I always seem to forget asking the doctors if they have anything to add. So I will just answer Mr. Russell's question. Middle school Central was built in 1976. Wow. I wasn't there then. It was two years after I graduated. Thank you. Dr. Long, do you have anything to add? No, sir. I have nothing else to add. Um hereby close the uh or actually can I get a motion for adjournment? So moved. Do I get a second? Second. All those in favor signify by saying I. I. Opposed. The eyes have it. We're adjourned. High school.
Solen, Mrs. Solano, Mr. Hanlin, and Pat Castle. So I'm going to ask Mrs. Solano to give us a little bit more information on those topics. Thank you. So, as Miss Cullinin said, Kevin Hanland provided an overview of the I Ready Math Diagnostic. I Ready is the program that we are using as the resource to teach our students math in sixth, seventh, and eighth grade. This is our second year with this resource. And not only did we change the resource that we were using, but we made some significant programmatic changes at the middle school level to the way we are implementing math instruction. And that was to move from a a tiered level of math to all uh pre-alggebra for all students in the seventh grade. Next year, all our students in eighth grade will take algebra. So the um benchmark assessment at the at this midyear point and moving from spring to the mid I'm sorry from um fall to the midyear was particularly interesting because our students did um marketkedly better this year with this new resource and with all students being in the same algebra uh pre-alggebra class than had done previously.
They weren't just coding. they were developing essential teamwork skills that was going to serve them well beyond the classroom. Uh, you know, I think that this program, as good as it was in the aggate science one, too. We're not talking about that one necessarily, but it was really cool and engaging for them. And this stuff just is so important for them, I feel like, because it not just doesn't just build them on how to program a robot, but it builds those other skills like that collaboration, that teamwork, these essential skills in their lives that um you know, they're going to need as they get older. And this STEM program really did a great job of helping foster that and is just something that I'm looking forward to continuing um next year and beyond. You know, overall this robotics program and the STEM right now is a huge success and I the impact on student learning was very clear to me.
All right, deputy superintendent. So I guess from the the last hearing that we had, did you go figure out what lands did you get since 2007 that has been owed to the DOE and where are we with the status of those lands? Yeah, we sent you a summary of the history of the impact fee law as well as the amendments and Okay, where did you send that? We sent it to the committee chairs earlier today. Okay. Well, maybe you should share that with the members. Okay. Um I apologize if you didn't get it, but um we got so far and this is still like we're still looking for information. So this is kind of an ongoing thing, but we got 12 acres on Central Midway through the impact fee law and we got like 373.4 acres using a fair share or educational contribution agreement. Um to date since the impact fee law was in in place a lot of the projects got approval which required them to comply with the school fair share agreement before the impact fee law was in effect.
Yeah, get show me a good one so I can figure this out. And and I also will tell you that last year we weren't doing cyclical rigger wa rigger walks like we are this year. So, there's that as well. Um, so, okay, now we've gotten into agree. Is this the same thing? Okay. Agree, disagree. I know. that good there's slightly so that's interesting I can just tell you on mine I have five and six went up from disagree to agree so it was in disagree and it went up to agree by December and then it went back down a little bit because it's it's something like what you're seeing that day. So, yeah, I understand that it it is kind of sporadic like that. Would I prefer it to be trending further up? I think that when we're doing these rigor walks and when we're looking at snapshot data and when we're giving observational feedback to teachers and PD and planning, we're all gearing up for our rigor appraisal.
So not only do we have two years teachers are now in the second year of implementing this. So there's that's an important piece, but our students came in stronger from sixth grade than they had in the past and they've made significant growth. What's even better is that the students who were in the lowest bands and and might have been our struggling students, they have achieved the most growth so far this year. So it it really is a testament to what the teachers are doing. And um I also want to recognize the work of Robin Kerry and Marie Broadway and Andrew Kof Francesco at the middle school who are all working in special ed and have had significant conversations about how we approach math support for students who have a math learning disability. And they've they've changed the way they've done things there to make sure that they are highly focused on the lagging skill in math and not not necessarily on um helping the student with work completion and homework that sometimes, you know, gets in the way.
