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JLopezMolina: Great, the next item on the agenda is the Ferris academy staff presentation so i'll turn it over to Mr Brown.

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travisbrown: Good evening everyone.

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travisbrown: would love.

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travisbrown: To introduce everyone to chloe buxton chloe buxton I think the big one of the big things I can say about chloe buxton is she hit the ground running as a special educator so she started with us supporting.

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travisbrown: Of I want to our special populations in and our elementary school and she's done so well there she's been one of our most consistent.

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travisbrown: Employees really her expertise is only is only matched by her by her consistency in this and just really determination to see our young people, especially young people with special needs, really thrive so i'm really.

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travisbrown: Just really appreciate her as an employee or professional and really giving back to our young people who have special needs and then.

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travisbrown: chloe also stepped up now she supports our third grade student on third grade students in mathematics she actually transition role transitioned roles due to a staffing change so she really just jumped in through ahead and to really support our young scholars in third grade mathematics.

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travisbrown: as they prepare for the mass they test.

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travisbrown: So chloe has been invaluable Member to our school Community so with that context I present to you chloe buxton.

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Chloe Buxton: Thank you, Mr Brown.

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Chloe Buxton: Thank you, Miss Russell and thank you to the board members for having me tonight, I really appreciate it.

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Chloe Buxton: i'm just to give a quick background on me, as everyone already knows I am chloe bucks, then I grew up in the bronx and actually not too far from fast Academy.

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Chloe Buxton: um I started off my college in oakland university it's a seven day adventist seven day events is historically black college in Huntsville Alabama.

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Chloe Buxton: After I came back home from Huntsville I embarked on my journey as an educator I began working at a nonprofit organization called Harlem children's zone.

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Chloe Buxton: And in the five years that I spent there my philosophy of education became alive i'm growing up, I had plentiful opportunities to learn and interact and engage with the world around me.

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Chloe Buxton: But when I walked into Harlem children's zone, I was paired with the harsh reality of the daily struggles that many of our children.

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Chloe Buxton: The children that I served were faced with, so this is when I truly learned about childhood homelessness the trauma of childhood abuse and parentless homes and impact it had on children's learning.

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Chloe Buxton: In in that experience I became more invested in children, I can't I became more invested in fact that I have to offer children priceless education.

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Chloe Buxton: and making their environment safe for them to learn, especially because of what they would be going back home to so in my experience at Harlem children's zone.

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Chloe Buxton: I realized that educating has to be done, not only in the classroom but also outside and providing them with those opportunities after.

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Chloe Buxton: After working there I applied for, I wanted to take my education further and my work experience further and that's when I applied for the special education position at fast Academy.

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Chloe Buxton: um I remember when I first applied, I was nervous, but I definitely remember the process that i'm files academy had for the employees at that time I was a part of the early hire group, and I remember just how rigorous, it was to be there and a part of the Academy.

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Chloe Buxton: Community there were in that process, I did feel like i'm almost at sometimes I was like i'm not sure if this is, for me, I don't know, and I remember just.

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Chloe Buxton: Just meeting with Mr Brown in the savage and I remember having to give him a lesson plan and.

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Chloe Buxton: I remember getting feedback and just realizing like Kohli this is going to be your life, this is no longer like what you have been doing in the past, but I was up for the challenge, especially because I knew that I was invested in children.

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Chloe Buxton: um right before I went right before I got the job at files, I did have a major death in my family my mom passed away and she was.

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Chloe Buxton: Very she was super invested in my education, she was really invested in.

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Chloe Buxton: um anything I did, even when I was working on my other jobs my mom was a pillar, like all the students knew her they loved her they would come when she came to pick me up sometimes they should give them things but just giving them.

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Chloe Buxton: some type of opportunity or letting them know like there are people out here who love you outside of which you which you may be going through.

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Chloe Buxton: So getting a job at rouse was like a confirmation for me.

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Chloe Buxton: I remember prior to like having conversation with my mom like you have to keep going.

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Chloe Buxton: Even after this like I don't want anything to stop you because you have to figure out what's out there, and so I really appreciate having this opportunity to teach special education children and then, when I was asked to do agree.

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Chloe Buxton: I felt like that was, I felt proud, I was just like oh wow they there they trust me to do this, and I want to like do my best at it so.

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Chloe Buxton: My my philosophy of education is making sure that I create an environment that is safe safe.

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Chloe Buxton: In terms of like learning, making sure that children aren't feeling like defeated, so I try my best to always keep encouraging and motivating them in the classroom and taking that.

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Chloe Buxton: To different classes also like like we stated before, I was working with K through second grade and i've even learned so much just with being just with working with files for one year and all the last year majority of the time we were remote, the children that I had in.

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Chloe Buxton: In the past, because I was one of the teachers that were empowered I was still able to connect and that was the one thing that.

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Chloe Buxton: I wanted to do was make sure I can connect with children who are still coming to the school to learn.

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Chloe Buxton: And now that we're back in school and i'm able to see these faces every day it literally gives me a reason to come to work every single day just seeing their faces and seeing how excited they are to be.

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Chloe Buxton: With me or in the classroom and even just to see their peers and all of the community of scholars at Dallas academy so that was just a little bit about me and just a little bit of my journey here and i'll stop right there there and questions i'm open to that.

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Tamara: Welcome

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Chloe Buxton: Thank you.

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Tamara: Thank you, thank you.

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Chloe Buxton: Thank you for having me.

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JLopezMolina: Any questions from the board.

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JLopezMolina: I have a question.

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JLopezMolina: So you.

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JLopezMolina: covered has been really turning everything upside down and I guess from your perspective, where do you see the gaps in in sort of learning and what can we do as a board to sort of help you.

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JLopezMolina: Progress towards closing this.

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Chloe Buxton: Okay So yes, it has been a challenge, I see a lot of gaps, when I was working with K through Second, we had a lot of.

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Chloe Buxton: Reading gap, so I was the math teacher for K through second but at that, but in K through second especially like second grade they're starting to read word problems so i'm realizing that there are like.

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Chloe Buxton: A lot of gaps in reading in in also in writing because because we were uncovered a lot of us will allow the scholars were typing their work so and even that was an issue for them, but i've noticed that.

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Chloe Buxton: Even when I come to like miss savage or and I asked her for some resources there's always a yes so.

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Chloe Buxton: As far as like resources or things that I need I always pretty much get it like it's I don't ever ask for anything that's crazy, of course, but like just tools that I, I feel like will do will help our scholars.

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Chloe Buxton: i've been receiving it, so I guess the one thing I would say is just continue to support.

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Chloe Buxton: Because I feel it and i'm sure the sellers are there they're grasping information like they're catching on and they're enjoying it so.

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Chloe Buxton: For instance, we have i'm not sure if you're familiar with the toy the puppet so it's like where the kids the kids are like popping the poppers.

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Chloe Buxton: I mean they they enjoy it I don't see the fun in it, but we were able to get them puppets that have the multiplication table on it.

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Chloe Buxton: So now they'll just like you see a multiplication table in the back of the book of composition notebook they have a puppet just like that, and the way that they're able to get these math facts just over something so simple that's like $11.

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Chloe Buxton: Like and we were able to get so a class set and i'm like this is really working like they're really excited because because usually will have like.

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Chloe Buxton: fluency math so we'll get a sheet, in one minute, how many of these can you do, but with the puppet they can just pop the answer, they know the go to six if they want to do six times seven they know to go over seven five bit what's your answer.

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Chloe Buxton: And then we can, but using that has also built using other strategies for multiplication so um I can't really think of anything like that I can say.

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Chloe Buxton: Something that you all, can do all I can say is just keep doing what's what's going on, because it's working for me it's definitely working so I really appreciate that.

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Sharon Beier: So, are you teaching masters third graders especially are you teaching all subjects what How does that work.

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Chloe Buxton: i'm teaching third grade math right now I did mention in special ED because prior prior I was second specialized sorry about that.

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Sharon Beier: Oh so it's third grade regular.

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Chloe Buxton: Very great regular general education math.

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Sharon Beier: And, and how do you see the transition they're coming back from you know being at home for coven.

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Chloe Buxton: So okay so, for example, today we had parent teacher conference and I had some of the scholars do a.

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Chloe Buxton: math question in front of their parent just to see just all their parent knows like with where the gaps are, and I saw some of them are struggling with.

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Chloe Buxton: Basic addition and subtraction within like word problems so like in right now we're at a point where we're doing fractions so you would need to know how to add and subtract.

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Chloe Buxton: You would need to know those those basic things to do that, so I realized like Those are some of the other gaps that are that are in.

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Chloe Buxton: Their math, so I do see like that transition, as far as like academics, I see that that has been a struggle, as far as the transition back into like a social setting.

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Chloe Buxton: it's like they never left is just like they're never left a lot of the students are they're happy to be back in the building.

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Chloe Buxton: they're really happy, and this is the first time that i've seen so many students in the building because of how we were last year and just seeing them man i'm happy you wouldn't even think that they were separated from each other for a year, and more so.

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Sharon Beier: Well, thanks so much hey i'm sure they love having you as a teacher.

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Chloe Buxton: yeah we love each other.

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Chloe Buxton: Thank you.

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JLopezMolina: The other questions from the board.

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JLopezMolina: Well, thank you.

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JLopezMolina: Thank you, Sir.

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Chloe Buxton: It was a pleasure, thank you for having me have a good night.

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JLopezMolina: Alright, the next item on our agenda is board governance and it is the meeting minutes from the last week's meeting last month's meeting.

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JLopezMolina: Today everyone have a chance to review them and accept a couple head nods all right, I motion to approve the meeting minutes from the last meeting.

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Keyur's iPad: Second.

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JLopezMolina: that's been a while.

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JLopezMolina: All those in favor.

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Keyur's iPad: Aye.

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JLopezMolina: Aye Aye let the record show the Board has approved the meeting minutes from the last month's meeting every month meeting next item on the agenda is board recruitment and I know we're we're going I think skip over this for this month is that right.

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JLopezMolina: yeah okay well.

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JLopezMolina: This noise.

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JLopezMolina: will tackle this next month.

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JLopezMolina: The next item on the agenda is the scholarships, so I will turn it over to Courtney, to give us an update on that.

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Courtney Russell: Sure thing, just a brief update the scholarship application has launched and we have not yet received any applications but will continue to do some internal promotion.

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Courtney Russell: We are scheduled in terms of our next step, the scholarship subcommittee is going to review the applications and select the finalists, so I think this would be a good opportunity to.

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Courtney Russell: hear from the board in terms of who wants to be on the subcommittee I think there were about.

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Courtney Russell: Three or four of us last year, and certainly we can have some of the same if there's anyone knew that would like to join, but what the commitment would entail would be reading over the scholars applications last year, I think we got about seven it's about a page or two types.

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Courtney Russell: And then, after that it would be making a recommendation in terms of who the five finalists would be that would come present to the board, so I would say in all, it would probably be to our commitment for the next step.

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Tamara: I wouldn't mind being on the committee.

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Jarrod Sowell: i'd love to participate.

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I would like to say.

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Alissa Nann’s iPhone: Oh.

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Courtney Russell: Great so anyone else.

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Courtney Russell: i've got i've got Sharon that Jared and i've got alyssa and i've got tight enough sounds great I think that's.

