I was going to add uh you know I was thinking the certain years um that million dollar cut that one year and again it's near zero you know malicious or not but I I know it wasn't intended that way. No, no, but uh sometimes it's in the delivery. It ended up working out after, but uh I'm not overly worried about this one because it is a short-term thing and you know I I was I was really surprised by the amount of um of the new grandless revenue that was going back to pay towards I did not know that huge number. I understand. I mean it's it's so I I know the town council most of the folks uh this is not going to be a malicious thing in the last several years I think the both bodies worked well together to work through things I know we'll work through this but I I I think without some kind of modest tax increase to offset next year or two um if that doesn't happen that makes things you know much worse for everybody but I think we'll get through it.
And so that is a huge increase for us of four points. Um, and tremendously proud of my staff for making all of that happen. That's those teachers making sure that kids are working specifically with whether it be a task, a worksheet. Sometimes that's going to get them closer to the standard. Uh, I am not really a leader who likes to try to get good at a lot of things at the same time. So I'll own that. Um I think it creates like it like a feeling like oh gosh one more thing this will please don't give us one more thing. So we tried really hard in that evidence-based practice. We worked on it. We sold it. We microtaught it. So that score reflects that hard work. So we'll be moving in to our next 40-day goal which is really verifying to take learning within a lesson.
Um, so if anybody happens to be watching, I don't know if he watches anymore, you know, don't don't get upset, but if I'm sure Sam will probably say this later, if if the public has any other ideas or things that we're not thinking about, town council, please show up to the meetings. I know, uh, they want to try and get folks to come out. So, um, please do. Your voice does matter. Thank you. Sorry. Other comments, Miss Colina? So correct me if I'm wrong, but at that meeting I thought what I heard and I'm referring to page three in the top there, external and internal factors, the internal ones around the contractual wage increase um from last year 3.2 to 4.59 about a 1.57% increase. Um, and I thought I heard a question posed to you around they wanted to know the exact dollar amount of the wage increase.
As we're monitoring students if they're learning what they should be doing. It's telling my teachers, well, this student doesn't have this content yet. I need to work with them this way. These students, they're doing okay. They're going to go ahead and practice independently. Then I have these students who mastered this concept at the pre-EST. I'm going to enrich them like this. Right? Well, that's a big skill build for some teachers. So, that's what we'll be working on moving forward. But overall, really good growth for us. So, we're happy about that in the direction that we're moving. And then you can just see I kind of just put the numbers of how much they grew in each area up there for you, but overall growth is 1.2. So happy. Here's our school instructional maturity model. So you can see our dots up there. We did not change our poster from last year to this year because our ILT, our instructional level team is not only myself, Miss Poselli, Miss Morgan, but we introduced two other people onto that team during that time who have a very different lens of the school than the ILT does.
Yeah. Yeah. I I would think that would be I don't recall that question, but Vin would would that would be in the line item on the book would be the of just the teacher salary component. I think they needed clarification on the steps. I want to say it's like 3.3. Yeah. Does that sound right, Ben? So, the increase for next year is 2.1 million of which about um 300,000 is for the new addition. So, it's about 1.8 million is just the wage component that's contractual. All right. Okay. I see. I was looking at Well, I thought the question was around like what's the impact of the new contracts? So that would be the 1.8, right Ben? That would be the 1.8, the impact on the new contract. It it is. And if you look at the green sheet that um Jeff handed out, we you see that we haven't removed any dollars from the teacher line yet because that's a discussion we have to have.
Okay, one of them is here, Miss Alise. She is our special education team lead. If you know anything about Desert Valley, we have seven special education classrooms, soon to be eight. So her vision of how we support students who require extra support in the classrooms is very important to me. So she sits in on this. She's very good about telling me how does the model of instruction help our subgroups? How can our subgroups gain more access within the model of instruction? So she plays a big part in that. We're happy to kind of show that we've moved we're in the silver dots um up there. So we're seeing a lot more like standardsbased practice. We're still working on collaboration. Our core instruction is a lot more student centered than teacher centered. Unless you're in there in the direct instruction, which Dr. Short talked about earlier, we teach primary kids, kindergarteners, first graders, second K4.
some of the, you know, the increases were for the art teacher, health teacher, you know, is there a way to actually make those reductions? So, even though they're not contractual, they may be necessary because of enrollment. So, whether or not there's some some reduction possibility, we just haven't had time to to work through that just yet, nor have we been able to really factor in that enrollment increase, the, you know, the additional um 80 something kids that where they attend. I Yeah, that's it could be a potential wash when we get the retirement numbers in. Basically, potential could be. Yeah. Yeah, it could be. The other thing that is relevant like you know, Tim was talking about the implications of one to the other or whatever. You know, even if we cut those positions, it's not a full pickup because we still have the sections of kids and we were paying this year, our veteran staff to cover additional sections, which is a contractual impact on that.
