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that confirmed to us that both were quality products so the next step was to go to the bigger committee and through that bigger committee really look through that traditional lens and that's where we sit here so the traditional committee members they knew as they were working independently and they were looking at the rubrics and there were a lot of conversations even though they were working independently as they were coming over here to the district office and looking through all the materials the focus was to keep that traditional lens the as I mentioned those on the committee they have that experience and they have the expertise of that traditional lens and so that's what you will see here all grades k through eight were evaluated they were evaluated by three or more reviewers for every single grade level so there was a really substantial amount of work that was done by the committee to make sure that we were not overlooking any of the grade levels and it was addressing all of the needs for those grade levels I'm going to ask Crystal to go a little bit more into the rubrics if you notice though the math InFocus is the one in green and then the I ready is the blue and the red or are the blue red thank you and good evening to you um as Dr mentioned it was very important for us to keep the lens of the traditional approach in our fourth site as we went through this review and as you see all sections were reviewed within the sections there were individual indicators a total of 20 for all five sections math and focus came in at 18 out of 20.
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so we started yeah 6 12 and um you know I think the original intent was to do K-12 I think we learned with our limited staff that that we're going to need to at least go another year here with with this tool um there's a lot a lot more learning to to happen and um you know this has been a challenging year so we're going to go a little bit slower and reassess um you know the the most the key part for us was really making sure that our secondary level students 612 had access and that we begin to get them acclimated that we also begin um you know possibly next year to start our portfolio development um start tracking portrait of The Graduate um characteristics through here through portfolio and reflection there's a very sophisticated uh system in the back where we tag Mastery standards to what students are working on over time so as we're saying students will students will um you know work towards certain standards these are embedded in this system and so you know across across uh courses if if student if a teacher was working on innovator or the collaborator um and they were they were assigning and tagging assignments that lent itself to practice in those areas we could track that across the system we have the capability to do that um and especially through a portfolio a portfolio system but that will come come with time we're going to start I think our kickoff for our K5 future the portrait of The Graduate Continuum will start in a couple of weeks um and so at some point by hopefully by the end of the year early next fall we'll have a full K-12 Continuum um and then we'll see you know what we can use the system for one of the great aspects of this is that you can build courses um in this in right into schoology um we have a lot of curriculum that we're going to be organizing with the academy we'll be organizing academies and Pathways and need a very you know structured way to organize the different courses that go with the different academies um and this is this will be a very helpful tool for us to be able to do that where we can push courses out through that foreign but these are these were really two key uh programs for us this year that we've spent a lot of time uh and effort and professional training on and that our teachers are using and that you heard about um over time and so we wanted to make sure that you had an understanding of what the programs are what they are capable of and why that they're important um yes Kate the software is very adaptable it's like amazing this technology that's that's in these systems now these days so um and our teachers are are very thankful for it for sure all right well if you have any questions or something comes up later and you think of something or light bulb goes off and you want to you want to do a follow-up please reach out and send me an email and we'll be sure to answer your questions well I think that's that's it um I will uh touch base with Lauren and make sure that she's updated and Theresa thank you for taking notes I see you working feverishly over there to capture it all and we will see you at the next meeting you need a motion to adjourn motion to adjourn so moved moved by Luisa seconded by Teresa all those
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I am currently employed as the lead pastor of Foothill Community Church as well as executive director of my third place both of these organizations serve individuals families and students within the Azusa community and number four please describe while why you would like to be an ausd School Board member why do you believe you would be a great addition to the ausd Board of Education and Mr Greer replied though I did not initially intend to retain a seat on the Azusa Unified School District Board of Education a combination of factors has had has led me to apply for this appointment I would like to remain a member of this governing body at this time due to a deep conviction and strong sense of Duty and commitment to the Azusa Community ausd by past present and future colleagues on the board and to the work that is currently before us all this conviction has been has been magnified due to the lack of other candidates seeking to be elected by the August 12 2022 filing deadline as well as the lack of other candidates seeking to be appointed by October 11 2022 the original application deadline I am confident that I can continue to be an asset to the ausd board of education and can continue to leverage my strengths toward our forward progress as a district in ways I've had the ability to display throughout the previous four years and then finally uh Mr Grier signs that he is he certifies that he is not disqualified by the Constitution or laws of the state from holding a civil office at this time as a board of education we will consider the appointment of our only eligible applicant Mr Adrian Greer by motion and second is there a motion for appointment of Adrian Greer to fill the existing board vacancy due to failure to elect motion to approve 10.1 so moved by board member Rodriguez Pena is there a second and seconded seconded by board member Ariana's a motion has been made to appoint Adrian Greer to fill the existing board vacancy due to failure to elect is there any discussion I'll sit so I think um you know um on the appearance pool you're like well this is kind of weird why are you appointing the same person who was in that state um but I but I will just say I know Adrian um had made a decision not to run again so I think this is a testament to his commitment to the work of the district and focused on our community and so I appreciate that he's willing to commit more time to be on this board um and so um um I think I would love to see a future where we have lots of candidates running for every position um I think this that having open seats and no contested races is actually happening very is very common across the whole state and part of it probably due to the pandemic and what we've seen in terms of what happened in local school board meetings um so I just really want to express my appreciation for Adrian to make that commitment to continue serving um on the sport yeah and I would like to congratulate Mr Greer also but you know if you know uh this is the first time we ever went into districting so it is kind of hard because districts we have five districts now so the person is going to run for rec it's not at large it's you have to live in that district one two one through five in order to run so it's kind of hard um this is the first time it's happened so hopefully next next time next time around we have more more people running um once they get more familiar with with the process and I'll um conclude the discussion by sharing my thoughts um I have thoroughly enjoyed Mr gear as a colleague and for his leadership as board president um I I just would like to share my my slight reservation um when uh Mr Greer expressed that he may not um be able to fulfill his four-year term if appointed um it's a big job or whether elected or appointed and um I I do hope that he will be able to stay the course if appointed I think that can if there's no further discussion um we'll take a hand vote can we uh Ms Dominguez what your preferential student vote yes yes thank you and so we'll take a hand vote it's on the screen you still want to take that I would like to take okay yes remember where is Pena board member Ariana's yes board member Cruz Gonzalez yes and board member Beau yes the motion passes uh the motion passes four four zero and um I speak for the entire Board of Education when we say that we congratulate Mr Adrian Greer and welcome him back as an employee as an appointee to the governing board of the Azusa Unified School District in accordance with the Education Code and board bylaw Mr Greer will be seated at the board's annual organizational meeting in December as if elected thank you very much vice president I have a question yes was there a reason why we didn't vote electronically um as chair of the meeting that was at my discretion okay and hope can we advance to the next agenda item we now move to item 10.2 acceptance of the new Azusa High School mascot uh board vice president Board of Education I'm thrilled tonight uh to introduce uh some members of the Azusa High School mascot committee uh one of which or some of which will come up to the podium and make the announcement but I do want to take the time to introduce them we have to Diana benavidez with us today we have Cecilia Ford we have Kimberly C we have Nathan Nunez we have Natalie Natalie De La Cruz Carolina Dominguez Daphne Pineda and Mariah Santos and so I just want to thank everyone that took time out of their schedules to be here tonight uh in person and with that I'm going to call Diana up to the podium to um to address the Board of Education foreign good evening everyone the Azusa High School High School mascot committee has been meeting since December 28th we are a combination of alumni like myself um current high school students parents teachers and staff together we agreed that Our intention and agreement is to choose a mascot that respectfully unifies Gladstone and Azusa High students making it culturally appropriate that offers a sense of belonging and representation also a mascot that students can be proud of honoring the current Aztec name and culture as well as our native tongva gabriellino Brothers and Sisters of the current land known as Azusa and Los Angeles areas we all agreed to be transparent vulnerable and honest to agree on a mascot that United all people it was not easy and there was much emotion history and beliefs that were all shared we came to the last few meetings with mascot ideas to present gathered from committee members and we discussed them we also discussed even not having a mascot in the weeks we brought more mascot ideas discussed those as well and voted on them never losing the original intention for Unity and respect for the past the present and the future generations of students to walk and learn through our only High School in Azusa I really want to thank Arturo Ortega and Jessica Wong from Azusa Pacific University as facilitator for truly respecting and allowing us the space and the freedom to discuss Express and decide on this difficult decision together always with the clear intention to do what's best for our students and families of Azusa I also want to thank everyone involved in this um committee for being real honest passionate and professional as well as careful and humble and respectful of this process I'm honored to have been a part of this committee I'm proud to announce as a committee thinking about diverse community that we have chosen Azusa High School to be the home of the Jaguar the Jaguar more than a mouse got is a revered symbol and power animal for many cultures as its characteristics represent courage confidence leadership and wisdom and to do our best at all times Jaguars rule the wild they inhabit due to their strength their speed excuse me agility and fearlessness they are the largest and most powerful cat on this side of the planet we know that the Jaguar will bring Unity the unity that we intended for pride and school spirit to our students and community thank you I just want to um just express my gratitude to the committee I think uh Diana could not have encapsulated uh what happened uh during that time um and every single member from students to staff to um our parents and our alumni our mem uh representatives of the indigenous Community uh I just really uh in awe of the work that they did the difficult or work that they did and so I just wanted to share my appreciation to them and like Miss benavida said also show appreciation to Dr Jessica Wong from Apu uh who helped facilitate this process along thank you thank you Mr Ortega and so as this is an info action item we have the staff recommendation that the Board of Education accept the new Azusa High School mascot is there a motion motion to approve the acceptance of the newest Souza High School mascot which is just info item or doesn't have a action item it says I second for clarification okay the current agenda is the info action item updated so we have a first from uh moved by board member um Ariana and seconded by board member Rodriguez Pena I thought I seconded I'm not trying to cut anyone out so a first bite moved by board member Ariana's and a second by board member Cruz Gonzalez please let the record reflect that is there any discussion yes I'd like to thank the committee I know that it you know took a while and you know like at some point you decided you know not to even have one at all and then to have one but I really appreciate that you really look deep into the culture and look into you know what does it stand for you know culturally right and and I really appreciate your time and and all you getting together and doing that thank you any further discussion uh no I think I think Diana I think perfectly encapsulated it but I think it's a great choice I would just like to thank all the volunteers that um that submitted their names and the ones that were selected and how your heart and your love for our community was at those meetings is it how you express yourself and how you researched and you all came together collaboratively to to make our one high school strong so thank you so much I truly appreciate you guys is that concludes our discussion we'll move to a vote uh first with our student preferential vote by Ms Dominguez yes thank you and now Board of Education won't move to our vote and the motion passes for yes to one absent congratulations everyone moving to item 10.3 presentation of update regarding Surplus property process Mr Ortega thank you Lord uh vice president Dr Beau uh tonight um I'd like to introduce uh Jessica Ehrlich and Sarah Polito uh who are with us um and we are going to be updating uh the board of education on our Surplus property uh process and so I'd like to turn it over to to them good evening everyone thank you so much for having us and thank you superintendent Ortega as you may recall Sarah and I previously visited the board to discuss this issue so tonight our focus is really just to give you a general update of the process and how um both the legal and District teams have been hard at work to move this forward okay okay I'm going to jump in here good evening everyone I'm Sarah Polito um we did just want to do A Brief Review you know just to remind folks in the community and the board as well of the six sites that are up for um you know for review that are being reviewed by um the district to be a part of the Surplus uh the Surplus process um so we have six sites here the uh the Mountain View Elementary uh Powell Ellington Center Slauson and the uh the formal the former um adult school so again all six of these sites are a part of the Surplus property process as we move forward foreign and as you all may recall we conducted an RFP process to find a development consultant to really assist the district in evaluating the properties and giving us the best options for each of the property and so through that RFP process um the district and the board selected dcg strategies we have conducted along with District staff multiple kickoff meetings with dcg and they are hard at work gathering information about each site they're analyzing the market and potential options that will be proposed related to each site at some point dcg will also come before the board to give a presentation of their analysis and findings and dcg will also present to the 7-Eleven committee which we're going to talk about a little bit more in detail next [Applause] yeah and so Sarah's going to get into the specifics of the 7-Eleven committee but just as a recap the board recently uh passed a resolution to allow staff to proceed to appoint a 7-Eleven committee and the 7-11 committee's purpose is going to be to review the six Surplus sites our next steps regarding the 7-Eleven committee are to solicit applications for committee members select the committee members and then we'll commence scheduling the meetings and hosting the 7-Eleven committee meetings foreign so we we are very um excited tonight because the application uh to be a part of the 7-Eleven committee will officially be live in the community um as of tomorrow I believe a copy of the application has also been made available to the board and to the public at tonight's meeting as a part of the agenda um and that has been developed again to go live tomorrow and then that application will be open until December the 7th um and that will be available online on social media outlets at the district office and then throughout locations in the community the goal here is to make the application available to everyone in the community so that those that are interested in um in being on the committee and having their voice heard about these properties have the opportunity to apply um once the application period is finished on December the 7th um then staff will look at all those applications ensure that each of the folks that are noted in the statute as having to be on the committee um have been selected and then a copy um or a rather a list of all those members is going to be brought back for approval by the Board of Education once those members have been selected um so for anyone that is interested please do you know follow through with finding that application or reach out um to any board member or anyone um on the staff and I'm sure we can find you an application yes Sarah oh sorry go ahead yeah if I can just add in addition to all the marketing that you have heard right now uh we will also be sending a mailer uh to all of the residents of Azusa as well so it's everything that Sarah outlined but in addition to that we'll also be sending a mailer out I have a mail or to invite a the individuals to come and apply for this position will this application um like I just heard ask a board member I have no idea where this application's at um do we have it on our website where can someone obtain this application yep download it absolutely starting tomorrow uh we'll start canvassing um currently right now it is on the board agenda item so a copy of the of the applications on the board agenda item but yes beginning tomorrow it'll be on our website it'll be on our social media platforms uh and again we will advertise this on a flyer as well you see campusing so does this mean not only are we going to deliver uh mailers to let our community and residents know the ones that don't have kids here um to also apply for that are we going to be knocking on doors letting them know hey um I'm not We're not gonna be knocking on doors but we are sending a mailer to all residents so it's not to the parents of business Unified School District it's to all residents uh in addition uh we will have uh hard copies of the application in locations around the city as well board member Eric Espana and uh so you would also announcing at the city council meeting and if you can ask them to put it on their website because I've noticed they had more they have more items on their channel uh regarding Azusa Unified School District we'll definitely make that request yes um Ms erlich and Ms Polito I have a question um are there any disc qualifying conditions that would prevent an applicant from sitting or serving on the committee um yes that's a really good question oh sorry sir go ahead I was gonna say that's a great question go ahead sir yeah uh the one I could think of off the top of my head is just if there's a conflict of interest that would prevent them from being on the committee if they also serve on another um another committee or in some other capacity within the district or within the city for example that would disqualify them um outside of that there aren't any that are top of mind is that something that we can note on the application or put in in part of the application if you currently serve on a committee such as x y and z um you would not be qualified to sit on the 7-Eleven committee yeah we could provide some additional value um sure and I have a second question um have to do okay we do have a 7 11 committee at this time can those people reapply for this this committee also or not do they qualify or or because some of them I know their term is up at too many years right the first 7-Eleven committee we have so are they able to apply if they've been in a saving them committee can they be on this committee also yes so so those that were members of a prior 7-Eleven committee I don't believe there is one that is current that has reviewed properties in the past few years but you know to the extent there are there are existing members of a prior committee they are not disqualified from applying to be on the committee again you got no I didn't mean I I know there's not one for the properties but we do have a 7-Eleven committee for uh school closures and other things that we had in the past that that's they can still apply for this one this is yes yes they can still apply and I you know on a case-by-case basis if there's a conflict you know we can certainly identify that as the applications come in but being a member of a prior committee is not in and of itself a disqualifier and I think we really want to encourage as many applications as we can so we have the opportunity to create a really well-rounded community and uh committee excuse me and on our next slide Sarah will get a little more into we have certain you know requirements of who we're trying to put in to those certain committee roles that are you know outside of some of those are outside of the district the direct District community so the idea is really to have an expansive application process and the Outreach that superintendent Ortega and his team are undertaking I think will really result in you know hopefully a lot of applications for the district to review and comprise the committee so let me ask a question yeah so Mr Tasha so we do have a similar committee right now in process not no we currently they're not seen any longer because I've been seen on on the calendar they've been having meetings no I know we've had the CLC meeting which is the citizens oversight for Bond projects but we haven't had it since 11.
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this would be the letter grade distribution so here's our current letter grades I'll just give you a few minutes to to take a look at them so as you can see we had three schools increased by two letter grades uh three schools increased by one letter grade two schools stayed the same Creighton virtual academies in their first year of operation so no letter grade was just was issued to them this year for Lewis and growth so in summary we can attribute the growth for three reasons first is in 2021 our assistant principles uh did a fantastic job of testing all of our kids we brought them all in they created a great environment so we had over 95 percent of our kids tested that environment allowed all of our kids to have a baseline score for um so that could have increased on our scores there's also an intense effort at the sites to continue to monitor um our indicators um you know making sure that we're keeping our eye on the ball using our Benchmark data our exact path data chronic absenteeism um those types of things so with that I'd like to entertain any questions or add any clarifications so I just have a comment that I wanted to say so as I've said before State Testing is a test with racial biots and I know that it feels good to do better but for me I have to remain consistent with my beliefs that State Testing doesn't really reflect what our students can do at the last meeting it was on the agenda to renew our commitment to the resolution the board approved on June 2nd 2020.
