So, let's be let's be very let's be very pointed about what we're asking, what we're providing, what we want to be able to do. So, they feel like, all right, I think I I do want to my child here. And if they're going to be able to provide me with less bus ride time, great. and if they can come as close as they can to my community because I know in Gual right now we don't go to Gwal. They don't go any further south. Okay. Um it's just they still have to make that effort to get to where we're at. And why would they want to do that if they didn't feel like they were welcome to do so? You know what I mean? So just just some thoughts. President William. Yes, sir. Sorry. The I I I do want the community to know that we are thinking u about them and I want to be respectful of any efforts that the nation is working on or any plans they're working on.
Yeah. Yeah. We're Yes. Got it. And so Sarah Beth, how is it exactly that we have access to this grant that allows us to have letters? So letters is through the Arizona Department of Education. It's a partnership that they have. The AIM course is the competitive grant that we applied for that I applied for through the grants management system. Thank you. It's actually it's something that has existed for a couple of years that I honestly didn't know about until last year. I was like I can't believe we're not doing this. So it was a brand new opportunity um that we were able to offer for the first time and we are I am going to apply for it again as soon as it becomes open in the grant grants management system. And thank you, Sarah. Yes. Thank you, Senator. Sorry. They have to apply for these grants which pay for imaginary endorsements that normally a teacher would be forced to pay for.
Um I don't want to disrupt any processes or step on anybody's toes in the process. But I want to emphasize we are um a community school that is within the nation. We want to emphasize we are thinking in how to support the community. We are thinking how to welcome every single student and parent that is willing to think of us as an alternative and as an option. Um whether at the end of this path I want him to think that Babuki Unifi School District team and the board they've been thinking about us in the process. So, we'll continue to expand our efforts with our partners and continue to invite um as respectful as as as we can and continue um with that goal that um this is an alternative option um and and the more we collaborate and the more options our parents have, I think at the end the the parents and the community um will feel that um we are there when they need us.
This all seems ridiculous, but it's not an agenda item. Anyway, moving on. Any other questions or comments? All right. Thank you so much for that. And hearing no other questions or comments, I think the team has done a perfect job on letting us know what they're doing and how we need to pivot. So with that, I will move the governing board approve Kraton SOG goal for progress monitoring report three. Second. We have a second. All those in favor? I. I. Any nays?
Um I've will continue um to look for other ways in how to reach to the further of the furthest community and provide um the the best access that we can commit to um and to highlight what we're looking at. Uh we have a a great potential as a district. We're doing reinventing ourselves in many in many ways. uh and our trending data shows that we're moving up and uh we'll continue to send that message. Mr. Diaz, I just had another idea and again like you just said, I understand that we have been um meeting some resistance as possible. I think it's important for us to also understand that as a school district and the area that we serve includes all of those districts and all of those up to at least not specific anyway wherever our our our our public um service area is public school service area.
Hearing none, the progress monitoring report passes. Thank you so much. That brings us to our guardrail 2 progress monitoring report and this will be the second one for guardrail 2. Thank you everyone. Um I also want to point out we're at the end of that report in your documents we created a glossery of all the abbreviations and things. I love that. Thank you. striving to make the content more comprehensible to our our community. So, we'll continue that practice and I I think we put them in everything, but that is our intention. As a reminder, these reports are published on our website. On our website. Yes. You want if you're out there and you're watching and you want to dig back into this in your own time. Yes. So this is our progress monitoring report for guardrail 2 which is that the superintendent will not cause or allow conditions, practices or procedures that are inequitable or insufficient for students.
I would say it might also be ideal to invite those chairs to have a discussion or at least maybe even have some understanding of what what what it is our school district does. maybe invite them to to tour. They can be our advocates on that side as well. Um the other thing I would suggest is the district chairs get all together a meeting every month. Um that might also be an opportunity just to kind of continue that conversation that you've built on as a superintendent about the schools and just continue to talk about these things that you want or that you're seeking. Um, we're not saying anything other than, hey, this is the information that we need everybody to know that if you are planning on applying, we'd like to know before June blah blah blah or whatever whatever the dates were that you mentioned.
