm all for the restorative deep on restorative principles.

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Javier Lopez-Molina: Other. Other thoughts other feelings about the topics.

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Alexandra Abreu: You would favor of the child and and what are the steps before of taking

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Alexandra Abreu: Other steps. Like, for example, we talked about like the kindergarten Joe was depending if

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Alexandra Abreu: The services that the child really needs are not provided in the school. Probably the child does not belong to the school.

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Alexandra Abreu: Nice because it's going to look good for not having the child for whatever reason or PayPal, but because it's not good for the child because we're not providing proper services so i i think that's like a jungle.

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Alexandra Abreu: Because it all depends on

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Alexandra Abreu: Who the child.

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Alexandra Abreu: You know, whatever circumstances.

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Alexandra Abreu: Are they after the child.

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Javier Lopez-Molina: Yeah, I've done a little bit of a rabbit hole Courtney on this topic and coordinate can find me if I'm getting this wrong, but

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Javier Lopez-Molina: I was concerned or around from a compliance ankle. Like, for example, if, if a student comes to the school and it requires 12 to one to one support.

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Javier Lopez-Molina: And we don't have a 1221 classroom. What sort of our obligation to provide that support and from a legal perspective. I mean, also from an educational perspective, but I just like

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Javier Lopez-Molina: Questioning like how, what's the actual mechanism like if a child comes in, in October and and we have to provide you know this 12 to one to one. Where do we get the funding for that. Where do we

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Javier Lopez-Molina: You know all of this stuff and I did stumble across some documents where we have there is a path to acquire that funding the funding has to be made available by the DEA

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Javier Lopez-Molina: And so we have to count. Like there's, there's a process to get the money to provide the services, but this is part of the philosophy, where it's like, this is my personal philosophy which is

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Javier Lopez-Molina: If a child with an IEP comes to our school and I'm 1220 ones just one example but requires some sort of services that the school currently doesn't have. I think it's our obligation as a school to

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Javier Lopez-Molina: Go out and get those services. It's not like the money isn't there. The money is there. It's in the deal we we need to have a process to set up that support system for that scholar, that's just my philosophy, but I'm just kind of curious what other people think should be the philosophy.

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Jennifer Clayton: So this is Jensen, maybe I'll prompt something. So when we talk about discipline philosophy. There's a few different things.

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Jennifer Clayton: So I've heard some people talk about what are the supports that are in place. What is a good fit for the school as far as students go

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Jennifer Clayton: Another thing about philosophy is or the discipline philosophy would be you know how your how you're creating a positive culture, how you're developing the social, emotional skills of the students so

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Jennifer Clayton: at your school you have sort of a point system and you have the crew system where there's, you know, different groups and the kids can

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Jennifer Clayton: You know, earn things and support each other that way. So that's one way of that's part of your discipline policy, because that's your prevention measure right you're teaching measure

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Jennifer Clayton: And then on top of that is what happens if that's not working. And then we do have some students who are engaged in either dangerous behavior or, you know, inappropriate behavior, whatever level.

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Jennifer Clayton: So, so when you talk about discipline is not just what you do with the problem, problem behavior, it's also how do you support the behavior you want to see more of beforehand.

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Jennifer Clayton: So when you guys talked about, you have a restorative justice model. Currently, some of the some of the no excuses schools.

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Jennifer Clayton: Out there are currently changing to more of a positive positive behavior support model, which kind of goes

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Jennifer Clayton: Along a little bit with the restorative justice model. It's a little bit different but it's you know it's based on behavioral science and it's all about, you know, reinforcing the good stuff and kind of doing that to prevent

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Jennifer Clayton: The inappropriate behavior. It also goes well with the point system and the token economy that you guys have with the crew system so that might be another thing to look at in terms of your discipline philosophy. There's a lot of different models out there.

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Jennifer Clayton: But I like the conversation that have your started is what's what's important to you in terms of supporting the students. What do you guys think is what are your non negotiable when it comes to dealing with problem behavior and teaching the correct behavior.

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Sara Madavo Jean-Jacques: I think it's really

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Sara Madavo Jean-Jacques: I think it's really important to provide students with the skills that they'll need to

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Sara Madavo Jean-Jacques: Be able to function within society as as contributing citizens and I think part of that goes to feeding their social social and emotional health and I think

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Sara Madavo Jean-Jacques: A lot of what we're talking about when we do talk about supporting good behavior is just teaching children how to contribute and to be a member of society to contribute so

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Sara Madavo Jean-Jacques: Personally, I really, really like that model. I also how the air. I agree with you that

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Sara Madavo Jean-Jacques: You know, one of the values that I would hope our school has is that when there are resources available for our students. We are a small enough community that we

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Sara Madavo Jean-Jacques: Make the effort to seek those resources out to make sure that we support those students.

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Sara Madavo Jean-Jacques: You know, I think some of the most disturbing things I saw when I was a teacher revolved around special education and the failure to meet the needs of students and to

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Sara Madavo Jean-Jacques: Find the resources, whether or not they were available wasn't really within my universal understanding at that time. But you know, I think that that is absolutely important. And I guess I as a board member I don't feel like I really know what our

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Sara Madavo Jean-Jacques: How that works for us right now. So I don't know, you know, relative to what we do now, what we would need to change in order to get to that place.

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Tyron Robinson: Um, I want to be very clear to with the restorative piece to restorative pieces more of

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Tyron Robinson: A response to the, you know, particular behavior that's happening on the positive reinforcement happens due to be on the culture side of the school and my her that

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Tyron Robinson: That was born of like with crew life. So we are different activities. Last year we put an activity Friday Night Lights for the students basically

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Tyron Robinson: Keenum, you know, have one or Friday to extend to our to be out of the house and the parents don't you know really have to worry about worry about you know where their child is that so I think about by building the community.

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Tyron Robinson: You know, shout out to the students who, you know, students that we display in those things. It actually, you know,

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Tyron Robinson: That that is the positive reinforcement and feeling like you are part of this community and even breaking it down either further a part of these crews, so I don't like I restorative as, like, you know,

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Tyron Robinson: This is in place. This is our philosophy, you know, for kids. I look at it like we need a response when

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Tyron Robinson: When a kid you know something when that, you know, an action something negative happens in a restorative piece because there's a lot of good elements of that with our conference and we're letting that kid know that you know you

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Tyron Robinson: We we all put into this community this culture and by your actions, you may have actually took something away from that, you know,

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Tyron Robinson: So that's how I look at the restorative piece because if we talk about everywhere restorative was originated with I know everybody on this call would not

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Tyron Robinson: Agree with that we, you know, deal with our scholars in that way. So, um, it's about taking it to the key aspects to the good things out of that out of that theory and on making it fit to, you know, our scholars and our community as a whole.

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Jennifer Clayton: That's a really good point. So,

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Jennifer Clayton: When you say restorative justice model. People think a certain thing, right. So if you do want to take pieces from it but not do the whole model, you should you can do that, but I just wouldn't call it the restorative justice model anymore.