They need someone to tell you this is how you do this. It's our primary job to make sure we teach them this is how you do this skill. So you will always, always, always see direct instruction. What we do after that, how we measure the direct instruction within the lesson is how and where the model of instruction really steps in. Okay? So teachers get the opportunity to do their very very best instruction in that tier one. If it works great, how do we enrich? If it works okay, what do we need to do in the moment? If it didn't hit the mark, how do we retach and what do we work on? So that goes into that student thing. Okay. So, co cohort data. I've had a lot of people before me have done their cohort data. I put mine up a little bit differently.
And we So, you still pay for that. Um, and you know, we look at fees. the uh transition K is really below market in terms of the cost you know I mean is there 40,000 there by picking an additional thousand over the course of a full year for that which is still insanely below market cost um is that something you know so there there are so many things that we have to evaluate moving forward um and this is very prelim preliminary, but I did want to make sure it was on everybody's radar. I'm sure it was already, but just kind of like where our thinking is on all this and what we're dealing with else. No, Dr. Someone can you just kind of clarify class size cap if there is any because there was a lot of talk about or at least a comment made at that town council meeting about you know it's only certain number of students who you know class size should just go up for the next couple years until we get the revenue.
I look at cohorts starting in 22 23 when we first started benchmarking our second grade students. Over time, we traditionally see a dip between benchmark one, benchmark 2. As teachers, as principles, as leaders in the school, it's always like an elusive thought of how does this benchmark score go down every year? And then when we get to the end of the year, we see things go a lot better. Some of the other principles talked about, well, the number that you have to be in order to stay proficient also grows. That benchmark is made up of questions and things that haven't been taught yet. Some of them are priority standards and some of them are not. And so we try to look at Galileo as an indicator of how and what our students will do when they go to perform on this state assessment. We also look to see do our students carry over their knowledge from the year before into the upcoming year.
Sure. Well, we don't we don't have a contractual cap. The only place where there's really limitations on class sizes and are in, you know, places where OSHA would influence it like a right a CTE classroom lab. But, you know, uh on page 12, this isn't our full history, right? This is only the graph would be unreadable. But the bottom graph on page 12 shows, you know, our history uh enrollment size over time. I'll tell you the 18.8 we're at right now is the highest we've been. And I know class size is, you know, um held sacrianked by our our families. You know, 18.8 um honestly is higher because that was um before enrollment growth. Uh so I know it'll be above 18. It's not going to be 28, you know, it's it'll be um incrementally above 18.8, but it is higher. So, we're already at that higher end of the threshold.
So just like most of the other previous years, we saw a backslide between benchmark 1 and benchmark 2. Not too too bad for me. Anything under 10% is pretty good. When we have a cohort of 100 kids, I think, okay, what is 10% of them? How many students am I actually talking about? I like try to think about where some of those slides come. We had a much bigger side in second grade math than we originally thought, but I think that we're continuing to work on some content issues um in second grade and just kind of get our students caught up a little bit on how to use basically going from very hands-on into more abstract. You know, at the beginning of second grade, we still do a lot of hands-on. We're still drawing a lot of models. This test is very much abstract, just a lot of like having to apply those processes.
And the other thing that we're up against, and um is really the incredible degree of dysregulation that we see among kids uh today. Um, I'm going to talk a little bit about that later on in the show, but you know, it that's a reality. So, increasing the class sizes um has an impact too on the the climate in the room. So, we're all, you know, there's a lot of variables like they said that we're still evaluating um and want to really dive into before certainly before we're, you know, on with the the council on the ETH. Tim, thank you. Yeah, you mentioned the class sizes and I'm just looking at the graph you had given us through the table. Do you have any idea what's driving up Dodd looks to me to be the most extreme 50 students out of the 134 154 whatever you said I forget.