Um the excitement that it created in students, the perseverance that I saw, the collaboration that I saw, it just showed how powerful STEM can be for students and how it engages young minds and helps prepare them for the future. Thanks so much, Tanner. Just so everyone knows, Tanner was like the first teacher in my run of teachers who got to see everything firsthand. Nothing. I had not rolled this out to anybody. He saw all the bugs. His kids felt all of it. It was incredible. So, it was a good run. We have some student testimonials that we want to share with everyone. We'll go ahead and get that started. Thank you so much. We didn't bring any students here because we thought we can get more of their voices if we had a video of more of them. So, I hope you enjoy [Music] I like building the robot because I really like using tools.
So that's why there's a whole bunch of um projects that were under the prior agreement even after the impact fee law was passed. Okay. So you only got one project that's owed under the new impact fee law then. So far that's all we could find so far. Okay. So, what about all the lands under former fair share agreements? Because if you listen to what the senator, you know, from Westside is saying, he has, you know, he he you you guys got your fair share of land, right? But you're not wanting to accept it. So, you have land that you're owed and yet you don't want to take it. So I don't know what the problem is is but you can't come to us and say you want the land and then at the same time you say okay yeah we're owed the land but we're not going to take it.
So, if you could hold tight with me just a little bit. Okay. I pass this. You know what? This is the old This is the old thing. I'm so bummed out. So, I have um somehow It's probably my fault, Cassie. I gave you not the updated one. I have the updated one. That's That's the problem with this. This is the one from Heidi. I because I have my three pillar scores and you can see that they went up across the board on my last rigor appraisal. Phenomenal growth. Um and the trend lines look a little better than what was seen there. And this isn't the updated SIM chart, too. So, um I'm sorry about that, but I can hand this to you and I can give Cassie the updated one and and you can see it later. And I'm sure that Cassie would love to do that.
Um being that it's gets in the way in the in the in the manner of um it's always present. you're always trying to get your homework done and instead they've really tailored their instruction to math and those students are remaining in the classroom with the supports that they need. So, we've seen significant growth and um Chem did a nice job explaining all of those performance levels across the board. And the the reason that we do these math diagnostics is really for our teachers to see a health check of math. So not just in the overall classroom how students are doing but to get sort of an unbiased and standardized measure of how students are doing and the the teachers and the team at Dodd were really excited and very pleased to see the growth that students are making. So we're hoping to see that trend um for the next half of the year.
Probably the part where we got to program everything. Favorite part of robotics is programming. My favorite part of robotics was the building because my partner and my I will like just grade up different things. Like the building part. I liked like working with like partners and like learning something that I probably wouldn't have done probably like creating the programs, building the robot. My favorite part about robotics was probably the hallway task. One of the most challenging things was making our pathways cuz there was a lot of different angles trying to get like the code correct. probably not wanting to like take control and want to be the ones always being hands-on, but you had to be patient and work with the team. One of the most challenging things for me was coding the robot because it was hard for me to get the code I wanted right.
So it's either you're going to take it or you don't want the land. So I I don't know what's going on there but it alarms me when the senator from the west side is saying you know and this is under probably the land use commission that they're owed this right this is gentry now that's that has to owe this land and yet the department doesn't want to accept it. So, I don't know what's going on of what what the issue is, but when you're owed land, it's you should be like, "Okay, we're going to take it." Or if you don't like those lands or if there's problems with the lands, then maybe it's, you know, and and you guys don't want it, then then I don't know why we need to have this this this impact fee law in place, if you're not going to take the land anyway.
I'm mortified on that. I don't know. No, it's gave us Yeah, but they were supposed to because Jen and I worked online just because the in the last month we Okay, then just let me ask you a couple questions. Let me just ask you. Okay. And Cassie will take care of me. You know, Cassie always throws enough paper at me that I get lost and then everything comes out right. It's not anyway. And it's not Cassie. I I just sent her mine and thought that was all there was to it. I didn't know there was another person in the mix. That's okay. I'm sorry. So So tell me out of your staff and how many staff members do you have? Uh uh well teaching staff. Yeah. Well, we have eight teachers a grade level. Four teachers in each content team. Okay. And that counts art teachers and music teachers.