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Tyron Robinson: Or was it thank you because we

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Tyron Robinson: Actually are administrator quo, I was thinking about that. I was just

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Jennifer Clayton: Like

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Tyron Robinson: We like called is something I'll be calling it something different skews me because I was going back and I was just like, even a language with, you know, if you know

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Tyron Robinson: Like, you know, it's kind of like our students are they really like I don't want them to be painted in that same you know you know

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Tyron Robinson: Thought of, like, oh, this is a fender. So, um, that's something that we've been talking about something that I've really been deeply and

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Tyron Robinson: Thought about like, you know, how do I make this you know fit like you know 14 you know 1718 year olds, like how, you know, how do I do that without everybody saying like, oh, restorative justice prison so it's difficult, but we're, we're, we're, we're trying, we're trying

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Javier Lopez-Molina: So can I can I summarize a little bit. It sounds like for the behavioral piece we might be okay.

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Javier Lopez-Molina: Basically, it sounds like we've got two components to the behavioral piece. And maybe we should write about the man, which is the preventative side and then you know what we want to call the other side reactionary side or the

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Javier Lopez-Molina: Something

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Jennifer Clayton: Active and reactive

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Javier Lopez-Molina: proactive or reactive

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Javier Lopez-Molina: proactive or reactive supports for for the social, emotional development of scholars

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Tyron Robinson: But then I asked a question.

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Tyron Robinson: Do

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Tyron Robinson: You want a group that into discipline.

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Tyron Robinson: You hear what I'm saying. I like because we were just talking about like how people perceive things do we even want a group that into discipline that's a question that

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Javier Lopez-Molina: I mean I'd rather group. It is like culture. I'd rather culture than discipline.

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Jennifer Clayton: Now the one thing I would caution about is

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Jennifer Clayton: You don't want a purely reactive system and you don't you know you don't want people to think about discipline without thinking about those

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Jennifer Clayton: preventive strategies. Also, and you guys. I mean, one thing that you guys have all said was if you think a student needs specific supports you think you should

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Jennifer Clayton: Be able to

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You should provide those supports.

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Jennifer Clayton: So they kind of go hand in hand.

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Jennifer Clayton: But I do get your point about not wanting just one or the other.

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Estefany Angeles: I was just gonna say like in the three years I've been there. I don't think we've had a problem is like expelling kids, but I can't. I am I would know this better, but like I can't think of anybody that we've ever excelled

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Estefany Angeles: There have been cases where there have been students that have done something really egregious right that is like harmful to perhaps themselves or others.

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Estefany Angeles: There have been hearing but nobody has actually been expelled because I think we believe that because those are the opportunities for like learn from those experiences.

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Estefany Angeles: And give them a chance to like do better.

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Estefany Angeles: I think like that was a big part of why I came to school was because I was out of no excuse model school and I didn't believe in that. I didn't believe that like

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Estefany Angeles: There are no excuses, like there are circumstances that we need to take into account for our kids and our job is to teach them to

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Estefany Angeles: How do you overcome those situations, a method of thing. And I think that's like my thought on how our discipline like we should always approaches like in a we are school. We're trying to like learn together. Like, how do we get better at these things. How do we prevent these things but

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Estefany Angeles: Yeah, I don't. I don't. Not the there may be is a

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Estefany Angeles: A place where you have to excel student. I haven't seen it yet, but like

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Estefany Angeles: I think most of these things are just learning opportunities.

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Estefany Angeles: And I'm sure if something was really agree to that, I just don't think it's not something that comes up. I think often in our school

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Estefany Angeles: And yeah, and I think especially when it comes to services. I think like

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Estefany Angeles: I think it's also our duty to be transparent with families about like what we do have, I think we can try to find those services if they don't exist. But then also, letting them know that like

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Estefany Angeles: You know, this doesn't currently exist. So it's going to be a process setting this up.

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Estefany Angeles: And there may be a lag in that while that's happening. So I think it's also, as if our responsibility to be transparent with like

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Estefany Angeles: Family is the same thing when it comes to like academics, like we can't offer everything and we can be good at everything because we are small.

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Estefany Angeles: And that's okay. We're not a credit recovery school right so

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Estefany Angeles: When kids are really far behind. I think we try to support them, but we also have to be realistic that like we aren't going to be able to do what a night school programs does

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Estefany Angeles: Which is like offer every class every semester, you know, like, things like that.

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Estefany Angeles: So I think it's also, it's something I have come to terms with more as like I've worked to try this and just like also being okay with like owning like what we are as a school and like what we are able to offer. And I think giving out to families also like a responsibility that we have

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Javier Lopez-Molina: Yeah, so I guess in my mind if we write the phrase, social, emotional, that we support the social, emotional development of scholars into our mission and vision, then, to make it like very tangible, I would want to make sure that

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Javier Lopez-Molina: When we actually develop the processes at the school that we have a process to review, like an IP with

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Javier Lopez-Molina: The scholars parents and we do have that conversation and we measure that because that's something that we believe in, as an institution, it's written into our charter and sprint into our mission. And so we're measuring against it.

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Victoria McCall: I saw, I'm out. I've been listening to everyone. And so I know that I probably have the least amount of experience in terms of

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Victoria McCall: pharaohs. But I thought I would jump in for a couple things just for us to think about. And we're thinking about the school where we want to go. What we want to write

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Victoria McCall: Into the mission and vision and so some things I think about too is like there's an opportunity to marry culture and academics here.

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Victoria McCall: I think we've had separate like sometimes their group separately is a plan and things like that. But when you think about a highly functioning healthy

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Victoria McCall: School of students spend 80% of their time in classrooms interfacing with individual teachers.

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Victoria McCall: And so I think that where we need to focus is, how are we cultivating relationships between students and teachers. And then how do those relationships, then lead to a strong academic results building

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Victoria McCall: modeling the behaviors and interactions between people.

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Victoria McCall: In a way that maybe I don't know what the buzzwords are for that, but I don't know if socio emotional heights speaks to that fully

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Victoria McCall: Because there are research based programs that schools adopt when they decide to take on these programs and like, you know, like, for example, to do. We do. We have

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Victoria McCall: Social workers and psychologists on site. I'm just thinking about things like that. Thinking about training and terms of like if we use that type of wording.

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Victoria McCall: I'm also thinking about, like, in terms of, like, I know we spoke a lot about supports and being able to provide supports for students.

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Victoria McCall: I think that one thing that we should make sure if this is something that we're into is like how do we respond what our responses to interventions, how are we engaging how we consistently looking at where children are

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Victoria McCall: Both developmentally, whether that be emotionally socially academically and then how are we as a school and a charter responding to that. And then what are the systems that we have in place to make that happen. And I think that

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Victoria McCall: In order for us to say that we're providing support, we have to know that there are issues there. Right. And then we have to know where we need to look

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Victoria McCall: Which means that we need to have something that we discuss concretely that we speak to that we put a stake in the ground about like our attention to student needs. I'm a response to data response to interventions and

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Victoria McCall: adult student. I mean, adult student and peer to peer relationships and how we're building relationships as we know that students don't learn from people they don't like.

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Travis Brown: Me.

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Javier Lopez-Molina: And you don't need to apologize for only being there for for a short period of time. You know, it's, it's, that's, that's a really valuable perspective and

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Javier Lopez-Molina: I hear you, too. That's the phrase social emotional support doesn't quite capture everything that we want to capture and that we want to build that's important to build

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Alexandra Abreu: I'm happy. And one thing I was thinking about right when we thinking about social emotional responsiveness. I think that's, like, in general, for every single child.

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Alexandra Abreu: In the school. But I think when you talk about my process of like the evaluation IEP process like best stuff me, it should be like a separate of and I'm assuming the school has it.

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Alexandra Abreu: Of, like, what's the process of getting service for child that needs on resources because not necessarily in emotional discipline if nine. Let's say I'm having trouble with speech.