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Courtney Russell: A great group there, and certainly plenty to take a look, so what i'll do is you can expect this group can expect to hear from me on or around April 8 and I will provide you all with.

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Courtney Russell: You know the links to the applications, the access and everything like that, and what we'll do is we'll review everything and then ultimately those scholars that we select the five will attend the mei mei board meeting and present to the whole board.

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Courtney Russell: Thank you.

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JLopezMolina: Thank you Courtney, the next item on the agenda is the financial Finance Committee and I will turn it over to cure.

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Keyur's iPad: Right, we had our meeting.

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Keyur's iPad: On say Tuesday.

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Keyur's iPad: And so we went through the.

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Keyur's iPad: The budget and financial statements and everything noted.

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Keyur's iPad: You know nothing of concern, we did note that we were projecting a small kind of net deficit for the year so we did ask.

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Keyur's iPad: Courtney and team to go back to see if there was any kind of reallocation that we needed to do within the budget to try to kind of cover that.

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Keyur's iPad: We did note that there was also about 120 $7,000 contingency line so you know, we do have some cushion there.

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Keyur's iPad: And we do have some alternative sources of funding some grants that we can pull down on still to help cover some of that, but before we you know have do any of that we wanted to see if there were.

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Keyur's iPad: Any other budget lines that we think you know, there may be some reallocation that we could do to to to cover that so I don't know coordinate did the team have a chance to do that yet or.

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Courtney Russell: Yes, we did all share my screen, so I can just briefly present that to you all but it's exactly what K, or just walked us through So there is an expected deficit of 190 9000 this comes from a variety of factors, including a very slight decline in enrollment.

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Courtney Russell: We met yesterday and we came up with a solid plan to more than make up for this money and the main part is right here as carrier said the 127,000 that's in the contingency line so we feel confident that, with you know, continuing to monitor the budget.

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Courtney Russell: We, we have no doubt that will continue to end, you know, in the in the green or in the positive so happy to talk through any of this that the board with like.

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Keyur's iPad: Right so anyone have any questions.

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JLopezMolina: So I understand that two potential sources of this or just you know either we don't have enough, we had fewer students enrolling so our top line goes down or we had more expenses or bottom line goes up.

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JLopezMolina: what's the driver, I know that both things probably happened we put do we know if this was a primarily from a revenue because of revenue or was it primarily because of costs.

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Courtney Russell: yeah that's a great question Javier, so it is the former so it's primarily the revenue piece, so we we started off the year at about 712 students, the.

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Courtney Russell: amended budget that we recently passed had 696 students, so we we did a great job bringing in students, I think, naturally throughout the year.

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Courtney Russell: Plus coven we've seen some drop off and the last we took a look, it was at 679, so we are slightly below, believe it or not, we're just past the halfway mark in the school year, and so, if you think about it, the.

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Courtney Russell: 696 six at the 1617 kids that were short it'll be about half, you know that revenue that we would have received so that's definitely the main driver there's certainly a few lines that are running at you know at capacity or slightly over and we're aware of those and monitoring those.

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Courtney Russell: And just to related notes about enrollment that i'd like to share I showed these with the Finance Committee a really interesting statistic is that.

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Courtney Russell: In Community school district 12 where we are housed over the past several years, a recent study was released, where there was actually a 20% decline in enrollment in this district.

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Courtney Russell: Where Ferris was able to actually increase enrollment over that same three or four year period by 10% so the strategies that we're putting in place to recruit and retain kids are certainly working.

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Courtney Russell: And the strategy that we have played this year with starting the year at around 712 we will do that again next year just knowing that you know, naturally, there will be some kids that we lose throughout the year so.

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Courtney Russell: You know why will we're aware of this and we certainly don't want to be below budget.

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Courtney Russell: You know, will continue to employ these practices, to make sure where you know staying at a healthy number for the rest of this year and then certainly for next year.

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JLopezMolina: I mean.

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JLopezMolina: To be clear, i'm not worried.

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JLopezMolina: Because we have a good tough position, I know we're not technically supposed to be running deficits, but you know we're we're not in any we're not in a bad way financially so.

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Keyur's iPad: Then we have a few sources of funding that we can pull down on if we need it so.

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Keyur's iPad: anyone else any questions.

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Keyur's iPad: Correct Well then, I guess, I will move that we approve the financials.

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JLopezMolina: Second.

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Keyur's iPad: All in favor.

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JLopezMolina: hi.

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Stacy S: hi I.

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Think.

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Courtney Russell: This is free.

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Courtney Russell: i'm so sorry I had one of their brief note.

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Courtney Russell: And just in terms of the the transition, so the finance subcommittee.

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Courtney Russell: As well as the full board is aware that we are making a shift away from our current company and so right now we're in a transition phase where we've started with the new company, and we have a two month overlap.

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Courtney Russell: And I think we've all been very pleased with how the the new company is taking things on we've been really clear about some priorities in terms of things like creating a new budget making more clear budget lines.

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Courtney Russell: Making sure the encumbrances so travis at any given time can take a look at any line and see exactly how much money he has left to spend those things that may not be as strong right now.

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Courtney Russell: We really feel great about the direction that that's moving in, and so we just wanted to let you know where things were and thank the board for supporting that transition where we're really excited and see this going in a great direction so Alice good.

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JLopezMolina: Good um any other updates that we need to talk about.

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Keyur's iPad: No nothing else i'll do the only other thing we chatted about was the navigating forward, which I think we're at about $750,000 of expenses under that and I think we had approved.

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Keyur's iPad: That initiative to be about a million dollars, I think, is what we had approved so we're about 75% of the way through.

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JLopezMolina: Credit as I remember, there was like a certain pool of money, but if we don't use it, because.

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Keyur's iPad: I believe so yeah.

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JLopezMolina: Okay.

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JLopezMolina: Okay.

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Alissa Nann’s iPhone: Instead of curiosity, who are we using.

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Alissa Nann’s iPhone: Everything after.

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Courtney Russell: Sure thing the previous company was called CSP me charter.

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Courtney Russell: Something business management that's what we were using and we've transitioned to fourth sector solutions.

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Alissa Nann’s iPhone: And are they they're doing like a financial advising and accounting or what's there.

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Courtney Russell: They don't do any kind of advising we have our investments with JP Morgan so they'll.

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Courtney Russell: be doing all of our accounting we haven't given any of that to them, yet, because what we're trying to do is just have them focus on the budget and more of the long term stuff.

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Courtney Russell: And they will take that over within the next month or two, but each company has a very distinct role at this point okay.

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Alissa Nann’s iPhone: And just out of curiosity they focus on schools and education.

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Courtney Russell: yeah what's really interesting alyssa is.

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Courtney Russell: We actually so they did submit a proposal when we first issued our rfp last year, they were the second in line so we really liked them and then, when things were you know needing some improvement with our other company we actually connected with our former sister school.

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Courtney Russell: metropolitan that's now Lawson and they work with this group, as well as another a lot of other charters in the city and they have a really, really great reputation, so we got a very strong.

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Courtney Russell: Reference from them.

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Alissa Nann’s iPhone: At it okay cool, I have another accounting firm and education, if we ever need another referral or a backup.

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Courtney Russell: Great Thank you so much.

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JLopezMolina: The next item on the agenda is the cover 19 update and I saw that Mr Brown stepped away out there is.

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So.

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travisbrown: Good evening board members.

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travisbrown: So, in terms of in terms of covert i'm pretty sure everybody's aware of the dropping of the mask mandate.

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travisbrown: Throughout the city, we proactively and we did speak with Sharon about this around making sure that we survey our parents and our Community, so the parents and also teaches about their feelings around the mass.

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travisbrown: dropping the mass mandate, our parents did.

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travisbrown: They respond as well about teachers and I believe numbers were around 60 65% of our families and teachers wanted to keep the mask on.

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travisbrown: That was that was something that really came through throughout the survey, so what we what we've decided to do as a school community is where.

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travisbrown: we're really strongly recommending and almost mad they didn't have the mass they own for a couple of reasons and wanted to share some of those reasons.

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travisbrown: With the board first first, because the majority of our families really want the mass on and and communicated with us that the mass will still be on their their children.

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travisbrown: Also, it gives us opportunity to sit back and watch what happens in a city in the next next couple weeks and months.

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travisbrown: And I think with the state test right around the corners, we have 15 days until the end state tests and and about four to six weeks of the match state tests we don't want to go back remote, I think that would be the most damaging thing two hours young people testing.

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travisbrown: At this time and coming out of coming out of the pandemic we wouldn't have strong a strong showing testing, so we want to, we want to be a little bit more conservative, right now, so we're really we're really.

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travisbrown: talking to parents and families around the importance the importance of masking up until spring break.

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travisbrown: So when the weather breaks and to also see what's happening in a city as all these mandates drop and the parents have really honestly the parents have really.

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travisbrown: been supportive and behind it i've met with a number of parents who went the mask off bow and we, and we, we spoke to him about that and, again, you know.

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travisbrown: Once we spoke to them to shoot spoke to them about our angle, a lot of most of them said yeah that's a great approach so that's where we are in terms of the mask mandates and really still protecting the school and teachers teachers really want the mask on and.

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travisbrown: couple with that we found the local health cvo that's going to continue to help us increase our vaccination rates at no cost to the school.

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travisbrown: So that's that's what we're doing in conjunction with keeping the mass on at this time, so i'll pause there for any questions or concerns around the mass mandate or coven 19 in general.

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Jarrod Sowell: hey travis I have a question about how teachers law, how the mask mandates going over in the classroom in terms of have you got any feedback from teachers in terms of students who are just you know I mean.

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Jarrod Sowell: The mass mandate with students has been an issue in just generally, but how have because you know.

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Jarrod Sowell: there's always outside pressure and everyone saying well the mass man day is gone how has that been reflecting in the classroom has the has there been any feedback from teachers and more students were not just choosing or saying i'm not gonna wear a mask or how's that gone over.

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travisbrown: yeah so we, the most we've had.

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travisbrown: Honestly uh children asking isn't this over and then it's around honestly we're educating them around what we're trying to do as a school community and where where.

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travisbrown: Where we're trying to go in terms of spring break us gets a spring break and.

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travisbrown: And let's see what everyone else is doing for your safety for the Community safety, especially with testing around a corner, so I think young people are asking questions and are inquisitive around while this was happening in a city.

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travisbrown: What do we do and can we take our mask off and things like that, and then there are places that we allow them to also like we're like you know when they outside you know go forward.

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travisbrown: Now, with competitive sports in gym they're doing it so there's some spaces, where students are we we allow students to you know, take the mask off, but to answer your question it's really.

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travisbrown: Starting conversation but kids are being pretty compliant around it and not being they're not rebelling against it, or or arguing or really advocating for the removal of mask.

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Jarrod Sowell: Okay, thanks.

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travisbrown: And I think honestly, other than that, where we're still doing weekly testing so that's still up and running and then our push is now going to continue to be around.

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travisbrown: making sure that we have options to vaccinate young people if parents choose to do so, so we're we're promoting that and making sure that that's available to our families.

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JLopezMolina: that's great.

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JLopezMolina: um any other questions for Mr Brown.

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JLopezMolina: Alright i'm going to move up to the next item on the agenda, which is follow up items I don't think we have any follow up items, so the item on the agenda, after that is the Culture Committee reports.