For guardrail 2, we have two interim measures. The first is that the percent of observed dual language immersion lessons that reflect a score of three or greater on the learning walk rubric for curriculum use will increase from 37% in March of 2024 to 45% in March of 2025. Our second interim measure is that the district's access, equity, and inclusion work will focus on anti-racist practices, increasing from zero standardized district trainings for staff as of June 2024 to one district provided training by June 2025. We're looking at two data two data sources. One is our learning walk observation rubric data and the second will be our participation reports in professional development. We're very excited to share this graph or or bar graph. Um the percent of observed dual language immersion lessons that reflect a score of three or higher on the learning um walk rubric for curriculum use will increase from 37% of March 2024 to 45% in March 2025.
Not that I'm not paying attention, but I know there's specific dates. I just didn't have I don't have them in front of me, but I think there are opportunities. Um, please please feel please I I hope that you feel that regardless of what resistance you may have. This board is sure tells you what to do. And I feel like all of us can support that. The efforts that you're making are not to be anything other than than again umformational uh open and and work with the communities that you're here to serve. And that's why that's why we appreciate as much as you do and your staff. So, I'm hopeful that that that can be um I'm glad we can say that now in a public setting. I think myself and and board members, please, if you have any other feelings about that, but I think it's important for us to understand that um not for us, but it's important for the public to understand that we don't do anything to try and make any kind of friction.
And you can see for um March 23 24 quarter 3 was um 37% and this year 2025 it's 92%. So our goal was 45% and so we reached it with 92% which is awesome. Um on that rubric was for the curriculum resources up um on the top right hand side. So, what we're looking for when we go in the classroom is is a lesson aligned to the creating curriculum unit guides. Is a lesson aligned to the creating curriculum pacing calendar? Those things that um Miss George was talking about. Learning experiences aligned to the desired instructional outcomes of the Kraton curriculum resources. That means like at the rigor of how it was designed and the adopted curriculum or Kraton resources and materials are being used to support the learning. Um so to get a a three, you have to have like three of those. to get a four, you have to have fall four.
It's more or less because we are here to serve. We're going to take that seriously. And it may come off as we're doing too much, but sometimes they're not doing enough. And so we have to we have to do more. And I think a lot of the people that either are listening u Dr. Pedigrew um Mr. Miles know we do way more than than than enough. Some days we go even farther than beyond. Um, so it's just just don't want you to feel like you're you're you're stepping on toes when you're out there. You're not. And if you were, we would tell. Any other questions, comments for Mus or anything you could just suggest to him? Miss Anarie just have some comments. Everything um Juan and Kathy touched on I agree with. I think it's important to create those relationships with the community. Um, going to the district chairs meeting would be wonderful.
Um, so the percentage of observed dual language lessons at a three or greater for curriculum resources um and planning preparation has increased um by 55% since March 2024 and adopted materials and evidence of alignment to unit guides and pacing calendars being seen with consistency in our dual language immersion classes. So we met our goal.
I think if we have you intentionally or not malice in any way and trying to create any problems, I think what we're trying to do is how can we improve the situation or how can we assist with the situation and coming up with a plan beforehand instead of scrambling. I think that's the big point. Um I also feel like talking to those teachers that are out there that those are the op we you we B USD is an option and if you want to come work for B USD, you know, these are the resources. Um I think one of the big things that you could probably do is host an event at the gas station out there and like a welcome to B USD the travel. Yes. because I think that would help and tell people, hey, we're here to help with your community. How can we be helpful?
Board members, do we have any questions or comments? Correction, you didn't meet the goal. You blasted it. Wait, I I say that again. Oh, I said correction. You didn't meet the goal. You blasted it. Yes. Blew it away out of the water. Yes, we're excited about that. Yeah. Blasted. And we want to take this opportunity since that is the case and we completely agree to recognize the the leadership the staff at our two dual language schools because this does not happen without a very concerted effort and and leadership champions at all levels. So are certainly our principles and the work that they've done to to clarify create and support create expectations and provide the necessary support. And then really, you know, the teachers work so hard with one another. Um the teams at the two dual language schools have really become very collaborative across the two campuses to help make this happen um in some new and exciting ways.