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reading criteria and then the I ready came in at 13 out of 20 when we were looking at that traditional lens focused um as the adoption committee's adoption committee members reviewed materials they found that iready did not fit the expectations for the traditional classroom in two of the areas and because of the higher use of the online components for that program as well as for the expectations for a large amount of learning happening through small group format which was not in the traditional approach that the Customs now take math and focus did had have a greater emphasis on using student work text extra practice homework and daily fluency practices math and focus also stood out as it had similar problem-solving approaches that traditional students are right now accustomed to and utilize while both resources are very much standards focused and meeting the needs for students it was the importance of keeping the lens of that traditional approach that we did keep at the foresight during that committee review and so these are our results so you mentioned a couple of the the whole classroom approach direct for instruction and then the review [Music] what what were some of the other you said there was 20 different criteria that you looked at I believe you said that 20 different indicators can you give me a few more examples of what what those indicators were for instance uh looking at the technology use of online what does that resource held need and I have applications of does the resource have manipulatives does the students have rigor balance within looking at the lessons and that's all traditional there's those those are a math lens of looking at that and be keeping that quick trajectory to Independent Mastery that is our biggest Focus to make sure the math Solutions lead to that industry that's what I just and I know you're very familiar with it so that helps me a lot I just am really concerned that we have a really excellent traditional approach because it's been very successful and parents who are there come to to the schools for it and absolutely so I just want to make sure I almost wish that the traditional lens was first and then we looked at the which I and it probably wouldn't make sense and then we looked at the all the meet the you know the other things that you mentioned the meet this the Criterion but I guess yeah yeah we wanted to be sure that all the criteria for what we know is important that addresses all the mass standards were met and so that's why we started big and then we focused in through that traditional lens knowing that we were looking at products that were quality math products in particular okay what were some of the differences between the two different curriculums that made the Harcourt one better for the Traditional School there were extra consumables um further beyond that we are put including in our quote for purchasing for the extra practice and homework they also had the daily practice fluency piece components it does have an online component for having students to be able to be adaptive in their learning environment so there's another piece there as well it came with more Hands-On manipulatives which is something that traditional teachers were talking about having and using versus only online digital pieces so that was something there and provided to look at and see and what they would be like at age grade level the problem-solving approach was something else that was looked at it with a traditional lens that is something that very similar in the I read in the I'm sorry math and focus piece which did not come out in the eye ready component Crystal mentioned that four-step problem-solving process when we were listening to feedback from the teachers they said that's exactly what we're using in Saxon so they were able to see some similarities it's not it's not the same for sure but some similarities that they would be able to say this would make sense for our kids that would be a continuation of some of the experiences that they are having what was the biggest difference in their minds between Saxon and either one of these well they're they're they love Saxon because they're used to Saxon right right really and truly oh yeah excuse me it's successful it is successful um they some one of the parents really liked um for her for Saxon that students have the opportunity to learn multiple types of problems in one sitting and so she said they don't ever feel like they're not getting it because if you notice Saxon is silica cyclical and so they might be learning a concept and maybe they do or don't understand it but then they can move on further down you know in the Pro um on the page you know or a hint workbook I mean it's traditional right but they can move further down in the problems and when they move further down in the problems that's something they've seen before so she said that she likes that her student always feels successful because of that um the one thing that they um while it works really well in a non-traditional setting and it's something that we would always look for the other product was more of an Adaptive type of product and in with traditional with sex and it very much is a whole group teacher the teacher is the one that's providing that instruction not not an Adaptive computer and not small group settings where kids are working together on their own in teaching in that way and so that was more of a comparison to them that they believe that this was more aligned to what Saxon is for the in focus would you say that the math focus is more similar to Saxton than the other one are was no uh are they they're obviously yes you know the the teachers as they were looking and you know as we move on well because we we went from this is the data this was our independent this is a vendor presentations now when we look especially through that traditional lens this is where we sit and this is the data then we just let them talk we really wanted them they talked in groups they talked in not only just same campus groups but mixed groups and um the the teachers really they are they resign the fact that they do not have the option to use Saxon anymore and this is the product that they truly believe will be the one that would be most close to what they're used to I was a Neely parent also times two so yes and we also talk about no curriculum resource ever is the end-all be-all even if we want it to be and So within our Curriculum maps we know what's successful within the Saxon routines and other parts of what they do and so it's important for us to include that in those curriculum resources and Curriculum maps so we don't ever just hand a resource to a teacher and say there you go you know start on page one and finish at the end and so um that will be something that we are working on in the spring when you talk about what we're doing in the spring that will be something that we're doing bringing in teachers and asking them to help and paying them to do some of this work too because that will be super important because they're the ones that live it all the time they know what's successful with the kids they know what those daily routines are but they did see some similarities in the math and focus if they were to draw between that that would be what they would choose so when we look math InFocus was the number one choice First Choice in Vendor presentations first choice for whole committee over 6 almost 70 percent chose Math in Focus or over the other product um it was important for us to look at what that percentage is of campus and community members because they're the ones that live it not necessarily just those of us that are here that don't live it every day that don't have those conversations that don't see the kids always with learning and and what would help them they're the interacting with the materials on a daily basis and so that's where we sat and that that was their number one choice so besides looking at all the data that we showed we also looked at what was the highest ranking for each of the individual committee members so I mentioned we were talking about the we looked at all the data with the committee but we it was really important to come with a unanimous recommendation I thanked all of them at the end because I said thank you that helps us out so much because it was all a thumbs up no thumbs sideways no thumbs down until they knew that I said thank you so much it would be terrible for us to not have unanimous so you know oh maybe we should do this but overall they were all um this this is the product they saw that this was the product for them as Crystal mentioned the language is similar to that four-step problem-solving process they saw that directly tied to it they also it was interesting they made some comments um like as teachers we teach to the standards and I know that Neely traditional and our traditional programs at Canyon ring rim and spectrum they do teach to the standards and they said it's our job as teachers to ensure that we continue with the approach and this is the resource that we think that we would be able to do that but there's other feedback that you got as well I'm leaning back on some conversation that I had earlier oh leaning back on some things that I did say earlier was the extra amounts of having the work textbook along with side with the extra practice on homework than daily practices so those are pieces that are in hand no not online but in hand for students that was important and a lot of the reviews and the comments that were said on that there was the um Hands-On manipulatives that were already and available to work on with students in the classroom there was the quick build of skills into that independent Mastery Focus as well as the problem solving that came out quite a few times in our review so that puts us here tonight requesting um your approval for us to do a public review and pilot of math InFocus and with that public review We want to make sure that we are getting the materials in front of um our community members our parents and making that as easy as we can as far as user friendly we will have full resources available at all three of the campuses as well as the district office and we're having it here at the district office also because we're going to do some extended nights so that parents are able to come as well and I might have this confused with with something else but didn't didn't we at one point in time utilize Saxon for some of the special ed programs too so would this fit the criteria for that you know right now the resource that they are using um for in we just were speaking about this today that's so interesting um that they're using is an older version um so they're using it in a different way than what they were using it at the traditional but yes you're right it is there so so will you have to do another adoption then that's a supplemental resource and so no we will not because they will continue to use it as they do currently right now they're not purchasing every year for those products want to talk yes just one question about piloting how many um what percentage will be piloting and I guess I'm not probably on all three campuses that's so that's next up our pilot um I will be at all three of our traditional campuses um with that it ranges from 25 to 30 percent of the classrooms so um it's representative across the board so we look at how many classrooms are at each of those campuses and it is between 25 and 30 on those on each of them so maybe one I'm just thinking if there's like three classes like one in three classes one class would be piloting and the others will continue with Saxon correct not all of the pilots are a team of teachers at the same campus yeah and so we will be providing a full day training to the teachers in November and then there will be ongoing support and meetings that we'll have and teachers will have will have committed to wanting to do that and so there will be four in addition to that that they come for additional help and then we'll work during PLC time to pull them together for some of that too okay just thinking about that how are you I hope that we're already communicating to families and parents why why we're changing and why we're looking at this and then how we communicate to those families that their classroom will be piloting just to make sure that there's just clear communication through our work with Don prior to the public review all of the information will go out just in general why we're doing an adoption she usually attaches the video to the work study so it's there we'll have um frequently asked questions that are available as well and then there is a letter that will go home specifically to those classrooms in well in advance before they begin piloting they don't begin piloting until December and so that gives us that time that second week of November to communicate that great well and I think too that invites them to give feedback as well and even even if obviously there's going to be changes but we want to craft the product in the the teaching of it and you know how to the best way that it works so give feedback so that we can tweak it and make it so that you know when we roll it out the District wide it will be good or not district-wide but to the traditional campuses well and we um we do take that feedback right from campus that's that feedback regularly when they're meeting in addition to that every other week even though they may not come in and be coming in for a meeting there's some questions that go out or visits to the classroom so that we can get feedback from the teachers and then it with that as well the teachers were the best they said the kids we're going to know from the kids right so we're going to listen to what they're saying and we're going to find out some of those things so that will be an informal collection of data of course but then also to our parents of students that are piloting and we denote that differently whether it be within the public review and then we'll also have a survey that goes specifically just to the parents specifically for that because that's going to be key all of that data is what we need to take so that we can create the best product as far as the curriculum map as far as the rollout and just implementing it next year that's it that's it for our formal presentation kind of a unique process than what you're used to correct it's Unique in that the traditional Saxon Math is so unique itself that there's really nothing similar around where generally it might be that we might have a curriculum resource that's outdated but generally they're very they're much more similar than this so well usually when we do this we're ready like yes this this is 20 years old and it's time for a change we all those things factor into this wasn't the case this is we love this but this marriage is going to end in divorce right I mean it's going to be done and you can't use it anymore so you got to go somewhere else and finding a replacement is extremely difficult so well we appreciate that that you guys went through this process knowing that that's the struggle that you have to face every day because that's hard that's hard for those people evaluating it in your head you want to slide something perfectly into that puzzle piece and it's not just going to be there so when our our teachers love it and our families love it and it's been 23 years of success they weren't ready to change at all and so going through the process they that's why the committee's been so amazing yeah because they really in their hearts love what they have and so they knew though how important it was for them to choose a product that's going to be right for their kids I guess we're in the same boat as anybody else any other districts using this is they're going to have to switch just like anybody else will so right okay thank you guys for doing that I I wanted to comment on that in this process there are many stakeholders built in the teachers the parents even the students because we're going to be piling piloting it to see if it works well with the students so we have a process where there are many voices built in and we're working for consensus to come up with the best new product since we do have to change that we have the best new product that will work and I'll be interested to see the feedback that we get and I personally will be looking at the books and the lessons and the things that are put out at the district office anything further board members well thank you so much Dr Newman and Crystal we appreciate it thank you okay that was our only discussion topic in our work study tonight so we will adjourn our work study and I will call to order our brief board business meeting Mrs Wilson will you please call roll Mr Bill Parker here Dr Charles Santa Cruz here Miss Laurie wood here miss Jill Humphries here michiela eugetti here Madam president all board members are present you have a Cora thank you we will now move to the consent agenda items 6.01 approval of consent agenda items board members is their motion so moved thank you thank you Miss Humphries and miss you jetty it's been moved and seconded I I will call for the vote all those in favor please please vote by saying aye aye any opposed with nay thank you we've approved the consent agenda as written that takes us to our action items 7.01 superintendent evaluation instruments and performance pay measures and weights Dr McCord thank you madam president governing board members are bringing before you tonight your approval of my evaluation instrument as well as performance pay measures and weights has presented an exact session thank you board members is their emotion I move that we approve the superintendent evaluation instruments and performance pain measures and weights as presented thank you Mr Jetty great second thank you Dr Santa Cruz it's been moved and seconded that we approve the superintendent evaluation instruments and performance pay measures and weights as discussed in the executive session is there any discussion seeing none I'll call for the vote all those in favor please vote by saying aye aye any opposed with knee thank you that takes us to 7.02 traditional math curriculum adoption Dr McCord thank you madam president governing board members we bring tonight the e-request to approve the traditional math curriculum adoption and start the clock on the review process board members is there a motion I move that we uh adopt the traditional math curriculum is recommended by the committee we're not actually adopting the curriculum or we were just the approval process we're a better way to say that we're how do we how should we say that I am reading from the uh agenda that says traditional math curriculum adoption Okay so could I amend it just that we adopt or approve the process of adoption we're doing the preliminary preliminary okay adoption yeah that works for me that works thank you thanks Mrs is there a second second thank you miss you jetty all right it's been moved and seconded is there any discussion so this is what we reviewed just tonight because sex and math is no longer going to publish and allow us to purchase we have to go through and find a different curriculum for the traditional schools and the timeline was discussed tonight as well there will be a a public review for 60 days as will be sent out the exact dates on that and then there will be the pilots just like we talked about before we come back in February to actually adopt correct okay with that if there's no further discussion I will call for the vote all those in favor of the preliminary adoption of the math as presented tonight please vote by saying aye aye any opposed with nay thank you that will take us to adjournment is there a motion so moved thank you Mr Jetty is our second second thank you Mr Parker it's been moved and seconded that we adjourn our brief board business meeting all those in favor vote by saying aye aye any opposed with me thank you thank you board members and those who are here and we're and watching appreciate it
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yes ma'am thank you you're welcome okay got it uh for clarity purposes and before we move on to the next slide just to make sure because we're looking to launch this ASAP uh Sarah did I hear you correctly that you will send us a a line that we will add to the application around the conflict of interest um I'm happy to do that although although I love the website I think there's a there's a plan to set up a separate page potentially for the 7-Eleven committee that may be a good place for any additional clarifications just so that you know so the application stays a single page and is as accessible you know for the community as possible um if that's acceptable to the board I think that might be the best option that makes sense and just for clarity we do have a page ready to go uh after today uh to open up around um the the Surplus property I think um while many residents and stakeholders access information online we know that we need to continue to publish and distribute information on paper and in looking at the application as it stands in one page I feel as if there's room for one line about any disqualifying um uh consideration in terms of a conflict of interest only because if you have someone take the time to fill out the application and at the end find out oh I wasn't I'm not eligible because I'm on this other committee or this other body I think we want to respect people's time and giving them that information up front and I think there's room to fit it on this single page okay we can certainly work on a on a line to add to the bottom of the application and um you know knowing that there is a time pressure on this to get the application out by tomorrow we'll you know certainly be respectful of that for my very honest one of the things that I noticed I just noticed on the application when people are applying I think it's important for them to also know the commitment the time frame right um so for example it's gonna be once a week right the meetings you know for several months because I remember last time it was like two three months that they met right and so that way they know they're going to be committed to to this um 7-Eleven committee to it's a decision right that they're going to collaboratively come to and present to the board so I think it's important that the cohort starts strong and know their commitment level instead of just applying and then after two three months okay I can't do this anymore so I'm gonna suggest and request that that also be um on our website um that way they know what commitment they're getting themselves into yeah and Sarah I don't know if that's part of your presentation coming up about them coming together as a group first and then talking about okay all right then I won't steal your thunder laughs yeah I mean I'm certainly happy to address it now so the way that we usually go about doing that is um you know we can provide some initial information to those that are interested in applying um there's no you know set number of meetings to be exact with this many properties you know there may be a number of rounds of review that happen uh but generally you know for a single site for example and you know this this this process may work you know for three sites that are all reviewed at the same time for example but we usually have about um four meetings to start um they they usually happen about a month apart um and we really work hard to base the scheduling of those meetings on the availability of the committee members um so we you know reach out in advance and ensure that they're going to be available that we can get a quorum on that day so that you know the work is all going towards those efforts um and so there is a lot of flexibility to ensure that we can make the scheduling work for those members um and you know we can certainly provide some additional information on the application or on the website about an approximate number of meetings and how they're scheduled thank you board member Rodriguez Pena and also is there a job description or what are they not what what the description what would they be doing um I think yeah that would be helpful for them to know right um yes absolutely so I actually um I'm gonna um if we can move forward in the slide presentation I do want to go over that um because we do have a bit more detail about their their job descriptions and um also you know who we're looking for to be on the committee um so I'll start there they're um who you know who are the members of the committee and just to go over I don't know that I've mentioned this tonight but a 7-Eleven committee is called that because the statute requires that the committee have no less than seven but no more than 11 members um and there are six particular criteria that we see in the Ed code um that mention you know six six categories of folks that have to be on the committee um and that is uh you know someone from the business Community Like A store owner manager or a supervisor I'm an administrator from the district um a person with expertise in environmental legal construction or land use or other land use restriction like things a landowner or a renter and then in particular someone from a neighborhood organization or Association also a parent or guardian of a student a teacher and then finally the district feels that it's also important to have a classified employee on the committee um so those are those are the categories that are listed on the application so that it's clear to those uh to those individuals you know who in particular we have to have to fill the committee's role and then certainly you know because that's only I think seven individuals you know if there are others that are interested we can fill additional spots on the committee as well as long as we don't go over that 11 number and um just to add uh there's a note here on the slide but the goal here is to really have the committee be be like um a cross-section of the community and you know you'll see here it's you know folks are related to the school district you know teachers parents but also people that are just related to the community and you know have some expertise about the um you know sale of property um so that's that's that really is the goal to get a you know a broad swath of the