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Alexandra Abreu: And I need some kind of probable, um, what's the process. What is it, and I am assuming that that's a little bit more like

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Alexandra Abreu: I don't know legal kind of stuff like that like you do this for us. You do the second like going step by step.

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Alexandra Abreu: More than

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Alexandra Abreu: I do and I think it's like when I think about social, emotional, I think about like every single time. When I think about my evaluation process. I think about those children that mean more like that academic and those

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Alexandra Abreu: Documents to kind of like function and going through

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Like

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Alexandra Abreu: an individualized

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Alexandra Abreu: Services side of my life.

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Javier Lopez-Molina: Yeah, I guess from a mission and vision. This is just my opinion. So, but from a mission and vision perspective I

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Javier Lopez-Molina: Think the actual process isn't as important as as we make sure we we record. What is it, what is it that we want to measure at the end of the day from from that I guess that, you know, actually this is a good opportunity piece into the chat. The deal we prompt for the mission statement.

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Javier Lopez-Molina: This is what they do. So whatever goes in there has to be measurable and attainable. And so if we want

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Javier Lopez-Molina: At the end of the day, to have a school that has an established process for IP that like really support scholars and we should write something into the mission out. How about the fact that we want to support you know the the needs of

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01:32:20.700 --> 01:32:23.220
Javier Lopez-Molina: Of student population about student population.

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Javier Lopez-Molina: I don't think it's as important to like work out the actual how right now.

483
01:32:32.100 --> 01:32:41.610
Javier Lopez-Molina: As much as it is just to make sure that we're like aligned on the fact that we don't want this population to sort of get neglected, which I think I'm hearing us all kind of agree on that.

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Alexandra Abreu: Yes.

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Javier Lopez-Molina: Alright, so I pasted that in there. I'm actually gonna we have 45 minutes 40 minutes, excuse me to do this. So I'm actually going to go ahead and show the

486
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Javier Lopez-Molina: share my screen and show the latest iteration here.

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Javier Lopez-Molina: So you guys let me know if you can see my screen.

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Javier Lopez-Molina: For you it's loading.

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Javier Lopez-Molina: A thumbs up or some acknowledgement that you can see my screen. Okay. Great. Thanks. Okay, so, so let's let's get very tactical now we've had a good discussion, I think, and

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Javier Lopez-Molina: We've made some changes. So the original that was circulated to everybody is up here and the challenge with the original as well as it is, it's great and includes lot of details. It's really not easy to read. And this is, I think my faults, more than anything else, because I'm just

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Javier Lopez-Molina: I'm not an easy writer. And so, you know, we took a little bit of an attempt to make this a little bit more readable.

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Javier Lopez-Molina: So now it's a reading level of 12.3 a reading grade level of 12.3 and we brought it up from 1.9 to 35.1 not 40 which was kind of my, my goal. But the idea is

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Javier Lopez-Molina: If you look at the prompt that I pasted into the chat and the discussion that we've had here now and the statement that that we're starting with here. So this is think of this as a starting place for our journey.

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Javier Lopez-Molina: What what concepts are missing what concepts are are not as well, develop that maybe we can start to tweak.

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01:34:32.010 --> 01:34:36.030
Javier Lopez-Molina: And I just put in this concept here, Victoria that you mentioned around

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Javier Lopez-Molina: I didn't know how to write it. But this idea that we're, we're not quite writing. We haven't quite written in. It's quite a gap right now. We haven't quite written in how we develop or that we want to develop the relationships.

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Javier Lopez-Molina: The proper relationships between all the stakeholders students and then

498
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Javier Lopez-Molina: The teachers.

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01:34:56.130 --> 01:35:04.260
Javier Lopez-Molina: So I've talked a lot. I'm gonna put myself on mute, and let other people sort of react to it and I'll and I'll now function as a as a note taker.

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Tom: Alright, so, um, I'll jump in. Um, so, I think, you know, one thing that I I kind of think back to when I was doing kind of the marketing branding study back in like 2018

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Tom: And I did a bunch of interviews with, you know, school leadership board members parents. Some teachers, and I think

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Tom: There was definitely some kind of division or you know imbalance in terms of how the arts and museums views, but one common theme that I found through that interview was the this says that school felt like home. Right. And it felt like a community of interconnected relationships.

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Tom: And it felt like a family. Right. And I think you see that reflected in some of the practices that we that we've established with, you know, the siblings and being a little bit more

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01:36:12.240 --> 01:36:16.590
Tom: High touch as opposed to like a factory type of environment where we pump out test takers. Right.

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Tom: So I'm not sure if that is that can kind of be called out because I found I thought that that kind of crosses a lot of the different things that we appear to be aspiring towards

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Tom: So, and I think it's something that to your point earlier Javier would perhaps differentiate us from the rest of the pack, so to speak.

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Tom: So I did. I think if there's some way to like kind of call that out in terms of how we cultivate a sense of family or a sense of community or sense of like close knit goodness. I think that's a, that's a larger question, but I think that theme you know it is if it's still valid.

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Tom: Should be called out somewhere.

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Jennifer Clayton: Let's hear from some of the people at the building level. Is that still a consistent theme for you guys.

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Jennifer Clayton: Travis, or any of the directors want to respond to Tom's comment.

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Lizzy Pierce: Alright, I had to run to the bathroom for a second, but it sounds I came in on the tail end of that and it sounded like you were speaking about a sense of the home and community amongst

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Lizzy Pierce: All stakeholders, whether that's kids teachers, parents staff members, etc. Is that correct. Okay. Um, yeah, I think that that's definitely true. I think that that's

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Lizzy Pierce: And I think that a lot of these other elements kind of live off of that in terms of kind of our teachers valuing instructional preparation.

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Lizzy Pierce: And training to become experts in their field is because they feel connected to each other. It's because they feel really connected to their, their students in their outcomes. I think

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Lizzy Pierce: A lot of kind of the propelling positive change within our organization first to make sure that kids are able to do that within society all kind of stems from that that

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Lizzy Pierce: Creating a crew creating a home, a place where students feel and teachers and everyone in the school community feel comfortable. So I think that that would be a great addition to this because it's so foundational

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Tom: Yeah. And if I could just like kind of your like refreshing my memory and just like to piggyback off of that. I think it you know

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Tom: What, like when when you talk about restorative justice when you talk about differentiated instruction. When you talk about, you know, finding tailored paths for kids to kind of create their own journey throughout the school.

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Tom: You really have to kind of like know who the scholars are as human beings, right, in order to effectively implement that. And I think the only way that you can do that.

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Tom: Is a obviously by kind of like embracing this family community type of approach, but to victorious point earlier.

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Tom: Is to have a lot of touch points with kids like a lot of like adult relationships or cultivate more student more like spaces for students to cultivate close relationships. Um, so I it's just refreshes like some of that that that stuff for me.

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Javier Lopez-Molina: Can I ask a clarifying question so so for for for either viewer for anybody, which is, is the ultimate

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Javier Lopez-Molina: I'm asking from like an intellectual standpoint. This is going to sound like a weird question. So just if it sounds weird. I apologize, but from

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Javier Lopez-Molina: From, like, a scholar outcomes standpoint is the ultimate goal of the community to provide more tailored instruction.