So that was our math update. Um, next, Miss Cullinin alluded to the safe school climate survey. That did come up um once before at the at the meeting. So, we had gotten some hot off the presses information. So, I'm going to hand you a couple of documents today. One is the parent guardian school climate survey that has been recommended to us through the through state channels. And this document um outlines the questions that the parents would see that also identifies what the students would see. So I'm going to pass another document down to you that um this is a sample opt out form. We would certainly write our own, but you can see the questions on these pages that have been recommended to us. In looking at these questions and comparing them to the questions that we have used in the past, the overall general questions are very, if not verbatim, similar to questions that this district has used in the past.
Putting on the parts that like do something like not the screws, putting on like the cameras. I think it was like coding it cuz like you have to figure out um like how fast it has to go in order to reach this um specific spot that you want it to be in. probably working together as a group because we would all have to try and do different decisions and like we would have to agree on certain things. I think that was probably the hardest part. I was proud of doing a lot of things while I was programming but probably finishing something with my partner understanding like what to do like being able to build it and like code it by like myself. I was proud of when we finally made this square. Yeah. Programming of the robot, how good we worked as a team. We tried programming over and over and like we kept getting the programs wrong, but we also kept moving forward to the right answer.
Yeah. I I got to go find out why we're not taking the I don't know if it's the infrastructure is not in yet or where we're on the project, but I I'll follow up and But you can't have it both ways. You can't say, "Okay, we want the land, but we really really don't want the land." I don't know what the status is and why the land's not being conveyed. I don't have that information right now, but I'll get it for you. Okay? Because, you know, I think that's and that's the issue, too, is okay, land is one thing. I think Senator Favlla is is is right. I think, you know, you you have to be clear on maybe it's not the land that we're concerned about. Maybe it's the infrastructure. Maybe it's just the planning of the area to make sure that it's the lowest cost department.
Four teachers about 25 with the elective teachers and about 28 with the sped added. Okay. So, out of those 25 regular ed teachers, okay, because special ed's a whole different bag, right? Um, out of those 25 regular teachers, how many of them have at least 50% buy in? Oh, I I think if the staff had their decision right now that it was their decision whether to keep or not keep this without any direction or funding or anything, they wouldn't teach any other way. There is full buy in at our at our school. So all 25 teachers, there's a couple that struggle with the implementation, but our teachers have seen the power in it and are seeing how kids learn at high levels. Absolutely. Yeah. All right. Thank you. Thank you. you answer and I'm I'm sorry if it sounds disagreeable but I just no decision to make but I will tell you morally you know we do a lot of direct instruction and had done a lot of direct instruction and at one point I told the teachers at some point direct instruction is a model of instruction and and there is studentled teameing that's another model of instruction and you really have to embrace studentled teaming and understand the intent behind it.
I know one of the questions that came up um as a concern was a demographic question. So, there's a question that asks, and this is I'm reading off the recommended question list, what is your gender or gender identity? and you select female, male, other or I prefer not to answer. In the past, the survey that we used had a question that was very similar but um more detailed. It was male, female, non-binary, gender fluid, or prefer not to say. We appreciate the questions as they have been written by the state department of ed and are suggesting that we use in total the questions that have been put out and suggested to us. So I'll give you all a chance to take a look at the questions that they have provided. Miss Lana, just quick clarification question. Is the delivery method a a Google survey or what's the platform?
Probably making a triangle. Uh, nobody else could do that. And that's how I learned how to turn. uh being able to work as a team. It was hard at some point, but when we got it right the first time, my team was like so proud. Um the hardest part was probably putting it together. The hardest part was like like telling it to go like a certain direction and like a 360. At the beginning when we were building um we accidentally put the thing to hold up the bot backwards and then we had to unscrew it and fix it all taking it apart because it was kind of sad. One thing I would change is to learn about uh multiple types of robots. I would definitely make it longer. I I felt like we had a really short time there. if there were like different robots that we could build instead of everyone building the exact same robot.
And and part of that, that's why I'm really concerned about it. it coming from a formula. You have to look at every development and you have to make an assessment of what is the best deal for the department and that is the role of the land use commission right I understand department of fine homelands doesn't go through that but you know so I think that's a whole another conversation with them but I think when you take a look at impact fees it has to make sense right in terms of what we're trying to do to get you know to to make sure that we have places but if even if we have places you know it doesn't make sense if if you guys don't want it so I think you guys really got to take a deep dive if really want this, you have to take a deep dive and fix it.