Microphone microphone. It feels so good to see that. Your turn. So, the enrollment process is open to new and returning. Um, the process is really the same. The only additional step for a new enrolling parent is to set up a parent view account and they don't have to be enrolled to do that. So, we did post a video, I think it was a day or two ago, related to the online registration process, which we were excited to see we had 14 in one day. So, that was a nice nice bump right after we posted that. So, and the video went viral. I got one like. No, I I think I think I definitely want to say uh as also Miss Sylvia had mentioned um and I'm sure we're considering you know when we say increase in buses we also means increase in the price tag for for having to do that.
Does that make sense? Like, when do you guys say, "Okay, we've seen the observations, we heard, maybe it's time for a switch." At what point do those conversations start or what is it that you guys are looking for to lead into those conversations? I have a clarifying question for you. Was it when you say make the switch, are you referring like for example study like a different or anything in general? I I just this question prompted because I saw study in sync but I've heard you know in other cases that maybe a certain fast bridge isn't necessarily the one for Azella, you know, for our multilingual learners or stuff like that. At what point do we start pivoting knowing that certain things aren't working and they haven't been in the past? Yes. So Dr. Dr. Pombo can talk a little bit more about the cycle of resource adoption.
So I know we also what also was mentioned at our last meeting is that we are tapping into what we were trying to put aside for savings. So I think on the on the instance that we're that we're um prepared or responses responsive. I want to make sure that the board members are in receipt of any information that needs to be given, especially when it comes to what those finances are going to be. So, I think even if we get an influx of students and we try to apply for more funding from impact 8 if it's going to be there um would take a whole another year before we would see any of that funding. So, we'd almost have to put the bill and then hope it comes back. That is accurate. Are you stating it is accurate? impact date it's a one uh year process.
So I know that right now we are in a cycle of renewal and so we do have a couple more years left of our renewal and I know that there so we just adopted science for example and prior to science we adopted a new resource for math. So, in terms of the line of content, we're coming closer to that time for Can I jump in real quick? Language arts. Yeah. So, and correct me if I'm wrong. In our analysis of this, it wasn't that students didn't like study sync or they didn't think it was worth doing because they did talk about the like the quality of the of the literature and the things that are presented. It was more about the experience of use. So, I think our trigger would be if we started to get a lot of feedback from kids that like that were just like flat out this is terrible.
Um nevertheless less the state funding it is a is as it increases and it gets adjusted. Okay. So um whereas one may be um affected um the first year the other one is going to be uh um impacted in a positive way but eventually both of them they will reflect any new current enrollment. Um but the full cycle it will take about a year. Okay. Miss uh Bets. Um, so I was looking at the letter that was sent out from HRTC and I'm just wondering if anybody is following up on that as far as the um the um the executive order um like from HRDC to um for the BIE schools. So I mean we're we're I know that there's time frames that we need to meet, but um I it had on there um about the um they had 90 days to prepare. Um, so I don't I don't know if anything's being followed up as far as you know, we're doing our part.
There's nothing or or very little that's good about it. So, we're looking for the like the question in our minds is can we still take action to improve this? Right? and and as long as we believe there's still a way to take action, so to create more structures for engagement, which ties to the guardrails we'll talk about, if we see that and we see kids starting to get more into the use of the material, then we'd be on the right path and we're still seeing that. But if that wasn't visible, then we'd be looking at how to cancel that contract and try to go with something. And that's kind of I know I use study sync, but I use that just cherrypick that because it's in here. But that was my ultimate question, right? I know that sometimes we go into contracts of two, three, or certain years of a curriculum, right?
I don't know if um BIE schools are doing anything on their end. And you know the and I I think that if the BIE schools do close down that there's teachers that will be looking for jobs. So they could most certainly be applying here. Um and I know that the student teacher ratio will probably need to be increased than what we have approved if that happens. Um but I also feel that if we're to um take the responsibility of the 450 students that may need somewhere to go and we don't have enough funding uh currently with like say the food items that the nation needs to help us. the nation most certainly needs to help us um to get through this time. Um and as as she stated that, you know, the state funding um will eventually come into play um and maybe impact aid.