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Javier Lopez-Molina: Or more tailored behavioral supports. I'm just like, I wouldn't. The reason I'm asking it like that is because if we write it in to say like we want to create a sense of community and the deal. We're going to look at and be like,

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Javier Lopez-Molina: Yeah, so what, like, okay, so you're going to create a sense of community, to what end. I mean, the purpose of the charter school system is to promote better student outcomes. And so if we can link it in some way.

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Javier Lopez-Molina: It would end. I'm sure there's a link. I just want to make sure that like I understand what it is.

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Travis Brown: I think it's creating a community of learners in a community of practice.

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Travis Brown: And that whole kind of community propels everyone forward.

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Travis Brown: So it's not community for communities sake. It's a community as a springboard and that community is coming together to share ideas, learn from each other to push each other's practice.

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Travis Brown: As it's an intellectual community.

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Vilma Caba: We are were such a close knit community is because the size of the school and the size of the students in the classroom. So I'm I think I'm in one of the one of the

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Vilma Caba: And that was one of the situations that I wanted my kids to go to the school. First of all, it was one of the few schools that I saw. I mean, the only school that I saw that didn't have a, what do you call that the the metal detector at the door.

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Vilma Caba: That was like a big winner for me, you know, and that meant that everybody there. It's like family. We all know each other. I love the fact that the teachers know all the kids neighbor first name all of them and i and i think that

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Vilma Caba: You know that it's very big for when people are looking at us that they see that you know we're not just this big

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Vilma Caba: I don't want to say corporate I put this big school that you know everybody's in their own little thing. Everybody know each other and everybody there alone and everybody helps each other out even like how

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Vilma Caba: Travis had it. He had like high schoolers, go to the other side to read two kids and you know that's something very big that I think will attract a lot of people

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Vilma Caba: And I don't know if

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Vilma Caba: I'm reading the the mission statement. I'm happier. And I don't know if my screen that we're going to treat stakeholder would be maybe interest, but it has to be there because it's a given

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Vilma Caba: That's my opinion. But I mean, you can keep it there.

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Javier Lopez-Molina: Yeah, I mean, I'm happy to remove stuff. I tend to be

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Javier Lopez-Molina: We think it's like a no brainer, and should be removed. I'm happy to take it off. What What do other people think.

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Jennifer Clayton: This is Jen I agree that that that would be given. I think it's part of just, you know, having good customer service. And when you look at the school surveys which the do is going to be looking at

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Jennifer Clayton: Obviously, it's going to they're going to be survey items that connect to that already. So part of your charter agreement is to to meet the requirements of those school surveys and that that framework for grade schools. They also have trust in there and relationship building

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Jennifer Clayton: But I really like this beam that you guys are going on.

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Jennifer Clayton: In terms of like being a small school enables you to provide that individualized attention for each scholar and family.

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Jennifer Clayton: And allows you to provide the supports that each individual needs that allows you to create relationships that are supportive and nurturing and

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Jennifer Clayton: It allows teachers to model and mentor. I mean, there's all kinds of good stuff. And in what you guys are saying, I think that's something that would cause somebody to try to go to that school

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Travis Brown: My question is, is that our mission.

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Jennifer Clayton: Yeah. To that point and to have years. It can only be the mission, if it results in specific student outcomes that are measurable and attainable.

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Jennifer Clayton: Otherwise, it's sort of one of your. It's like a core competency right

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Jennifer Clayton: Right, this is our mission. And these are the things we do really well in order to accomplish that mission. So it could be a design element or a core competency

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Vilma Caba: Great point. Jennifer

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Javier Lopez-Molina: How do we feel about it. Do we feel that it is, it's a core competency or is it something that's like a tool that gets us to something that we write in our, in our mission.

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Alexandra Abreu: I think

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Alexandra Abreu: That has to be before everything else, like you had to create a proper environment to

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Alexandra Abreu: Get good results. Like if you don't have a safe and no social emotional place where I could try a student, I'm probably like the results, the end results are not going to be as good as it should be, I don't know for me as a mom.

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Alexandra Abreu: That's huge. That's social emotional part is like a reason for me to choose the school.

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Javier Lopez-Molina: So I suggest we don't have to do this live now we can do this offline, but I would suggest taking out this last sentence, I think we've sort of agreed that it's not specific enough

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Javier Lopez-Molina: And maybe replacing it with the concepts down here around the community and the relationship building. What do you guys think

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Estefany Angeles: Um, I definitely agree. I think that especially having crew in our mission.

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Estefany Angeles: It's such a big part of our identity. And I think our key design elements that that should definitely be in there.

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Estefany Angeles: And I wonder, like, if we could look at those key design elements and just also make sure that those are coming through.

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Estefany Angeles: Me and our mission.

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Estefany Angeles: Those little things were saying we like stand by that are like the pillars of our school

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Javier Lopez-Molina: Yeah, I guess the way that I'm thinking about the key design elements relative to the mission is the key design elements to me are the pieces that

567
01:47:12.960 --> 01:47:22.530
Javier Lopez-Molina: stem from the mission and support the mission. So there should be a mapping exercise that we do with that. So, for example, we'll decide

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Javier Lopez-Molina: We start with the mission and the vision and then we decide okay in order to to execute on this mission mission and vision, what are the design elements that what the school needs to have

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Javier Lopez-Molina: And if we come up with five design elements or six. Do they mapped to the concepts that we have in the

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Javier Lopez-Molina: Here. So, for example, or other. Is there a design element that talks about how promote social responsibility or that gets us closer to being resilient in the face of change. So that's kind of how I view it. But I'm wondering maybe what other people think.

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Jennifer Clayton: That's how that's how to view it heavier.

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Jennifer Clayton: Dimension mission as far as the mission is what is the one purpose of the school. What is the reason that the school exists, and then the key design elements are, how are you going to accomplish that mission. The mission is got to come first.

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Javier Lopez-Molina: Alright, so we we feel like anything else is can be removed or anything else should be added. And as I mentioned, we didn't have anything here specifically about

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Javier Lopez-Molina: Culture. But I think the conversation we're having earlier around those practices and restorative justice, as well as the crew, we might be able to work into this last sentence.

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Javier Lopez-Molina: To talk to talk about those concepts here.

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Jennifer Clayton: I think, so far, propelling positive change. I heard Lizzie affirm that that's still something that that the school doesn't wants to do.

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01:49:01.110 --> 01:49:09.450
Jennifer Clayton: Teaching scholars to be curious, we said in our free form discussion we have not yet talked about whether design thinking is something that the group is interested in

578
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Jennifer Clayton: We did talk about communication skills in terms of

579
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Jennifer Clayton: Building relationships and having those positive peer to peer and adult student relationships, we've not yet talked about social responsibility diversity resilience ethics or empathy.

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01:49:32.940 --> 01:49:39.720
Jennifer Clayton: We heard about data driven distractions from data driven decisions from Victoria.

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Jennifer Clayton: Always improving student academic outcomes. We also heard from Victoria, we have not yet talked about instructional preparation and although Lizzie did mention it.

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Jennifer Clayton: As one of the things that you do to try to support

583
01:49:56.730 --> 01:50:05.340
Jennifer Clayton: That sense of family and community. And then same thing for training experts. So it sounds like the things we still have to discuss and kind of get a consensus on our design thinking

584
01:50:06.570 --> 01:50:10.380
Jennifer Clayton: That whole next sentence. We also promote social responsibility that sentence.

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01:50:14.130 --> 01:50:26.700
Jennifer Clayton: And then maybe that last last sentence instructional prep and training to become experts. Does everyone else agree that everything that heavier didn't just highlight is still valuable as part of your mission.

