It doesn't bring us to 36, but it brings us back to 30 days involves the principles or the coaches. So, we're still getting close to the uh same number of days. It cut it's cut back some because we're cutting back on our uh on our contract with them. Um, and then you can see below that, um, uh, the the kits and the things that they need to do, but that also includes all the training for using those. So, um, uh, Cass, I'm sorry. Let's go back to the page, previous page, please. Okay. So, you can see there then, [Music] um, what am I looking for here? No, it really is on that next page. Sorry. I'm sorry. Okay. So you can see designing independent tasks and model of instruction 400. So our our folks have had 100 101 2011 and 301. We would be adding 401 level this year.
And so uh that training that's a that's professional development uh for everybody all of our teachers in the district all of our principles um all of our coaches. And um and then we would still do the three times a year of uh rigor appraisal at all sites. So it looks like it's one day per it looks like it's one day. It's not. You can see the schools listed above. And so you can see that it's one one per site. And that's what we were doing this year. That's the same as this year. Um and uh and then the resources uh when they teach a new a new strategy. So like the 401 um then there are the teaching kits that we have for them. Um the DL suites are online uh things for uh recordkeeping and for tracking um uh any of the work that they're doing and we've been doing the earlier version of 4DL.
Yeah. So we've been doing 3DL this year. We'd be doing 4DL next year. And so those are licenses for them to use software uh to track data for how their kids are doing and and what's going on in the classroom. So what's really the the biggest change here is the drop in number of days that they will be on sites uh uh and dropping from full days to half days but then increasing uh the days that they are going back going into the classrooms that have a slightly different purpose. So the overall goal of this is are whoever the model instruction person is going to be is going to be able to she'll be trained or he'll be trained in this IE and then eventually they will um be able to take over for IE and continue the best practices. Yes. So we're talking about this.
Yes. So this we're talking about this being the last year of contract with IE and training the person who will then move into the role of all the current coaches that we have who come. So we have uh we have two coaches that come for principles. We have two coaches who come and work with coaches right now. Um and and uh and then they also they bring in what whoever needs to come in to do the PD. So what we're looking at is that MLI is going to be replacing in year four replacing those four coaches and uh and moving along with uh with what we and and and sustaining what people have already learned. So this is going to be the last year of expenditure for IE then? Yes, that's our proposal. Okay. I got a I got a counter proposal. Um earlier, you remember when I was saying I want to go back to these things for Jen.
Can you can we pull those back up? Sure. Uh okay. Jen's gonna have to tell you which piece it is. Um that one right there. Wasn't it that for math? Well, it doesn't matter. Go down. Go down to the Well, maybe this is I There were so many of these. Keep going. Keep going. No, that's it. That's it. Okay. There was another page that had a lot more of the the percentages on it. Well, this is ELA. You probably want to see the math one. Maybe the math one. Yeah. I don't No, I don't need to see the math one because it Oh, the district one. And oh, maybe it was the power was the Wasn't it the district one? Keep going. Keep going. Keep going. Keep going. Okay. Starts starts in here somewhere. All right. We'll just take this one for example. Okay. We have a million $32,000.
Um what I'm suggesting is that we let the teachers who we have hired as professionals do their job. with the caveat that these this for example this 15% is the chip is what they're shooting for to get their share of that million 32 they have to bring it up 15 or more% and let the teacher who is the professional who we have hired to do the job do their job. They have the standards. They have to teach the standards. We have a brand new program where they can choose the the benchmarks so they can actually set up interventions. I'm saying that if the teachers brought this up 15% or the 20% or whatever else the other percentages were that I would be willing to pay them the bonus for doing that. We can't pay a bonus. We can do incentives performance. Sorry. Exactly. But yes, basically what you're saying performance performance for doing their job to do for for doing the goals that that Jen has set or the Jen's committee is set.
I'm sure she didn't do this by herself. That's my suggestion. I I the problem with that be Yeah, that's okay. The the problem with that is that we have had such an influx of new teachers. Back in my day when I taught and were or administrator, you know, we always call those best practices. We've kind of gotten away from that. When you have all these new people that are coming in, they're not necessarily teaching best practices. And so in order to make sure that that's what they're doing, we really need to have someone that's that we have instructional coaches. The what? We have the instructional coaches and then we have this person who's going to be over the instructional coaches to make sure these things get done. But before but in order for them to do that, they have to be trained to do that.
