Would love to see us. To your point, take more of the bright spots and whats working and build on that. So do we. What else do we have that could be that foundational Building Blocks to move us forward . Sure terme. So we dont have to wait for a brand new curriculum. Um, so just so a couple of things is one, i feel like were building great anticipation for the schools to present. Um, and i think one of the things i just want to name is just the degree to which theyre being highlighted for the strength of their sight based practices. And i think one of the things youre going to hear from them is theyve really different staffing models. And so were going to hear about the range of instructional practices that we can learn from based on Different School types. Um, some of the bright spots i want to lean on a little bit more outside of just curricular, um, in addition to that, um, are some of the structures that have been put in place, um, within the district, both related to math, but outside of as well . Um, so one of the bright spots i want to lean on. And again, im not trying to steal presidios thunder, but just to give like a little taster, um, is theyre going to talk a little bit about common planning time and common planning time, particularly at the middle school level, as an opportunity for Math Department to come together in instructionally plan as a group. Again, im not going to steal their thunder and speak to the strength of that, but that specific move within the middle grades instructional schedule is something that middle school lead has worked really hard on, and that weve seen increase over time and has been a real game changer in terms of instructional planning and a bright spot at a lot of school sites. Um, thats number one. Um, the second piece i want to name that weve built on in particular, that were going to talk about, um, is one the utilization of lesson study structures. Um, when we talk about professional learning models, again, im not going to steal from your and sanchez. Theyre going to speak to that. Um, but that being, you know, math specific in this context but obviously usable across content areas and grade bands. The last piece i want to name, um, has to do specifically around some of the Lessons Learned weve had from our aligned pd structures. This year. Um, and the degree to which weve boosted site based professional development by centrally organizing professional learning for all different cohorts within our system, for teachers, for cohorts, for coaches, for administrators around a set topic in this year, its been focused predominantly on language and literacy. But how we can do that with math in order to lay the groundwork for the adoption of the curriculum, which is going to be part of our professional learning planning quickly, i just want to make an observation. Did you want to add on to say, lets get to it . Okay. I just wanted to i think context is important. Also, when we look at the state average for third grade math performance on the s, the smarter balanced test , um, its 45 proficiency who meet or exceed and were at 55. So were actually exceeding far exceeding the state average. And i think thats important for us to realize so and celebrate actually where we fall short. Obviously is we have a 40 gap, 40 point gap between African American students and all the rest of our students. Its actually more than that. Its more than 40. So the context is, i think that we as and we have been for years, the highest performing urban district in the state, and that is to be celebrated because we are doing a lot of things right and correctly. And thats wonderful. And we should accept those kudos. And we at the same time have extreme gaps that are unmatched across the state, which is where we should be focused. Okay. All right. Were going to get to part two. Um, if you want to put back up the presentation, well bring up our colleagues. Well, thank antp. Uh, thank you, thank you. Um, you two can stay or, you know, uh, yeah. And then lets bring up our. Okay. Theres four of them. Our sanchez, mira, and presidio colleagues. Come on up. Okay. So you can hear how we set the expectations sky high for you. Uh. No pressure when . Uh, no. But, um. Yeah, but in these progress monitoring reports, we appreciate that. Uh, uh, again, were starting to get a routine. And just hearing directly from school sites is, i think, helpful because theres a lot of talk about whats happening, uh, what we want to happen or what we think is happening at our schools. But we then have people from our schools to say whats going on in their schools. And there are bright spots to highlight. So, uh, were going to give muir and sanchez about 5 to 6 minutes to, to share what theyve been doing and some Lessons Learned. And then well hear from presidio. And if you could also just say your name and role to start. Ill introduce myself first. And sarahs working on her mic. Im anne martin, im the principal at sanchez Elementary School. Um, ive been at sanchez since 2005, so like year 18, i think, and ive served the community as a special education teacher, as an instructional reform facilitator, and most recently as its very proud principal. And im a parent at sanchez as well. Uh, good evening, commissioners. My name is sarah liebert. Im the principal at john muir. Ive been at john muir for 13 years. I was a fourth and fifth grade teacher. Um, and then i was an urf instructional reform facilitator. And this is my fifth year as principal at the site. Sure. Um, were going to talk. To you about lesson study, which is a name that i think is really confusing because you think about lesson study, like, oh, im going to study a lesson, but thats not actually what it is. Um, its a cycle of Continuous Improvement based in inquiry, and we use it at our site as our main form of professional development with our teachers. Um, weve been doing lesson study at john muir since i started. So my, my first year i tried to apply for the Master Teacher program and i was denied. And then i went back and