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01:50:30.570 --> 01:50:31.230
Vilma Caba: Yes, I wanted

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Erin Kim: I did want to add one thing that Javier had mentioned that is not in the mission statement around intellectual curiosity. I'm not sure if that lives in the mission, vision.

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Erin Kim: But that's something that I really do agree with and see Miss missing.

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01:50:50.970 --> 01:50:51.270
Javier Lopez-Molina: Here.

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01:50:51.300 --> 01:50:55.050
Javier Lopez-Molina: Under curious and it used to be intellectual curiosity is

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Javier Lopez-Molina: The word intellectual was too many syllables in the

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Erin Kim: Sorry.

593
01:51:01.230 --> 01:51:03.510
Javier Lopez-Molina: Yeah, it's fun. I love to

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01:51:03.750 --> 01:51:04.800
Jennifer Clayton: add something. Yeah.

595
01:51:05.130 --> 01:51:09.780
Jennifer Clayton: Yeah, yeah. There's a difference between curiosity and intellectual curiosity.

596
01:51:10.080 --> 01:51:10.320
Yeah.

597
01:51:11.880 --> 01:51:12.780
Lizzy Pierce: I wonder

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Lizzy Pierce: I wonder, based on our previous conversation if this sentence we use data to evolve our organization so that we are always improving our student academic outcomes if we see data as a tool for things beyond improving academic outcomes in terms of meeting other needs and

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Jennifer Clayton: What are the kind of needs are there besides the student outcomes.

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01:51:39.450 --> 01:51:42.180
Lizzy Pierce: Oh, I said, it says academic outcomes and

601
01:51:42.870 --> 01:51:43.110
It's

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Javier Lopez-Molina: It's too. It's too close, you can use it for. Wait.

603
01:51:47.670 --> 01:51:48.150
For other

604
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Jennifer Clayton: Just

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Javier Lopez-Molina: How do we want to widen this I totally agree with you. I think we should be using data for everything.

606
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Lizzy Pierce: Yeah, because I think it's sometimes we we focus on academics, like the assessment data, but when

607
01:52:04.560 --> 01:52:15.420
Lizzy Pierce: When we kind of need to broaden our scope to look at discipline data to attendance data to all the other data points that kind of paint a full picture of a student or a classroom so wonder how that can be captured there.

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Victoria McCall: Is student experience too vague to grow. I'm improving the experience and then that encompasses academics.

609
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Victoria McCall: Behavior. I'm, I'm, you know, I don't know if that's too broad them.

610
01:52:42.750 --> 01:52:47.250
Javier Lopez-Molina: I think it's good. So I changed. I use the word holistic, but that's a little bit like

611
01:52:50.160 --> 01:52:58.200
Javier Lopez-Molina: But the idea is that we maybe I can just tell you that. So we use data up to evolve our organizations that we are always improving

612
01:53:03.900 --> 01:53:08.070
Javier Lopez-Molina: In there could be a whole bunch of stuff wrapped in this phrase this experience.

613
01:53:09.240 --> 01:53:12.090
Lizzy Pierce: To be student experience and outcomes. So they kind of

614
01:53:13.200 --> 01:53:13.410
Javier Lopez-Molina: Know,

615
01:53:16.020 --> 01:53:25.650
Jennifer Clayton: So one of the, one of the reasons that I got into my field was I saw, I saw somebody practice. She's an educator and she did something. And when I walked away.

616
01:53:26.160 --> 01:53:39.450
Jennifer Clayton: I thought, oh man, she's so cool. Every single thing that she does is making each child, the best possible version of themselves. And I just thought that was the coolest thing. That's what made me want to become an educator

617
01:53:40.800 --> 01:53:46.710
Jennifer Clayton: I wonder if there's something about that. It seems like you guys might have a similar bill.

618
01:53:53.100 --> 01:53:53.790
Javier Lopez-Molina: You're saying so.

619
01:53:55.260 --> 01:53:57.330
Javier Lopez-Molina: evolve our organization so that we

620
01:53:59.070 --> 01:54:03.900
Jennifer Clayton: You know, bring out the can bring out help bring out the best in our students or our scholars or

621
01:54:05.820 --> 01:54:11.490
Jennifer Clayton: Something that would also take down the reading level to make make it more readable and accessible.

622
01:54:16.680 --> 01:54:17.070
Jennifer Clayton: Yeah.

623
01:54:18.300 --> 01:54:19.590
Jennifer Clayton: Might not be specific enough but

624
01:54:21.750 --> 01:54:22.710
Jennifer Clayton: throwing it out there.

625
01:54:26.730 --> 01:54:37.110
Kevin Golden: Can I ask a question about the choice in an earlier version instead of design thinking the term design mindset was used. And I was wondering why

626
01:54:38.190 --> 01:54:39.840
Kevin Golden: Why that change was made.

627
01:54:44.070 --> 01:54:46.950
Javier Lopez-Molina: We were the phrase design mindset is that

628
01:54:49.290 --> 01:54:52.890
Javier Lopez-Molina: The phrase design thinking I think was better to

629
01:54:54.090 --> 01:55:02.430
Javier Lopez-Molina: I think conceptually there, they should be very similar or try and get the concept more understood by a greater

630
01:55:02.850 --> 01:55:12.180
Javier Lopez-Molina: Group of people. I still don't. I mean, I like the concept of design thinking my problem with it is. It's a hard concept to to

631
01:55:13.140 --> 01:55:20.340
Javier Lopez-Molina: To get someone who is like an immigrant, like if we're trying to communicate the mission to an immigrant family and

632
01:55:20.970 --> 01:55:38.610
Javier Lopez-Molina: They're not going to get design thinking, you know, like, yes, who's who might come from like a tech environment understands what design thinking is but but you know that's not quite the audience that we're we're going after. So struggled a little bit with that with that concept, actually.

633
01:55:39.960 --> 01:55:41.790
Javier Lopez-Molina: I don't actually know what the answer is.

634
01:55:42.900 --> 01:55:43.230
Javier Lopez-Molina: Sort of

635
01:55:44.370 --> 01:55:47.250
Javier Lopez-Molina: Get it a little bit more common denominator for everybody.

636
01:55:47.940 --> 01:55:57.990
Kevin Golden: Yeah, I, I think I told I hear what you're saying and I and I and hearing you say that I don't think that design mindset is necessarily

637
01:56:00.570 --> 01:56:04.170
Kevin Golden: Kind of more digestible than design thinking. I think I

638
01:56:05.430 --> 01:56:14.010
Kevin Golden: My I would caution the use of design of the term design thinking just because it's almost too specific. And I think that a lot of people have a lot of

639
01:56:14.550 --> 01:56:22.860
Kevin Golden: That might have that might actually have experiences with design thinking may have a reaction to that. And I think it's like kind of one of these. It's a set of tools.

640
01:56:23.280 --> 01:56:27.780
Kevin Golden: That has been kind of in fashion for a while and I think are very valuable.

641
01:56:28.740 --> 01:56:36.150
Kevin Golden: But I think there's like, there's the possibility that a certain point they though they could kind of go out of, out of fashion.

642
01:56:36.810 --> 01:56:47.940
Kevin Golden: But I think the concept of a diet design mindset still kind of holds whether or not design thinking as a process as this very kind of well defined process is is still

643
01:56:50.700 --> 01:56:53.340
Kevin Golden: Valued in the same way. Yeah, I don't know.