But if we're seeing actively in year two or of that five that we're not, I just wanted to make sure that we're not just sticking to something because oh well, it's 5 years and we already spent the money. Like if we really do have to pivot somewhere, I would that was just my question for you guys. like at what point do you say well I know we have three years left but also we're not getting the results that we need based off of our goals. Yeah, I was just going to jump in and say we have we have shifted tools even if we're mid contract in the past. Um I'm aware of a couple of examples. Um and we've also at times been on very limited contracts. So one of the best examples I can give is there was a big debate two years ago when we were moving to Renaissance and to the Fastbridge um product line about whether because it also serves some other purposes whether we should keep the existing tool set that we had.
Um, I know Keith is we're so lucky to have Keith on board with transportation, but I do I do um believe that, you know, the nation has that responsibility for our children as well. So, that's something that needs to um be brought forth when meeting with HRDC. Yeah, I would say they're they're really keying on like what are the numbers now and like what what what that cost be might be good to just even have some guesstimate numbers together. I'm just saying that because I feel like for the most part when the meetings when I've sat there they they want to be able to visually see what what they're what the ask is and I don't think it's an ask. I think it's important just to say, "Hey, this is the reality." Like what what is this what um and I think that's that's a good thing to have when you do meet with them is have Clementina do um um a total of what an additional 450 students would mean as far as uh meals for the kids per day.
And so in our in our leadership council we had a pretty deep discussion about the advantages and disadvantages of keeping an additional tool set. and it was ultimately decided that it was better to move away from that additional tool set and go all in on the new tools. Um but there you know it is not it is not uncommon in my experience in other districts and I think even previously here that we've held on to some of those older tools and they've slowed adoption. So, I I feel like what I'm seeing from this team, um, from our principal and director leadership team, is they're really trying to be intentional about let's make sure that what we have is working. Okay. But the other piece that I think is really important, and this came up a few minutes ago when we were talking about um the reading interventionists and the and the and the um new tool sets that were acquired this year.
Um so they can look at that type of funding and have that secured. Um, but also if we don't have that budget, I mean, I I'm not sure how many vacancies we have for teachers, but you know, if we're not able to cover that for for the year, then, you know, that's something that the nation might need to help us with as well. You know, things like that. Thank you for those ideas. I'm I'm going to write it down and have those ready. Okay. Miss uh Jessica, I think my concerns are the same pretty much as everyone else does as far as the uh increased cost and what it's going to how it's going to affect um the USD the transportation um the space and also um like Miss Vance said that you know it's good that We're we have this plan and are working to prepare but also it um hopefully that we'll get some assistance from the nation because in the end there everybody's children and it's going to affect all of them and so I just hope that you know eventually when everyone comes to the table that that's understood or at least um they are willing to do that.
I think we need to be really cautious about determining that something's not working without digging deeper into it. So, you could have, and I'm not suggesting that this is a good idea, but you could have a couple of years ago made an argument, well, when we look at our reading data and we look at the fact that we have reading interventionists, that reading interventionists as a practice is not effective. But then when we drilled deeper, what we found is we haven't given them new tools in quite some time. There hadn't been any professional development in quite some time. So we the the choice was made. Let's leverage what we have and let's bring in these tool sets and this professional development. So, we're really I what what I'm very appreciative about this team is there seems to be a lot not that not you know saying anything bad about what's happened in the past but in in the last couple of years there's been a real focus on braiding the selection of the tool the professional development that's provided and the support that continues to come in behind that professional development to help make sure that people are successful.
Thank you. Thank you for your feedback. Um I do have a couple of um additional slides um that they're part of our thinking behind. Um I g I I was sharing the timeline which is the summary pretty much of our thinking based on everything that needed to be done. We put it we put together in a simple timeline to to wrap it up and and we want it in a visual that shows we don't have a lot of time in front of us um for um it may come if it's x amount of students it it it we do have a threshold um based on the space that we have that we should not see a major impact if 50 parents all of a sudden decide you know what I'm going to try an alternative Here's a here's a curveball. I'm sorry. I just thought about it and I was like, what would what what would be the situation?