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JLopezMolina: To the culture from me.

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Sara  Jean-Jacques: Because we did me.

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Sara  Jean-Jacques: We spent a lot of our meeting just talking to travis about principal brown about.

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Sara  Jean-Jacques: The mass mandate and what the plans were for the school and how he was going to proceed with making the decision, and so we had discussed the survey that he then went on to do.

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Sara  Jean-Jacques: The other things that we were discussing with him that kind of do relate to the mass mandate in some ways is.

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Sara  Jean-Jacques: What the plan was for some of the big end of the year, events that the school is going to hold such as college graduation day.

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Sara  Jean-Jacques: And so travis was just talking to us about that and about potential dates for the event.

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Sara  Jean-Jacques: I know that the Culture Committee would like to attend and i'm sure lots of other board members would like to attend if their schedules allow as well.

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Sara  Jean-Jacques: So um I don't think travis gave us the final dates, I think he was still working on some of them, but i'm sure as soon as he has some help, let us know so that's kind of what we talked about obviously we've done a few different initiatives oh yeah the uber eats and initiative.

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Sara  Jean-Jacques: Courtney, did you get any feedback about that from the staff.

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Courtney Russell: Not too many people, I know that i'm.

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Courtney Russell: Maria said it went to her junk so i've been trying to see i've asked a few others if they've gotten it I did send it to the board, did you all, did you all get yours, no it went to your Ferris email did anyone see it there.

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Courtney Russell: Well, if if everyone can take a look some time, I think it went out on valentine's day so take a look in your Ferris inbox and if for any reason it's not there check out your junk and i'll continue to take a look around and see I did ask.

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Courtney Russell: That uber eats woman to provide me with a usage report, like who's you know, use the claim codes and she has not done that yet so i'll follow up with her to try and get that.

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Sara  Jean-Jacques: Okay, and maybe a crucible.

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Sara  Jean-Jacques: brown at the next, like all staff are all faculty meeting, if you don't, mind you are Courtney, and just announcing like that the board sent that out on valentine's day and to the extent, you know that.

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Sara  Jean-Jacques: that people have seen it like to look in their job, because obviously you know, but it sounds like you followed up in all the ways, you can but we just want to make sure people use us what we spent the money and.

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travisbrown: i'll send the email this evening so follow up on it.

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Sara  Jean-Jacques: I think we'll probably target to do at least one more thing, before the end of the year for the teacher is perhaps after casting makes that but we didn't really brainstorm to Mexico and it's going to be during the meeting where focus.

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Sara  Jean-Jacques: focus more on.

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Sara  Jean-Jacques: The masking.

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JLopezMolina: All right, excellent.

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travisbrown: Can I add a column and savvy before we title it one of the things I wanted to show the board.

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travisbrown: that's been really working well we've been really trying to engage the high school scholars, to get them back into school, as you heard from chloe bucks than the young, our younger kids were.

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travisbrown: They were ready to rip through the doors, the high school kids really struggled a lot of them during the pandemic, so we wanted to bring them back and really have an amazing i'm.

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travisbrown: Just having an amazing school year with them so we've been focusing a lot on culture in high school of brain.

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travisbrown: The Community back together and it's really a vibrant Community I think more vibrant than has ever been really um one of the things that we've done is I don't know if everybody can see, but these are.

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travisbrown: Can everybody see these these are.

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travisbrown: yeah our credit card, this is the black card right here, you get this card in this it's a metal car too.

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travisbrown: So it's like a really it's a black card you get this card, if you have a 90 to 100 average if you make the honor roll there.

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travisbrown: Then we have the silver card, and we also have a gold card that I can't find here, and these cards get you perks so membership has benefits, so this is all the craze.

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travisbrown: In the school young people really want to make the honor roll they want to get their hands on a car, because one of the first things.

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travisbrown: That this call got them was this beautiful varsity jacket here that if you walk through the bronx now everybody has everybody wants this has this it's a really cool.

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travisbrown: jacket.

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Alissa Nann’s iPhone: And so cool.

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travisbrown: You know so.

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travisbrown: The young people if you come to the school I can't wait to you at all, have you actually come back to the school.

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travisbrown: To see what navigating forward has done to the school community to see the vibrant school community, the way the kids look.

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travisbrown: The private taken in a school as like never been before and it's great coming out of the pandemic so.

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travisbrown: When you get to the school board members only make sure you get a black card.

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travisbrown: jello board members you'll get access to all the events and things like that, but that's how I that's how I young people kind of engage with a lot of things that are happening in the school and it's been.

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travisbrown: Really awesome to see young people come back and really engage in the school and the school Community like never before, so yeah just wanted to put those things on your radar and.

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travisbrown: And last thing and then i'll let you move to the next thing we've started to engage.

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travisbrown: we're trying to bring a rowing team to the school, so we we spoke with speaking with gentlemen o'shea Cooper.

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travisbrown: He was one of the members of the first African American rowing team and Chicago so he's helping us plan to break it out young kids on award and next year, so we're trying to just be innovative.

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travisbrown: and sports in the space, because, as we all know, this is sports is the access to.

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travisbrown: His kids access point to free or reduced college tuition so we're doing a lot of things with our young men and women around sports and around activities so that's another place that we're.

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travisbrown: we're really pushing in the next few months as well, but make sure when you stop in you get your you get your membership cards.

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JLopezMolina: Pretty cool.

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JLopezMolina: what's.

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Tamara: The same thing with my daughter she's in the third grade, but she said there's like a she told me she's getting a debit card, and the first thing she asked me, she by crypto as a no not on that no.

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Jarrod Sowell: Sorry go ahead, Javier.

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JLopezMolina: No, no, please go ahead.

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Jarrod Sowell: You know travis I owe you a conversation with Craig white he is the head rowing coach at St baldrick's prep in New York.

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Jarrod Sowell: And he's an amazing person and he's really interested in pharaoh's kami i'm trying to kind of get him over here to potentially be on the board.

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Jarrod Sowell: But he is he he's a physics teacher at St fedex he started the first rowing team at St benedict's prep and he worked with us a rolling a lot for the national teams and competitions and he's very interested in fails academy and specifically the rowing Program.

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travisbrown: let's do it.

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Jarrod Sowell: I owe you a follow up email.

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travisbrown: whenever you get a chance i'm ready to go.

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Jarrod Sowell: Alright alright.

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JLopezMolina: Alright, the next item on the agenda is the academic committee report, and I think prior is not here, so I think we'll just roll that up into the executive directors report i'll turn it over to Mr Brown, the.

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JLopezMolina: Great there's.

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travisbrown: Two big things I want to talk to the board about tonight.

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travisbrown: One is about.

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travisbrown: teacher attrition and teaching engagement is as really connects with connects with academics and student achievement and then around learning loss and what we're and what the data that we're seeing from.

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travisbrown: All of I to data and pre pandemic those levels to really show the board to talk about those differences there, so I would like to first talk about.

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travisbrown: teacher attrition because I know that's on the boards my retaining teachers and wanted to share a little bit about how we're thinking about it, what we're doing what we're talking to teachers about.

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travisbrown: So we can just get smarter about it, and one of the things that Courtney Courtney and i've been talking about is.

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travisbrown: Not looking I recently read an article about not looking at retention as a problem but looking at it as oh attrition has a problem but looking at more as an obstacle.

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travisbrown: Is you have to figure out kind of what are the obstacles that are not allowing you to retain and keep the people that you want to keep in a sense.

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travisbrown: Like because we could be doing some something fundamentally wrong on our side, so.

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travisbrown: We started to engage teachers to talk about these things, so I wanted to just identify a couple of key points that we're going to keep looking in.

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travisbrown: and see if the Board has some suggestions or want to continue to talk about these things so i'm just going to jump in please pause feel free to pause me the areas if you want me to explain more or.

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travisbrown: If you want to talk more about it, so the first thing we've been really identifying is where I think we.

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travisbrown: Were we think we need to look further is this spoken about this before teachers are talking about.

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travisbrown: Quality of Life work life balance, and I think that's a big thing, since the pandemic people reassessing these where they work.

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travisbrown: The hours things like that and we've just seen just from talking to people distance from the school matters a lot.

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travisbrown: It does in terms of when teachers have to get up in the morning and get to school and when they leave and how far it takes 12 to get home.

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travisbrown: And we've had very little success retaining teachers, more than a year, two years that live very far away, so this is a practice that.

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travisbrown: I think just just continues not to make sense for us long term as an organization, because we know we can't keep those people, especially if those people don't.

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travisbrown: Change the address or change their location to closest to the bronx we just can't keep them, so what we're looking at as we start recruiting teachers and talking to teachers.

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travisbrown: we're building something called a connectivity score to the bronx.

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travisbrown: To see how connected people are to the bronx and I think we just have to make decisions about people if there's no connectivity to the bronx or we've seen like the Harlem.

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travisbrown: Lower westchester area we're probably not going to retain these teachers and as crazy as it sounds brooklyn is worlds away from the bronx we've learned also like people and then, when you when you put that up against.

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travisbrown: People live in Manhattan on average people live in Manhattan work 15 minutes away from the job.

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travisbrown: we're recruiting teachers, there were 290 minutes to hours away and it's just not working out for us long term, so I think we just have to be disciplined and not go forward so that's, the first thing.

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travisbrown: That we've identified and what we want to look at is building some kind of connectivity score rubric to help us make better decisions, the second thing, and I think this falls a lot on me is this idea of innovation burnout.

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travisbrown: I think we're We look to get better a lot, but I think people are looking for more stability in terms of.

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travisbrown: They want things to kind of feel the same look the same, and I think we're just innovating at a fast rate and this studies show that the most innovative companies.

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travisbrown: Have the highest attrition rates and a lot of a lot of respects, or a report just came out of MIT about, then I think we kind of fall into that really so.

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travisbrown: We want to look at that and investigate that more because what we hear from people a lot is that things change and we're saying most for the better.

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travisbrown: But they're looking at things change so just terms of I think we're always look to do things and make things better, but just look at in terms of implementation, how much people can handle, so I think we need to look at that as well.

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travisbrown: And then couple with that we're really hearing from people predictability job predictability and I think covert really put it on his head where and what they're really talking about is like coverages teachers hate covering for other teachers who are absent and.

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travisbrown: we've been inundating them with coverages because, when people have said, and they just feel like when I get up in the morning.

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travisbrown: I want to know what my job is, and I want to do my job, and I think their job is changing from day to day and we're.

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travisbrown: And we're not protecting that as frontline workers with schedules that want to do want to accomplish things I don't think we're protecting their energy.

306
00:43:30.660 --> 00:43:37.950
travisbrown: And I don't think we're protecting their schedules and I think it makes them feel like they're just a cog in a machine or anybody can do it because.

307
00:43:38.250 --> 00:43:51.960
travisbrown: If you're a physics teacher you come to teach physics, but if I tell you a cover math and E la Do you really respect what I come to school to do, and I think teachers are failing that, from what they're sharing they just feel like we're just penciling it them in places.

308
00:43:53.190 --> 00:44:08.100
travisbrown: So teachers have come up with some ideas to change that a lot of them are really, really passionate about stopping this kind of coverage creep that's happening to all of them, so i'm meeting with a couple of teachers to really start talking about that piece.