644
01:56:53.820 --> 01:57:02.820
Javier Lopez-Molina: And I challenge you with something that I can't figure out for myself. But can we define design thinking or design mindset without using the word design.

645
01:57:04.890 --> 01:57:06.360
Javier Lopez-Molina: Really no man.

646
01:57:08.670 --> 01:57:24.060
Kevin Golden: Well, I mean, when I think when I think about like a design thinking I immediately go to like user based design. Right. Or like, or like empathy based design, we want to look at, you know, what are the needs of of

647
01:57:24.810 --> 01:57:29.790
Kevin Golden: Whoever it is, whatever our audiences that we are designing for problem solving for

648
01:57:32.310 --> 01:57:40.200
Kevin Golden: I think that design mindset is is very similar. I think it but it doesn't necessarily

649
01:57:41.640 --> 01:57:45.480
Kevin Golden: Have that empathy base piece or that like

650
01:57:47.070 --> 01:57:49.470
Kevin Golden: That I'm going to always be looking, you know,

651
01:57:51.000 --> 01:58:00.960
Kevin Golden: Going out interviewing the person I'm designing for. I think it's just more of like a jet, it seems to me to be kind of more of like a general problem solving kind of approach.

652
01:58:03.180 --> 01:58:03.900
Kevin Golden: Yeah.

653
01:58:06.750 --> 01:58:12.150
Kevin Golden: But I do think yes with design thinking. I think it's like empathy based problem solving, or

654
01:58:14.580 --> 01:58:18.750
Kevin Golden: We would be the way I would describe it to make it more universal i don't i don't know

655
01:58:19.590 --> 01:58:20.310
Lizzy Pierce: I think that

656
01:58:21.840 --> 01:58:37.260
Lizzy Pierce: I don't know if we're going to be able to get a staff of 45 teachers to be able to all described design thinking in the same way. And I feel like on the kind of front lines of communicating and carrying out the mission that might be something to consider.

657
01:58:39.000 --> 01:58:47.940
Javier Lopez-Molina: Yeah, I think the concept that I'm sort of pulling out from listening to this conversation around design thinking is this idea of

658
01:58:49.110 --> 01:58:54.780
Javier Lopez-Molina: There's two things to me, maybe three things. One empathy. Empathy with your audience.

659
01:58:55.380 --> 01:59:05.070
Javier Lopez-Molina: To like an understanding, like I like that concept of an understanding and connecting with the audience at I hear the word empathy, I note that we have

660
01:59:05.580 --> 01:59:24.180
Javier Lopez-Molina: Here, but maybe it's just, it's just like tagged on to the end here. And so it might be good to sort of repurpose the sky at the end and sort of re think how we're running design thinking instead of maybe say something like approach problems using approach problems by

661
01:59:26.220 --> 01:59:42.900
Javier Lopez-Molina: being empathetic with your audience or understanding your audience because this is the other concept was communication that you're you're mentioning. And so I feel like these three things. The design thinking the communication and the empathy, we can sort of bring them together.

662
01:59:44.520 --> 01:59:45.990
Javier Lopez-Molina: In the end of the sentence here.

663
01:59:48.030 --> 01:59:49.800
Javier Lopez-Molina: I don't know. What do you guys think about that.

664
01:59:50.790 --> 01:59:56.130
Kevin Golden: I do like the idea of a more purposeful use of the word empathy. Oh, I will say that

665
01:59:57.810 --> 01:59:59.670
Jennifer Clayton: Um, what is this quote that you put in the chat.

666
02:00:03.780 --> 02:00:05.760
Copy and paste from

667
02:00:07.260 --> 02:00:19.020
Tom: Yale University. That's just like a generic definition of what design thinking means to them, but I thought those three those three parts were interesting right intuition pattern recognition.

668
02:00:19.440 --> 02:00:23.850
Tom: And then that emotionally meaningful piece I think to be set up at the piece that we were just talking about as well.

669
02:00:24.780 --> 02:00:27.060
Jennifer Clayton: Yeah function. I like the term functional myself.

670
02:00:28.650 --> 02:00:28.890
Travis Brown: Yeah.

671
02:00:33.060 --> 02:00:33.750
Jennifer Clayton: Thanks Tom.

672
02:00:35.700 --> 02:00:36.960
Javier Lopez-Molina: Yeah, that's a good point to that.

673
02:00:38.340 --> 02:00:41.610
Javier Lopez-Molina: Looks like we've got a couple of definitions of design thinking

674
02:00:44.760 --> 02:00:52.830
Jennifer Clayton: I know. So I know that I've heard design thinking in the world. I don't know that I've heard a lot about the term design mindset.

675
02:00:54.180 --> 02:00:56.010
Jennifer Clayton: Or the term empathy based design.

676
02:01:03.420 --> 02:01:11.730
Jennifer Clayton: But I like the idea of deconstructing it and instead of just trying to use the buzzword, try to figure out what do we really mean by that, and then can we put that in plain English

677
02:01:15.720 --> 02:01:17.850
Javier Lopez-Molina: I'm gonna make an attempt cuz

678
02:01:18.540 --> 02:01:19.620
Jennifer Clayton: You got this, you got this.

679
02:01:22.980 --> 02:01:24.060
Javier Lopez-Molina: So first of all,

680
02:01:33.720 --> 02:01:34.680
Javier Lopez-Molina: Problems.

681
02:01:35.790 --> 02:01:38.940
Javier Lopez-Molina: Guys, please don't let me well.

682
02:01:42.120 --> 02:01:46.440
Jennifer Clayton: It is pretty impressive to write a 1.9 on the readability.

683
02:01:48.840 --> 02:01:52.320
Javier Lopez-Molina: Yeah. Cuz if you move it to me. We're going to get down to like 1.5

684
02:01:53.610 --> 02:01:57.990
Jennifer Clayton: So just a little background on that reading his score. He has there it says 35.1

685
02:01:58.770 --> 02:02:07.560
Jennifer Clayton: So the higher the number is the more readable. It is to most people. So 100 would be the most readable and zero is the least readable.

686
02:02:08.280 --> 02:02:18.570
Jennifer Clayton: And then when you think about readability of seventh, eighth grade reading level is what most adults in America can read at. So that would be between 60 and 70 on that reading is scale.

687
02:02:22.140 --> 02:02:26.940
Jennifer Clayton: So of course when we think about readability. We're thinking about, you know, who, who's our intended audience we want

688
02:02:27.390 --> 02:02:37.320
Jennifer Clayton: We want our staff to understand the mission. We want prospective students and families to understand the mission. We want prospective partners and funders and community folks to understand the mission.

689
02:02:38.190 --> 02:02:46.620
Jennifer Clayton: So the higher the reading. Is that better without losing the meaty stuff that you want to have in there without losing important content.

690
02:02:54.480 --> 02:03:01.350
Javier Lopez-Molina: Here, um, I feel like I'm missing a concept that Tom has been around functional

691
02:03:03.360 --> 02:03:05.610
Javier Lopez-Molina: Don't, don't feel like I quite know how

692
02:03:06.930 --> 02:03:13.350
Travis Brown: Did you did you turn it in product instead of to approach problems to something about to find solutions.

693
02:03:17.070 --> 02:03:23.490
Travis Brown: Because that concept is around. They're both functional but there. But there's the empathy piece.