So, we're hoping to see that score grow by benchmark, well, by the end of the year benchmark. Here's our cohort data for Dibbles. So, you can see from benchmark beginning of the year 2425 to middle of the year 2425. Those pluses are just for this school year. So, we saw a slide in third grade and that's our composite score. So when we look at dibbles in the grades K2, there can be anywhere between five to seven indicators that go into this overall score. Things like segmenting words into sounds, how many letter sounds are in a word, decoding words, and then reading fluently. In our third and fourth grades, it's really about fluently reading. And they also take maze, which is like a comprehension like test. So for us, we like to see if we're keeping our students reading in the lower grades. And we always create a goal as a school surrounding dibbles because if we do our job really well in K2, it makes our third fourth grade teachers job a whole lot easier.
Sure. Um can can you tell me what page in page six page six I'm just curious what uh when who was it NISK or Nisak or something when they came back to you and they said here's the projected numbers did they give any sort of cause? No. No. They they project based on birth rate and a long and a longitude and a long look back on when numbers increase in the current enrollment. What does that how does that translate um into next year's enrollment? So they give us this update based on our updated enrollment. So they'll give us a projection. Um we'll we'll submit to them our data when school opens and then they'll give us a projection right before we do the budget and then you know they'll do a spring update. And so based on those updates over the course of time um and birth rates they project out how many students it's usually pretty pretty accurate.
We know when kids can't access text, comprehension's nearly impossible. So it makes that really difficult. And if we just leave it up to context clues, that's not really going to work either. So we really try to work on those reading foundations. Here's our action board in sprint for this upcoming sprint. So 60% of classrooms will have students and teachers documenting evidence through success criteria. Basically success criteria for us is if this is the target for the day, what are the layered skills throughout that I have to be able to do to be proficient in that day? Our goal is to not only communicate those layered skills as teachers to students, but then students to actually track their own progress within the daily learning to say I was able to do that skill. This is the evidence of how I know I was able to do this skill.
So this is a function of increased enrollment over the course of this year. Got it. You know, based on history, um Vin talked about uh the enrollment study that we're going to need. I think you talked about it. Um I know we were talking about it before. Anyway, I think we talked about it here, but I get all mixed up now, but um we talked about earlier today the enrollment study that is going to be conducted for our new school construction redistricting. Um that is much deeper in the evaluation in the sense that it goes past birth rate, past history and into development. What's happening across the community in terms of housing development and uh you know state mig not migration trends but uh influx of people coming into the state, people going out of the state. It looks at all of that data uh and is a a finer point detail.
This is the evidence of how I know. Um and so that success criteria becomes their success. So students aren't waiting for the teacher to say, "Hey, you got that right today." when people know what their their goals are and how they get there along the way, they're more likely to reach them. So, we do it for students, too. Um, and so if they know what they're supposed to complete and they do that, then they should hit that mastery on a daily basis. Um, right now we have three teachers who are in 301. Um, and then we have 12 teachers who are still working in 2011 and I have seven teachers who are working in 101. Some of them are first year teachers. So that's what everybody was doing in year 1. So it's kind of normal to have teachers across the board. But um the two teachers that I brought with me tonight are both in 301 and actively use success criteria.
So we should have that actually in the fall prior to next year's budget, too, which will help us uh with the projections. But this this is based off of the kids moving in over the course of this year. Yeah, thank you for that because you mentioned the history of the long look back and I'm thinking, okay, well, that's not going to change, right, for from one update to the next. But the new people moving in, I'm just curious, do you have is there a cause for that? Is that the new development or people moving in? My understanding is people are moving in up in the north end. Is that true or People are moving in. We had our first buser out of the new apartment complex up there uh earlier this week actually. But um it's roughly 50 students out of those new developments this year already there already in our schools.
So they're really good examples of our next goal that we're going to be working on. Uh we like to celebrate and I made this slide and then I realized I think they're talking about what kids are doing, but this is what we do for teachers. So we just like kind of call it let's hit a home run before the end of the school year. We put our sprints up and we really encourage our staff to try to hit each one of those. It's a fun way to make sure we're meeting our milestones and keep the work moving forward. Um, but our biggest celebrations in the classrooms are that students are working in teams consistently and using success criteria to guide the conversations. So, you know, kids in the interviews that Heidi does that goes into like that overall effect. If you ask a majority of our third and fourth graders, who's in charge of your learning?