309
00:44:09.960 --> 00:44:18.840
travisbrown: Number four is kind of a biggest thing and i'll send the board, the list of these things that teachers have complained about and it's about our lesson planning requirements.

310
00:44:19.890 --> 00:44:29.130
travisbrown: We require teachers to do some really in depth lesson plans to get ready for our kids and we've just realized that the teachers can't keep up with this workload.

311
00:44:29.880 --> 00:44:39.780
travisbrown: they've been complaining about this, I mean literally is the number one thing they complain about every year every survey is the lesson plan and requirements.

312
00:44:40.410 --> 00:44:52.590
travisbrown: They really can't do it and they can't keep up with it a lot of our teachers are new and so we run into a challenge, do we lessen the requirements, or do we do something else, and I believe there's a third way.

313
00:44:53.910 --> 00:45:04.800
travisbrown: I think we keep the requirements, but I think we have to give the teachers, the lesson plans, so that they're not spending their time trying to figure out how to write these things they've spent enough time.

314
00:45:05.910 --> 00:45:10.500
travisbrown: understanding and unpacking and interpreting and doing intellectual preparation around these things.

315
00:45:10.830 --> 00:45:18.360
travisbrown: And that's what a number of charter organizations that shifted to because I think the lesson planning demands for teachers on a day to day basis is too high.

316
00:45:18.870 --> 00:45:29.250
travisbrown: When they have to get ready for kids so we have to shift that model and we're thinking about shifting that model talking to teachers about it, talking to other institutions that have shifted that.

317
00:45:31.080 --> 00:45:40.620
travisbrown: i'll pause there and say it was distance from school innovation burnout predictability and schedule and less than planning low have.

318
00:45:42.060 --> 00:45:45.120
travisbrown: Two more, but I want to pause there, because I know I said a mouthful.

319
00:45:47.370 --> 00:45:54.030
Sara  Jean-Jacques: I know, last few years curriculum wise there's been a lot of changes in what the class offerings are.

320
00:45:54.990 --> 00:46:05.070
Sara  Jean-Jacques: chef do you feel like the burdens of lesson planning would be less if while you continue to innovate around what could be offered.

321
00:46:05.460 --> 00:46:18.750
Sara  Jean-Jacques: There was more consistency year to year, and would that be a way of rather than lessening their vironment being able to pass along lesson plans or share lesson plans across years and across teachers.

322
00:46:21.660 --> 00:46:29.010
travisbrown: Potentially is just that the lesson plans that are being produced from teachers are not have the highest quality.

323
00:46:30.270 --> 00:46:51.630
travisbrown: And that's because of a number of factors part of it, and I think one of the biggest reasons is because our average teacher is pretty new and novice so they're they're learning how to lesson plan, they also learning a lot of the content, at the same time, so it's this kind of.

324
00:46:53.220 --> 00:47:04.020
travisbrown: Their learning and producing lesson plans that are not have the highest quality and plus with lesson planning they're doing it in moment to moment so it's unlike unlike.

325
00:47:04.560 --> 00:47:13.860
travisbrown: People who spend their time and that's their day job to produce high quality lesson plans align with state standards our teachers are kind of doing this day to day thing.

326
00:47:14.310 --> 00:47:23.940
travisbrown: And the lesson plans that are being produced are don't meet tomorrow mark, most of the time and then they're spending our coaches are spending time.

327
00:47:24.630 --> 00:47:25.470
Alissa Nann’s iPhone: pretty much.

328
00:47:26.520 --> 00:47:35.220
travisbrown: telling them what they're doing wrong now teaches then stop feeling beat up and it's this vicious cycle of I don't feel like i'm doing well here.

329
00:47:36.360 --> 00:47:36.690
travisbrown: Because they.

330
00:47:38.130 --> 00:47:38.850
travisbrown: Go ahead i'm sorry.

331
00:47:39.210 --> 00:47:47.310
Alissa Nann’s iPhone: Sorry, I was gonna say so, is the thought that the school would purchase lesson plans from like a manufacturer, that the teacher can then.

332
00:47:47.880 --> 00:47:57.270
Alissa Nann’s iPhone: You know, have and then modify depending on the pace of the you know the class or if it's not going to be handed down from things that we already have, is it good to meet you know.

333
00:47:58.320 --> 00:48:00.120
Alissa Nann’s iPhone: Do we have somebody we can purchase last one.

334
00:48:01.200 --> 00:48:05.850
travisbrown: Yes, so there's there's a number of curriculum and sources that are out there that.

335
00:48:06.690 --> 00:48:17.490
travisbrown: That actually have a ready built lesson plans that teachers can do more of the intellectual prep so they can identify the lesson plan C, but the main points are the lesson.

336
00:48:18.330 --> 00:48:28.560
travisbrown: They can actually do the tasks that the lessons being asked, they can build in questions and don't have to build an entire lesson plan from soup to NUTS because that's what's taking so much of teachers time.

337
00:48:28.950 --> 00:48:33.360
travisbrown: outside of school and many of them are brand new and it just figuring it out every night.

338
00:48:36.090 --> 00:48:37.290
Alissa Nann’s iPhone: yeah sounds like a lot.

339
00:48:39.270 --> 00:48:42.750
Alissa Nann’s iPhone: And I had a question about your third point, but I don't want to.

340
00:48:44.280 --> 00:48:45.600
Alissa Nann’s iPhone: If there's more questions about this.

341
00:48:47.520 --> 00:48:54.390
JLopezMolina: I have a question about this point so what was holding us back from like buying lesson plans in the past.

342
00:49:00.210 --> 00:49:06.900
travisbrown: I don't think anything was holding us back, I think, ideally teachers it's it's.

343
00:49:08.610 --> 00:49:17.280
travisbrown: And maybe tammy you could speak about this have you seen this also and less in education is this friction between teacher autonomy and creativity.

344
00:49:18.450 --> 00:49:29.490
travisbrown: versus being provided with the curriculum, and so the way and that's a kind of tension point that all educated is a lot of spaces.

345
00:49:30.810 --> 00:49:45.900
travisbrown: go through really teaches phil if you give them the stuff they lose their autonomy and creativity, but then the data dates rigor of building, I am an amazing lesson plan it takes experience, expertise and time.

346
00:49:49.140 --> 00:49:59.190
Tahina (Ty-ee-nah) Perez: yeah I mean I would Double Click that i'm not gonna lie i'm actually pretty myself hesitant about buying curriculum is one thing, but something that's like.

347
00:49:59.850 --> 00:50:11.280
Tahina (Ty-ee-nah) Perez: You have so many curriculums that will have like a lesson plan soup to nuts and, as a former administrator what I would not want to see is walking into a classroom and seeing a teacher read.

348
00:50:12.390 --> 00:50:16.710
Tahina (Ty-ee-nah) Perez: From that book or that lesson plan and execute exactly as such.

349
00:50:17.790 --> 00:50:28.590
Tahina (Ty-ee-nah) Perez: Because it will take away from the ability of a teacher to understand how is it that I teach this to these kids to my kids, and so I think that, like.

350
00:50:29.610 --> 00:50:37.320
Tahina (Ty-ee-nah) Perez: And I also know that there is a mental load if people are not ready yet, then I do think we need to offer them something, and so, if there's not someone in.

351
00:50:37.860 --> 00:50:47.940
Tahina (Ty-ee-nah) Perez: In the building or in house and there's not continuity of curriculum where you actually just have the lesson plans you over a year they like a grade level chair has written and vetted.

352
00:50:49.080 --> 00:50:59.130
Tahina (Ty-ee-nah) Perez: Because that's an option, too, is that someone in House does it, but if you don't have that, then I think it's like what's the in service them for teachers to understand what is it mean or the standard at which.

353
00:50:59.820 --> 00:51:09.240
Tahina (Ty-ee-nah) Perez: What is the expectation that they'll be held to to adjust lesson plans to meet the needs of their kids and I think it's probably like a few things around.

354
00:51:09.600 --> 00:51:16.830
Tahina (Ty-ee-nah) Perez: What we need to supplement, what we need to build context on for the children who you know, specifically will struggle with this, I think that.

355
00:51:18.240 --> 00:51:26.820
Tahina (Ty-ee-nah) Perez: Teachers need to understand that, like eyes wide open, this is not, this is not going to just solve the problem when to one, there will still be an expectation.

356
00:51:27.510 --> 00:51:35.190
Tahina (Ty-ee-nah) Perez: Of individualized thing this that should be expected, I think, in order to make sure that we're meeting the needs of the particular kids in every classroom.

357
00:51:36.600 --> 00:51:39.000
travisbrown: You know, and I second that the teachers will have to.

358
00:51:39.480 --> 00:51:48.600
travisbrown: What they would not what they would have to do instead of building out a full lesson plan, they would have to do intellectual prep or interpretation document.

359
00:51:49.080 --> 00:52:02.820
travisbrown: So they're taking it into time is point tailor it to their kids tell it, and that gives them opportunity to alter the lesson plan and add and insert things and really question and say here's what this is missing.

360
00:52:03.120 --> 00:52:04.470
Sara  Jean-Jacques: Is what I would like to add.

361
00:52:04.710 --> 00:52:07.110
travisbrown: I know my students are struggling here or my students are.

362
00:52:07.110 --> 00:52:16.980
travisbrown: proficient here so i'm going to add this thing or this doesn't make sense, let me move this instead of every night building it from scratch really and having to identify resources and things like that.

363
00:52:18.120 --> 00:52:21.270
travisbrown: So it's kind of a third way, if you will.

364
00:52:23.430 --> 00:52:27.030
Sara  Jean-Jacques: And there is some value to just even if it's just an.

365
00:52:28.710 --> 00:52:41.640
Sara  Jean-Jacques: Intellectual Property prep document for compiling like the lesson plans, so that they like we build a catalog of them over time um.

366
00:52:42.330 --> 00:52:52.980
Sara  Jean-Jacques: Because I think, maybe that not only is it valuable we research resource for somebody going forward if obviously they have to be have a quality that you think is acceptable.

367
00:52:53.340 --> 00:53:00.990
Sara  Jean-Jacques: But I think there's also you know if people know that their lesson plans are going to be shared, I think there is something about that that also.

368
00:53:01.500 --> 00:53:18.210
Sara  Jean-Jacques: can motivate people to like make their lesson plans that much better or that much more useful to other people as well, so like I don't know I would also be in favor of, even if it is just a customization of scripted Program.

369
00:53:19.380 --> 00:53:20.340
Sara  Jean-Jacques: That that.

370
00:53:21.810 --> 00:53:24.900
Sara  Jean-Jacques: You know there starts to be kind of a vault of.

371
00:53:26.340 --> 00:53:27.150
Sara  Jean-Jacques: lesson plans.

372
00:53:29.700 --> 00:53:36.090
JLopezMolina: sounds like a knowledge management issue where it would be good and.

373
00:53:37.380 --> 00:53:41.760
JLopezMolina: I don't know the way way to do that so i'm just going to sort of pontificate a little bit.

374
00:53:42.810 --> 00:53:48.300
JLopezMolina: Those that are smarter than me on this topic can sort of chime in, but if there was a way to like have a.

375
00:53:48.840 --> 00:53:56.730
JLopezMolina: Like what Sarah suggesting a database, where each teacher for their subject for their year begins to put these.