And so when you couple that also with the fact that we have um the learning locks and then we're also corroborating data from feedback from survey data from our teachers and our students. Um we're really able to triangulate much more accurately where the problem might exist. So I honestly would say and and correct me if you think I'm wrong Dr. Dupin 5 years ago, I don't think we would have drilled down to the point to find out that perhaps regardless of study sync's own effectiveness that perhaps it's not being used to that level of depth, right? And so, but now because we're asking those questions, we're actually discovering those things. And so, um, that is an exceptionally long way to say it kind of depends on what like what we've uncovered, right? So, if we've uncovered we've missed a step. Um, one of the accusations when I was first starting as superintendent was that perhaps the administration hasn't done a good enough job of making sure that we're putting the right supports into the environment, right?
Let's say and it makes me feel really bad. What would be the situation to say? Because in order to accept a student, we kind of have to have communication with the school. If that school or that system is just completely there's no one there to actually respond to a request for transcripts, what what does that do? What does that do? as stated um a part of May um before the end of this school year there has to be some collaboration between the department of education and HRDC. Okay. At the end of the year um parents from BIE schools they need to have a system in place for parents to have access to their records. Okay. Specifically all of the students that or parents that have an IEP and especially all of the high school students. Um every every time there's a movement we need we need to make sure that the very first thing we do it's an audit or transcript and share with parents this is where your student is but this is the path to graduate.
And so what we want to do is we want to make sure that we're determining what is it that's missing and then we're we're making the fix there. And this student outcomes focused governance process with the progress reports puts us in a position to have to answer questions like this which actually also causes us to dig deeper and look more closely. So sorry to drone on for so long but no I I think that's good. I just wanted to add because um um Miss George also said this too that what the kids are saying is what we're seeing in the learning walk. So the curriculum is not being used at the level rigor that it's intended and then also we're not seeing the engagement strategies when they're using when they're teaching the standard and using the resources. And so I don't know if we could say that it's study sync or that we just need more support in engagement rigor and planning.
This is how you can we have six different systems in Babok Unifi School District to monitor the students are on track. We have the report cards. Um we have the the parent um um conferences. Um we have the uh the benchmarks. Um we we do have parent view that you can be checking in at at all times. You can check in with the counselor and we can check in with the teacher. So there's different opportunities the parents can check. But most importantly, um if there's going to be x amount of high schoolers, we want to make sure that where do we where do you fit based on your grade levels? This is the grade, this is the class, this is your path. this is where you fit and this is your path for success. Um plus we have these other options if you want to explore if that makes sense.
Right. Okay. That answered my question. Thank you. Yeah. And one of the things that we really work on with new teachers and it is really learning the difference between curriculum resources and instruction. And our curriculum is a set of our our unit guides. And it is our scope and sequence of which standards we teach when they're spiraled and how deep we go. Then our resources are what we use to teach that curriculum. And so study sync really is our resource and then the instruction is what the teacher is doing. And so when we're trying to figure out what's not working, there really is a conversation that needs to happen around is it the curriculum, is it the resources, or is the is it the instruction? And so we we had the the students answered quite a few like checkbox questions and then there were also several open-ended questions that we asked them.
So the other areas that I wanted to bring to your attention um I share with you which is the enrollment window we what is our actions that we going to be h doing between now and the end of the year. Um, we're going to be the targeted date is June 13, but we're going to promote. I think we're asking somebody to come in. Sorry. It's we're going to promote. We're going to u inform and we're going to enroll. We're going to make our sex accessible to to facilitate the enrollment. And if any parent wants to enroll before May, uh, they will be able to have access to any records that they need. Uh, for transportation, a contact person in Mr. be or the lead for that area. The key date is June 13. Um the action is we need to plan, we need to inform, we we need to hire and we know we need to set up uh the routes, we need to set up the IDs um based on the the improvements that we're going to make in transportation next year.
And one really is one of the things that that came out of this was that they really appreciate those class discussions, right? They appreciate that explicit vocabulary instruction and their options for publishing work. And all of these pieces that they appreciate are parts of our curriculum that are in our unit guides and are also pieces that are supported through our resources. And so Studyync does offer opportunities and guidance to teachers to do these things that are ultimately from our unit guides. What exactly do you mean by options for publishing? Sure. So that could be things like writing an essay, develop like creating a poster board, doing a video. So different modalities to show what they've learned. Give you a chance to read their voices. It really echoes those third graders of we like to do things that are interesting to us, right? That's what makes learning fun.