694
02:03:25.320 --> 02:03:27.870
Jennifer Clayton: Understanding the needs of the user maybe

695
02:03:32.100 --> 02:03:36.180
Jennifer Clayton: I like, I like that turning it to positive instead of negative Travis.

696
02:03:37.830 --> 02:03:37.980
Thanks.

697
02:03:46.650 --> 02:03:47.070
Javier Lopez-Molina: Okay.

698
02:03:48.180 --> 02:03:49.260
Javier Lopez-Molina: That means more

699
02:03:50.580 --> 02:03:56.130
Jennifer Clayton: I think audience is a little weird in a mission and a school based mission. I don't think they usually use audience.

700
02:04:00.240 --> 02:04:04.140
Javier Lopez-Molina: Yeah, but this is from the perspective of the scholars, um,

701
02:04:08.670 --> 02:04:14.610
Jennifer Clayton: Well, what if you. What if you combine it with your first sentence, understanding that the community needs are the needs of society or

702
02:04:16.350 --> 02:04:18.900
Jennifer Clayton: The needs of whose needs.

703
02:04:20.970 --> 02:04:23.040
Javier Lopez-Molina: Are being followed. So I was trying to keep it broad

704
02:04:23.760 --> 02:04:26.010
Travis Brown: About this fine solution.

705
02:04:27.630 --> 02:04:28.020
Jennifer Clayton: Just

706
02:04:28.290 --> 02:04:29.640
Travis Brown: Functional and meaningful.

707
02:04:33.360 --> 02:04:37.140
Jennifer Clayton: Funding I can measure meaningful, a little more tricky to measure.

708
02:04:38.700 --> 02:04:39.180
Travis Brown: But does

709
02:04:40.800 --> 02:04:43.560
Travis Brown: It meaningful means depending on the audience, right.

710
02:04:50.700 --> 02:05:03.000
Javier Lopez-Molina: To John's point if we put it in the shot in the mission statement than the deal. We will theory. Whoa, look at the mission statement. Okay. I want to make sure that that this mission.

711
02:05:04.830 --> 02:05:05.370
Javier Lopez-Molina: Only how

712
02:05:06.420 --> 02:05:10.860
Javier Lopez-Molina: You're measuring the solutions that scholars come up with are meaningful.

713
02:05:14.580 --> 02:05:17.070
Jennifer Clayton: Yeah. So then the question is meaningful to

714
02:05:18.480 --> 02:05:24.360
Jennifer Clayton: And then that becomes like a survey with self report, right, which is kind of the weakest form of data.

715
02:05:26.340 --> 02:05:32.190
Jennifer Clayton: But, same thing. I know. If we go down that line. We also have a problem with the first sentence propel positive change in society.

716
02:05:34.110 --> 02:05:35.730
Jennifer Clayton: What's positive change.

717
02:05:35.910 --> 02:05:37.110
Javier Lopez-Molina: What I'm okay with that.

718
02:05:39.120 --> 02:05:40.800
Javier Lopez-Molina: And I feel like that's that's a big enough.

719
02:05:41.310 --> 02:05:41.610
Javier Lopez-Molina: Sir,

720
02:05:41.910 --> 02:05:42.480
Or something.

721
02:05:44.880 --> 02:05:45.600
Javier Lopez-Molina: Test scores.

722
02:05:54.210 --> 02:05:55.440
Javier Lopez-Molina: We need both of these

723
02:05:59.460 --> 02:06:05.400
Javier Lopez-Molina: Being quite serious. So for example, the thing that's that's missing. To me here is you can create something a solution that's functional

724
02:06:05.970 --> 02:06:15.060
Javier Lopez-Molina: The concept that's that's hidden and meaningful is this empathy with the audio because if you don't have that empathy with the audience. You're just creating a solution that works, but no one

725
02:06:16.230 --> 02:06:19.650
Javier Lopez-Molina: What the audience with the end user needs. If we're talking about like

726
02:06:22.200 --> 02:06:42.000
Javier Lopez-Molina: I think your, your, and I think the word meaningful there makes sense and it totally captures the concept. It's just more difficult to measure, but if we flip it to being ability to empathize with user needs that I can measure user needs and I can measure how well a

727
02:06:44.160 --> 02:06:45.540
Javier Lopez-Molina: understands those needs.

728
02:06:45.720 --> 02:06:46.830
Javier Lopez-Molina: That's much more measurable.

729
02:06:47.070 --> 02:06:50.940
Jennifer Clayton: Mm hmm. That's, that's good language right there. Understanding the needs of

730
02:06:52.200 --> 02:06:54.060
Jennifer Clayton: Those who are impacted by the problem.

731
02:06:56.430 --> 02:06:59.940
robb@commonbond.co: And it ties nicely back to the other conversation around community.

732
02:07:00.630 --> 02:07:03.810
robb@commonbond.co: Yeah, there's a thread around understanding people

733
02:07:05.730 --> 02:07:09.900
robb@commonbond.co: And having, having kind of day, like the emotional

734
02:07:11.130 --> 02:07:28.980
robb@commonbond.co: Investing in understanding the uniqueness of the individual, but also like viewing the community of individuals like a strong community comes from everyone being their, their best self, and that kind of flows through this

735
02:07:30.360 --> 02:07:32.460
Javier Lopez-Molina: All right, we've got seven minutes.

736
02:07:35.100 --> 02:07:39.360
Javier Lopez-Molina: I do want to know, like, which topics of the ones that are remaining and yellow.

737
02:07:39.660 --> 02:07:40.110
Javier Lopez-Molina: We need

738
02:07:41.640 --> 02:07:46.830
Javier Lopez-Molina: So do we need to discuss social responsibility. How do we feel about social responsibility.

739
02:07:48.120 --> 02:07:53.850
Javier Lopez-Molina: I personally feel like that's a good one too, but I'm open to alternative finance.

740
02:07:57.180 --> 02:08:10.170
Estefany Angeles: And I'm just like, overall, looking at the mission statement, I think, and looked up like just other big charter schools, obviously they're not necessarily like the end all be all but like one to two sentences.

741
02:08:11.250 --> 02:08:18.120
Estefany Angeles: For this in terms of like thinking about what is really the most crucial thing or two.

742
02:08:19.200 --> 02:08:35.100
Estefany Angeles: Maybe, like, that's part of the the readability of it right there. Like anyone could spit it out like I worked on democracy prep and you know it was very clear, like what our mission is. And I think everybody could like say it just talking about like teachers and students.

743
02:08:36.540 --> 02:08:41.400
Estefany Angeles: On all grade levels. So just in terms of that I might be something

744
02:08:42.660 --> 02:08:46.530
Estefany Angeles: Get started maybe that might be something for

745
02:08:47.880 --> 02:08:48.600
Estefany Angeles: We can

746
02:08:50.130 --> 02:08:57.960
Estefany Angeles: Just really really pick. Like, I think it's really hard to all of these things are important, but what summarizes maybe what we want to do the most

747
02:08:59.190 --> 02:09:03.630
Estefany Angeles: So that everybody can like literally just say these things over and over again.

748
02:09:05.310 --> 02:09:07.050
Estefany Angeles: Yeah, something I'm thinking about

749
02:09:08.370 --> 02:09:24.600
Javier Lopez-Molina: Yeah, I hear you. If it was me, I would basically take the first one to three sentences like this first bit of the second part of it is kind of like a, how do we get there. And the first part of is more like what are we doing here.