376
00:53:57.690 --> 00:54:06.510
JLopezMolina: lesson plans and then the new teachers for the you know if that teachers not them a year after they move, for whatever reason, maybe they live too far away from the school.

377
00:54:07.020 --> 00:54:20.280
JLopezMolina: That other teacher at least had like a catalog to go back to and maybe could even rate like through us like a yellow star system where they're like yeah that was helpful or know that lesson plan was not very helpful.

378
00:54:21.360 --> 00:54:25.800
JLopezMolina: That might be, you know, an interesting and potentially useful resource for teachers.

379
00:54:28.560 --> 00:54:28.980
JLopezMolina: We.

380
00:54:30.990 --> 00:54:42.120
Tahina (Ty-ee-nah) Perez: Mr Brown, do you so the curriculum mashallah using now in most of the grapes, do you see it changing or do you feel like this is probably where we're going to stick with for the next three to five years.

381
00:54:42.600 --> 00:54:46.950
Tahina (Ty-ee-nah) Perez: The curriculum yeah like just broadly in general, like do you feel like.

382
00:54:47.340 --> 00:54:48.510
Tahina (Ty-ee-nah) Perez: I think I think with him.

383
00:54:48.780 --> 00:54:50.340
travisbrown: yeah I think the curriculum.

384
00:54:51.450 --> 00:54:58.200
travisbrown: The curriculum that we we've chosen by the end of reports independent review and things like that are really strong.

385
00:54:59.130 --> 00:55:12.150
travisbrown: The challenge, so I think we really need to stay put In most places I think the usability because of the demographic of our of our makeup of our staff, bringing young and inexperienced in most cases.

386
00:55:13.500 --> 00:55:15.660
travisbrown: I think that's where the the challenge comes in.

387
00:55:15.780 --> 00:55:21.420
Tahina (Ty-ee-nah) Perez: You know because I was gonna say, do you have you feel like a core group of people either.

388
00:55:22.440 --> 00:55:24.570
Tahina (Ty-ee-nah) Perez: grade level chairs or.

389
00:55:26.430 --> 00:55:34.590
Tahina (Ty-ee-nah) Perez: You know content chairs, who could the summer right, like, I think that could be something that you're like you know y'all we're actually going to write our lesson plans.

390
00:55:35.220 --> 00:55:42.120
Tahina (Ty-ee-nah) Perez: so that you know it's like in house and then that way you really have like the scope and sequence you want, you have the lesson plans.

391
00:55:42.570 --> 00:55:49.830
Tahina (Ty-ee-nah) Perez: And then, like your grade level chair or your Dean or whomever is giving that to the grade and was like here, this is all of your unit one lesson plans.

392
00:55:50.310 --> 00:56:01.200
Tahina (Ty-ee-nah) Perez: Here, all of your unit to and it takes time to build like it's something that you know i've seen schools, it will take them a whole year, but it once they if you put in a plan and you commit to it there's a way.

393
00:56:01.740 --> 00:56:11.100
Tahina (Ty-ee-nah) Perez: To then just have all the lesson plans you need for like 80 to 90% of your curriculum that was done by the people who are the experts in your building.

394
00:56:11.730 --> 00:56:22.320
Tahina (Ty-ee-nah) Perez: But again, if you feel like I just don't have folks like that, like I don't have those senior level folks who would be able to write you know these lesson plans and do that this summer, for example.

395
00:56:22.950 --> 00:56:24.240
Tahina (Ty-ee-nah) Perez: And like that's all they do.

396
00:56:24.780 --> 00:56:36.210
travisbrown: And that's a good point is where we can do in some spots and as an it takes like, as you said yes, it takes a while to do that, we can, however, skip the line in certain places, because other schools have done it.

397
00:56:36.780 --> 00:56:44.010
travisbrown: So for, for example, like achievement first charter schools, they they've done this in a lot of areas.

398
00:56:44.490 --> 00:56:58.380
travisbrown: So you know and they serve seminal population, so we can kind of just NS stuff is open source so, for example in physics, where we may not have the the expertise we can just.

399
00:56:59.670 --> 00:57:10.230
travisbrown: They did all, a word we can just take it, and now we have that thing that we can say, being a year here's all the lessons for the year and it's your job to be.

400
00:57:10.530 --> 00:57:11.880
Tahina (Ty-ee-nah) Perez: between us.

401
00:57:12.210 --> 00:57:22.680
travisbrown: Right and get the assignments, and really understand it, because i'm looking at it and so so to answer your question, yes and places where we have strong representation that can do that.

402
00:57:23.070 --> 00:57:29.850
travisbrown: I say let's go forward and let's let's make that this summer, the summer activity, and I think in a places where we don't.

403
00:57:30.300 --> 00:57:40.770
travisbrown: There are there are schools and achievement versus the one of them that have decided to embark on this for the last 10 years and have really quality curriculum and achievement first this case.

404
00:57:41.070 --> 00:57:54.930
travisbrown: They bomb started their their curriculum is is actually been evaluated by ED reports so so Charles have decided to kind of like write curriculum and give it to the teachers, because I think it's on.

405
00:57:56.790 --> 00:58:05.730
travisbrown: I think that the issue is what I compared to a movie to have a great movie you need a great screenplay and great actors and sometimes I think we.

406
00:58:06.630 --> 00:58:15.960
travisbrown: We think teachers our curriculum and less than writers and have that ability and I think that's where the challenge comes in, have the time to be so, I think the screenplay.

407
00:58:16.440 --> 00:58:21.900
travisbrown: Is kind of some real is some really intense work and actors interpret that and then they can.

408
00:58:22.530 --> 00:58:27.750
travisbrown: go with that screenplay right and say, not this might be better here that doesn't make sense to me, I would add this.

409
00:58:27.990 --> 00:58:34.530
travisbrown: And I think that's how we can coalesce both for them and make a great movie in the classroom early and not just think because they're a teacher.

410
00:58:34.740 --> 00:58:44.760
travisbrown: They can write curriculum and write lesson plans really well, I think, where they can, I think we have to give them space like you said time like during the summer, when is no other expectations to actually.

411
00:58:45.210 --> 00:58:52.920
travisbrown: write it out, so I think there's a lot of promise here to either form curriculum writing teams during the summit, or to build.

412
00:58:53.370 --> 00:59:12.180
travisbrown: Some stuff based on our curriculum and then also to pull from places who already had this challenge ultimate goal is to make sure that teachers have the full playbook before they can interpret the playbook rather than trying to build the playbook as they go throughout the year.

413
00:59:13.080 --> 00:59:13.500
Right.

414
00:59:15.330 --> 00:59:21.060
Tahina (Ty-ee-nah) Perez: And then you have a less of a disruption when people leave or you get new people because you have things to give them.

415
00:59:21.750 --> 00:59:35.220
travisbrown: yeah and I think it would add to this work life balance that teachers are continuing to speak to because many of them are reporting to do our lesson plan of top notch this spending two to three hours on a lesson plan.

416
00:59:36.750 --> 00:59:37.860
travisbrown: After they get off work.

417
00:59:41.940 --> 00:59:42.720
Alissa Nann’s iPhone: Every day.

418
00:59:43.800 --> 00:59:45.150
travisbrown: Yes, every day because they.

419
00:59:45.150 --> 00:59:45.600
Alissa Nann’s iPhone: Have.

420
00:59:45.750 --> 00:59:46.080
You ready.

421
00:59:47.310 --> 00:59:47.820
Alissa Nann’s iPhone: yeah.

422
00:59:48.780 --> 00:59:51.210
Sara  Jean-Jacques: When I think intellectually to there's something good.

423
00:59:51.300 --> 00:59:57.120
Sara  Jean-Jacques: Especially for new teachers of seeing how the whole story unfolds like you can know what.

424
00:59:57.510 --> 01:00:13.440
Sara  Jean-Jacques: The standards are, and you can know what your teacher, like those skills you're trying to help your children achieve, but to not know to be in a position where you're every day learning what the next step is makes it very hard to adjust real time and to.

425
01:00:14.580 --> 01:00:21.420
Sara  Jean-Jacques: You know, make sure that you're on course it in in the President, so I think that there's that advantage to.

426
01:00:22.020 --> 01:00:34.350
Sara  Jean-Jacques: So I think i'm definitely and supportive of hat, especially new teachers having the option to at least, even if it wasn't what they wouldn't necessarily use or if they're going to customize it having something so they could see.

427
01:00:36.390 --> 01:00:41.460
travisbrown: And I think you bring up an excellent point because oftentimes our people have not seen the model.

428
01:00:41.970 --> 01:00:52.140
travisbrown: And we're telling them do something really high level without seeing the model and sometimes i'll just take math, for example, they know the math but they don't know how to teach the mathematics.

429
01:00:52.530 --> 01:01:03.270
travisbrown: All of the strategies that big and it just pulling from a lot of places they're pulling from the curriculum, but they may not understand the nuances of it and it's about the energy and time to.

430
01:01:04.200 --> 01:01:11.130
travisbrown: think we want them to spend a lot of time on knowing where the kids are in relation to the standards and.

431
01:01:11.850 --> 01:01:20.520
travisbrown: and being able to tell also the curriculum or the lesson to the young people instead of and taking the time to do that.

432
01:01:20.910 --> 01:01:28.230
travisbrown: Or to unpack the problems that are going to be asked and thinking about the misconceptions instead of spending time on building the problem set.

433
01:01:28.770 --> 01:01:35.160
travisbrown: Building all of these things, I think, because then they have to do two jobs in a sense, they have to build a fully blown lesson.

434
01:01:35.610 --> 01:01:42.780
travisbrown: Then they have to figure out how they have to alter it, and then they have to teach it and have to do that whole process again.

435
01:01:43.650 --> 01:01:57.480
travisbrown: So it was almost like they're planning a party then throwing a party every day, if you will, and that's that's kind of a challenge and they're sharing that it's not sustainable, to them with the level of lesson planning and detail that we're asking.

436
01:02:01.380 --> 01:02:02.160
Alissa Nann’s iPhone: I make friends.

437
01:02:03.210 --> 01:02:06.780
Alissa Nann’s iPhone: come in to give them a resource to help it sounds like to be able to help.

438
01:02:07.740 --> 01:02:20.130
Alissa Nann’s iPhone: To give them a resource would help in a lot of ways right of giving have taken some of the load off and then also creating this like repository that we're talking about that would be of use to you know future future teachers in the school yeah.

439
01:02:20.460 --> 01:02:28.650
Alissa Nann’s iPhone: I agree, is there any I don't know if this is ridiculous thought, but is there anything to like sharing lesson plans across like with like a.

440
01:02:29.340 --> 01:02:41.280
Alissa Nann’s iPhone: Like a sister school is that something that I mean obviously schools are competitive, but if it's like outside of a geographic region we're not really competing for kids is there anything else, like the ability to talk to other charters that have.

441
01:02:41.760 --> 01:02:47.820
Alissa Nann’s iPhone: built their own lesson plans to talk about sharing good ideas or things that have worked with with their kids.

442
01:02:48.570 --> 01:02:50.700
travisbrown: Yes, definitely and I think the.

443
01:02:51.690 --> 01:03:01.980
travisbrown: lesson lesson plans a curriculum is kind of our our kind of open now so they're they're out there and I think people are more willing to do that than they were 10 years ago 15 years ago.