community and have everyone uh that's a stakeholder be a part of the conversation Miss Pluto I have a question so on slide um we indicate that we're seeking a cross-section of the community that's representative of this ethnicity age and socioeconomic status um how would we capture that information um only because I'm looking at the one-page application and I don't see any type of checkbox where one could identify those characteristics yeah that that part of the process is usually done in a more informal way um once the applications are submitted sometimes there's discussion with those individuals by administrators um and you know there's further process that goes on uh after after the application itself is submitted um so we usually try and stay away from having those identifiers be provided on the initial application you know because we don't want folks to feel like there's any any other reason why that information is being used um for example but you know this this is really um you know in the in the spirit and the goal of when we're selecting members you know is that but ultimately we're looking you know to those six categories as the most important factors and remind us that you know honestly sometimes when I fill applications often they ask my age I don't put my age they ask how much I make I don't I don't answer to those I just don't but you know some people may do the same thing and and we want to make it a supportive you know process where people don't like Sarah said think we're we're you know asking invasive questions and uh you know the ultimate goal of the committee is to really get a represent is to comply with the statutory requirements but also um get a good representation of the community so the community can be involved in the decision regarding these sites remind me who is the body or group of people or person that is talking with applicants to get a sense of who they are and what groups they may represent that's not on the application well it's usually done by staff members um here I would anticipate it would be superintendent Ortega um and you know other designees from The District staff that he feels are appropriate to have those conversations Mr Ortega do you have a plan uh right now um it would probably be in collaboration with myself and Latasha and then we can think about who who else makes sense to be uh part of that depending on what we get right um so depending on the number of applications and in the sections uh we can kind of pivot in those directions but right now uh Natasha and I would lead that work and then decide who else might be beneficial to be in that part of that thank you okay so moving forward covered this one right so I think I think this one we we've got uh we've reviewed and explained in detail so we can move to the next one um so getting back to the question that came up earlier about the duties and the responsibilities that of the committee members um ultimately from a work product perspective what they result in after the four meetings or the um you know the number of meetings that we have to review the property is a report with recommendations that comes back to the Board of Education um so all of all of what happens essentially at those meetings um is is done in in order to support the drafting of the report uh which is which is usually done by District staff or by legal counsel you know we provide drafts so that it's not um you know there's no burden of drafting documents on behalf of the committee they're really just there to provide the ideas and the content and suggestions and updates and recommendations to that document um but uh the first actually I think it might be helpful to kind of run through those those four meetings and the content of what they contain just to give anyone that's interested in idea um so the first meeting is really just introductory we introduce everyone to each other and the various staff members that will be providing data and information to the committee we you know provide them with information about the the brown act and conflicts of interest um and like Robert's Rules of Order for example so that they know how the meetings will be conducted and how they're expected to you know to work as part of the committee these are public sorry sure just to yes so everyone's clear these are uh public meetings subject to brow neck requirements just as the board's meetings are and so they will be agendized in the in the same manner and um the 7-Eleven committee is held all the same brown act requirements conflict of interest requirements public records act requirements so Sarah and I usually like to give an introductory presentation to any 7-Eleven committee at the outset at that first meeting just so everyone's clear about their rules and responsibilities and the requirements yes and we uh we also take an opportunity in that first meeting to introduce the properties we provide basic property information you know the uh the size of the site um you know what it's been used for before whether it has a particular like zoning designation uh you know things like that that would help someone with you know particular expertise About Properties to understand what the site could be used for and you know what it's been used for before um we also anticipate that we would have a lot of participation you know from the team at dcg you know they're they're doing all their work to evaluate the options for the sites and they they will have a lot of helpful information to provide the committee first meeting potentially also I see a majority of that happening at the second meeting which is where we usually you know come back and explain you know options for sale or lease or exchange of property all of the various options that we have when the district decides ultimately when the board decides what it wants to do with those sites um at that time we we also usually ask if there are you know questions or requests for documents from the committee and then you know from there on staff and legal counsel can go back and make sure to find all that information to present it um to present it you know for the committee's review at the next meeting um then at the third meeting we have an initial draft of the report and we go through that very thoroughly with the committee members ask them for you know feedback or recommendations about language they want to add or subtract from that draft report and then finally at the fourth meeting um oh uh sorry before I go to the fourth meeting at the third meeting we also have a public hearing and that's you know something that we take from the Ed code requirements um while we accept you know comments from the public at every meeting because they are public meetings subject to the brown act we have a um a specific public hearing at the third meeting to really invite the community in right to look at the report um as a you know along with the committee to provide recommendations and um thoughts uh and then finally you know during the fourth meeting um the committee approves the report uh the chairperson signs it and they prepare um for when they will come back to the board of education to present it for you all to see um and so that's that is kind of the result of all of those meetings is you'll have a member of the committee or a staff member that will come to a uh to a board meeting like this and provide uh the report that has the recommendations for your review so that's that's kind of a brief summary of how those meetings go and again we don't know if um you know the committee will be able to review all six properties you know during those four meetings we may break those up into you know three and three for example just so that everyone feels like they have a you know a thorough opportunity to review all of the options and all the sites individually um to to send just a couple more specifics about the content of that of of those meetings you know we usually provide data from the district side about uh the amount of you know Surplus um space that's currently at the district enrollment numbers you know if the district's experiencing declining enrollment that's something that will be covered with the committee uh again we have a public hearing as I mentioned as these meetings are all about you know having the public and inviting them in to be a part of the process um and then finally like I noted before you know the ultimate work product are the recommendations that go into that report that come back to the board is there anything else to share out thank you so much thank you thanks moving to agenda item 11.0 consent calendar and 11.1 approval of consent calendar May have a motion make a motion to approve 11.1 to through 11.10 second moved by board member Rodriguez Pina and seconded by board member Ariana's let's take our uh sorry student preferential vote is um Dominguez yes thank you so much and board members let's vote and uh the board the motion passes uh three yes to to absent and please let the record reflect that board member Cruz Gonzalez exited the meeting at um 753 she is um four times she was participating as a member of the public but she's not going to be voting for the rest of the meeting this brings us to item 13 point zero curriculum and instruction 13.1 approval of agreement between azuz Unified School District and thought exchange is there a motion motion to approve second moved by board member arianis and seconded by board member Rodriguez Pena is there any discussion being nine will take a vote I'm sorry I have to get used to it too Ms Dominguez student preferential vote Yes thank you and the motion passed is three zero to two absent moving to item 13.2 approval of agreement for Professional Services between Azusa Unified School District and campus safety group is there a motion make a motion to approve 13.2 second moved by board member Rodriguez Pena and seconded by board member Ariana's is there any discussion and our student preferential vote yes and board members will take our vote and the motion passes three yes to two absent moving to item 14.0 Human Resources an item 14.1 approval of tentative agreement between Azusa Unified School District and California School Employees Association is there a motion motion to approve 14.1 second move by board member Ariana's and seconded by board member Rodriguez Pena any discussion being none Miss Dominguez yes thank you so much and board members let's take a vote and the motion passes three yes to two absent item 14.2 approval of tentative agreement between azuz Unified School District and Azusa Federation of adult Educators local 6098 CFT afl-c-i-o-afay make a motion to approve 14.2 second move by board member Rodriguez Pena and seconded by board member Ariana's is there any discussion being none Miss Dominguez yes thank you let's have our vote and the motion passes three yes two two absent moving to item 14.3 approval of compensation increase for management supervisory confidential and unrepresented employees is there a motion make a motion to approve 14.3 second moved by board member Rodriguez Pena and seconded by board member Ariana's any discussion being none Ms Dominguez yes thank you board members and the and the motion passes through yes to two absent we now come to item 14.4 on the agenda approval of amendment amended Employment contract of the superintendent prior to taking final action on an employment agreement the brown act requires the governing board to orally report a summary of the recommendation for the salaries salary schedules or compensation paid in the form of fringe benefits for local agency executive the superintendent assistant superintendent of Human Resources assistant superintendent of business services and assistant superintendent of educational services are all local agency Executives and a proposed contract Amendment for each of them is before us this evening the amendment to the superintendent's contract increases the superintendent's base salary to 266 684 thousand dollars effective July 1 2022 the district shall also increase its annual contribution to the superintendent's health benefits by one thousand dollars these salary and health benefit increases are consistent with the salary and health benefits increases approved for the district's certificated management and represented certificated employees there are no other there are no other changes to the superintendent's contract is there a motion make a motion to approve 14.4 second moved by board member Rodriguez Pena and seconded by board member Ariana's is there any discussion being none Miss Dominguez yes board members and the motion passes three yes to two absent moving to item 14.5 approval of amended Employment contract of assistant superintendent of Business Services the amendment to the assistant superintendent of Business Services contract increases the assistant superintendent's base salary to 202 thousand forty nine dollars effective July 1 2022.
⚗ AI-reconstructed · cite from original above
the main points were that a child's chance for Success should not depend on their zip code it calls upon the governor of the state legislature and the State education board to move away from punitive high stakes letter grades there are other ways to show Student Success using multiple forms of locally determined evidence attached to our last agenda was also an article written by the National Education Association called the racist beginnings of standardized testing the article talks about how students of color have suffered the effects of bias testing Ibraham candy wrote we still think there's something wrong with the kids rather than recognizing there is something wrong with the test I truly believe we have hard-working staff at all of our sites to do what's best for our students every day rejoice in the growth our students are making every day and not just in the results of one biosan with ice test thank you miss my calip do you have any questions or comments um she said it better um but yeah I think there and someone said tension earlier and I think that's I mean that's what we're feeling in other districts as well um I want to celebrate but I'm also wary because you know what does this mean for one year from now two years from now um especially as they continue to kind of modify how we're graded and I do have not great opinions about State Testing um but that being said I do want to recognize how hard our stop worked tirelessly staff at all different levels from you know not just our homeroom classroom teachers but our IAS our support staff our administrators our mental health staff helping our kids get back in a place where they could learn all of that was phenomenal lifting on everyone's part so I do want to recognize that and celebrate I just I'm always wary as similar to as Miss Aries said like we don't want to put all of our eggs in this bucket I guess thank you I have this I share the same sentiment I think all three of us have the same sentiment when we first got elected um this does have a lot of racial biases in it and I don't support any that segregates further any children for that matter I am really proud that we did go up though um that just shows that even through the pandemic how resilient how amazing teachers and how dedicated um staff and teachers we have so that's always good to see but I I agree this this is wonderful because it looks good in other ends but it means nothing to me um it's it's damning that when a child is basically looked at by how much of a letter grade or a percentage they can give you an attest and all of our children are more than just walking data of information so I am I'm thankful for the staff and I appreciate you guys putting this together especially if you just got it last night I'm pretty sure somebody scrambled us together and it looks wonderful so thank you for doing that um but yeah I it really doesn't play anything and you said it very perfectly um on why I really don't believe in letter grapes but that's just me nobody asked for my opinion but thank you okay that brings us down to aggregate performance classification of principals and teachers good evening Madam president members of the governing board Dr dupin cabinet and uh constituents here this evening uh this hurry up now two three four six uh patience is not one of my strengths and see how well we like labeling our teachers too but uh okay so uh thank you for being here this is our annual uh compliance uh agenda on performance aggregate performance classifications of our teachers and principals I I will take you through this so uh the history of the development of our standard evaluation system you can see the most recent uh in the fall of 2010 an advisory committee was established because at that time was the first edition of the um State scores as well as the local scores that could be that needed to be attributed to teacher evaluation and that advisory committee at that time had 55 percent on the classroom performance with 45 on student academic progress uh in 2015 the Danielson rubric was adopted and you can see in 2017 the percentages changed from 67 percent for the observation portion and 33 percent for student academic progress due to the covid pandemic evaluations were waived by the governor and we used the years before in order to pay out pay for performance and that year also we removed the board approved removing the attendance component for the paper performance so the governing board is required each year to discuss as a body the annual aggregate performance of the classifications of teachers and principals the labels uh or these performance classifications are set forth uh by a state statute and have been adopted by the governing board so you can see there the different highly effective effective developing and ineffective and here's a history of the um over time of how our aggregate performance classifications play out you can see uh 2018-19 as aligned with what was presented this evening and then a jump to 2122 for the aggregate performance classification I'll pause here to give you a moment to look and then the aggregate classification of our principles ratings are very similar to that that you see of our teachers and this leaves for discussion of the governing board Mr Caleb do you have any questions comments um no just reading the chart sorry Miss heirs I just have one question I'm curious about um the data that comes in is it individual data or do you guys do it by grade level data yeah so uh there's a number of choices so there's the state level data that is attributed by grade level and teachers can also opt to go on a expedited if they've been highly performing for two consecutive years in a row they can have an expedited evaluation choose from a different type of assignment such as mentoring others for part of their evaluation or they can do alternative assessments like local assessments for those classes that don't have a state of valid and reliable data attributed to them it might be a very small class of special education students or kindergarten students so um there there are choices available for our teachers okay and I don't have any um questions or comments right now and then for the third through eighth grade this year I'm assuming it'll move back to Danielson and AJ essay yes that's that's the assumption but I think there are also um will be some some the other choices available for those teachers who are highly effective for two consecutive years okay doesn't look like we have any further questions or comments thank you all right that brings us to proposed revisions to governing board policy FF naming facilities first reading do you guys have any questions well while you guys are doing that I do um is this I guess the first question is is this something that asba is saying that it should be or are we trying to change things at a district level I don't know how comfortable I feel with removing the governing board has the authority to name or rename a score or portion of a facility I think um that takes out the proper channels that it should be done I'm not sure why we're striking out um having giving the governing board that authority to make those decisions for the district so I have a problem with that um so I guess my first question is is this an asba recommendation of taking all this stuff out in president you want to declare a briefly yeah um we're going to go on a brief recess guys he wins for the best reaction to work foreign all right I'm going to call the meeting back um in order back from the short recess all three of us are here Ms Ayers myself and Miss McCaleb and the question that I had was is this a recommendation from asba or is this something that we decided to take up on ourselves thank you madam president members of the board um the draft policy that you have before you is in complete alignment with what asba policy recommendations would be if the board chooses to make additions to that it is recommended that the changes be run by legal counsel prior to adoption to build on that because my understanding is what's crossed out is what a previous board added to the asba recommended policy correct that is correct and the intent here is to provide simplification and return flexibility asba's recommendation was correct okay that makes sense um this will be for an actual vote until the next meeting correct pass you know but you guys can know to just add on their you know final names but it was just kind of simplifying it just because it is 21 years or even to just to continue with our same policy yeah and keep it um now that we've already up to the board meeting are we able to Interchange between ourselves in an email since it's already been brought up to the public to continue discussion or could they only happen during okay got it okay it makes sense the top part is there's State requirements too about how you name schools so that's like the simplest version is what are the recommendations or what are the requirements for the state during the school that is right okay perfect so I think that's the first thing that I'll do I'll make sure um because it doesn't look like we're in any violation so I can confer with asba policy director and then I can come back and we can each give our own opinions of it if we want to change it or just keep it and I'll email all that to Hilda so she can let you guys know perfect all right that brings us over oh I'm sorry any other further discussion or questions I think I'd be interested to see if asba has any language about kind of that final you know governing board like I don't think the very much have the authority to just come up with a name but um I like the idea of having like the final recommendations right um but the rest of this is just so like it it's just overly detailed and I think takes away from the community's ability to be a part of finding a name that fits you know and some of these bullet points to me are opinions about people like some of the characteristics of people like that's I don't know so yeah the rest of it is just a lot but I think that first sentence that's crossed out is maybe something we'll look at more okay perfect great all right and that brings us to our last um item is future agenda items do we have any questions just a reminder on December 13th we are going to have a study session at 5 30 so I just want to make sure that we're all available for that now if we're not we can switch we're okay and also for the boundary and attendance study session um do we know what kind of data we're going to be getting on that um date or can we discuss that um okay perfect you're okay for that date okay for that date okay um everything else look good for November 15th meeting yeah perfect all right and do you have any Miss Michaela any future agenda items was theirs I don't have any there so I move the governing board adjourn all those in favor Ms Ayers aye thank you guys for coming have a great night and be safe foreign
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effective July 1 2022 the district shall also increase its annual contribution to the assistant superintendent's health benefits by one thousand dollars these salary and health benefit benefits increases are consistent with the salary and health benefits increases approved for the district certificated management and represented certificated employees there are no other changes to the assistant superintendent's contract is there a motion option to approve 14.5 second moved by board member Ariana's and seconded by board member Rodriguez Pena any discussion being none Ms Dominguez yes board members and the motion passes three yes to two absent moving to item 14.6 on the agenda the amendment to the assistant superintendent of Educational Services contract increases the assistant superintendent's base salary to two hundred two thousand forty nine dollars effective July 1 2022 the district shall also increase its annual contribution to the assistant superintendent's health benefits by one thousand dollars these salary and health benefits increases are consistent with the salary and health benefits increases approved for the district's certificated management and represented certificated employees there are no other changes to the assistant superintendent's contract is there a motion make a motion to approve 14.6 second moved by board member Rodriguez Pena and seconded by board member Ariana's is there any discussion being none Miss Dominguez yes board members and the motion passes three yes to two absent now item 14.7 on the agenda the amendment to the assistant superintendent of Human Resources contract increases the assistant superintendent's base salary to two hundred two thousand forty nine dollars effective July 1 2022 the district shall also increase its annual contribution to the assistant superintendent's health benefits by one thousand dollars these salary and health benefits increases are consistent with the salary and health benefits increases approved for the district's certificated management and represented certificated employees there are no other changes to the assistant superintendent's contract is there a motion motion to approve 14.7 second move by board member Ariana's and seconded by board member Rodriguez Pena Ms Dominguez yes I'm sorry is there any discussion I think no discussion Ms Dominguez yes thank you board members and the motion passes three zero to two absent this brings us to item 15.0 policies and bylaws 15.1 first reading of the amended board bylaw regarding board bylaws Mr Ortega this is an info item thank you board vice president uh per our conversation and Direction um from our board governance meeting um it was there was a request uh to look at uh possibly uh changing uh the wording of our board by law on 9100 and so um we went ahead and tried to capture what that conversation was about at the board governance meeting um I sort of the direction of the board I showed that uh uh wording with a board member arianis and board member Rodriguez Pena uh both Who provided feedback I then shared this information with our facilitator um Miss Angelina Pride uh who also shared feedback and said that this was very detailed and very good um in addition to trying to capture uh how we're going to do officers there was a request to bring back the sentence about deviation and so that has been been reinserted into board by law 9100 as well thank you Mr Ortega this is an info item but I did want to give my colleagues the opportunity for any questions at this time no questions thank you moving to our last item on the agenda adjournment 16.1 is there a motion make a motion to adjourn 16.1 I second that motion moved by board member Rodriguez Pena and seconded by board member Ariana's any discussion but practice is Dominguez no question your vote Yes how was your first meeting yes thank you and board members one one more click of the button I promise I'm just gonna ask her how's your first meeting how did she like it it was great this is like so fun and informational yeah and the motion passes three yes to to absent uh the meeting is adjourned as of 8 29 pm thank you and good night
