Tonight, I'm excited to highlight the powerful initiatives that are transforming our students learning experiences and preparing them for future success. At Butterfield, our work aligns closely with MUSD's strategic plan in key areas, maximizing tier one instruction and educating the whole child. We are also deeply committed to ensuring access for all children, ensuring that every student receives highquality learning experiences that support their academic and personal growth. Our work is also driven by MUSD's portrait of a graduate. Through our schoolwide academic focus on foundational literacy in all classrooms, we provide students with the best opportunities to develop their communication skills and become resilient achievers. Through the precise and consistent use of the Spalding method for reading, writing, and spelling instruction, we are equipping learners with foundational language skills that are essential for academic success. The Spalding method is a very structured and systematic approach and requires teachers and students to use precision in the way they pronounce phonograms, read for spelling, read for reading, and write with precise letter formation, including print and cursive.
Right? We're really trying to make this um a support for our elementary school and the goals that they have so that we can help support that because we're servicing the parents that night for these programs. The last piece to that is the early childhood and elementary education. So, the kids are actually getting an extra hour and a half at night of additional instruction from certified staff to help them with their developmental academic skills. I'm not going to read this out loud. Um, I would like you to take a moment and read through it. It will also give me a chance to drink a quick thing of water before I start coughing again. The student testimonials that we've gotten from these programs has been heartwarming. It's been powerful and it's telling us that it's working. So, this is a federal initiative. Uh it comes out of the Workforce Innovation Opportunity Act.
under Title Six and Sffa versus Harvard on behalf of Creighton Elementary School. under Title Six and Sffa versus Harvard on behalf of Creighton Elementary School. >> Jay Mann: Up. Harvard on behalf of Creighton Elementary School. >> Jay Mann: Up. Harvard on behalf of Creighton Elementary School. >> Jay Mann: Up. >> Tristan Jones: He? Elementary School. >> Jay Mann: Up. >> Tristan Jones: He? Elementary School. >> Jay Mann: Up. >> Tristan Jones: He? >> Sophia Carrillo: District, as >> Jay Mann: Up. >> Tristan Jones: He? >> Sophia Carrillo: District, as >> Jay Mann: Up. >> Tristan Jones: He? >> Sophia Carrillo: District, as required by the Arizona, >> Tristan Jones: He? >> Sophia Carrillo: District, as required by the Arizona, >> Tristan Jones: He? >> Sophia Carrillo: District, as required by the Arizona, Department of Education to >> Sophia Carrillo: District, as required by the Arizona, Department of Education to >> Sophia Carrillo: District, as required by the Arizona, Department of Education to acknowledge receipt and review required by the Arizona, Department of Education to acknowledge receipt and review required by the Arizona, Department of Education to acknowledge receipt and review of the document.
And as Bob just shared, he was able to go to each school and visit with their uh with their administration to talk about what was needed in each of those buildings. And so you can see anything from making sure we have security in in the classroom, uh school safety, whether it's fencing or an emergency response system. Uh playgrounds of course have certain guidelines that uh we have safety inspectors come out to make sure that our playgrounds are safe. Uh you'll see on this case under health and safety we even have a track resurfacing. I've been on that track and we are one misstep away from uh really of serious injury and school renovations in terms of um repair and replace uh ADA issues and facilities. Um, before you move on to the next thing, I have a question. Um, what is what are just because I don't know what they are.
Additionally, when we sound, read and write simultaneously, we are engaging students through visual, auditory, and kinesthetic modalities. Spalding incorporates essential elements of the science of reading by systematically addressing funological awareness, decoding, sight recognition, orthographic mapping, vocabulary, and comprehension through explicit multiensory and integrated instruction that build strong foundational literacy skills. This work is fully aligned with MUSD's professional profile and supports our district-wide commitment to excellence. In addition, these efforts are directly connected to project momentum, ensuring that our strategies not only meet district expectations, but also drive student achievement across all grade levels. We are committed to providing standardsbased instruction that ensures all students receive highquality grade level learning experiences. Our K2 classrooms implement a dedicated 90minute literacy block each day, allowing for comprehension and focused instruction in reading. We will now hear from Chris Scubis, our academic coach. Miss Scubis is also a credentialed reading specialist and a Spalding trained coach.