444
01:03:02.220 --> 01:03:12.180
travisbrown: there's a lot of organizations that are just giving their stuff and showing what they're doing so I think what the formerly informally that that definitely can happen and.

445
01:03:13.530 --> 01:03:18.090
travisbrown: me, so I think it's a great idea and to just go out there and see what and see what are.

446
01:03:18.090 --> 01:03:19.620
travisbrown: The lesson plans out there really.

447
01:03:20.010 --> 01:03:38.040
travisbrown: With the understanding, like the the last and then i'll i'll be quiet about this point fordham university did a study and they sent it about I believe the study was about 80% of teachers just get their lesson lesson plans from the Internet anyway.

448
01:03:38.790 --> 01:03:41.280
Alissa Nann’s iPhone: yeah that's an amateur lot of googling.

449
01:03:41.970 --> 01:03:43.680
travisbrown: yeah, so I think people.

450
01:03:44.340 --> 01:03:45.180
travisbrown: You know so.

451
01:03:46.590 --> 01:03:57.900
travisbrown: And most kids are not doing stand their their grade level rigor and a lot of it, I think this is my assumption is coming from the day to day.

452
01:03:58.350 --> 01:04:07.230
travisbrown: plan and requirements that people are not keeping up with really because we're literally asking teachers to write a a fully blown high quality lesson plan every day.

453
01:04:08.880 --> 01:04:14.310
travisbrown: And, and some people do it on Sundays, so I think it's just something in the industry that.

454
01:04:14.940 --> 01:04:24.240
travisbrown: A lot of people haven't spoken about that honestly, a lot of teachers have stopped doing it really stop doing it of high quality and it's really like, how do you.

455
01:04:24.750 --> 01:04:32.130
travisbrown: Help them, because I think I don't think it's a malicious thing I think is a challenging thing to keep up with the load every night.

456
01:04:32.790 --> 01:04:41.370
travisbrown: And they want to have families and their people and things like that, so I think there's something we got to keep that we got to keep thinking about on our and.

457
01:04:41.970 --> 01:04:55.080
travisbrown: Then the last point i'll have here is the psychological safety piece a lot about people still think, no matter how much we tell them a lot of them still think that it's a year to year and they're going to get fired at the end of the year.

458
01:04:57.000 --> 01:05:05.460
travisbrown: And we're thinking through that piece, one of the things that we started throwing around that we want to bring to the Board and the Finance Committee is.

459
01:05:05.940 --> 01:05:13.590
travisbrown: Doing More so far people that have proven to be here for our kids and have produced longer term a multi year contracts.

460
01:05:14.580 --> 01:05:30.960
travisbrown: That put them more in a position with the market that they see with the New York City Department of Education and we're talking about not five year but two to three year contracts that are incentivized is something like that, because it's still a thing and charter schools where.

461
01:05:32.040 --> 01:05:38.520
travisbrown: A lot of people, no matter how much we said they they're communicating that at the end of the year, they can just be fired.

462
01:05:39.930 --> 01:05:50.040
Alissa Nann’s iPhone: Good is there a reason that they think like that they share why they have that impression just because it's a year long contract are there other things that make them think that you know they wouldn't be run on for the next year.

463
01:05:50.730 --> 01:06:11.130
travisbrown: yeah I think it's the year long contract and I think it's the nature of our business in charter schools, especially in New York City everyone just jumps around and a lot of them have bad experiences from other places and it's just it's a lot of mistrust, especially from our.

464
01:06:12.900 --> 01:06:27.270
travisbrown: Our even without some of our top people really and you know they know and it's insane because they even have like alerts when job posting go up from our organization.

465
01:06:27.630 --> 01:06:37.620
travisbrown: They know when jobs go up and they have questions is just and I don't think they feel and i'm talking about some people have been with us for three to five years it's a question every year.

466
01:06:39.150 --> 01:06:50.250
travisbrown: And you would think it would be, it would say you've been here for four years, we, like you, but I think it's a I think there's, a challenge that we just have to do more, thinking about how do we help people become more.

467
01:06:50.250 --> 01:06:59.760
travisbrown: psychologically psychologically safe in the organization and not feel like because we're charter school, they can potentially be on the chopping block all the time.

468
01:07:01.440 --> 01:07:13.230
Sara  Jean-Jacques: I do think can just one thing to keep in mind is that since we are a charter school and we do depend on the renewal, that is granted to us every three or five years.

469
01:07:14.910 --> 01:07:25.650
Sara  Jean-Jacques: Extending the contracts beyond one year may become tricky because it will have to do not with just what you want to give somebody but what.

470
01:07:26.040 --> 01:07:35.850
Sara  Jean-Jacques: You can give somebody based on how long the Charter is and when they come to the school right, and then the only other thing that I would say, is, I think you know there's.

471
01:07:36.300 --> 01:07:46.440
Sara  Jean-Jacques: I think there's a ton of good reasons to do it, I think there is some risk involved in doing it right, there are, it does increase the chance of somebody who you don't want to have to.

472
01:07:47.280 --> 01:07:53.970
Sara  Jean-Jacques: continue on after one year having to continue on and for you, having to terminate them for cars so.

473
01:07:54.510 --> 01:08:02.400
Sara  Jean-Jacques: I just I think it that I think there should be some consideration as to who those longer contracts would be for and maybe that that.

474
01:08:02.790 --> 01:08:16.740
Sara  Jean-Jacques: Once you're at the school this number of years, you would get a longer fine track, because you may be proven yourself and and that's on the table, but just two things to kind of mull over as you think about that issue.

475
01:08:17.400 --> 01:08:28.920
JLopezMolina: have another thought on the sort of so there's the concept in the business world around like restricted stock units, where you know you give someone a share of something.

476
01:08:29.220 --> 01:08:37.170
JLopezMolina: And that share vests a fraction of invest over time if they had year long contracts, but they had if you were concerned about.

477
01:08:39.510 --> 01:08:46.200
JLopezMolina: about giving them longer than your long contracts, is it possible to give them some other part of their compensation.

478
01:08:46.830 --> 01:09:01.710
JLopezMolina: Through some mechanism that vests over time to say that, like will assign you a year long contract, but at the same time we're going to give you this like fraction of restricted units that is sort of like a promise that it's going to vest over time.

479
01:09:02.520 --> 01:09:11.910
travisbrown: that's a that's a great that we've been actually thinking about something like that really where it's kind of this thing and just so So yes, I think we, we can.

480
01:09:12.840 --> 01:09:22.710
travisbrown: we've been thinking about something along those lines and Javier let me know if this is, this is what you're talking about or something different, where let's say all of us start.

481
01:09:23.310 --> 01:09:45.090
travisbrown: Next year at the school and the school puts $10,000 and we a tier one and every year the school invest $10,000 into potato one at the year five we completely best and who's ever there at that time reaps the benefits of that of that once it hits maturity.

482
01:09:48.510 --> 01:09:58.500
JLopezMolina: I mean it's a similar it's a similar mechanism similar purpose similar mechanism where it's sort of like incentivizes the potential to stay at the organization in order to collect the payout for power.

483
01:09:59.070 --> 01:10:01.860
travisbrown: yeah so that's something that we we started.

484
01:10:01.920 --> 01:10:03.300
Thinking about because.

485
01:10:04.890 --> 01:10:15.180
travisbrown: You know, for for people to yet start saying that there is value in staying long term really and then yeah so Those are the things we're thinking about and then what.

486
01:10:15.960 --> 01:10:30.120
JLopezMolina: My only thought about that travis is that we should we should talk to some legal I just I would want to make sure that all of it it's like legally above board, that we can do that, I think we should be able to, but like I know i'm not.

487
01:10:31.380 --> 01:10:33.900
JLopezMolina: i'm not a lawyer and so don't know employment law.

488
01:10:34.380 --> 01:10:35.490
JLopezMolina: yeah that's a good thing.

489
01:10:37.620 --> 01:10:37.890
JLopezMolina: yeah.

490
01:10:38.160 --> 01:10:47.190
travisbrown: So those that right so to your point happy and those are ideas that we would we need to run past professionals and employment law and.

491
01:10:47.850 --> 01:10:54.600
travisbrown: To make sure that those things are valuable, but right now, I just want to share with the board that these are some of the things that were.

492
01:10:54.930 --> 01:11:11.520
travisbrown: talking to people about and really gathering key information to figure out what we're just not as organization which what we just don't understand about our employees what, what are we just getting just wrong, what are we getting right and really trying to tackle this.

493
01:11:12.900 --> 01:11:26.220
travisbrown: attrition piece from you know not blaming them, but really putting it back on organization saying how can we get smarter about people and what we do, whether it's compensation weathers distance and things like that to really.

494
01:11:26.700 --> 01:11:32.190
travisbrown: improve employees, quality of life and work life really so Those are just a lot of things that we're doing.

495
01:11:34.140 --> 01:11:44.310
Tamara: I just have a quick question um how many teachers, I guess, can you like give an overall estimate of how many teachers have been working there between seven and 10 years.

496
01:11:45.450 --> 01:11:54.390
travisbrown: Seven and 10 years that's easy um that's now that would be one person.

497
01:11:56.670 --> 01:11:57.630
travisbrown: Mike persecutor.

498
01:11:58.680 --> 01:12:11.880
Tamara: wow because I was gonna say, like the veteran because seven to 10 you know I would think you know in that category, like a mentorship program to younger but yeah with one very hard.

499
01:12:13.950 --> 01:12:16.260
travisbrown: And he said yeah and he has a very.

500
01:12:17.640 --> 01:12:23.790
travisbrown: He looks every year to leave because he lives in long island, so he wants to go on a long island.

501
01:12:24.000 --> 01:12:24.570
Alissa Nann’s iPhone: Oh wow.

502
01:12:25.680 --> 01:12:26.370
travisbrown: But.

503
01:12:27.360 --> 01:12:34.170
travisbrown: He would have to be would be he would be last in so long i'll has customers they historically do he would be first out.

504
01:12:35.190 --> 01:12:35.790
travisbrown: So.

505
01:12:36.930 --> 01:12:40.590
travisbrown: it's a very m plus he's you know my persecute is.

506
01:12:41.730 --> 01:12:50.850
travisbrown: Think he's about 4546 so he feels that they want younger teachers that are less expensive and so, but he's been looking for about five every year he looks.

507
01:12:51.540 --> 01:12:54.960
JLopezMolina: To look to see what to say teach and should we be thinking about like.

508
01:12:56.580 --> 01:12:59.250
JLopezMolina: replacement succession plan, just in case yeah.

509
01:12:59.610 --> 01:13:00.720
He teaches calculus.

510
01:13:07.740 --> 01:13:17.250
travisbrown: But he's he's honestly he's really upfront with us because he has three little girls and he's travel is really far so he had he gives himself a window to look.

511
01:13:18.330 --> 01:13:24.090
travisbrown: And then, if he says this doesn't make sense but he's really transparent upfront about it.

512
01:13:25.110 --> 01:13:28.860
travisbrown: And so he's been been he's been doing this for 10 years.

513
01:13:31.800 --> 01:13:33.780
travisbrown: So that's his case.

514
01:13:36.540 --> 01:13:50.490
travisbrown: So yeah, I just wanted to share those are the things that we're thinking about on the ground in terms of teacher attrition and just talking to teachers other organizations, about the things that they're doing you know and then.