applied again my second year. And i got in, and then i got to learn how to do lesson study. Um, and then in eight years ago, i believe, we, um, decided to try to go whole school with lesson study because we had enough teachers that had now been on lesson study teams and found it really empowering and really useful. And we were seeing really drastic results between classrooms that had teachers that were on lesson study teams versus classrooms that had teachers that were not on lesson study teams. Um, sean mandsager was the principal at the time at our site. Um sorry. And um, yeah. So thats just a little bit of background. So we did it 3 or 4 years prepandemic. We obviously took a break during the pandemic. And then once we came back in person, we were right back into it. Um, and so anne and i are going to kind of share these bullet points that you see on the screen. And and talk about some of, like the core components that, um, that we see as important to lesson study and why we do it at our sites. Um, so the first is really thinking around this professional Development Structure and how does that empower and motivate teachers. And you heard, um, the past team talk about how important the curriculum is. And so we do use japan math curriculum. I dont know that we need to argue this evening about whether its a good curriculum or not. Um, but the important thing to note about japan math is that it is a teaching through problem solving curriculum. And so i think that is a pedagogy that we should take into consideration when we adopt a curriculum or when we consider adopting a curriculum. Um, and so at john muir, in every single classroom, every teacher is comfortable facilitating a teaching through problem solving methodology with their students. And weve been able to align that and deepen our knowledge of what that looks like through these lesson study cycles of Continuous Improvement. Um, and one of the things we wanted to highlight is that, um, weve done a better job over the last several years in sfusd of coming up with an aligned and shared vision about what we want for students in the classroom, what we want, the Student Experience to be, um, and a place that lesson study has been really supportive at sanchez. And i know at mira as well, um, through our collaboration as pilot schools, we get a network. So we get to collaborate with one another around the way that this is impacting our sites, um, which is how we can speak kind of to each others experience as well. Um, but the alignment between the professional learning structure of lesson study and the vision for what we want Student Learning to be in classrooms. If were asking teachers to take on risks and create classroom environments where students have a really strong sense of agency and feel like theyre in control of their learning, then its really important to create professional learning spaces for our valuable and very capable teachers to experience that same kind of learning. And so the lesson study process allows them to engage in whatever curriculum happens to be in front of them. And weve been taught that kind of curriculum is like a medium sized shirt. And what really matters is what are teachers doing with that curriculum as they take it to students. And then even more than that, how are students responding to that . So the real learning for teachers, through the lesson study process and the way it really echoes that experience we want for students is its not about did the teacher teach it . Its about did the students learn it . And what did the teacher learn about Student Learning and about their own teacher through this process and teachers have access to one another to engage in that work. So its not the work of one coach. Its not held by one professional, one administrator at the district. This is the team of teachers who are working together on this, and thats how we want students to feel in their classroom. We want them to feel ownership over their learning, their classroom environment and giving teachers that experience in a professional learning structure makes it so much more likely for them to be engaged in bringing that experience to students. As um, and then i feel like you covered the next part. So for time, why dont you go with the glcs and ill do the last one . Great uh, sorry about that. Um so the structures to support team collaboration, this is obviously one of the things thats really, really important. And this has been a focus, um, for our collaboration as admin raters who are working as part of this lesson study pilot. Um, because its so vital that teachers have time, they need what we realize is, yes, of course they need materials and they need a materials that give them access to this teaching through problem pedagogy. But more than that, they need access to one another. They need access to each other for support, for planning, for support, for looking at student work, for having their eyes on each others teachers or on each others students. Excuse me. Which is what happens in a public lesson. Um, so the teacher has a support of their team to have eyes on students so that they can give feedback about what did we notice students learning. And that all takes time, right . So in we heard you talk a little bit about whats happening at some middle schools around common planning time and all of our Elementary Schools. Weve also figured out ways to align those Additional Resources that come to our site from certificate Staff Members who are so vital to our communities for so many reasons, like classroom librarians, pe teachers, artists , and weve created master schedules that align time so that our grade level teams have common planning time. And thats been really vital to making sure that they have the time to do this work. In addition to using the wednesday Early Release and being able to have the ability to use that wednesday Early Release for engaging in these cycles of inquiry tells the teachers, we trust you. Youve got this. It gives them that sense of efficacy that were looking to