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foreign good evening you all got quiet right on time thank you Dr Foley roll call please president Kaylor members of the board please let the record show that all members are present thank you so much we're going to have a moment of silence followed by the Pledge of Allegiance all right 2.1 I move that we approve the agenda second any questions comments or concerns all those in favor aye aye aye motion carries five zero Dr Foley superintendent's report please president Kaylor members of the board tonight we start with one of our very favorite things which is our points of Pride and tonight we have two schools here with us and we're going to start with Centennial this evening so we're going to have Mrs Bradley and Mr Virgo come on over so that we can celebrate centennials points of pride thank you okay well good evening can you guys hear me okay um it's it's always great to be here for tonight and we're super excited for I guess really everyone but we'd love to just highlight uh four amazing people that make Centennial just a awesome place to to be so first like to start off with our certified staff Mrs Marin Cole [Applause] this year Mrs Marin Cole has graciously demonstrated an unwavering commitment to our to the success of our students and the rebuilding of our school culture she leads by example with a positive outlook towards everything and anything no matter what it is thrown at her whether it be toxic amphibians venomous desert dwellers or dis disrespectful Intruders she remains calm positive and hopeful in a classroom Mrs Cole has truly invested in her students success both academically and personally she recognizes students needs and interest and develops lessons and instructions that are both meaningful and engaging outside of the classroom Mrs Cole is an extremely supportive and Cooperative colleague and professional she's constantly and consistently there for her team whether it's an open ear to listen share a funny joke or story or just there for constructive feedback and ideas she's very well respected we are extremely great thankful to have her thank you so much [Applause] me too okay thanks man [Applause] okay and for our next um points of Pride recipient uh Mrs uh Estella Flores foreign just turn around because this is like every day like it could be the craziest day and she's just like smiling she's like Mr V I'm just happy to be here I'm like well that makes one of us so I joke I joke um but we are extremely grateful um for you thank you so much um we cannot thank her enough for her hard work attention to detail care for our campus and most importantly who just her positive attitude she has a natural ability to connect with staff students colleagues she greets everyone she sees with a genuine smile and hello and shows true pride and joy and all that she does she's a pleasure to work with and she has quickly gained the trust of all of our staff just for the day-to-day responsibilities she's such a hard worker and it has an attention to detail and has made it a significant and immediate impact on the overall cleanliness and safety of our campus as many of you from Centennial know last year was tough and now it's just a beautiful place to be back at because of all of your hard work you have your Trend tremendously supported by our plant foreman and he allows you to take care of the things that you need to with that trust I would also like to thank you for your leadership and your cooperation in the cafeteria and rebuilding that staff just the the relationships and the attention that she provides in there to our students it's just a fun release for them to come and just kind of enjoy their their lunch and just have that time for themselves and a lot of that is attributed to you thank you so much [Applause] thank you hello family you're good [Applause] all right so we're gonna go on to our parent volunteer Miss Daniela Milne you can come on up [Applause] this lady right here is such a lifesaver and all the way she also subs for us and we just we're so appreciative of you I just hope you know that um Miss Milton has been an amazing volunteer for two years now she's always willing to help out whenever and wherever um we need and asks what she can do to help the students and any teachers Miss Milton is very engaging with the students and cares deeply about how they think and how they learn when she comes in she brings in realia to share with the students for example when she was working on a writing lesson it was about sharks so the next day she brought in shark teeth to share with the kids that she had found and collected students love to share stories with her she gives her whole self to anyone that is talking to her and is genuinely invested in each student's learning and exploration of new ideas and Concepts she always goes above and beyond what is asked of her and truly makes an amazing experience for our students she is very positive and a loving person and makes students and teachers feel important and valued so thank you very much would you like to share with you today yep so we've got the the little ones here if you want to say like who you brought oh I brought my three kids uh Oliver is my oldest in sixth grade Isla is my middle in fifth grade and Everett is my youngest in second grade yes okay thank you [Applause] all right we're just getting close [Applause] and of course we are saving the best for last Miss Rose cope come on up [Applause] we've had the awesome experience of having Rose since the very beginning in kindergarten and we're very proud of the young lady that she's evolved into and grown but she's always maintained that sweet gentle spirit and just a fun-loving attitude towards school so I see the look maybe not at home but at school that's how she is so we're going to read what one of your teachers wrote about you okay so Mrs Cole says Rose cope is one of the hardest working and kindest students I have ever had the pleasure of teaching Concepts do not always come easily to her but she throws herself into every task with her whole heart she asks questions until she understands what to do and always goes the extra degree at every opportunity Rose constantly looks out for others every single day she makes sure people know what they need to do or how to get where they need to be but more importantly that they're feeling good about themselves and that they always have a friend in Rose I cannot think of a better example of a student who exemplifies what acting 212 is about we also are going to go on to say a few more things about you we are extremely proud of all the hard work and dedication Rose has demonstrated over the time she has been here at Centennial we know that she will continue to do amazing things well beyond our school walls and look forward to the many more accomplishments she will achieve and we hope that you come back and visit us even when you move on to sasman next year okay okay we're going to get to talk about who you brought so rose has a huge family and we've had the pleasure of having them at our school as well but she's going to introduce because we have some other people here as well so you want to introduce who you brought um I bring Stevie my dad Curtis um my oldest brother Hank my second oldest brother Sam and my grandma grandma Darcy and my Uncle Jack and then I know a few people here miss Lowry Miss Cole Miss and Miss Smith and Miss Holloway yes awesome so this is yours all right so we're gonna do a picture [Applause] be one amazing young lady and we're so proud of how to play congratulations foreign [Applause] we're so proud of our Centennial points of Pride I now am excited to invite Mr Mercado and Mrs Lindsay Reeves up here so that we can celebrate our San Tan points of pride I was told I couldn't dance we have to say all right we are excited for this opportunity thank you so much thank you president Kaylor board members Dr Foley cabinet all the Santan peeps thank you for coming out and everybody else thank you I asked for more time and they said no stay to the script so stay into the script but I'm gonna change this order so that's my little we are going to start with our student Jackson windley come up Jackson yes Jackson has shown a lot of interest in learning every year he has been an excellent student all these years in DLI not in only academically but his behaviors have always been positive being a true example of the eight habits while he is in class and outside of the class as well he likes to help his classmates and he has great leadership skills he is also the co-chair of what are you the co-chair of group that leader rasgow in Espanol wow pretty impressive he recently spoke on our morning announcements in Spanish about Hispanic Heritage Month Jackson is amazing leader of the eight habits in Spanish and English awesome job sir [Applause] foreign who did you bring with you my mom Amy and my dad Blair awesomeness right here awesomeness foreign [Applause] our next awesome employee is Miss Don Litwin [Music] [Applause] [Music] I could just talk and talk and talk and talk and talk and so can Don so I'm gonna stay to the script Ms Litwin is a dedicated supportive educator on our campus if a student or colleague is in need the answer is always yes what can I do she is constantly challenging her students on a daily basis to be critical thinkers and lifelong Learners if students need extra assistance before or after school she's always willing to support them Dawn they need to sign in when are they coming Don oh I just tell them to come whenever they want they need help that's Don's attitude and so I absolutely love that we will do what we need to do to support Kids all the Time attitude when San Tan was asked to host the robotics program several years ago she volunteered and said I have no clue what I am doing but to this day we have a thriving robotics uh program at San Tan because of your dedication your support and your love for kids and so thank you for all you do in that program see I got a script uh Mrs lindwin is a true player team player on campus Mrs butal said she spent her lunch period entertaining the fourth graders with the Giant game of Charades during a heat advisory day with no lunch recess the kids were engaged entertained and mostly not out of control what a team player awesome job thank you for everything you do at San Tan [Applause] who'd you bring ouch my husband Rob my son Zachary and a lot of great parents and my staff members that I love working with I appreciate you all principal and some students and some students look at that [Applause] Karen our next awesome individual is Miss Karen Smith our building manager for classified staff [Applause] [Music] Karen is another one of those individuals that comes to work and just gets the job done no if ends or buts about it let's get it done um our campus I believe is a really clean and tidy campus and I can tell you it's because of me no it's Karen she gets there every morning and she makes sure that campus is clean and it's safe for all of our students and staff and she takes great pride in everything that she does in her job Karen is just amazing she does everything Karen keeps the school running and teachers happy with meeting our needs quickly and efficiently she keeps the air conditioner running and always makes sure I have working desk chairs and tables Karen also makes sure school events run smoothly and volunteers have what they need to have a successful school activity that's from Donald did you guys [Laughter] um let's see here Karen is always available to help all staff members she takes care of all the building maintenance from repairs to assembly and moving furniture cleaning supervising painting Etc Karen also covers crossing guard duties when assigned which is a lot and does it with a smile Karen is a valuable and multi-talented employee at SanTan and that's from Miss Ryan Karen wears so many different hats and gives her all to Santan as well as the campus from covering crossing guard to helping in the lunchroom moving furniture cleaning various cold calls moving all the furniture in and out around campus picking up slack from the custodial duties to full on being our amazing building manager plan Foreman for person and all things in between Karen like all has good and bad but she does her very best to get everything done on a daily basis Karen takes great pride and joy in what she does to make Santan the best around thank you Karen [Applause] and who did you bring um I made my son Austin come tonight he's in the back and then everybody from santand here and a couple of friends so yeah thank you Karen foreign I will tell you we are absolutely thankful and blessed for all of the parent volunteers on our campus um each year that first day meet the teacher I have parents when can we start when can we start volunteering and so um we give a timeline of when we start our our volunteers but I will tell you we have some committed individuals in our community that support our teachers every single day if they ask and so really appreciate our volunteers at San Tan today we are recognizing Alicia Simmons please come up foreign [Applause] Alicia has been an amazing help to myself and Miss o'heather over the last quarter as a new teacher my to-do list is quite long she reached out asking if she could come in once a week and make copies for us she Faithfully shows up each Thursday and stays for about an hour to make our copies for the upcoming week she is flexible and has been very dependable she has lightened our loads and I'm so thankful for her and that's from Mrs Clough and then Alicia is a huge supporter of our PTO she offers the help with setup and cleanup for staff luncheons she has helped up prep Gore for events set up for Carnival and assists at events when she can she always she's always someone I can count on when we need an extra hand and that's from our PTO president Jin zour I just want to say thank you for all the support that you give our teachers our school it makes a tremendous difference whether it's 30 minutes an hour two hours whatever it is anything that you can take off their plate is truly appreciated so thank you so much [Applause] the million places all my people are living their life they are running around crazy but I do have money tell your family this didn't get out until like eight or nine o'clock so go thank you congratulations congratulations thank you very much thank you to our San Tan points of Pride we enjoyed celebrating you this evening foreign president Kaylor members of the board I'll continue with the superintendent's report we have just some upcoming events as you know this is just a glimpse of the many things that we have coming up this month in fact this evening we have multiple things happening around this District including the Electrify your strings event over at the Performing Arts Center but we have some upcoming meetings we have school visits we have our Higley achievement foundations fundraiser for student scholarships coming up so the month of November even with lots of other holiday and family events happening it has lots of things happening in Higley and that concludes this evening's superintendent's report thank you very much Dr Foley and we have nobody for request to speak we're moving on to consent agenda items 5.1 through 5.13 I move that we approve as presented second any questions or comments I know um can you open up gifts please Curtis thank you I always like to recognize goes a lot to be fundraising um it takes a lot to fundraise and so uh hats off to power ranch who said use the money where it's needed at most I love that eighteen thousand dollars and the Higley High School boosters I know they have a big Retreat coming up and they raised um 13 and then we have Amazon was that Amazon that gave us money for our Fine Arts Festival for a thousand dollars so thanks Amazon although I think we all support them enough that you know at least my house does so thank you to those all those in favor I need a microphone motion carries five zero we'll get this right Curtis for you yeah okay so next up we are going to go into some action of some presentations tonight in our first one is 6.1 special procurement audits yeah uh good evening president Kaylor members of the board um just before I let Mr Dennis masskey present the results of our procurement audit I wanted to remind the board why we are doing this and why this came about so um back in July 22 or 22nd 2021 the Arizona auditor general um office presented evidence to the state grand jury which led to the indictment of four individuals for Combined 27 felony counts related to procurement fraud fraudulent schemes and practices fraudulent schemes and artists um misuse of public bunnies conflict of interest filing a false return in conspiracy um the district you know received that report and um immediately wanted to clear its name as none of those individuals listed in that report were currently working for the district so we then approached our attorneys and brought to the governing board on December 8th a consent judgment where the district was agreeing to terms um one of them being a procurement audit in addition to um two annual trainings with from an attorney with our general administrator group regarding procurement practices um to kind of recluse um in itself from this report and uh kind of close the uh report in Higley unified for any future um consequences whether it be fiscally or um personal so with that I'll turn it over to um Mr Dennis mashke with cwdl who conducted the special procurement audit this is separate from our annual audit which is still being completed and this took a look back uh the last three years but without further Ado I'll let Dennis present that thank you good evening president kaler members of the governing board um so like Tyler was saying we're going to go through the the results of the procurement audit that we did and so the purpose of the audit was because there was some violations and the consented judgment with the attorney general so that's where we came in and the scope of the audit is is pretty um inclusive to all the procurement that happens with the district um it's all procurement of major construction projects over a million dollars all we looked at all of your sole source vendors we looked at all emergency procurements which there wasn't any in the year we audited all Cooperative purchasing over a hundred thousand all procurement over a hundred thousand and then that needed to be issued and was issued with the attorney general by um the end of October and so uh all the pro construction procurement projects there was two vendors identified with sole source there was 10 vendors identified Cooperative purchases there was 23 contracts we tested and we also tested three procurements over a hundred thousand which basically is is all the procurement that happens at the district for fiscal year 22 over a hundred thousand we basically looked at at everything that was done over that threshold um audit results so this is going to be pretty quick because we didn't find much which is really good we had one finding in the area of sole source procurement in which your sole source vendors all need to be approved by the governing board so some of those purchases went through a determination for sole source it just didn't get to the action items for the governing board to approve those so the purchases were being approved but it didn't have that last step of the action of the governing board approving those as sole source vendors everything with the major construction projects everything looked good as well as the Cooperative purchases and any other procurement over a hundred thousand dollars and that's that's really it I mean really short but um you know we again we looked at a lot of you know all of your projects basically over a hundred thousand and we just found one minor item so overall for fiscal year 22 a procurement looked really good and uh you know I want to thank the staff and Tyler and his team they did a great job getting us our information and it was a really smooth process thank you so much any questions yes Mrs Greece just wanted to clarify on that sole source that the board did approve the purchase and the price the the cost came through the board it was just that it wasn't flagged as a sole source so that Mr Moore has been made aware of that and that's been corrected going forward but it's not that a large purchase went through with outboard approval it was just like you said the the tag of the sole source since it was a specialized item yes it was for our mobile bleachers so um it's right here in front of us so thank you so much for helping us and closing this chapter for us we appreciate your time so much thank you have a good night thank you thank you Mr Moore our next information item I believe is going to be our letter our school letter grades that were just released Dr Foley president Kaylor members of the board this evening our our director our director of assessment is at a conference and he is currently right now I believe online if we have questions but one of the things that he did in anticipation of knowing that he'd be with his team at this energy conference was is that he recorded some information when we recorded this we knew that legislatively that by November 1st letter grades had to be out but a lot of decisions have been happening pretty quickly in the state which is what what what what what figuring were they going to do in order to determine what is an a what is a b what is a c and what does that mean and so by the time he had recorded this it they had not been released yet they were released very late on Halloween Monday evening um so tonight is going to be some more information about how the grades are calculated we're then going to show the grade and then in our next meeting in November he's going to be back and we're going to do a deep dive into each of our schools and understanding one of the things this team has been doing is building a beautiful website that we will be sharing that has links for information that helps people truly understand how these scores and and our grades are calculated because it's really important to understand what and how goes into why we have a certain score so this evening we have just a quick little informational session from um Marcus and then we will answer any questions and hopefully he's online but know that at our next meeting we're going to go a deeper dive into how each of our schools were calculated good evening president kaler and members of the board thank you for the opportunity to present tonight my objective in tonight's presentation is to provide you with the details of how the a through F letter grades are calculated at both the K-8 and 912 levels School letter grades are required to be released to the public no later than November 1st and I will return at the next board meeting to review each site's letter grade and component scores as of this recording we have not received the final letter grades from the state our Focus tonight is on our strategic anchor 1 teaching and learning Student Success specifically we are focused on indicator 1.5 supporting a collaborative culture using data and research-based practices I wanted to briefly remind you of the component scoring for both the K8 and 912 models for K8 30 of the score is based on student proficiency on aasa 50 is based on student growth from azm2 in 2021 to aasa this past spring 10 is based on El proficiency and growth and 10 percent is based on acceleration Readiness measures there is also the possibility of bonus points with science providing up to three percent and special education enrollment up to two percent additional points for a school for 912 30 of the school's letter grade is proficiency on the ACT 20 will be based on growth from azm2 as 10th graders in 2021 to the ACT this past spring El proficiency and growth will also be 10 the school's graduation rate is 20 and the CCRI is 20 percent I will go into more detail on how each of these are calculated for both K8 and 912 over the course of my presentation before I share how the scores are calculated I wanted to share with you that there are a number of acronyms that I may be using throughout the presentation Fay means full Academic Year Ela is English language arts azella is the Arizona State assessment for English learners El means English learner aasa is Arizona's academic standards assessment for grades three through eight for ELA and math msaa is the multi-state alternate assessment for grades 3 through 8 and 11 for ELA and math and grades 5 8 and 11 for science AZ PSI is Arizona's science test for grades 5 8 and 11.