And and okay, the instructional coaches have been around for forever. Yes, they have. But education has changed. A lot of training. But education has changed. They've had a lot of training. Okay. And I you can't tell me that if that there's not a master teacher at every grade level. If that if there isn't a master teacher at every grade level, then basically we are in serious trouble. Well, I can't say that there's a a master I mean a master teacher at every grade level. I can't say that but because there's too many new ones. There's too many new teachers that have not been trained in best practices. Okay. So then basically we have a master teacher who is now a mentor teacher. Who are you talking about? I mean what are you referring to? You do you agree that we probably have a master teacher at every level?
At every grade level? No, I can't I can't say that without without knowing every single teacher. I can't say that. I'm just saying that I would prefer keeping1,32,000 here in Bullhead City, giving it to the people who who are not flying in as experts. I would prefer coming up with a a homegrown system or something that that works with these percentages. We've got the percentages. Now we just say and we have the testing program. We have this brand new testing program. So basically we say to the teachers, Belinda, for 28 years I've been in this district. We have tried different things and we've never stuck one out. We've never stayed with one more than a couple years and we've already seen improvement. We have not seen improvement. I'm sorry. Desert Valley just walked away last year with an A. That's improvement. That's But that doesn't necessarily All the other All the other principles.
all the other principles when they shared their um the um scores and whatever last at the last meeting all talked about improvements that they've seen maybe steps but they've seen improvement. We have to give them a chance to continue to make those improvements. 32 I don't like to spend money anymore than you do. I really don't. But if we're if we're asking principles, instructional coaches, and teachers, we're expecting XYZ, then we need to be able to willing to back them and support them. And if it costs money, then it's going to cost money. Let me insert a fact here. $650,000 of that, million33,000 cannot be given to salaries. Cannot be given as improvement. It has to be spent on professional development. Okay. Okay. Just that's just a fact. That's what I'm to to bring up the 15%. I'm just I'm just saying that I think a million32 should stay here.
It shouldn't go east with four people. It's not they're providing us a service. Whatever. I don't care how many people, you know, it's no different than than bringing in some other other program or some other service to help us. They're not all going to be here in Bullhead City. Yeah. So, we have to we have to ship them in, so to speak. Saying that, no. I think you we need to complete the program as set because at least if you had a three-year plan, let's finish a three-year plan and see what the outcome will be. If you don't I'm kind of with Charlene. I I've seen so many things started and then dropped and started and then dropped. It sounded like the wonderful thing and you know all the bells and whistles and and and nobody ever completed it. And I've seen it happen and happen and happen, not just I mean in every school system.
And so I I think you need to complete the program. If this was a three-year program, which was committed to, I think it should be completed as a three-year program. I have a problem with it because I went back and I looked at the cohort scores and the test scores for these students. And I'm sorry, but when we don't have at least 30% of our students at all grade levels being in the passing grade level, there's something wrong and they're not there. I was looking at the year right after COVID and the scores were higher then than they are now. And to me that doesn't pro that doesn't say these guys are improving our scores at all for our students. I mean 2021 the scores the state testing scores for our students were higher than they are as of last as the benchmarks are higher then than they are now.
And for a million32,000 I feel our teachers need a a raise on their base salary before but we can't use that money for rais 350,000 of it. We can of I'm going to tell you Barb there's no correlation between teacher salaries and student outcome. I've never seen any any research on it. Is there is there correlation between teacher salaries and hiring? Yes. Of teachers. Yeah, absolutely. There's a direct relationship. I agree. But there's no correlation between teacher I mean teacher salaries and student outcome. I'm not seeing the correlation here for the student outcome either. So raising salaries and we've been raising I think Caroline did a nice job explaining that they have% 2% a year. It's I remember days we didn't miss steps. I do too. I mean I I want to remember I think there was like eight years there that we didn't step or anything.