515
01:13:53.490 --> 01:13:57.180
travisbrown: A big thing and I don't think it's a discussion for tonight.

516
01:13:58.260 --> 01:14:03.570
travisbrown: But want to do because Courtney is going to bring it to the board so is about teacher housing.

517
01:14:05.190 --> 01:14:07.560
travisbrown: We kind of but it's not for tonight we want to kind of.

518
01:14:08.010 --> 01:14:15.660
travisbrown: preview preview that for for the board, because that we have some interesting ideas about that in a particular area in the bronx.

519
01:14:15.900 --> 01:14:31.050
travisbrown: there's something coming that I think could make sense for teachers as well, so we're just throwing a lot of ideas out there around, how do we improve the life of teachers in a work life of teachers to asked to keep the longer but also impact student achievement.

520
01:14:37.170 --> 01:14:38.760
travisbrown: And i'll move on.

521
01:14:40.050 --> 01:14:42.120
Alissa Nann’s iPhone: caravan one sorry i'm.

522
01:14:43.620 --> 01:14:48.420
Alissa Nann’s iPhone: Your third point about the entire I know we've been talking about this for a long time, but it's obviously very important.

523
01:14:49.830 --> 01:14:52.440
Alissa Nann’s iPhone: The sort of like pinch hitting for other teachers.

524
01:14:53.550 --> 01:15:06.660
Alissa Nann’s iPhone: When people are out like How often is that happening, I mean do people feel like once a week, they have to like seven for somebody else, or is it like more frequent than that less frequent than that, like what's the How often is that happening.

525
01:15:07.560 --> 01:15:09.870
travisbrown: Yes, a great question it really depends on a week.

526
01:15:10.230 --> 01:15:19.050
travisbrown: It typically rarely happens in high school high school teachers don't call out in comparison to elementary school teachers and middle school teachers.

527
01:15:19.470 --> 01:15:30.120
travisbrown: But since we're such a small school when happens even once or twice a week It disrupts the teacher schedule so typically in terms of when teachers have to cover its.

528
01:15:31.350 --> 01:15:35.100
travisbrown: Teachers are feeling the brunt of it on a weekly basis honestly.

529
01:15:38.580 --> 01:15:40.800
travisbrown: it's a real pain point for a lot of them.

530
01:15:41.880 --> 01:15:44.880
Alissa Nann’s iPhone: And I don't know if this is limited by because of Kobe but.

531
01:15:46.230 --> 01:15:54.030
Alissa Nann’s iPhone: it's fair, are we able to use like substitute teachers is that, like a thing that Charter schools can use or do you mean not really have access to some.

532
01:15:55.170 --> 01:16:04.890
travisbrown: Just yesterday, it is a thing, but because of covert It is that that industry kind of shut down a lot of ways, a lot of people don't want new people and they're building.

533
01:16:05.220 --> 01:16:06.000
Alissa Nann’s iPhone: yeah yeah.

534
01:16:06.240 --> 01:16:11.910
travisbrown: coverage and predictability piece was height in high in this year because of Kobe.

535
01:16:13.170 --> 01:16:13.500
Alissa Nann’s iPhone: Okay.

536
01:16:16.050 --> 01:16:23.940
Alissa Nann’s iPhone: And is the high school like people call out less than high school kids are sick last like when you work with the younger kids you're prone to getting sicker it's not that's not.

537
01:16:24.120 --> 01:16:25.050
Alissa Nann’s iPhone: Really, a correlation.

538
01:16:25.680 --> 01:16:34.440
travisbrown: I think the other kids just a lot more so, our our two biggest reasons to call out is food poisoning and family emergency.

539
01:16:35.760 --> 01:16:36.120
Alissa Nann’s iPhone: got.

540
01:16:36.690 --> 01:16:38.070
travisbrown: Think is more just.

541
01:16:38.580 --> 01:16:39.000
Alissa Nann’s iPhone: yeah.

542
01:16:39.180 --> 01:16:41.370
travisbrown: On a break from the little ones honestly.

543
01:16:41.730 --> 01:16:52.050
Alissa Nann’s iPhone: got it Okay, and is there, sorry for my questions it's just shows shows my ignorance, is the other co teacher situations in the in the younger classes.

544
01:16:53.610 --> 01:17:06.960
travisbrown: And some of them, so in kindergarten yes and their ICT so there's a generated teaching a special education teacher and some of the class, but for the majority of classes that are taught by one teachers, not a Co teaching.

545
01:17:07.680 --> 01:17:09.750
Alissa Nann’s iPhone: scenario OK OK OK.

546
01:17:11.730 --> 01:17:13.080
Alissa Nann’s iPhone: And it's hard to think more about that one.

547
01:17:17.400 --> 01:17:26.520
travisbrown: So I know i've taken a lot of time to be just bear with me would love to go through some we've been looking at some data and just want to share some.

548
01:17:26.820 --> 01:17:38.400
travisbrown: High Level data with the board around what we're looking at in terms of the effects in a pandemic what you're looking at on my screen now is la results from K to 12.

549
01:17:40.770 --> 01:18:03.630
travisbrown: And what we're what we're seeing is this interim assessment from internal assessment one to interim assessment to this school year and in La specifically we've actually seen a lot of growth across across the board, especially in our younger grades when you see these large percent growth.

550
01:18:05.130 --> 01:18:19.620
travisbrown: So here in La we we've really made a lot of traction and I think, because the pandemic again it was hard remote learning was hard but la and social studies really translated.

551
01:18:20.820 --> 01:18:29.880
travisbrown: Translated over remote learning what I have at the far right is the IAA to pre pandemic so before we went into pandemic, we had I a.

552
01:18:30.570 --> 01:18:44.790
travisbrown: right before and I, this was in January of 20 2020 and a pandemic actually happened in March 2020 So this is the I data pre pandemic I to.

553
01:18:45.240 --> 01:18:51.210
travisbrown: And then you see in this column here just just the 2% change so.

554
01:18:51.930 --> 01:19:02.730
travisbrown: So here wasn't as drastic in terms of that now i'll come back to this as mathematics, I think we're really struggling, like many people in.

555
01:19:03.180 --> 01:19:21.990
travisbrown: in mathematics, because I think a lot of kids had lagging mathematics skills, because of the pandemic, I think the mat the pandemic really impacted our young people really hard in areas of math and science, where they needed to be in person, so math data is.

556
01:19:23.580 --> 01:19:28.320
travisbrown: is really off from where was I to pre pandemic.

557
01:19:33.120 --> 01:19:49.050
travisbrown: So we've done a lot of focusing on mathematics and matha in terms of, we have to remediate a lot of kids in mathematics it just didn't translate in a remote learning space, and I think our data is really showing that, in a lot of places.

558
01:19:52.920 --> 01:19:55.110
Tamara: um quick questions for.

559
01:19:56.700 --> 01:20:04.800
Tamara: I guess for the summer is anything going to kind of will, are there going to be like any Tutoring sessions for the summer for kids or anything like that.

560
01:20:05.550 --> 01:20:13.980
travisbrown: Yes, we want to continue to partnership with tfp we've been speaking with them spearheaded by Courtney we're going to offer full school.

561
01:20:14.610 --> 01:20:28.020
travisbrown: We gotta especially a mathematics and we're going to do a lot of work around mathematics number since numeracy because our kids the pandemic really killed us and mathematics.

562
01:20:33.720 --> 01:20:34.620
Tahina (Ty-ee-nah) Perez: back to this.

563
01:20:35.700 --> 01:20:40.530
Tahina (Ty-ee-nah) Perez: conversation about lesson plans I my my opinion.

564
01:20:41.970 --> 01:20:49.050
Tahina (Ty-ee-nah) Perez: would be in a thought I have if you were going to focus in or prioritize a place to provide lesson plans.

565
01:20:49.950 --> 01:21:02.220
Tahina (Ty-ee-nah) Perez: For teachers, it would be mass because I think that, given how I mean I The pre pandemic numbers is one thing, but just seeing the drop from a blank to two.

566
01:21:02.970 --> 01:21:09.990
Tahina (Ty-ee-nah) Perez: Is what's most startling and I know that it's a lot, but I just wonder what it means to me just say we're going to focus on that the whole way through.

567
01:21:10.500 --> 01:21:22.380
Tahina (Ty-ee-nah) Perez: So we can watch a spiral up and that way and that way, we know that it's like the lesson plans that we're giving teachers are strong and they're good and so that way teachers can focus on the remediation they can focus on.

568
01:21:24.120 --> 01:21:35.460
Tahina (Ty-ee-nah) Perez: tweaking right versus like we don't even know what they're teaching or if they know how to teach it or if they can even internalize the feedback that they're getting from their managers about lesson plans, because.

569
01:21:36.030 --> 01:21:43.020
Tahina (Ty-ee-nah) Perez: It just feels like they're so far here that it's like we have to put as many guardrails as possible to narrow in.

570
01:21:43.680 --> 01:21:49.290
Tahina (Ty-ee-nah) Perez: On like trying to like remove just as many barriers as possible so that we can get to the heart.

571
01:21:49.830 --> 01:21:59.100
Tahina (Ty-ee-nah) Perez: Of where some gaps might be, and then you can figure out is it PD is it teaching, this is it that they need this because right now I think it's really hard to tell what it is.

572
01:21:59.850 --> 01:22:10.080
Tahina (Ty-ee-nah) Perez: And if the teachers lesson plans are so poor I can't imagine that they're doing that they're able to meet the need right now in math especially.

573
01:22:10.740 --> 01:22:17.430
Tahina (Ty-ee-nah) Perez: And so I don't know I mean you could contract somebody out and pay your best math teacher this summer to sit and just.

574
01:22:18.180 --> 01:22:29.190
Tahina (Ty-ee-nah) Perez: grind it out, but I would really make a push that there's something in that that has to be done to free up teachers thinking power around like Okay, how can I get creative about my kids.

575
01:22:31.980 --> 01:22:33.090
travisbrown: Think that's a powerful point.

576
01:22:37.350 --> 01:22:52.530
travisbrown: And this and mathematics was before the pandemic, this was our stronger subject, they were we made huge gains and we beat the city and the state and mathematics Murano and pandemic yeah.

577
01:23:05.580 --> 01:23:10.440
travisbrown: So, again, I wanted to bring this to the board's attention because think we're closer to.

578
01:23:11.670 --> 01:23:31.410
travisbrown: I think we'll see on a State test will will see strong results will see strong results we're gearing up for the state to state test in La and again these numbers represent the percentage of kids going 65 or higher on extra tests and passing it the state test scores actually.

579
01:23:32.880 --> 01:23:41.370
travisbrown: They do a range of scores we just want to do an absolute number of how many kids would pass any test, so our numbers for it to where.

580
01:23:42.780 --> 01:23:49.620
travisbrown: The goal, the goal is always 75% so we're looking to get there by will we're looking to get there.

581
01:23:50.970 --> 01:24:02.430
travisbrown: For the state test now but mathematics is is really the place where we have to offer a ladder remediation and a lot of support to kids in the short term, but also the long term.

582
01:24:03.750 --> 01:24:04.020
travisbrown: And we.

583
01:24:04.080 --> 01:24:18.630
Tahina (Ty-ee-nah) Perez: Just, just to clarify the number that I see so like where it says grade three math 12.8% That means that 12.8% of the kids in third grade past math with the 65 or higher.