750
02:09:26.010 --> 02:09:26.850
Javier Lopez-Molina: And so

751
02:09:27.870 --> 02:09:35.730
Javier Lopez-Molina: If I was if I was forced to pick. I would choose the first three sentences or the first two sentences.

752
02:09:37.050 --> 02:09:45.510
Javier Lopez-Molina: But I, and I'm just going to make one defense of the longer version. And that is, I want us to be held accountable.

753
02:09:46.860 --> 02:09:49.950
Javier Lopez-Molina: From a board perspective, from a daily perspective to sort of

754
02:09:51.180 --> 02:10:02.670
Javier Lopez-Molina: More than just sort of something fluffy, I guess, you know what I mean, like the, the more we put here in terms of how we're going to do it, the more we share with our philosophy.

755
02:10:05.160 --> 02:10:07.020
Travis Brown: Could, could that be

756
02:10:08.160 --> 02:10:14.700
Travis Brown: A connecting piece but separate in terms of here's how we measure our mission.

757
02:10:16.920 --> 02:10:19.770
Javier Lopez-Molina: Yeah, actually I think the second question on the

758
02:10:21.420 --> 02:10:30.090
Javier Lopez-Molina: On second or third question on the Charter outline from the do we is described the educational program. So I mean, some of that could go in there.

759
02:10:33.930 --> 02:10:38.340
Jennifer Clayton: Victoria that said that about, you know, having a mission that's easy as memorizing to say

760
02:10:38.730 --> 02:10:40.140
Travis Brown: There was definitely, I believe.

761
02:10:40.470 --> 02:10:50.220
Jennifer Clayton: Oh, Stephanie Yeah, I, I gotta say I as the outside consultant. I agree with that 100% of your I know part of part of trying to get this. I know.

762
02:10:51.180 --> 02:10:59.730
Jennifer Clayton: Part of trying to get the detail in here is that there's no other place in the charter to outline your values and your vision. So I think part of

763
02:11:00.240 --> 02:11:08.280
Jennifer Clayton: Part of what you're in Travis, we're trying to do with this draft of the mission is still kind of combine mission, vision and values in one

764
02:11:08.880 --> 02:11:16.500
Jennifer Clayton: short paragraph. So maybe the first part, like how you said the first part would be mission and then maybe some of the other sentences would be vision and values.

765
02:11:17.700 --> 02:11:27.090
Jennifer Clayton: In the Charter, there is going to be that section where you design your you put in your educational philosophy. So that will be where you can get into more details about how you do what you do.

766
02:11:30.690 --> 02:11:41.070
Javier Lopez-Molina: I think that makes sense. And we've got three minutes. So we're not going to get through much else. But if we did divide it. Do you guys feel comfortable dividing it you know with the

767
02:11:42.240 --> 02:11:59.220
Javier Lopez-Molina: First sentence or maybe the first sentence isn't even needed. I mean, how do you guys want to divide it i i think these three, something, something about the first three sentences to me, since it's scholar related is more money than the rest of it, but

768
02:12:00.780 --> 02:12:01.170
Javier Lopez-Molina: What do you got

769
02:12:03.510 --> 02:12:12.960
Victoria McCall: I don't disagree. I think my only thing that think about when I look at this, and I know you know I think about resilience

770
02:12:14.010 --> 02:12:19.020
Victoria McCall: And that's the word that sits on easy with me sometimes, especially in communities of color.

771
02:12:20.070 --> 02:12:26.190
Victoria McCall: Who face a lot of oppression anyway. Being alive is pretty resilient. So I'm just thinking about, like,

772
02:12:27.240 --> 02:12:41.610
Victoria McCall: Do we, you know, LAUGH I think most people are pretty resilient. What we're asking people to do is more than resilience. So, you know, I'm curious as to, like, is that something that that we want to say

773
02:12:42.690 --> 02:12:48.000
Victoria McCall: We, you know, live and die by x i think a lot of people have a lot of challenges every day.

774
02:12:53.190 --> 02:13:01.530
Javier Lopez-Molina: Yeah, I hear you. I'm okay, taking it up. I mean, this just to me speaks a little bit towards the concept of grip, you know, sort of not giving up but

775
02:13:03.600 --> 02:13:04.920
Javier Lopez-Molina: I think that's not

776
02:13:06.090 --> 02:13:06.960
Javier Lopez-Molina: A mission critical

777
02:13:08.220 --> 02:13:08.940
Javier Lopez-Molina: What do you guys think

778
02:13:10.290 --> 02:13:24.750
Estefany Angeles: I think for me I think of like Kristen. It's not so much and maybe I'm thinking of it in terms of like if we are college prep right and like those sort of things I really care about students having tools.

779
02:13:25.950 --> 02:13:27.960
Estefany Angeles: to persist through college.

780
02:13:29.880 --> 02:13:34.980
Estefany Angeles: And I don't see that here. So I don't know if that's something that maybe I agree with

781
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Estefany Angeles: Victoria that like I think our kids are resilient. I just wonder if yeah I think what they struggle with is like persisting in a college environment, particularly in making and feeling like they belong there. So,

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robb@commonbond.co: That's one observation I have around the way the mission structured here of yours, kind of a general point is that what kind of

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robb@commonbond.co: The, the, the first verb is creating and it's kind of like we're defining our mission in terms of what the scholars are becoming versus what our role is in providing

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robb@commonbond.co: A platform and education. And so it's almost like it's almost like as a subtext of our mission is measured by what our scholars are and aren't

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robb@commonbond.co: Whereas when I read other missions. It's more about what we're doing to create an education for our scholars to take advantage of, like, it's like what are, what is our role in in this

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robb@commonbond.co: Versus what we kind of like as its phrase. Now it's almost like expectations we have on what we're trying to create out of our scholars versus what we're bringing to the table.

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Javier Lopez-Molina: For how would you change it to

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robb@commonbond.co: Yeah, I think you could take big, it's like it's providing an environment that like, what is our, what is our, what is our core was our core mission to deliver its to is to create a space for education and development.

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robb@commonbond.co: Of scholars right and then then it kind of like refines and flourishes off of of that. But like, fundamentally, we're here to educate

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robb@commonbond.co: Educate the scholars

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robb@commonbond.co: And then like that. Like, I think all of these, like, I think specific values and uniqueness of our community is just like, what do we mean by educate

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Jennifer Clayton: This discussion is awesome and very meaty and I think we're getting to a really good flow state in terms of working on this, but have your, what do we need to do, given the time

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Jennifer Clayton: You're on mute.

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Javier Lopez-Molina: Thanks. Yeah. It is time we need to we need to continue this at the next the next meeting. And we'll just pick up where we left off and

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Javier Lopez-Molina: What I'll do with Mr. Brown on the

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Javier Lopez-Molina: On the, you know, in the interim is trying to incorporate some of the comments to sort of give us a version to us that we can start with how does that sound.

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Tom: Good.

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Javier Lopez-Molina: Alright.

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Javier Lopez-Molina: Well, thanks everybody. This has been this has been a great discussion and

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Javier Lopez-Molina: You know, we're not yet on alignment, but this is what we we knew what happened so

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Javier Lopez-Molina: This is perfectly fine. We're in the nitty gritty and we're, we're, we're working towards it. So thank you everybody for for dialing in and for contributing and looking forward to having the next discussion. So it is 73 I officially call the meeting.

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Javier Lopez-Molina: adjourn the meeting.

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Javier Lopez-Molina: Thanks, everybody.