build and allows them the time and space they need to make those changes to practice that were seeing have impact on Student Learning. Um, so the last thing im going to talk about is around the teacher culture and cohesion and, um, this was something that was like a welcomed surprise, guys, to learn. I think, um, when mira made the decision to try whole school lesson, study, it was really because and what im so appreciate so many of the commissioners bringing up this evening, we are a predominantly an almost exclusively black and brown school, and we had a massive achievement gap. Our students were um, i, i thought it was like 13 proficient in math. Our African American students, um, and so we thought, okay, if we can replicate what weve seen in a couple classrooms that are doing really, really well, we will see better achievement for our African American and latinx students. And we have seen that. But in addition to that, we had this welcome surprise of this, this collective efficacy that we see in our schools. And so the thing about lesson study is you start the school year building a vision on a common vision with your staff and a common theory of action that is really specific. For example, at mira, weve had a full year that we talked about building academic, academic conversations among students in math. Weve had a full year of thinking about how do we make student thinking visible in our mathematics classroom, and when you can go really, really deep and you have a set of colleagues and youre all working towards the same goal, you build this like sense of, okay, we can do this and we can do it together. Um, in addition to that, that mira is classified as a hard to staff school. I have no problem with turnover anymore for, um, as a principal, hiring is not one of the issues that i have. Its the opposite. I have a lot of people that want to work at mira. I dont know if that is just because of lesson study, but i think that it has a big part of the culture at my site. I think teachers ultimately really want to do their job well, and they want to be in a community where they feel supported and have people to plan with. And lesson study provides that for them. Um, and then weve also seen and were working with, um, the, the research and Assessment Department in San Francisco to really analyze and uh, we have a whole assessment plan. And we have we gave students a survey this year to find out how they feel about mathematics and if they feel like they can make mistakes in their classroom. And were finding that our students love math at mira, overwhelmingly in k through five. And also feel really, really comfortable and i think it was over 80 of our students felt i think it was over 90. I dont know, i dont have it in front of me. It was a lot, um, that felt like their teacher valued their ideas. Um, and so this is. Yeah, i just think thats really important to highlight and the only thing i would add is the piece about, um, teacher relationships. I think i talked a lot about the importance of the collaboration between teachers and, and one of the commissioners mentioned kind of this, this like the years of growth since covid and its been rebuilding for everybody, and its been rebuilding for the professional and the adults in our building as well. And we thought a lot about at sanchez, about how can we really remind people that theres joy in their learning, that they actually love coming to their job, that even there there has been fear over the last several years, like this is this is great. We actually like this. And we talked a lot about how to really intentionally get people connected with one another. And you can do that through Building Relational trust. Or you can do that by Building Work teams that are aligned around a common goal for Student Outcomes, which is the reason were all in the building. And then let them look at each others growth as they go. And that has been really, really impactful in terms of connecting teachers back to the, you know, what they love about being there and also to one another and building that system of support. Thank you. And i know were eager to ask questions, but were going to let presidio share. We got to hear at the elementary, um, some really powerful practices. And lets hear whats happening at middle school. Great go first. Hi everyone. My name is karina chiu. Im a sixth grade math teacher at presidio. Its my fourth year there and seventh year overall teaching. Good evening, commissioners, my name is kevin chiu. Ive had the honor of serving the Presidio Community since 2019 as an assistant principal. And this year, my first year as principal. Um, prior to being at presidio, i was a math teacher at burton high school. Um, and its just an honor to speak to you all today. Um we are presidio. The data says it right there. We use dreambox. Um more than more than any other middle school. Um, theres a reason for that. You know, we started using dreambox pre pandemic in 2018. Um, we were one of the earlier middle schools to utilize chromebooks in our classrooms. And so when we made that decision of like how do we utilize that technology . We had a really Strong Teacher leader, um, lead that charge to say, hey, lets utilize dreambox. Lets make it a regular part of our classrooms. Um, ill have karina speak more about how we use it today. Um, that teacher leader is still with us. She has since retired, but is now with us as a family. Partnerships coordinator and has worked really closely with our Math Department. On the instructional side, um, really want to speak to common planning time. Um, all of our departments this year and in previous years are, you know, from from math through pe to our department. Um, are constantly engaging in these cycles of inquiry. And when i say cycles of inquiry, i really mean what how are we delivering content curriculum to our kids . How do we know its working. Right. And what kind of data are we collecting . Um, from our kids. What are our kids showing us . So student work protocols, um, street data in the fo