What are your concerns? Because there were so many concerns when we went to the forum and a lot of people were concerned about like just setting their kids off to different to boarding schools or to a different area and Juan brought up a good point and I was going to bring it up earlier was the language is that that's something that we have an up on as far as Aaho doesn't have or Casci doesn't have. They're not going to get that anywhere. And they're, you know, they're immersed. A lot of them do speak their language and they have a better understanding probably than most that live out in this area. But I think that's something that benefits us. So I would encourage you to continue to push forward. I think that, you know, with all the um trips that you've made already to the districts and provided information on where we're at and our plan and all the good things that BUSD is doing.
And so they're building a a strong and this is my our observed assessment, right? Um a strong community of practice that supports the efficacy of our dual language programming. We commend our leaders and staff for that work. I just want to echo that commendation for the leaders and the staff and having had a chance to observe some of this work being done. We talk about the engagement of students. But in order for that to happen, our our our teams have to be engaged in the work as well. and the level of engagement we've seen um from those dual language schools has been honestly some of the best engagement that I've seen at those schools. Um and so really proud of the work that they put forward and we shared at one of the progress monitorings that in order to get the academic results the academic outcomes for our students the learning walk data has to hit and remain consistently at or above 80% for all the indicators.
Um I think that's going to help with all this moving forward. Um, and I do I do like the idea of um what Anna Marie had mentioned about, you know, the kids on the um and families on the West End are more fluent speaking families than um than here whether whether it's because they choose to or because they know the language. Um but when you put When you put the the them together with the kids, we're we're going to need to create a new level higher than the [Laughter] Judum the Bak because because that's going to be that's going to be amazing to see. It's going to be such a a beautiful thing to see. Um and maybe that's what maybe that's why all this is happening is that you know we need to come together as a nation as uh for our families for the kids and the kids are going to um be the ones who are going to get us through it.
This provides evidence to indicate that it is indeed possible. It can be done with that kind of concerted focus across all levels. Our dual language principles are here, right? Oh yeah. Yes, there they are. Dr. Dear and we can celebrate them by inviting them up. Um, was here, but she had a Yeah, I was going to say just as we were trying to mirror our success with the SEI, I don't use all the right semantics all the time, cohort, whatever the hell, um, to the ELA stuff. Do we see some things that we can draw from this DL success to put in other places or Yes. Well, there's one one example from the coaching model is that the coaches at um Builtmore and TCA, they are at that school for one week and then they're at the other school the following week. And so some of the other coaches think that might work at their campuses too because what was happening was they were at the school for two days and then two days.
So all the work that you've done prior you know it's just going to help and it's just it's just putting it out there you know and being prepared. It's really what we're trying to do is just be prepared and to make sure that it's not chaotic if you know something does happen in that point and if not if it doesn't happen but maybe we're going to get more students and maybe we're going to increase um to 1200 students at least you know you know and that's going to help in in the future. So the community and going out even by yourself if you have to to be meeting with um members of the uh the district councils and stuff and you know I think that all of us have a responsibility to to be there with you whether it turns or at some point you know just if you can make it please make it because um you need our support and the community needs to see that there's there's board members who support you and are there with you and who do take time to to be out there too because that's that's what we're supposed to be doing is supporting you in that manner.
And so there was like interrupted work. They couldn't do a full coaching cycle in one week. It would go from one week and then the rest of the cycle would be the second week. And so they changed um their schedule and that seems to be helping and we're talking about replicating that with the other schools um and so that caused more time for them planning. And then also the two schools like Dr. Duper Dupin was saying is that they um have PLC's together virtually with teachers of the same grade level like that are teaching you know Spanish or so they have an opportunity to collaborate across the two schools. So looking at having more community practice and teachers collaborating across schools and we think that that is a potential for great impact because you know many of our teachers they're they're on a on a grade level team with one or maybe two other people but how powerful to be able to actually increase your community of practice to include you know more third grade teachers across the district.