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foreign I'm calling the school board meeting to order as our third board trustee just got here so we'll give her a second to get seated and with that we'll start with the flag salute I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all thank you [Music] it gives me great pleasure pleasure tonight to jump into announcements with both feet so we have a very special person that I want to recognize with the announcements and Tiffany sabraw would you come up please [Applause] now if you're like me and you've had your half-grown puppy stand in the middle of the street with traffic coming or your kid not listening in the parking lot this will resonate with you so we want to recognize with mno and transportation one of our bus drivers Tiffany Sabra who on October 26 at about three o'clock she dropped off her last student near DeGarmo Park and starting driving down the Esplanade and if you've been down that section of the road it can be a nightmare looking ahead she could see a small child alone on the sidewalk pushing a small kid's wagon and as she was approaching the child started to come onto the Esplanade with the wagon Tiffany stopped your bus in a position to block herself and the child from traffic got out of her best picked up the child got her on the bus and then went to a safe pull out so as not to impeach traffic Tiffany then called our dispatch to alert them that she found a two-year-old alone on the street they called Chico police and after a short investigation they found the mother of the child at which point Tiffany was able comfortable to release the child to PD and then she was back driving her route because of her actions that day she made a huge difference in that child's life and her families we just wanted everyone to know that her heroic actions did not go unnoticed we are proud of all of our drivers and the service they provide to Children and Families of Chico [Applause] laughs [Applause] all right so with that are there any other announcements all right it'd be really hard to match that yes okay so we moved to our consent calendar and is in or anyone who wants to would pull an item from the consent calendar um I would like to do a shout out to the Pleasant Valley High School core who has been invited to attend their Regional All-State Honor Choir performance in Stockton and then the high school band at PV to attend the Western international band Clinic honor band in Seattle so we are so pleased that our Fine Arts performances are getting this level of recognition so with that may I have a motion I move the consent calendar okay so move by Matt Tennyson seconded by Tom Lando and so we'll do a Voice vote on this unless there's any discussion Dolby eye Tennessee all right so it passes four to nothing um we have one board member who couldn't be here tonight um did help so okay with that we moved to our board Workshop topic the multi-tiered system of supports special ed programs and budgets welcome Diane oh there now is it on now it is there you go sorry about that so thank you for having us here tonight to talk to you about our District's multi-tiered system of supports and how special education programs fit into those supports for all students throughout the district our team I would like to introduce today and they'll come on up um I'm Diane Olson for anyone that might not know me I think everyone knows me I'm the director of special education we have Tina Keen that provided supports also and she's hiding right now she's the director of state and federal programs our lead on this board for especially education was Gina Payton our lead for the multi-tiered system supports piece of it was Christy bangsrun and then the rest of our coordinators from special education Jennifer Scala Dana Feingold and Joanna Ming and I remembered that wait no not Megan I remembered all their names that didn't happen very often very good so I just want to say that I also want to acknowledge and thank both Caitlin and Tom they met with us for lunch and went over the topics that they would like presented during this board meeting and then Gina sent the presentation to them in advance the draft for any feedback that they might have on Corrections or additions and changes within so thank you both to Caitlin and Tom for that with that I'm going to hand off to the rest of our team to start presenting on what we're doing have the Clippers I'm not convinced I know how to use the clicker but I'm going to give it a go okay well we have the absolute pleasure of getting to talk to all of you tonight about special education and how that fits within our multi-tiered systems of support that we provide for each and every student in our school district I would also like to thank Caitlin and Tom for that really long lunch we had and the great discussions around special education it's so fun for me to talk about special ed and the amazing stuff our department does every day and to hear from you guys as Educators and board members was just a really nice conversation that helped us build this presentation I wrote down my word so I don't get tangential like I did at our lunch to take two hours um as I mentioned we have multi-tiered systems of supports for all of our students within the school district and with each one of these tiers one two and three we support student growth under each of our three lcap goals we like to use backpacks to represent those goals as you'll see later on in our presentation that we focus equally on academics social emotional growth and behavior um look at me doing so good so as you notice in our picture here most students within our school district make adequate progress or the progress that we would anticipate them making within our tier one supports and all of those wonderful things we do to address all three backpacks and then tier two is some of our students within that large group are going to need additional supports to make that progress that we would expect of them and tier three is even within that small group some of those students even after tier two supports might need even further or additional targeted support for their more individualized needs and then when we get into special education um we oh just one other thing to mention as we do within each of these three tiers look at all three of those backpacks within each tier if that makes sense and then students move through these tiers fluidly based on the progress that they're making or the lack of progress that they're making and that happens fluidly throughout the school year based on the data that we're taking and concerned shared with the team and then special education is provided through an IEP or an individual education plan and that's our overlay of what you see on top of these multi-tiered systems of support and we'll talk further about how you can get into assessment land and get qualified for an IEP throughout this presentation so this plan an education plan is developed by a school team of professionals with parent and Outside Agency input and they do thorough Assessments in the areas of concern for the students assessments are reviewed and to determine strengths areas of need learning styles and preferences goals are developed and services are offered based on what we find out through those assessments that's me keeping it very simple for you a very complex plan and very simple words so as you'll see when we have special education it's we provide instruction and supports aligned to individual student need using ongoing targeted assessments and progress monitoring we collaborate in a team approach driven by detailed data in students least restrictive environment and we have fluid movement between these tiers within any individual students least restrictive environment so when I say least restrictive environment that's going to come up quite a bit in this presentation that means that we're teaching students in that lowest tier as often as possible to give them that maximum access to the general education curriculum and instruction hmm we um it's our job as lre to provide accommodations modifications and services within our mtss tiers before we pull a student into like a separate or segregated setting for their instruction in special education just because we don't want to limit that we don't we don't want to limit their access to the general education curriculum and rigor unless the benefit of pulling them out outweighs those potential harmful effects of removing them from their peers so next if there's am I supposed to ask for questions okay now so next Dana's going to come up and talk to you about our Continuum of special education services and how we meet all the diverse learning needs within our community section there you go okay so here's the slide that I have on my paper um so the Continuum of services we showed this slide last year at our board workshop and basically this just shows the variety of services programs and settings that meet the needs of our individual students and through the IEP that's the way that we determine the placement of our students and the IEP is driven by that educational disability eligibility and then through the IEP we look at their goals and objectives and their student needs during the IEP and at that time and every time we have an IEP it could change so that's also a fluid process when we come to the IEP mm-hmm good evening so my name is Christy bankson I'm the mtss coordinator for the school district and just to take a step back um through looking at our district in the multi-tiered system of supports for all students in K-12 our our system our framework has been developed and it matches and aligns with the the lcat plan so the academic behavioral and social emotional supports for each and every student every day and what that looks like for every student that walks onto our campus is going back to that first image that Gina showed with the tears so you think of tier one is a the supports that every student gets on campus that's through their Core Curriculum the positive behavior interventions and supports that are in place on school campus campuses um you know having our our school counselors that's all there for tier one supports and we know that some students need additional support because to be successful so every at school sites there's a a team who when they notice you know Based on data that a student needs extra support they might get additional support either academically behaviorally or socially emotionally and that's we call tier two and that's in addition to being a part of all of the tier one supports that are on a site that every student has access to and then if the team is looking at student data again and there's some students who even with those supports need extra supports that's when we move into tier three supports which are very highly structured explicit systematic instruction really focused on what that particular student is in need of at that time oops wait wait there's one more piece so just oh my girl she's way taller than me so one of the ways um students might qualify for an assessment to determine eligibility for special education is through this multi-tiered system of supports and this process so if students have moved through all of these tiers and they're still not making that progress that we would anticipate them being able to make then that point we might refer them to an assessment for special education um and the Joanna is going to come up and talk about the process that looks like that after they might start an assessment hi Joanna Meng so as Gina said when a student does not make expected progress in response to our interventions within tier one tier 2 and tier three the school-based intervention team which is tracking that student's progress can make a referral or a recommendation for an evaluation for special education eligibility um this multi-disciplinary evaluation is completed within 60 days from the time that we receive parent consent for the assessment and if that evaluation indicates that a student has a disability and needs special education services then an individual education plan is developed which includes services and supports for that student's educational needs again as Gina said before within that least restrictive environment once a student has an IEP we do continue to monitor progress we do review that plan at least annually and we do a re-evaluation to determine continued eligibility and to determine the student's ongoing educational needs at least every three years okay so some of the things that both Tom and Caitlin asked to us to present about are some of the things that we've done in the last year two years since covid and so first of all and I don't know how to do the links on here and open a link thank you um this I'm not going to go through this whole page but I went through our calendars we have agendas that we meet on the special ed administrators meet weekly and so I went through our agenda and added in here for you to look at on your own all the things that we've done in the last couple of years based on our agendas okay you can go back to the workshop okay um but some of the highlights out for this year is that last year we added two new mild moderate teachers based on growth a school psychologist and a speech and language pathologist that's all based on growth student growth the number of IEPs that we have in the district this year we added two new K3 classrooms for extensive needs those are both at CRV we added two TK inclusion classrooms last year at our board Workshop there was a lot of discussion about the inclusion programs that we have at the preschool and is there a plan to grow them so at Marigold we opened two inclusion programs in at this school the um and it has had Growing Pains I'm gonna be honest on that um we have teacher medical needs based on surgeries they had and so we're doing some subs and everything but it is actually working really well and we have a collaborative report approach that we are working with with those two teams we also added one extensive classroom needs classroom at the sixth through eighth grade at Chico Junior based on students graduating up that added some extensive behavioral needs that they needed um we also have our access programs for students with disabilities we transitioned two years ago those from the county and we run those completely ourselves and that means we have the clinicians the behaviors and the teachers all under our umbrella here in the district um the most exciting piece of news can I share it yeah okay it's on the slide so I hope I can we are having the startup of a district-wide behavior intervention team and this is something that Gina's been dreaming to do for a while to help all students in tier 3 general education and special education I'm going to let her talk about that a little bit oh okay I have been dreaming about this for a while um one of the challenges we Face we haven't even got to challenges yet but you'll see is um behavior in has kind of gotten more extreme I mean we've always had Behavior as a challenge to access curriculum and things but um post covet it feels more intense or maybe students um at a wider range or experiencing behavior and we're also hiring a lot of interns because of Staffing shortages that it's Nationwide Staffing shortages so creating a behavior team to help facilitate our ibby AIDS which are intensive behavior intervention AIDS they make a little bit more money than our paraprofessionals they work a little bit longer hours and a little bit more days per year they'll be itinerant working with our multi-disciplinary team and we can push them in to classrooms that have high needs behaviors or students that are having struggling with behavior to run a coaching model so we'll go in and do an assessment develop goals strategies and supports aligned with data collection and then we will push in an ibby aid under the supervision of a specialist and myself and they will Coach and model all of the interventions and strategies with kind of an I do we do you do model and then every six weeks we'll re-look at data and progress and either send them through another cycle or maybe fade them out as that team gains the Knowledge and Skills that they need to be able to address those real quick question about that so are these folks primarily focused at the elementary school level or is it kind of broad range you know just in having a feel for where the majority of our behaviors happen it will be largely elementary school but we do have pockets of behavior throughout Junior High and high school and the adult program as well so it'll be a referral basis thank you just to know what with access there's already about 12 to 14 Ibis Behavior AIDS in those positions we added another 10 in order to do this program the other thing that is accomplishment is that we've really refined over the last couple of years the professional development process and our district White staff development days and so just real quick I want Joanna to talk about that just because she spent so much time on kind of refine it and making sure teachers are getting what they need so of course professional development and training continues to be very important for our teachers and our staff so related to special education this year for our district-wide staff development days we've offered a range of different special education specific trainings for different groups of teachers and Specialists we're also offering a paraprofessional training days for our paraprofessional staff on our people free days so for elementary that's November 10th which is a staff work day but a student-free day and then for secondary December 22nd which is a staff work day but also a student free day so we're we've scheduled paraprofessional trainings for for our aides for both of those days as well we also have offered and will continue to offer site trainings based on individual School site needs if there's a need that arises at a particular School site will find someone to provide training for the staff at that school site and it might be special education specific staff or it might be staff might be all the teachers at like a staff meeting so we'll continue to to work to offer training and professional development one of the other things that I started to implement prior to covid and then covid put a kind of a halt to everything that we could do in person with special education parent meetings and so we finally are able now since we're reading in person we don't have all the coveted restrictions we had our first one on September 29th another slide we'll talk a little bit more about that we have another one on November 29th and then February 28th is the special ed lcap meeting with the focus on special ed um we also have had a lot of accomplishments within our preschool money because of some additional grants that have been funded there so I'm going to let Dana talk about very excited about our preschool program um Marigold Loma we have an extensive TK program so we brought over our Blended program over to the marigold side and we opened up a next sense of TK program with 12 students and then we went from one Blended TK program to the two that are here we also have moved one of our state preschools onto the Loma campus which is going to allow us to have more of that inclusion for our students when they're ready to move into that inclusion opportunity we still have Innovative which is on the Loma campus with they have the two classrooms for this year and then we have some new preschool funding that came through from the state that we have our early intervention behaviorists that we've contracted out for that is helping with some of those behaviors in the preschool to get them ready for kindergarten we ordered Frog Street curriculum which is a curriculum for our preschoolers our head starts in town and the state preschoolers also using the same curriculum we also have um hired a teacher to come on she's a retired teacher and she does part-time she's running SEL groups our commotee program that we have in the elementary they're doing the preschool version and then they're also doing some language groups and play groups for students our food future plans we're looking to hire an intervention OT there's a lot of research out there that if we can get that fine motor going that it helps students moving into the elementary to reduce sped referrals then we're looking at hiring a targeted case manager on a part-time basis and then also we're getting ready to get our our preschool grows as the school year moves on we're in a higher an inclusion preschool teacher and then next year we'll have them to also do more of that inclusion in more of our state preschools and Head Start so exciting stuff happening at preschool yes a little bit ancient history but it's coming back at my family again and that's 504s yes and um the first one who's now almost 30.
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a.c.t is our Statewide High School achievement test for cohort 2023 for both Ela and math and then ACT Aspire is a Statewide High School achievement test for cohort 2025 that will be used to calculate growth in the ELA and math starting in 2024. they is one of the most important terms that we will be working with per a through F the state determines Faye based on the following criteria one year full Academic Year our students enrolled within the first 10 school days of the school's calendar and continuously enrolled until the first weekday in May which was May 2nd 2022. two-yearfe are students who are fed two consecutive years in a row at the same school three year Fey are students who are Faith three consecutive years in in a row at the same school and a Zella Faye are students enrolled within the first 10 school days of the school's calendar and continuously enrolled until the last day of the azella State Testing window which was March 18 2022.