Oh yes. I remember those days. You know 2% is better than nothing. Yeah. But but but I just I I mean I'd love to see teachers get Yeah. I mean, I think they should be paid way more than what Oh, we all do. You know, teachers, we know that. But you can only do what you can only do what you have. Yeah. But like I'm saying, I just The bottom line is is we're telling teachers and we're telling instructional coaches and principles that we want our scores to improve. Mhm. Well, if we're not willing to provide funding to help them change whatever it is that we're doing, in this case, our best practices, if we don't help them do that and and pay the funding to do that, then how are we any better than the state when they mandate stuff to us and aren't willing to to provide funding for it?
You know what I'm saying? It's just I know it's a lot of money. It's a heck of a lot of money. But like you said, you know, we hire professionals here and every teacher has their own teaching style that I mean I know when I was teaching eighth grade math with another eighth grade math teachers. We were two totally different styles of teaching. And she would not have been comfortable using my style and I was not comfortable using her style. But with this, we're telling the teachers, this is the style of teaching you have to use. And maybe some teachers are excellent teachers, but they're just not comfortable with it. So, their scores are not going to be improving because they're not able to relate to their students like they should be able to. Not changing their style. You're changing how you are teaching the subject.
Are you effectively teaching? That's what that's what it's all about is effectively teaching whatever the subject is. And unfortunately, when you have new teachers, yes, they don't always have that. I mean, you know, the colleges don't always teach, you know, those things. And so, it's up to us to make sure that they do that that we show them how to effectively teach math or effectively teach ELA. Well, that's what our coaches are for. I understand that. And that's why they're going through this training as well as the principles because somewhere along the line we've lost that best practices. And in order for us to get that back, we've been sitting here, you know, knocking our heads against the wall going, "What are we doing? What are we missing?" We brought in IE to tell us what, you know, what it is that we're missing. And they've and they've in my book They've shown us some things that we need to work on and in order to continue to make those improvements.
And yes, some schools are they're baby steps. Mhm. Desert Valley is kind of the Yeah. you know. Aha. But we have to continue that process for one more year to allow those other schools to make some bigger gains. And I know it's a lot of money, Barb. I I get it. Yeah, it's Yeah. But I mean, I'm not real happy with our eighth graders going off to the high school with the scores that they that they have. Not at all. But we have to do something to to improve those scores. So I I mean I like the idea that okay, this is going to be our last year and we're going to train those principles, train those instruction coaches, train this new position, and they're going to continue that process forward. And hopefully we maintain enough of our teachers that we don't have to keep, you know, retraining, although we may wind up with new teachers.
But I like that that that piece of it. But I think we still have to take this last step because again change does not happen in change takes three to five years and we're starting our third year and we have to give them time to show us that okay this program has worked and this is what we're doing. Okay. Fred, did you're the only one who hasn't said anything. Do you have any comments that you'd like to make? Well, again, I'm you know, uh you guys have much greater insight than I do, but I do remember when we were first considering IE that Kevin I believe was the gentleman's name. He came and he stood right there and he told us that it is a process and it was going to take three years to get through the process. Um, and I I understand that that's an awful lot of money, but 650,000 or whatever that amount was was not touchable by us anyway.
So, the only thing that we could do is divert those M funds into salaries if that's what we elect to do. But I uh I think I agree with Charlene and Judy that we we should see this thing through. That's that's just my thought because it's u I I don't want to see the style. I was really sold on IE the first time I ever went into a classroom at middle school and I saw those kids sitting in that pod of the four desks and they were interacting with with each other. They were respectful. They were supportive. They were encouraging with each other. And that's not the kind of education I remember from when I went to school. I sat and I I sat there in a desk in the same old wooden chair that would I hated at the end of the day because my bottom hurt and and you know I was I I got the lecture I got you know of course I learned how to do things and they demonstrated and stuff but if if what I saw is truly the model of instruction that we're we're going to end up pursuing.
I'm all for it because I I just I couldn't believe the engagement and the enthusiasm of the students and I know that one of the things that is is the most difficult thing to overcome. I I have done a little teaching myself of apprenticeship classes and if you don't have the students engagement and the students um interest they're not going to benefit. you're going to you're going to get your pay whether or not, right? But this the student engagement I think is oh so critical to giving them a fair chance at having a decent life, getting a good education. So that's my thought. Okay. Any other thoughts? Then I need a motion to approve uh the contract for IE for instructional empowerment for school year 202526. I'll make a motion to approve the contract with IE for the 2526 school year. I'll second the motion.