It's a bipartisan bill um that has been around dating back to the 1940s. Okay. Um it is centered around workforce development. Um so the idea here is that if we're educating the parent and upskilling the parent and upskilling the child, we are going to have a more positive and more effective workforce. Um the objectives for the program uh determined by federal government are right on the board. So helped more frequently with school, increased contact with the child's teacher, more involved in the children's school activities, uh increased involvement in children's literacy activities includes reading to children, visiting the library, purchasing books or magazines. So our goals as an organization, 50% of our participants will develop increased confidence in working with children on their educational needs at home. We told um the federal government in our grant application that we were going to service 180 participants and at least 30 of those participants were going to see an increase in their knowledge or their skills through the test that we have to administer.
optional. It's Department of Education to acknowledge receipt and review of the document. optional. It's Department of Education to acknowledge receipt and review of the document. optional. It's always acknowledge receipt and review of the document. optional. It's always acknowledge receipt and review of the document. optional. It's always >> Nicole Marquez: Heat. of the document. optional. It's always >> Nicole Marquez: Heat. of the document. optional. It's always >> Nicole Marquez: Heat. >> Sophia Carrillo: it's subject always >> Nicole Marquez: Heat. >> Sophia Carrillo: it's subject always >> Nicole Marquez: Heat. >> Sophia Carrillo: it's subject to any court or other legally >> Nicole Marquez: Heat. >> Sophia Carrillo: it's subject to any court or other legally >> Nicole Marquez: Heat. >> Sophia Carrillo: it's subject to any court or other legally binding orders. That may affect >> Sophia Carrillo: it's subject to any court or other legally binding orders.
What are lock sets? Um, and door magnets for the safety door magnets are on the side of the of the door, the narrow side, there would be a magnet. And so the door is still able to be open and closed, but in a case of an emergency, you can just rip that magnet off and it's then locked. So you're keeping the outside door locked at all times. But when the magnets's there, you can come in and out. But if again, if there were an all call or or you know lockown or something like that, you take the safety off and then the uh upgraded lock sets. What the best practice at all. Gotcha. Exactly. And then um updated lock sets. Uh the best practice and Bob can correct me if I'm wrong on this, but just making sure that you're he's he's getting antsy in his chair.
She will share a snapshot of a daily spalding lesson. Good evening, governing board members and Dr. Lopeman. Thank you for the opportunity to share the wonderful work happening in our kindergarten classrooms. Our kindergarteners work diligently throughout their daily spalding block to become better readers and writers. By the end of kindergarten, they will develop mastery of reading foundation standard 2 by demonstrating understanding of spoken words, syllables, and sounds or phone names. They practice the skills embedded in this standard daily by actively participating in the spelling and writing elements of the Spalding curricula. This lesson begins with oral phonogram review. OPR is a daily practice that reinforces the connection between sounds and symbols. This process takes less than five minutes and helps students develop automaticity in reading and spelling by focusing on precise p pronunciation. Students practice 20 phonograms weekly. By academic week 23, students will have been introduced to all 70 phonograms.
I think you're going to be pretty impressed with what we've delivered on. This is one more student testimonial. So we've serviced 601 parents compared to the 180 that we had to for the grant. Now, there are currently two providers in the state that have gone past their enrollment and retention goal. We're one of them. Most other districts are struggling with this number. Take a look at our statistics. 95.31% felt more confident in supporting their child's education. 94.7% found it easier to attend classes with a program offered in their child's school. 91.4% 4% felt more connected to their child's community. 89.06% were better able to communicate with their child's teacher. Those are great numbers. That's telling us that this program is working as of March. So, we were supposed to hit 30%, right? 30% growth as of March, meaning that we still have three more months left to test students.
That may affect >> Sophia Carrillo: it's subject to any court or other legally binding orders. That may affect this requirement. May I have the to any court or other legally binding orders. That may affect this requirement. May I have the to any court or other legally binding orders. That may affect this requirement. May I have the second binding orders. That may affect this requirement. May I have the second binding orders. That may affect this requirement. May I have the second >> Katherine Gipson-McLean: this requirement. May I have the second >> Katherine Gipson-McLean: this requirement. May I have the second >> Katherine Gipson-McLean: Funny. Second. second >> Katherine Gipson-McLean: Funny. Second. second >> Katherine Gipson-McLean: Funny. Second. >> Sophia Carrillo: Did did >> Katherine Gipson-McLean: Funny. Second. >> Sophia Carrillo: Did did >> Katherine Gipson-McLean: Funny. Second. >> Sophia Carrillo: Did did anybody say second? I'm so, Funny.