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her 504 when we had the meeting only one person showed up the others weren't quote unquote required to show up and um it mostly showed up in testing environments where you know her physical her stomach and stuff she couldn't be there that long but the difficulty I see with that is if they look like they're doing quote unquote fine okay and they're not excelling like they could then it doesn't seem like the 504 comes into play soon enough and then I I had another one who literally left high school because he's sick almost every day I mean you know so my special concern now is we have a one-year-old who has is going to have a 504 and it's just we've had great service in the home but then when they get to school and if it's medical it seems to be a lot less I don't know wrap your hands around it get a hold of it are there ifsp kind of what I'm thinking possibly instead of a 504 they're probably on an ifsp which is a pre-iep for our zero to three year olds and then when they hit that three-year-old we do a transition and sometimes students are transitioned out of their ifs ifsp because they've made the growth that they need other times they are assessed to see if they need the IEP at three and then they have other students who graduate between three and five and they don't need the IEP anymore so there really is this transition and fluidity even in that zero to five for students that have special needs so yes does that answer your question well it's just um I don't know what point a parent would be able to effectively say um I don't think my kid is doing what they could do that's where we partner with far Northern Regional Center especially for the young youngest ones and they help guide parents in those conversations and identifying those needs the other thing is that 504s don't exist until they hit Elementary School age so TK kindergarten and so there can be that period of time unfortunately where they don't qualify for services through the infant program IEP or through the preschool age IAP and so it really isn't incumbent unfortunately on parents to research out through far Northern and Raul and child disabilities rights Advocates to see what can happen that pre-three age once they're three though we grab them in the other thing that's not on this is that far Northern Regional we've partnered with them and they are presenting a 12-week program for families parents that are pre um IEP referral that might be looking towards that direction and they're going to support parents and collaborate with us in providing information on IEPs and this whole scary scary process as this parents that have been through it can tell you um of getting an IEP and understanding this whole process because it is I less left a IEP to come here and I was exhausted at the end I can't imagine what it was like for the parent because there's so much um top level thinking that has to go in on it and it's not always understandable does every parent who whose child has an IEP know what percent of the parents whose child has an IEP are aware that their child has an IEP 100 100 they have to meet every year however saying that they forget quickly after they have that IEP meeting okay we meet with every single parent at least one time a year most parents even more often that however I will say that when parents move into the district and I'm not following the previous districts and they fill out the paperwork says does your child have an IEP they'll leave it blank and they'll or they'll say no it happens all the time that's one thing like if you were to stop some some random parent in the street and say hey does your child have an IEP and you pulled them you know I mean what percent of the people would get it right that they really don't and what I'm trying to ascertain is how aware I'm just curious our parents are of these IEPs you know yeah are these are these an intense rigorous experience for the family or is it kind of like oh oh okay I mean or are we a legend in our own mind you know it depends it depends because things that have only only and they're really just working on articulation and everything else about their child is typically developing they may not be as aware of what this paperwork means to them so I could see that happening and um unfortunately as much as our psychologists our case managers try to help parents through the process some of them are less involved parents may not understand the importance of what they just went through is but our psychologists really do try especially in initials and especially in preschool to meet with the parents prior to the IEP talk about eligibility talk about disabilities and talk about what the IEP is happening but yes I agree with you some of them just don't know I was just genuinely curious I wasn't trying to you know demean anybody I was just curious no it's a good question good point just to add it is a good question and we do our goal is to involve parents along every step of the process we do need parent consent to even evaluate a student for special education so um you know so there's a lot of parent education involved with that process when a student is referred for an evaluation um you know we want parents to make informed decisions about what's happening with their child so we we have to get written parent permission um and then we after the evaluation is complete if a student has an IEP then we also again at that point need parent consent to approve of that IEP so we are there are multiple places multiple steps where we have to get parent consent I had a student who did see speech therapy this is not and I had to sign various you know paperwork for that that is not an IEP correct that is that is nice it is unless a student is receiving a short-term speech therapy and it was kind of informally I think it was a year you know okay but no one ever said to my recollection maybe it was written at the top of a forum but hey just FYI your your child was in an IEP now so it might have been just short-term school-based speech therapy but most of our students that receive speech therapy services are do receive that under an IEP and these occur in all three tiers of the multi-tiered system of support if a student has an IEP and they need any one of the tiers services in any one of those tiers they could access it now every student in tier one tier three doesn't have to have an IEP so they wouldn't know about the IEP process until they got referred and even that referral process with the what we call the school-based intervention team the s-bit um if they're referring they do let the parent know we need to do more we're referring to the IEP team and they have a psychologist come in and talk to the parent at that time also there's lots of lingo going in on in this and we try really hard not to use acronyms we fall back to Old Habits sometimes and so and I think Kathleen you've asked the same question before is how do the parents really know and it is something we've worked on but um it's it's such a hard part like the lady that I worked with this afternoon there were things that she was asking that she truly didn't know that were clearly written in the plan so we just had to go through step by step and slowly it's just parent by parent um you know it's complicated you need it's like buying a house when you sign off on the IEP there are a whole bunch of signatures and initials that we have to have them go through and explain to them when they sign so it is complicated and how much of your house when you bought it did you actually read all the paperwork every last word well thank you for the explanation um one of the other things that um Caitlyn and Tom asked about was the challenges and of course special education is a challenge all the way across the board raising a child with special needs is a challenge so one of the biggest challenges we've had this year is our impact of growth right now we have 2147 students eligible receiving Services that's from three years old to adult and it's speech IEPs to mild moderate needs to moderate severe needs okay could you repeat that statistic it's not written on the board yeah it's two thousand one hundred I just got them today so 2147 are eligible for special education services right now in the district that also includes students that go to a dhh program in Durham they're including the numbers or students that attend schools that we've referred to them out of the district such as basis or in a non-public school okay so those are included there we also have 160 students which we call pending pending students are students that have gone through the espet process or some other process to identify you have a disability number one and that disability is impacting your access to education so there's 160 pending assessments an assessment takes a minimum of 20 hours just to do the assessing so it's 160 and it involves anywhere from three to six or seven assessors then you have the report writing you have the IEP development and so parents they have the 60-day pair of time period to do these assessments and it takes just about all of that time to do it and so it's frustrating for parents because they know that there's needs but we have the 60-day timeline because we want to get it right so um I did want to talk about that a little bit our increased student needs also increase create some problems with facilities space and Staffing I needed two classrooms this year and I had to go to every single site and kind of move some other programs out of the place so I could have room for special ed services I do appreciate the facilities has done a good job as they're doing the remodeling and their modernizations Kelly has given a priority to making sure that every school has adequate special education spaces identified in all the modernization so we don't go into back corners it has to go through the modernization process before we get there though um this increased student needs also affects our caseload class sizes the number of students a a special education teacher scene and also the number of special education students in a general Edge education classroom that creates some growth in skills that we need to do within our staff the other area is recovering from covid and this isn't just special education across the board students returning from covid and that period of time where we had less instruction going on in a group setting it has impacted students ability to socialize understand the demands of being in school and it creates behaviors it creates lack a difference in educational growth over those periods of time so we are really focused on trying to um uh work to meet those deficit areas also covet caused a lot of trauma you know and we've had so many traumatic events in this District so that trauma has impacted special education and could be one of the reason for more referrals we're seeing a lot more social emotional referrals to special education and the biggest thing you've already alluded to this Matt is that the individual nature of the IEP if I go to any parent any student in an IEP no one of them looks the same no student gets the same services and so having to have our case managers have an understanding of all the services that are available on their campus and throughout the district it is a challenge okay staff professional development we're working on that as you heard but that is also an area that we are constantly maneuvering to meet the needs of Staff knowledge and if you could pull up the parent meeting parent concerns are a area of concern and it's really tiny you can pull it up on your computers this is the parent night that we had on 9 27.
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the first calculation that I want to share with you tonight is the calculation for proficiency which is 30 of the letter grade for both K8 and 912 a School site can actually earn more than 30 points in this category but they are only allowed to receive up to 30 points student performance is weighted for the proficiency calculation using their performance on both Ela and math on aasa or msaa this means that schools receive points for students that were partially proficient and highly proficient with partially proficient students counting for 0.6 points proficient at one point and highly proficient students at 1.3 points due to the higher weight for highly proficient students schools can earn more than the 30 points possible for this category but remember that they are capped at 30. proficiency is calculated in two different ways with the school receiving the better of the two scores one method looks at proficiency of All Phase students using the formula you see on the slide the other method Waits students proficiency on both achievement level but also how many years the student has been fed with adjustments for sites that may only have a maximum of two years of pay such as our middle schools for my past experience there is generally very little difference between the two scores usually less than a point growth is worth fifty percent at the K-8 level and twenty percent at the 912 level both models use a student growth percentile calculation to determine the growth score I'll provide more of an explanation of how student growth percentiles are determined on the next slide but essentially we are looking at a student's growth on the current Year's assessment compared to other students with the exact same prior year test score for this year the model will use the difference in scale score between azm2 and aasa or act and only look at full Academic Year students once students have a percentile assigned to them then they are classified into three levels ranging from low to high the growth score for the school is then calculated using a weighted measure that looks at their prior year achievement minimally proficient partially proficient proficient or highly proficient and their student growth percentile category since high growth for a prior year minimally proficient student has a weight of two and similar are for partially proficient and proficient there is a chance that a school could earn more than the weight of the category so the score is capped at 50 for K8 and 20 for 912.
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and this is a summary of the items that parents brought up and in blue are the items that we've addressed they're not fully addressed but these are the steps that we've taken already to address some of the things that they've presented at that parent meeting and then back to the board and then on to the next page okay so one of the things that out of those challenges increasing and improving parent relationships and so I'm going to have Jen Scala our new newest member to the team this year um present on that and yeah 504 questions so as you can imagine there are so many details in every single plan and we're dealing with Unique Individuals inside of their unique family system as well it can be kind of an opportunity for misunderstandings and disagreements to occur and one of the key things that is essential to ensure that when disagreements or misunderstandings occur we are able to come together still as a team and process through whatever those misunderstandings or challenges are is that relationship with parents and so the state actually was starting to see a significant increase in requests for due process or complaints from parents especially during that coveted time where we had students not able to access their services that they really needed so the response from the state at the state level was to create an alternative route to improve capacity of schools to bring staff together with families and basically do their words alternative dispute resolution but what that really means is training staff how to work in a mediation type of role with families where people feel understood and their perspectives respected and then you can move forward to agreement so what we have had the opportunity to do is have all of our coordinators and our directors trained in alternative dispute resolution it's a really intense training very very valuable it gives us the opportunity to create to be creative rather with problem solving and coming to understanding and keeping it at the local level within our district without parents feeling like they have to go you know to the state or go find somebody to support them in addition we have a lot of layers of support in our community Beyond just our staff that we can rely on that we can ask for support with that help us continue to build that relationship of trust and understanding one of those here locally is our special education local plan area here in Butte County that's run by the Butte County Office of Education we refer to it as selpa selpa has also trained their program Specialists and their director in alternative dispute resolution so if we're struggling at our level we can ask them to come in as a really neutral party to assist us we can also tap on Raul empowerments family Empowerment Center their offices are located out of reading but we're really fortunate I've been around the state working in in other areas and they have advocacy groups that can be really adversarial Raul is an advocacy group that really tries to walk alongside school districts and parents to make sure everybody understands and we're able to support each other and maintain relationships which has been very very beneficial we can ask them to attend IEPs with us we can refer parents so they have somebody who can answer questions that maybe we weren't able to explain in a way that they could understand so Rao has been incredibly supportive of our schools and our parents the IEP that Diane was referring to from this earlier this afternoon had Rowell Advocate with the parent and it was incredibly beneficial because we were able to really then work together to support the parent and moving the student forward far Northern oh yes I want you to imagine something I want you to imagine that there's a a group of butterflies in the room I want you to turn around and look at the top of that wall up there and tell me what color a butterfly you would notice I think I would say blue yeah because you wouldn't say yellow right because it wouldn't stand out right but it is a yellow butterfly and um I know that speech is our most common um special need but um in our family experience teachers got really excited by our kids progress and they would say oh I wouldn't even have thought that he ever had speech I mean just I can't see him as a context but then speech shows up in other ways down the road [Music] um in reading and things like that so it's not something that people did wrong it's just that it's not so dramatic anymore it's not doesn't stand out the same way and I think that happens you know a lot especially if they're not a behavior issue yeah I think that you're you're absolutely right and one of the things that that I um believe you're referring to is as Educators what we see is this experiential view of this student and we don't have all of the history we don't have all of the Blood Sweat and Tears that have gone into creating the little human that we have in front of us and we say this isn't this isn't something we can't work with this isn't something we can't address and sometimes as parents and family members it feels off-putting to have somebody say oh this is this is no problem because it's like you have no idea where we have been how hard this has been what I've had to fight for the tears every you know going through this grieving process you know so and and therein lies kind of that initial feeling of you don't get it you're not getting how hard this is you're not getting the tears on my child at the kitchen table working for two hours every night and and that is very very real and so um we have to as special Educators constantly remind ourselves we we're we're lucky enough to be a part of this young person's life for this chunk of time and how can we support parents and family with the entire story of where they've been and help keep them moving forward and some it's sometimes it's easy sometimes it's not thank you for that you're welcome um so on another note we also have far Northern Regional Center so far Northern Regional Center is a phenomenal agency they provide a wealth of services to our very very little people who come out with developmental disabilities and then far Northern takes that giant leap backwards and says okay school they're all yours from 3 to 22 and then they pick up services again some of the challenges and I was just kind of hashing this out with another parent the other day is we have this amazing set of resources and services for our individuals with developmental disabilities and yet we don't have this necessarily for our individuals who have mental health related disabilities who can be just as challenging um and tear-jerking as our children or our youth with developmental disabilities and so I think that that is um what I said is if I have a legislative brain in my head I would love to go after that but I don't because I like where I'm at um so we do have far Northern Regional Center that is really amazing for us to be able to work with and I think there's a lot of potential there another aspect or side arm so to speak of our Northern Regional Center is the office for clients rights and advocacy they have an office here in Chico they are phenomenal they are a lot like Rowell Family Center which is really empowering they will work with parents and help them understand and explain and do trainings they have a lawyer who is absolutely phenomenal and really takes the time to explain things to parents and so there are times where we have parents say call in my lawyer and we're like could it be this one because this one's really empowering and educating and reasonable versus sometimes other ones are not as easy so there are tons of resources that are out there for us as the special ed Community to be able to refer parents to for services and for us to be able to collaborate with to make sure that we're not missing something because sometimes you kind of get in your no this is what we need to do this is how I see the child and having somebody come from outside and say have you considered this is really powerful so I'm going to turn it back to Diane so she can talk about our newest Adventure yes so we're very excited that out of our parent meeting and some of the suggestions that you guys have had to be more inclusive of parents and and how can we improve relationships that how the parent meeting came our special education parent advisory and collaboration CPAC and so what I would like to do the first thing here is just the community engagement meetings for all groups so you have a link to that but what I would like to do next is introduce to you Julia rogoff Julia rogoff is a parent of a special needs student that is being very well taken care of at Marsh she comes to us from San Diego she's one of the parents I talked to about that move here called us many times before moving here to find out what we have and what we can do and what kind of setting would be there for her child and so if you can go ahead to the parent slides parent slaves went on there okay uh nope there you go and Julia we'll speak to you now thank you hello uh my name is Julia this is my child the greatest human that's ever lived Lillian she currently goes to Marsh and she is in your mod severe program she is autistic and she would be labeled severely autistic but I just label her amazing and awesome so when I moved here I moved here a year ago so I've been here for a year and I moved here because I needed to find a more affordable place for my child that was smaller San Diego is very populous a lot of people you know that's not really my girl's Vibe she doesn't need a lot of people all over the place so I had a really good friend who had moved here with a special needs child who was super happy and she said come check it out so we did and we really enjoyed it and I I must have called Diane 10 times wrote about a million emails I am and as I say overly involved mother I um ask a million questions I I haven't met a committee that I haven't loved so if there's a committee that has special education I'm on it okay or I'll start one if there isn't one so um I just really am involved and I like to know everything that's going on with my child and I want to make sure that she's getting every single thing possible but I don't only want to make sure that she's getting everything possible I want every child who has a disability to get everything possible right and I I had some things to say right first of all marching your high amazing Taryn blissman I cannot say like how amazing this woman is her staff is amazing the school is amazing I can't keep saying amazing but it's true one one thing that happened so I was there she had a little extracurricular activity and I was there and she was off I tried to give her her space she's in junior high and she doesn't really want me around all the time anymore for some reason and um she was you know pretty far but I had my eyes on her and I see these two women running just running from opposite sides of the campus towards her I'm like oh my God what's going on like something wrong uh no when I finally caught up to them they said she's never alone we've never seen her alone on this campus so we knew there was something wrong it's really touching because here are two people that don't work in special ed they don't know my child but they recognized that there was something wrong here she wasn't safe and they went for it so that is the amazing thing I am so emotional when I talk about my baby anyway that's how great your staff is at Marsh right and I really I hope that everybody is getting that that experience but I I know I know they're not right because I have spent the last 10 years educating myself on special education law on the how to enact a a proper IEP to make sure she's getting every service by law that she is that you know required to have but not every parent has that opportunity to learn right and to devote themselves to do that so that's an issue and and to your question I want to explain to you what it's like to be in an IEP from a parent perspective just so you understand when I walk into an IEP not me let's say somebody else who hasn't studied for as long when I walked into her preschool IEP okay when I didn't know a thing I walk into a room and there are 10 people with the district 10.
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I'd like to spend a little time on how student growth percentiles are determined when students take a state assessment in addition to getting a performance level such as partially proficient or proficient they also have a scale score assigned to them which is a way for researchers to compare different tests student growth percentiles compare students that begin with the same scale score then ranks their Improvement on the next year's test in relation to each other here we have two students Jane and John that both took the azm II ELA test in third grade and the aasa ELA test in fourth grade they both earned a scale score 434 on aasa this past spring however Jane earned a 301 scale score and John earned a 364 scale score on azm2 in 2021. as a result Jane and John are compared to a different group of students to determine their student growth percentile Jane as compared to all students in Arizona that scored a 301 in 2021 looking at the chart her score of 434 in 2022 places her near the top of all students who started with the 301 so as a result she earned an SGP of 90.
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who know everything about special ed everything that could possibly they are thrown around terms I have never heard of and the first thing they do they have a long list of all the things that are wrong with my child she can't talk she's not potty trained her behavior is off the charts right so I have to listen to about a half an hour of all the things that are wrong with my child I don't know what's going on it was bad okay right and I'm afraid I don't know anything they're talking about I don't understand what they're saying I have a a 10 page 15-page document in my hand that I have no idea what it says I have no idea what it means and they're like okay we're all done here sign it sign this binding contract that you have no idea what it means that's what an IEP is like for a parent it's not great right so I just I always try to remind people Educators and staff that you're not dealing with somebody who knows what they're talking about all the time you're dealing with a exhausted parent who doesn't you know my child didn't sleep literally for the first 10 years of her life and she screamed 24 7 for the first eight years right so how do you how do you um how do you give parents that empowerment to understand what's going on it's very difficult so that's a tangent so when we um when I entered the preschool with my daughter at three years old my district had this already up and running a CPAC right and what it is really is just a collaboration between parents and districts to build trust between the two to educate parents so that they don't feel like that when they go into their IEPs to educate parents so that they know and have access to the information that they need that the district already has so just already knows all these rules right but we have to take the time you're paid lots of money right um to understand these rules and these laws but we have to do it on our free time we have to learn how to do all these things on our free time so the CPAC is there for parents like me and other parents who have been privileged enough to um be able to learn and advocate for their child to do it for others and it's a group and it's not in us against them the idea is to work together to move special education forward we have an issue in this District that I could say it's meaningful inclusion and I know the word inclusion is talked about a lot and like we said Diane said in our meeting is kind of Glades over because you don't even know what to do with that but I'm not looking for my child just to be there that's inclusion I'm looking for my child to have the same experience that the other kids get she might get to join a sport but she's never going to play she might get to be in the choir never going to get a solo she might gonna be in theater but she's never gonna get on stage sorry I know right she's amazing but you see what I'm saying she's there but she's not included how do we include her and kids like her that's my question and I think that's what CPAC can help you address because we're the experts in our kids and we're the experts in how to make them have the same experiences as typical kids in our schools that's it I want to compliment you on your ability to you know convey this experience which is so intense for parents I know one of the most stunning things that a speech therapist ever said to me about my grandson and I have a PhD was language is hard work and I was like what but for a kid that has a speech issue it's like pulling rocks out of the mud right and then his little brother there are no rocks everything flies through the air it's just you know so it can be incredibly different in one family about how the kids handle that and I want to say like she's doing amazing she started non-verbal like all those things she's reading she's doing math she has friends like she's doing great so the system works and it does work when it's implemented correctly yeah I really want to talk Julia thank her because oh yeah this was a lot of her work to help come forward we're having another meeting I would like to invite all of you to that meeting in all four of them and five of them attend at the same time to a meeting like that too so I would like at least two of you to come on November 29th to our parent meeting we're going to have Raul there they're going to be talking about the IEP process and about their services and then Julia is going to be presenting on the CPAC and trying to recruit more parents for that we already have a executive committee which is five parents and then the coordinators and myself and so we're going to be making plans on how to present materials for exactly the questions you were asking about and the questions you were asked how do parents know these things and they don't know it unless we provide some of that training to them also but the one of the greatest things like he said heard Julia talk about how her daughters improved I have some adult students for you again because they are always ones that can talk about how it's been for them going through schools and they're going to talk about that they're also going to talk about some of the challenges they've had because that was one of the questions that Tom and Caitlin wanted us to focus on so I want to have cat bones she is our newest um adult program teacher and so she's going to introduce her students [Applause] hi guys my name is Kat bone and these are three of my amazing adult transition students and they've all worked very hard and prepared amazing speeches oh I'm really quiet too sorry um so these are three of the amazing students in my classroom this year and they've all worked really hard to prepare these great speeches and I'll introduce their names and I'll let you guys go so to my left is Addison and we have Sasha and miracle and Addison you wanted to go first right absolutely my name is Addison Joann I am 22 years old and I am an adult program at Loma Vista I have in Chicago for about 14 years I went to three different elementary schools Monster High and PV High School I always struggle with changes moving schools different staff and schedule changes are hard for me to deal with I had to move schools a lot and that was difficult for me there were lots of things I love doing my years at school the most helpful was social stories and we helped me Propel to move to different schools like going for a month's Junior High to Pleasant Valley High School and everything I really like was walking with working for rewards some we was like I like was playing basketball going to the Garden or On the walk that helped me to do my school walk thank you for my having me me here tonight [Applause] oh God [Music] hello my name is Sasha Williams I am 20 years old and I'm currently in the adult transition program at Loma Vista I have been at Chico Unified since I was 17.