584
01:24:18.930 --> 01:24:20.100
travisbrown: On the IAA yes.

585
01:24:20.190 --> 01:24:21.240
Tahina (Ty-ee-nah) Perez: And I OK.

586
01:24:26.610 --> 01:24:30.150
travisbrown: And now I is a pretty tough but the numbers should not be.

587
01:24:31.830 --> 01:24:32.250
travisbrown: here.

588
01:24:49.740 --> 01:24:53.460
JLopezMolina: Any other questions on this topic and.

589
01:24:53.520 --> 01:24:55.620
Sharon Beier: You have the science course for those.

590
01:24:56.760 --> 01:24:57.240
Sharon Beier: yeah the.

591
01:24:58.680 --> 01:25:01.260
Sharon Beier: math scores do science.

592
01:25:02.070 --> 01:25:07.170
travisbrown: Here we have we do have high school high school science scores yes.

593
01:25:08.370 --> 01:25:13.650
travisbrown: We can share and we've seen we've seen in the high school science we've seen that the students.

594
01:25:15.000 --> 01:25:16.530
travisbrown: are struggling with science also.

595
01:25:25.830 --> 01:25:33.840
JLopezMolina: Right, maybe in the next quarter meeting, we can talk about strategies for closing the gap and.

596
01:25:36.030 --> 01:25:37.020
JLopezMolina: I guess how we're.

597
01:25:38.880 --> 01:25:45.780
JLopezMolina: Aside from like the scores is there anything else that we can do this to measure if those strategies are effective.

598
01:25:49.980 --> 01:26:00.930
Alissa Nann’s iPhone: We also get a proposal for purchasing at least like math lesson plans I don't know if that has to be like a full year, this is like a next year thing or if you can purchase them in here but.

599
01:26:02.070 --> 01:26:06.750
Alissa Nann’s iPhone: If they need sort of immediate attention and remediation should we look into purchasing right now.

600
01:26:12.120 --> 01:26:12.810
travisbrown: Thank you, yes.

601
01:26:14.640 --> 01:26:19.260
JLopezMolina: Are there any vendors that allow us to like purchase them ad hoc like on demand.

602
01:26:22.200 --> 01:26:27.780
travisbrown: yeah I think some of the more so, I think a lot of them are free, so like achieving first.

603
01:26:29.070 --> 01:26:46.800
travisbrown: There, there is a free, a lot of this stuff is open source, so you set the bed it typically door independent party to see if it's a quality but allowed is the lesson plans and things like that, from the companies they don't a lot of them are either free or they're not that expensive.

604
01:26:48.780 --> 01:26:56.760
Alissa Nann’s iPhone: So what do you have to back like How does that work, then, what do you have to either pay them something like what do you have to buy to get access to the lesson plan nothing.

605
01:26:57.300 --> 01:26:57.600
No.

606
01:27:05.040 --> 01:27:06.360
JLopezMolina: So that I guess.

607
01:27:06.870 --> 01:27:11.310
JLopezMolina: Presumably, our teachers are aware that these free resources are online and.

608
01:27:12.390 --> 01:27:13.890
JLopezMolina: And they're not using them.

609
01:27:17.160 --> 01:27:18.780
travisbrown: Many don't know don't know that.

610
01:27:18.990 --> 01:27:21.480
JLopezMolina: they're online ah okay.

611
01:27:22.500 --> 01:27:26.430
Alissa Nann’s iPhone: Is this I mean is this, something that we, and maybe this is.

612
01:27:27.540 --> 01:27:44.640
Alissa Nann’s iPhone: A more expensive alternative but is this, you know, a job in terms of like lesson planning resource procurement and distribution and working with teachers on lesson plans when they need assistance or you know something that can.

613
01:27:45.990 --> 01:27:51.210
Alissa Nann’s iPhone: Education coaches can help with like i'm just trying to think of if teachers already obviously are.

614
01:27:52.740 --> 01:27:55.560
Alissa Nann’s iPhone: it's a lot for them, and even if they're getting a lesson plan they saw to.

615
01:27:56.670 --> 01:28:06.330
Alissa Nann’s iPhone: sort of download it to their brain tweak it to work for them and the students like is it some is it a role that we need in the school to be able to help them with.

616
01:28:06.990 --> 01:28:08.280
travisbrown: that's a good question we.

617
01:28:08.370 --> 01:28:09.660
travisbrown: We have the.

618
01:28:10.080 --> 01:28:17.700
travisbrown: Academic coaches in place, I think, the challenge is their energy has been focused on helping teachers right better lesson plans every day.

619
01:28:18.510 --> 01:28:24.870
travisbrown: mm hmm instead of helping them interpret the lesson plan and be ready to teach if you will.

620
01:28:25.890 --> 01:28:33.870
travisbrown: So I think it's just a re prioritization of where academic coach would spend their time for teacher would be a little bit.

621
01:28:34.890 --> 01:28:46.230
travisbrown: would be ready to actually teach from a standpoint, because they have a high quality lesson that they're just there their job is to interpret it and tailored phrase is instead of writing it.

622
01:28:47.430 --> 01:28:57.540
Alissa Nann’s iPhone: Are there things like lesson plan consultants where it's like there's an in service where like somebody comes in and says, these are free resources that are available online.

623
01:28:57.870 --> 01:29:11.550
Alissa Nann’s iPhone: that we think are quality lesson plans that you guys can download for free get on Google and then work with your coaches on how to take those lesson plans and make them work for you and your kids somebody who comes in once or twice a year to talk about that.

624
01:29:12.120 --> 01:29:12.570
We.

625
01:29:14.280 --> 01:29:16.050
travisbrown: We pretty much know them all.

626
01:29:16.230 --> 01:29:28.020
travisbrown: Is honestly it's like a organization to shift like almost 90% of just throw a number of schools out there teachers right their lesson plans.

627
01:29:29.460 --> 01:29:30.120
Alissa Nann’s iPhone: So I think.

628
01:29:30.210 --> 01:29:32.730
travisbrown: or about I think is more about a shift to.

629
01:29:33.900 --> 01:29:35.100
travisbrown: Just our way.

630
01:29:35.400 --> 01:29:47.820
travisbrown: Around, especially in areas that we know our teachers and that writing really quality lesson plans just say here are group of quality lesson plan so, for example, like when I taught.

631
01:29:48.630 --> 01:30:00.390
travisbrown: Years ago, I was given a lesson plans, and it was my job to do just that it was about interpreting the lesson plans understand what the lesson is trying to do, how it connects to the larger.

632
01:30:01.560 --> 01:30:10.530
travisbrown: unit goal the how connects to the curriculum and that's how I learned the lesson plans sarah's point that's how I started to model my own lesson plans, when I had to write them.

633
01:30:11.160 --> 01:30:11.490
travisbrown: So.

634
01:30:11.970 --> 01:30:17.940
travisbrown: I think this stuff is there, I think, is is a philosophical shift around the role of the teacher.

635
01:30:18.900 --> 01:30:28.110
Alissa Nann’s iPhone: Is there an amended and hearing tie in, as you know, like the sensitivity to like losing autonomy right and and feeling like somebody dictating to you how to do it.

636
01:30:28.740 --> 01:30:36.450
Alissa Nann’s iPhone: Is there a way to sort of, say, you know we heard, we heard you guys I don't know how you how you surveyed the teachers.

637
01:30:36.810 --> 01:30:44.280
Alissa Nann’s iPhone: To ask them sort of you know what what the issues were but to say you know we heard you guys, we want to try something to respond to.

638
01:30:44.610 --> 01:30:50.040
Alissa Nann’s iPhone: The issue around creating these lesson plans that it's it can be a real burden, but to do it in a way that's sensitive to.

639
01:30:50.940 --> 01:30:58.650
Alissa Nann’s iPhone: One some teachers don't sound like don't necessarily need this help and then to to make sure it's you know, trying to be supportive and say.

640
01:30:59.160 --> 01:31:10.680
Alissa Nann’s iPhone: We fully expect want you to make this your own, but here are some resources to try to help in terms of a cultural shift to say you know we're doing this because you guys actually not because he's being dictated to you.

641
01:31:14.580 --> 01:31:20.850
travisbrown: I think we can have those conversations people, and I think they could be a space where.

642
01:31:22.680 --> 01:31:25.260
travisbrown: We yeah I think I think we can do.

643
01:31:26.520 --> 01:31:43.050
travisbrown: I think is a conversation that teachers are willing to have honestly and I think, in most cases they they they would rather a lot of our teachers would rather have a high quality, less than then have to write it because I think a lot of them feel defeated trying to do it.

644
01:31:44.520 --> 01:32:01.080
travisbrown: I think there's spaces, where teachers want a little bit more creativity autonomy, we can help them see how they can do it, and also a high quality lesson plan as well, so I think they can do it all and make sure that they feel heard and and respected in the process.

645
01:32:04.320 --> 01:32:10.920
JLopezMolina: All right, i'm gonna move the compositional line that we can talk about this for a lot a lot a lot longer than me.

646
01:32:12.600 --> 01:32:17.190
JLopezMolina: Is there any other update Mr Brown, from your from your report.

647
01:32:17.820 --> 01:32:19.380
travisbrown: know you could move on.

648
01:32:19.830 --> 01:32:24.540
JLopezMolina: Okay, so we're going to move on to facilities and i'll turn it over to Courtney.

649
01:32:26.700 --> 01:32:33.840
Courtney Russell: Things have been fairly steady from a facilities front, I think, as as travis shared I think you'll get to.

650
01:32:34.770 --> 01:32:44.850
Courtney Russell: see a lot of the the great updates that have happened throughout the buildings over the past year, plus the next time everyone is there, but no major updates at this point facilities perspective.

651
01:32:46.200 --> 01:33:03.810
JLopezMolina: All right, well then, we are going to go into executive session, so it is it oh six and I think we may only need Courtney and let's ask for Maria as well, is there any other topic Courtney, besides the follow up from us.

652
01:33:05.310 --> 01:33:13.860
Courtney Russell: I just wanted to share I just came across some information today that I just need not over to Javier and travis but the executive order that allowed us to.

653
01:33:14.160 --> 01:33:18.540
Courtney Russell: meet remotely that had been in place for quite some time and then got extended.

654
01:33:19.470 --> 01:33:36.030
Courtney Russell: The Governor stating that that is concluding, and it is a final decision that that's wrapping up unless there's some major uptick again in coven which you never know we don't anticipate that coming back so basically what i'm saying here is we're back in person next month.

655
01:33:37.140 --> 01:33:43.980
Courtney Russell: So you know i'll be in touch prior to the meeting with the logistics and things like that, but I definitely wanted to give everyone a heads up because I know it is a.

656
01:33:44.610 --> 01:33:54.210
Courtney Russell: Big shift to come in and person and that date is going to be the 21st April 21 and we'll be in person, when they told them from them on.

657
01:33:55.080 --> 01:34:09.720
JLopezMolina: Group for Thank you yeah well, then we are going to enter executive session 808 and we've got Maria Courtney, and obviously the rest of the board, please stay, Mr Brown, you do not need to stay, so thank you again.

658
01:34:10.290 --> 01:34:11.400
travisbrown: Thank you all have a great.