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in contrast John is compared to all students in Arizona that scored a 364 in 2021. his score 434 compared to the other students that started with the 364 places him near the bottom of the range and as a result he earned an SGP of 20.
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I've attended PV for a little bit but I've pretty much just attended the adult program One Challenge is when I lived in Texas for about four years before moving here I didn't attend school because to mine and my parents knowledge there weren't any programs like this one set up for people like me there I didn't have any friends my own age in Texas so as you can imagine my social interactions were quite Limited one thing that has helped me since I moved here has been all my friends it has helped improve my mental health considerably this district has provided busing advance for people in wheelchairs has helped me go to school and go on awesome field trips my teachers and service providers have helped connect me to cool programs like reading Pals and job training thank you for listening have a great day [Applause] hi um my name is Miracle trailer I am 21 I am currently an adult Transit transmission program this is hard hey you know what you're going to do this just fine you are if it helps I'm up here crying too I have I haven't been in a transition but first grade I have two cereal Elementary and went to um Bidwell Junior Pleasant Valley High School one of them right yes please right one challenge I had was when random kids would come up to me and ask what was wrong with me I had casts on my legs often it was just me and part of my disability it made me angry and affected my confidence and self-esteem it also affected my learning and made it difficult to learn one thing that helped me was being social and making new friends feeling included and valued by my friends made me feel like I had my confidence and self-esteem back it made it a lot easier to learn when I felt good about myself I also ran track in high school and I'm getting ready to run for the college team I'm glad I had Miracle is a pretty boss Runner so yeah oh thank you guys okay you don't get away that easy Miracle because I was the track coach at Chico State so are you going to run for Chico State I have no clue you have no clue okay okay well yeah what what do you run um the 100 and I also did shot put okay you know what you didn't hesitate or cry one bit of that answer see what I said yeah all right you go do it thank you what I what I would like to add here and as I work with these young people um young adults on what they would talk about um I want to add that for Addison the one thing that he really pointed to is that these transitions between schools are challenging and he didn't feel like he got enough support to meet the people that he was going to the teachers he was going to work with and that that was one thing that we could work on for the district for um Sasha she disappeared for Sasha her challenge was this idea of inclusion and does she belong anywhere Texas really excludes their students and so coming back to California and being able to be included she took classes at PV high school as an adult we worked with PB and they made a lot of exceptions and they made accommodations and order for so I should be able to be included and as you can tell she's in a very intelligent young lady and did well in those classes and for miracle the struggle that she's come through the physical struggles the teasing the bullying and still she has stayed with schools that whole time through and bullying is one of the hardest things through special education for us to support because it's an innocuous thing that you can't really identify and label in a very easy way so we really I think what Miracle would like to remind everyone everyone is at UC bullying are you see picking on which isn't bullying but it's still very hurtful and so if we can be the strong person to address that and call it out when it happens it's very helpful to their self-esteem and their growth thank you all three of you I appreciate it [Applause] yeah I have some questions not for them but for staff generally related to them um I want to talk a little bit about the transitions that he that he brought up from going from one school to another uh within the district um and even coming here as well and I was asking some questions about it and getting some very good answers from you and Kelly and Jay Marchand um is now an appropriate time to ask about that okay um how would you characterize it maybe a warm handoff you know maybe maybe the idea of a warm handoff of I guess you know IEP is a broad category even broader than I thought um but are there other things that are in this category too basically anything in the in the category of special education um you know and for that matter you know just extreme behavior problems that a child might exhibit I mean would those typically fall under a category of an IEP or just a so behavior is not an eligibility area you have to have a disability okay and just having a disability is not an eligibility area you happen to have a disability that's impacting your ability to progress educationally okay with respect to special education because that's what we're talking about are we making the warm handoff effectively do do people at the school where a child is moving on to or transferring over to is that that file so to speak is it effectively traveling from one school to another that's a great question and the reason I asked Joanna is because she is a receiver of transition when she was psyched she was at a junior high so she did the handoffs from fifth grade then received them in sixth grade and she also did the handoff from eighth grade to ninth grade so I don't think you really want to know the whole process of that handoff but I want to talk a little bit about that and also about the challenges she saw within it because she's trying to revamp that system right now so I want you to talk a little bit about that so I'm going to tie in mtss here as well because for everything not all of our special education students have similar needs and so um you know in terms of that transition from elementary school to Junior High and that transition from Junior High to high school we do have supports at all three tiers we have tier one which is available for all of our students you know when our elementary students visit our Junior highs or our high school our eighth graders visit our high school campuses and so there's opportunities there um their parent information nights that are available not just for special education but for everyone for those big transitions then for our students with special education services of course there's an extra layer of careful communication that takes place there's you talked you know talking about the file um and that you know that the paperwork previous evaluation reports that students current IEP the team recommendations for the services and supports needed at that next level does transition that that's the easy part um because that file which is connected to our online special education information system sace so all of that information is kind of immediately readily available to the receiving program and the receiving site the part that's a little trickier and takes a lot more time and collaboration is that communication part from communicating to the parent what supports and services we're recommending for that student at the next level and the communication between the student's current service providers and their receiving service providers so all of that communication there's a lot of that communication that happens within the IEP process and then there's communication that happens behind the scenes in terms of okay this these are you know this the students preferences the students needs um and again it's very very individual for each one of our students and so it takes a lot of time and collaboration and again it happens kind of on multiple levels with whole group supports with the information transfer of information and then that collaboration and planning that a lot of that happens um just on that that teacher to teacher and again we we want parents to be involved at every step of the way um in making that transition for the teacher to teacher that's never happening from Chico Jr down to down to Citrus or something like that um sure like the the that fifth grade Citrus team um the um the special education case manager and the special education service providers at Citrus for that fifth grader are going to communicate with the receiving Chico Junior service providers and so if a student has speech therapy at Citrus as a fifth grader that um the receiving speech therapist at Chico Jr is going to receive all of that information that's included in the file but also that sending speech therapist is going to communicate with the receiving speech therapist about their particular recommendations for that student foreign I'd just like to add that I I feel like our processes are pretty good as far as team to team I feel like where we need to improve and one of the things that Joanne is working on is where does the student fit into that and where does the family I think that's the question you're asking where did the student fit into the what into the transition how does that student you know we can pass paper we can pass a paper student all the time and honestly we're pretty good at reading papers and figuring out what the student is but that doesn't mean you've met them and built a relationship with them priv covid there were a lot of transition barbecues transition meetings transition visits coming out of covid we're slow to get those going again um and so we do need to work with um John Shepard and with Jay on how is that transition going to be reinstated and at what point is that going to be reinstated um we do have a lot of parents that ask for one-on visits so I take a lot of parents to schools to visit individually and so do the coordinators but it is I mean like I said I have 2147 eligible students so it's coordinating those transitions I can see that parents may feel left out of that transition at times if they're especially if they're that parent like if Julia was referring to doesn't have the time to be this all happens during the school day many of them work so how do you build that time in that that is a challenge um how parents feel more included and their student thank you I can tell you um being in a lot of those transition meetings with um Joanna getting students coming in from LCC or Sierra View or feeder schools at the elementary level and then having our students passed off from Marsh to PV or chico High School some of them were very short um if they were quick you know then the transition was going to be easier ones some of them would take a couple hours two to three hours and um making sure that the family was comfortable in the transition and when they became junior high students we actually had students become more of their own advocates in the IEP meetings especially in the transition what they were looking for so we would have those transition meetings would be over days at the end of the school year trying to get subs and everybody into those classrooms and to meet the IPS for the parents to get them in um but it was it was very good meetings where Chico high PBS counselors and case carriers that were going to be taking over the children really try to make the family and the student comfortable we wanted the student because at that point we it was more about the student being comfortable transitioning into the high schools and how they felt and what their kind of support as you can tell those students talking tonight I had one of those students and those transitions coming in from elementary and going into high school and spent a lot of time with one of them that time he was able to leave he was wanting to talk about things that he wanted when he was moving on to Pleasant Valley uh again they could be any time limit of a meeting some some we would ask the parents to come back if they didn't fail that the schedule that they were looking at was going to meet their child's needs and more that we have inclusion um those meetings are very coming very extensive but um they they're I believe as you call a soft handoff some of them are very soft some of them are it's very scary to pass them on to the next level that's quite often it's quite often that we'll have a meeting at the end of the school year and they're still not comfortable and they want to meet that teacher more and so we'll have another meeting before school starts and so we'll have call teachers back and say hey can you come back a day early or two days earliest we have this meeting because this family is a little bit more concerned about the transition well sorry Caitlyn I don't want to lose what I have in my head um so I I want to just add or um kind of feels more brainstormy-ish to me um the concept of it being student centered in that especially coming from the elementary school level they're coming from how many different schools they don't know their peers and so is are there opportunities for those students to be in a small group setting with some of their incoming peers that they don't necessarily know yet so it's not just all the things that are all new all on the first day of school but they kind of get slowly introduced you know and I'm sure it's IEP is a case-by-case basis so just depending on their needs and the parents you know involvement and what what the parents also are encouraging um to you know do do the paper push do the initial like these are your teachers next year but then you know maybe over the summer there's one or two group meetings or parents you know put plug the parents together and let them kind of do some some some interactions and and so that the students on the first day of school they're in this home new setting but at least they've seen some familiar faces you know building into that what we do is um I'm sorry kitten is that we have what going into junior high it's called Web where everyone belongs and as Diana and I are very average student as a student at Chico Unified so they're involved in every one of those programs so they get to meet the eighth graders and they have a team lead leader in that eighth group you probably have seen a Mars where they'll have an advocate as an eighth grader when they come on as a sixth grader then they have link crew at the high schools that they can go over the only thing what you're talking about that is getting more of and hopefully with the next steps and we just talked about with the the parent group talking about how parents can get gathered on those transitions what you're talking about it's something we could probably talk about at one of those parent meetings I also want to add that we did listen to some of our teachers too and on these transitions so this next year it'll be the first time where we're offering um we've um with Jim and and Kevin Moretti's memo mou approval is we'll be adding four days at the beginning of the school year before school year starts so our special ed teachers and our aides can meet with the students and talk about students and what the the transition is going to look like and we're also adding a day at the end of the year for those transitions so we're giving them five extra School paid days for those type of transitions so when that student comes in the aid understands the teacher understands what the needs of those Childs are going to be that's one of the things that the teachers asked us for and we were able and our coordinators and we were able to give that I'd like to just one thing I would like to say and you can respond to it or not but um I know how it feels to be the engaged parent you know who's like mindful of the problems that your child is having and you're contacting the school and and I sense that this bad Community there's justifiably a lot a lot of that but I just want to throw out that there's probably a number of students in our midst who for whatever reason they don't necessarily have that strong advocate even though the needs are all still there just as Vivid in their life and so I know that you guys are cognizant of this but yeah you have my full support to keep an eye out for those little ones and um and try to be that champion for them thank you I appreciate that the last thing that Caitlyn and Tom asked us to talk about is our next steps and goals and the the biggest challenge I see for the Special Education team moving into next year as I retire is this higher in retained quality staff we hired a lot of people this year and next year will be the same thing special education teachers have a lot of work to do their day a teacher that really meets all students needs runs you know for significant amount of hours beyond the school day and so it burns them out so we're coming up with trainings PD additional days in order to try to retrain retain staff um coaching and modeling and skill development for both General and special ed as we talk about more inclusion as Julia mentioned not just including them being there but including and having an active role that takes coaching and modeling and so we need to do more professional development in that area working around the lcap goals and how do students fit into every layer of that we need to work more closely with Christy and with our team on how do all the services impact every student including the special ed uh this again is for the future Universal PK preschool and Universal TK that's common it's a reality where are we going to put those students and how we're going to serve them um it's going to be a lot of work in the upcoming years and then continuing this work with parents and the special education parent meetings the CPAC and really building this relationship and collaboration between the district and parents those are next steps and goals of the program but I know that Marsh had a program where quote unquote ordinary students were working with the special ed students um and uh it was called social group and then Karen blitzman actually the teacher got a golden Bell for the state for yeah we got recognized for that um so I had a granddaughter who was a outstanding athlete who was participating in that as an activity and I'll never forget when she was playing a major game soccer here at PV they let the class out and they all flooded you know because they felt like she was theirs they knew her and it was just tremendous to see them participating just like all the other students you know cheering on their their favorite player so I wish Julia was still here because she presented at our first meeting a collaboration that addresses Junior High Athletics how we've started it and we no one's cut so everyone can play but you still have those students that don't feel comfortable with or without disabilities play this was Jade likened it to Challengers baseball where you have a an abled student and a student that needs support and they partner and they do these intramural on-site games and so that's something we're going to look into a little bit too see how can we provide these opportunities on the campuses within some of the other things that we're already doing and we added those programs in our High School PE classes because I think that's one of the hardest things when when the special needs student feels like nobody looks like them or acts like them or sees them I just want to add to that I know that we're up here saying how many different things we're doing and how many things are working but um we listened we added three more parent special ed meetings this year Community meetings we're adding a um an app a parent group meetings and we're having our new Behavior specialist program to help support classes in need but we're always learning we're always changing we're always trying to get better because I I don't want to have it sit up here and saying everything's perfect and our world is special ed or even in General Ed we're constantly improving we're constantly sitting in um in rooms trying to figure out what is best we are reaching out more to parents and asking through their lens what we need do we need to do more we always need to do more we always need to be better so I don't want us to think coming out of this that oh we have this perfect plan and everybody should model ours in every District I'm just saying what we're trying to do is continue to grow throughout we continue to add programs we continue to add supports for our for all of our kids and every student right every day any addition any additional questions thank you for allowing us to present tonight hey thank you and all of you um do we have anybody that wanted to make a public comment we had no speaker cards submitted for this board meeting Elaine does thank you we have one public comment apparently Elaine Mercado Warden yeah yeah come on good information shared um to your question that you had about parents involvement so yes parents know that their child has an IEP but it's a question of how much do they know like Julia mentioned as well also you have to think about a parent's previous experience that they've had with their child's IEP and with a team because I feel if a parent has not had a positive experience there tends to be carryover into the next meeting to the next level to the next level so that's a huge impact as well and as the district Works towards building Trust um because I met with some individuals and that was something I emphasized with them is like I feel the district has a lot of trust that needs to be rebuilt for some parents because a parent can have a bad experience and they can be like that's never going to happen again I'm diving in and I'm learning because I'm going to know my rights and I'm going to know what I can ask for and I'm going to Stand My Ground but then there are other parents that maybe aren't as confident in their capabilities to learn what they need to know as a parent that has a child with an IEP and they tend to be a little more timid and because they're more timid let's be honest and real like sometimes parents get taken advantage of that's that happens it's a reality um and so a parent's experience in the process really has an effect um as well as how much they are involved in the process and I think that needs to be acknowledged too because if a parent does have a bad experience that kind of puts them on the path of whatever I do it's never going to work out and everything's against my child or it's I'm not going to let that happen to me I'm going to take a stand and I'm going to learn what I need to learn to be able to better support my child so they get what they deserve going through this educational process so parents know their child has an IEP it's just a matter of how much they know about their child's IEP that's it all right thank you okay we're moving on to the discussion action Challenger calendar oh my God calendar and we start with business services and I I saw Maria here all right and thank all of you for coming in putting your time and effort in okay good evening this agenda item is for the turf replacement at PV High School in the summer of 2016 the track was refer resurfaced and the field was converted into the Synthetic Turf now out of the safety and concerns for trips and falls results resulting from tears the turf at PV High School needs replacement it has been it has become clear and significant that significant use has created where and cannot be repaired any longer our maintenance department has performed over 600 individual Turf repairs in recent months along with regularly scheduled grooming and cleaning over the years the PV High School field is a jewel for the chico community and has a great demand for use the field was heavily utilized while the chico High School field was constructed the use luckily likely excuse me contributed to its current condition the fields both at PV and Chico high are inspected and repaired annually all indications are that the chico High School field is in great condition and will not require replacement for a couple years the turf utilized at Chico high school has held up to use with much less wear we plan to utilize Sprint Turf the same manufacturer that was utilized at Chico High School for the PV project this project has been reviewed by the facilities committee and or consulted with the facilities committee the total cost for this project 945 dollars it is proposed that it's funded with State reimbursable Monies we respectfully request that the board approved the cmass purchase agreement for the completion of the PV field replacement project all right does anyone have any questions yeah yeah all right um just so we have kind of an idea moving forward what's the average lifespan for uh this kind of turf you said so it's approximately 10 years and this Turf that we're installing does have a manufacturer's warranty within uh the quote that I believe you guys received and it's listed for eight years any other questions any questions from the audience I will note that discussions at the professional level about not just the physical maintenance of turf but even the different quality kinds of turf have been going on quite a bit because of the number of injuries so um I really think this is a very timely and critical need how long is it likely to take Maria for the field to be redone so one of the advantages of using the CMS purchase agreement is that we're able to jump schedule in these contractors schedules phone calls have made contractors that specialize in this type of installation are booked for a couple years versus Summer so because we're saving saving time and procurring through the cmass it'll give us the opportunity to jump in and take advantage of our spring break and finish throughout the month so um you know construction times vary but we're assuming month month and a half all right well so hopefully by graduation that is the goal okay that is the goal is graduation and not to affect any type of training that occurs over Summers and fall all right any other questions okay do I have a motion sure I'll move acceptance of the agreement I'll second okay move by Tom Lando and second by Caitlin Dolby all right so um we were unanimous last time so we can just do a Voice vote all those in favor of the purchase agreement for the replacement of the Synthetic Turf at PV High School indicate by saying aye aye all right thank you thank you so much okay so now we're moving on to the hearing and discussion in action of the revised updated board policy uh number 0440.1 internet acceptable use policy Dr Kaiser we're going to ask to postpone that when uh Mr Vincent cannot be here tonight he had a family emergency so we're going to wait until he's here he is our expert so we'd like to pull that item okay thank you for all right so that brings us to the discussion action approval of revised updated new board policies does anyone have uh one and they want to raise an issue with her okay I have a really important uh contribution to make to this discussion if I can find my note on it uh so I just found a typo um and it is in guys I'm sorry oh here it is um it is in 6158 policy six one five eight okay which what was the number again okay six one five eight and three study toward the bottom okay toward the bottom um this requirement only applies to students participating no that's not it I'm kind of I lost my note on it but um give me a second here and I'll I'll show you where it is yeah yeah 15 school days of more yeah there you go should be 15 school days or more thank you Ms dalby with that Amendment without it I'm voting no on all these um I'd like to move adoption of uh of the the proposed policy changes with that one tweak did you ask for a motion about a president I did okay I'll second that all right so we have um a change in six one five eight and we've had a motion for all of the board policies correct all right and it's been moved and seconded uh so any further discussion all right any comments or discussion from the audience all right seeing none um we can again have a Voice vote all those uh in favor please signify by saying aye aye all right past us unanimously so with that is there a board member who wants to agendize an item okay um all right so um I would like to place an item on the agenda for the November 16th meeting um to give board members opportunity to express interest in being nominated for officer position and state their case in no more than three minutes okay so to uh for board members who will be at that point in time participating in the internal election of officers to express their intent is that what you um I mean that's in fewer words than what I said but what I said is what I would like to okay can you say it again then so yes I would like board members to have an opportunity to express interest in being nominated for a board officer position and state their case in no more than three minutes mm-hmm all right okay so we have a motion uh do we get a second sure I'll second that all right so second by Lando Erica did you get all of that Jesus says yes okay thank you I can't see her um and so for context I added that in no more than three minutes so that we we can't invite we'll have at least one new board member so we can invite any future board members that will be at the organizing meeting in December um to come and and as a public comment you know can also State their case if they would like to be considered for a officer position in those three minutes okay all right neither I don't know any any further discussion any comments from the audience all right so uh we can have a Voice vote again all those in favor of uh including this um sorry can I say one more thing I'm sorry what I wanted to say one more thing I just just for reasoning um I I in my experience when I joined the board after being newly elected I didn't feel like there was enough opportunity to to um to learn about each individual person who was interested in a an officer position president vice president or um clerk clerk and also how the The Matrix for board president sort of fits into all of that um so and I would encourage anybody who would be interested in the president position to State their case in and you know ideally hit those points in the in the Matrix that is part of our board handbook but anyway I I just wanted to kind of give more context about why um why I even brought it up is I feel like it would be a good opportunity to sort of State the reasons qualifications so that all of us have the opportunity to think on it until the next organizing meeting and then even new board members coming on have have had the opportunity to hear that before we all are on stage together all right okay so I'd like to comment first yeah um I'm not hostile to this idea but I'm going to abstain from from voting on it let's make a decision we we we we got comments from at the time of the vote um you know when we were choosing presidents I remember hearing hearing comments from from people you know stating their their qualifications and interests and things like that so I don't know that it's necessary but again I'm not hostile to it and I'm I'm prepared to hear you know arguments you know for enacting this policy if it comes before me I'm confused about the last thing you said if your motion tonight is successful when it comes before me I'm looking forward to making an objective decision at that time just decision in the November meeting it's just a space in the meeting to do presentations if anybody wants to speak I think it's a decision whether to to to formally put that in place right no this is just for the next meeting so this is an agenda item where people interested in in being the president can make a statement as to why they want to do that okay any other discussion all right so with that we have a motion and a second to agendize this item at the next board meeting all those in favor signify by saying aye aye abstain you abstain okay so it's three to zero or you know okay all right with that we will go to closed session and thank you for staying
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because student growth percentiles compare like students across Arizona from the administration of azm2 in 2021 to the administration of aasa in 2022 it is important for us to review the context between those two years in Arizona during the 2020-2021 school year there is a wide range of learning modalities that students engaged in throughout the state some were in person but many were remote for most if not all of the Year higley's students however were in person for most of the year there's a great deal of evidence that shows that in person turning even disrupted was more effective than remote in the 2021-2022 school year though students across the state were far more likely to be in person for the whole year therefore there is a good chance that those students that were remote in 2020 2021 and back in person in 2021 2022 may have shown more scale score growth than our students that were in person both years the unfortunate reality of using student growth percentiles is that even if our students are growing that growth is compared to others in the state so even a lot of growth can result in a low growth percentile if everyone else grows even more El proficiency and growth is worth 10 percent proficiency which is worth five percent requires that a school have at least 10 azella phase students while growth which is worth five percent requires that at least 10 a Zella based students also have a second test record some of our sites will not have the required 10 of zelipe students in those situations their overall a through F score will be out of 90 points rather than the full 100 points for or the five percent proficiency measure each school's reclassification percentage is compared to the current year State's percentage schools then earn one two three four or five points based on how high above the mean they are for the five percent growth measure each student's growth on a Zella reassessment from the previous year is weighted and then compared to the state's growth percentage again schools earn one two three four or five points based on how high above the mean they are the K-8 model spinal ten percent is made up of acceleration Readiness measures this category is capped at 10 points even though there are far more than 10 points available each component requires a minimum of 10 phase students except for chronic absenteeism the different categories are grade 8 math performance grade 3 Ela minimally proficient chronic absenteeism subgroup Improvement and special education inclusion our middle schools have the opportunity to earn 5 out of the 10 possible points through their 8th grade math performance by increasing their percentages students that are highly proficient and decreasing the percentage of students that are minimally proficient on the 8th grade math assessment they can earn two and a half points for each additionally those points can also be earned if we have more than 60 percent of our students highly proficient and fewer than 10 percent minimally proficient our elementary schools have the opportunity to earn five out of 10 points by decreasing the percentage of students minimally proficient in ela and third grade alternatively if a school has fewer than 12 percent of their students minimally proficient they can also earn the Five Points chronic absenteeism is worth two points this includes all students in grades one through eight except for those students that are flagged as chronically ill in order to be considered chronically absent a student has to have greater than 10 absences whether excused or unexcused school can earn points in this component by either decreasing their prior years chronic absenteeism or having a current year rate of four percent or less schools can earn up to six points out of ten by improving the proficiency of their subgroups in both Ela and math from the previous year each subgroup that has at least 10 Bay students is evaluated using the same weighted proficiency calculation as the overall proficiency score and compared to the prior Year's subgroup Proficiency in both Ela and math all of our sites have multiple subgroups and as a result have multiple opportunities to earn the six points schools can also earn 2 out of the ten points by placing a greater than the state average of bay special education students in the general education classroom for 80 percent or more of their day graduation rate for 9 through 12 schools counts for 20 of their score this is determined by looking at their 4 5 6 and 7-year cohort rates and receiving a weighted rate up to 10 points for each cohort with the four-year cohort receiving the greatest weight the other 10 percent is determined by looking at graduation rate Improvement or maintaining a high rate schools can get 10 points for having a four-year graduation rate greater than or equal to 90 percent or improving their rate by more than two points if their four-year graduation rate is between two below or two above their prior year then they will earn Five Points the final component of the 912 scores is the College and Career ready which is 20 percent of their score this is compiled and reported by the assessment and student information team with input from the sites and the assistant director CTE schools can earn up to 23 points for this component based on accumulation of individual student Points each student receives indicator points based on the College and Career ready rubric one indicator Point gives a student 10 CCR points two indicator points generates 20 CCR points for the student and having one point on the college side and one point on the career side of the rubric will generate 22 CCR points per student the CCR point points for students are then totaled and divided by the total number of students in the cohort to determine a school's total points schools can earn a variety of bonus points they can earn one one and a half or two points for enrolling special education students based on a percentage of the state average of enrollment they can also earn one and a half or three points for their performance on the AZ side test as long as they administered it to more than 95 percent of their eligible phase students then finally 9 through 12 schools can also earn one and a half or three points for their participation on ACT Aspire the State Board of Education set the cut scores for this year's letter grades on October 17th the K-8 cut scores are the same ones that were originally established in 2016 and have been consistent since that time due to the addition of act for 912 rather than a state assessment the 912 cut scores are new and based on a standard deviation model as I shared at the beginning letter grades are required to be released no later than November 1st as of this recording they had not been released I will be meeting with site leadership over the next two weeks to review their letter grades and begin discussing areas of improvement and celebrations additionally I will be sharing the letter grades with you at the next board meeting and how each of our sites scored in each component I apologize for not being present today but if you have any questions please share those with Dr Foley and I will follow up with you as soon as possible thank you for your time tonight president Kayla members of the board were going to pull up real quickly just so that we can acknowledge the letter grains um and then here we go as you can see an Indian will go more into this next week as you can see we have eight a schools and a means excellent or distinguished performance in five b schools which means highly performing demonstrating high performance on Statewide assessment as you heard from the calculation a score isn't just as simple as a score there are many components that go into figuring out letter grades and it's really important for us to look deeply at obviously one of the most important things we do in addition to Safety and Security is the education of our of our students and how we use data across the board including this one this one indicator is really important and so understanding that is one of the things that we use in our system and so we're utilizing this information with our leadership and we're also going to come back back next time so that we can share a little bit more with you about what we've learned and what we're working on thank you Dr Foley and I may have a very um different opinion than most but constantly changing the tests and constantly changing the standard does not develop a standard and I think this calculation and the way that they did it the growth and not taking into consideration those schools that were in person for a very long period of Time Versus those that were not um I think this is the most complicated grading system that I've seen in my tenure as a board member and it's completely unfair so I stand by what we do here in Higley and we've done it well and I hope and I pray that the teachers out there and our staff members that were given bees do not feel to be defeated tonight we support you and we know that there is great things happening in your schools I know specifically even Gateway has had some tremendous growth and so I have Goosebumps right now as I'm talking because this just infuriates me but anyways that's our state for us and we will just respect their decision even while I may disagree president kaler Dr Foley wasn't aren't we very close on a few of these bees so there is some is there some wiggle or no that the state wouldn't go back and is there anything keep go ahead uh President Taylor board member Wilson obviously there's an appeal process we look very carefully we're really lucky to have a very strong team that helps us look at that to determine I will tell you that um president kaler your settlements are shared by many across the state who are looking at this and what it means to them and their system particularly for those schools who were in person uh quite a bit in the previous year and again that the amount of the growth score and its impact on the overall letter grades the other component many people are concerned about is the idea of a chronic chronic absenteeism in the middle of navigating covid when the message was if you are not well stayed home being that again that we utilize some of the existing components in this um obviously there's a lot of frustration I I think the important part is for us to go back to understanding how these are calculated and using these for how it's meaningful and keep doing the good things that we are doing every single day and that's what we will focus on but we really truly want people to understand when you see that it's not that something wasn't done well in fact in many cases when you look at when we break down each school and show you the amazing things that are happening in those highly performing b-schools you're going to see growth you're going to see positive momentum you're going to see good things that are happening and and just like all things if there's opportunities we identify what those are and how we address them so overall I think we're approaching this very healthy and we want everyone to understand it so thank you thank you Marcus you're welcome have a good night we appreciate you off okay all right moving on 6.3 is just a report are there any questions for our first quarter special education Day School report okay thank you thank you very much Mrs Miller staying under budget too I see I noticed very well done um and then we have our human resource quarterly is I report any questions or concerns okay thank you very much preschool update and we have Mrs Patty Gleason in the house turn it over so excited to be here uh good evening president Keeler members of the governing board um Dr Foley and members of the cabinet I'm Patty Gleason director of The Early Childhood Development Centers and this is Stacy Utley my assistant director we are celebrating 10 years of Early Childhood Excellence this year and we are here to give you an update on what we've been doing these 10 years and our proposal as well so I take it this is fine okay all right so if you'll take a look at that picture right there those triplets that you see in that picture we're one of our first graduating classes they are now freshmen in high school they were pretty amazed they were my students yes so it's been an amazing journey and boy have we learned a lot and grown a lot over these 10 years but it all started Once Upon a Time back in July of 2013. two state-of-the-art preschools were placed on the campuses of our middle schools and we welcomed 335 students to a lonafly Cooley and we welcomed 345 students to sue sauceman ecdc the little cougars and the Little Spartans were born I don't know why I get so nervous but I am so I'm so sorry okay so we have been an extraordinary program from the very beginning a standout among Valley preschools and our mission States it perfectly if I may read our certified Early Childhood Educators and staff Inspire curiosity build problem-solving skills self-esteem and Foster a love for learning in our young children within a nurturing and play-based environment not only did we have highly qualified teaching staff at both of our centers but we were thoughtful about adding unique programs that also set us apart our dual language programs Mandarin at Coulee and Spanish at sasman and our think highly gifted preschool program that is also at sasman it gave families more educational choices for their young children and then our preschool it's all about connection and relationships something I think we really do well but we seek to build them with the children and families that we serve and with our hidley community too conscious discipline is one of those ways we share with our community um we actually have workshops for our families and husd employees every year and this year we had so many people enroll in the class and you can see the picture there we had to move from Coulee to the do in this very board room and it was pretty amazing almost 90 people attended that night it was very exciting another thing that we do that I've been very proud of and it's part of the dream that I've had for our centers is that for the last three years we've partnered with hidley high and Williams Field high schools their CTE Early Education or early childhood development programs we have several cohorts of high school students that come to Cooley and they're in our classrooms participating with the teachers Hands-On activities and learning all about Early Childhood right from the beginning there were such great mentors but again we're growing our next generation of Early Childhood Educators it's pretty exciting and then we also partner with Sussman Middle School to welcome teacher assistants into the classrooms and I see that I missed one here we've also been partnering with Arizona's first things first um over the years and both centers are now enrolled in the program Sassaman actually has been grandfathered in when we opened in 2013 and our classrooms were all already a part of the program because Cortina classrooms were and so when we observed their teachers we absorbed that as well but this year Cooley was also enrolled in the program foreign so through the years we have served over 8 300 students we've increased our tuition only twice since we opened in 2013.
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we are well known throughout this community and it's pretty amazing that um a lot of our enrollments come from parent referrals which to me is the highest compliment that they could ever give us and we are currently at 89 capacity at Coulee and 96 capacity at Sossaman so we are growing and it's wonderful it feels great which brings us to the gift of the present huh okay hold on one second one second oh there we go all the time I think I have to there it goes I said I'll let it wait time see I got to practice wait time or two okay so our current enrollment is 830 students we have 660 tuition students and 170 special education students between both of our preschools this year we have 34 certified teachers and 56 classified staff between both centers and we have an additional 10 certified staff with our preschool eval team speech otpt and VI services on both campuses our staff salary and benefits are covered by the tuition that we charge and we are continuing to rebuild a contingency fund to ensure sustainability as a standalone program in Higley unified we are currently receiving grant funding from the child care stabilization Grant and scholarship and tuition assistance from quality first and Des no it's going the wrong way and it keeps kind of looping thank you oh there it is okay thank you a little house is always nice thank you so it's never too early to start looking towards the future um and looking at the future of our early childhood centers so salary and benefits costs continue to rise yearly and our certified teachers and staff are the reason that our families seek out our program so we want to make sure that we can maintain that over the years in addition to our salary and benefits cost Rising their increased Supply costs and now 30 percent um average increase for substitute teachers that we use for our program as well as we look forward we want to be able to maintain our high quality program and continue offering unique experiences for our students because so many of them stay right here in Higley we capture them and then they stay and that's why we're proposing a tuition increase for the 22 or excuse me 23 24 school year and Stacy is going to share those numbers with you I might need that although I'm afraid of it a little bit now okay um I get to tell you what a great value along with all those wonderful things we are what a great value we are in the East Valley as well currently um we are charging for a full day Kinder prep classrooms 710 and we propose to go to 750 as you can see the schools in between which are are on these Valley are anywhere in between um in that in that same range um we are currently at about 5.63 cents an hour and we go to 5.95 so it's just a small increase that we think that our families will be able to um manage okay I'm putting it forward [Music] she's going to do it for us very good okay um thank you um our half day classes um our current price monthly tuition is 370 and our proposal is to go to 400 the school districts in the nearby area charge anywhere from 331 well 280 I guess for PM up to 420 dollars so that still puts us in the range and these numbers that we're looking at other than Chandler will probably go up these are this year's numbers and most of the districts are all looking at increases as well with everything going up and the last slide very good it worked this shows all of our brilliant Beginnings programs um as you can see the brilliant Beginnings full day and the first four or five days and the beginnings half day for five days that 710 and the 370 that you just saw on the other slides is the same price for the beginnings as you recall brand Beginnings is our threes and early fours Kinder prep is those kids that are going to kinder the following year um so you can see the prices we want were the proposal is from 7 10 to 750 uh 430 to 460 300 to 330.
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