He didn't answer yet. Um true that that is part of it but a lot of it is uh when you go into electronic lockdown system essentially all the perimeter locks are dogged down electronically and if you go into a lockdown situation they lock automatically. So uh also uh they're also tied into the fire alarm system. So if there are any hallways that have fire doors that are open, they're held open by magnets and when it when it activates it automatically closed to where it separates you have the very separation. So it just keeps you in the burning building. Yeah. No. Oh, okay. It separates the going from. As far as the lock sets go, um almost all of these buildings were built um with schools facilities board money and the SLE system that we have was the cheapest version of SLEG and these sites are almost 17 years old and the hardware is falling apart and that's causing a security issue and it's hard to get parts for it as well.
Next, students continue with written phonogram review. This daily activity completed in 10 minutes reinforces spelling skills by having students repeatedly write phonograms, enhancing memory and le legibility. It also helps students connect sounds to symbols, improve handwriting, and build a strong foundation for spelling accuracy. After connecting the sounds to symbols, students move on to connecting sounds and symbols to words during spelling dictation. Spelling dictation develops phmic awareness, spelling skills, and reading fluency. It helps students practice applying phonogram knowledge and language rules to build a foundation for fluent reading. When entering words, students independently say the sounds or syllables in the word. Write the word with the correct markings and note any spalding rules in the word. At the end of spelling dictation, students read the list of words for spelling, measuring the students ability to decode newly dictated words, and read for reading, measuring reading fluency.
We're already at 27.9% of participants making skilled score gains on that test. That's a result of all the teamwork that our division has put in into revamping this curriculum, really trying to align our services to supporting and helping the public school system with the parents that are enrolled in our programs. So, this number is provided to us by the state who gets this from the federal government. Currently in Danbury, there are 14,783 residents without a high school diploma. There's 7,723 who do not speak English. Yes, please. How many in that total do don't speak English? 14,000. They don't break that down for us. Unfortunately, these numbers are provided to us by the state and they get those numbers from the federal government. So, if you take a look, I wanted to talk through this growth with you for a minute. Last time that I was here, right around this time last year, we were at roughly 600 individuals.
Second. >> Sophia Carrillo: Did did anybody say second? I'm so, Funny. Second. >> Sophia Carrillo: Did did anybody say second? I'm so, >> Katherine Gipson-McLean: >> Sophia Carrillo: Did did anybody say second? I'm so, >> Katherine Gipson-McLean: >> Sophia Carrillo: Did did anybody say second? I'm so, >> Katherine Gipson-McLean: Second. anybody say second? I'm so, >> Katherine Gipson-McLean: Second. anybody say second? I'm so, >> Katherine Gipson-McLean: Second. >> Hilda Juarez: It was Katie >> Katherine Gipson-McLean: Second. >> Hilda Juarez: It was Katie >> Katherine Gipson-McLean: Second. >> Hilda Juarez: It was Katie Kat. Second. >> Hilda Juarez: It was Katie Kat. Second. >> Hilda Juarez: It was Katie Kat. >> Sophia Carrillo: Thank you so >> Hilda Juarez: It was Katie Kat. >> Sophia Carrillo: Thank you so >> Hilda Juarez: It was Katie Kat. >> Sophia Carrillo: Thank you so much. I couldn't hear anything.
So that all needs to be redone and also that will also give this district an advantage to go ahead and rekey the school completely and have a new key uh control system in place. Okay. Thank you. Then we think again go back to your own home and now we're looking at some of the facility upgrades and of course HVAC. That's that's something that eventually you do replace um interior renovations. Uh we're looking at you know some sound systems um upgrades to the CPAC and just basic you know painting and renovations at sites plumbing electrical also just updates as Bob just said you know things get older and we're looking at you know 17y old buildings uh there's going to be that wear and tear and certainly roofing again think about your own home um and weatherization uh that's just sort of maintaining and and doing that upkeep.
The next part of the lesson is word analysis. Word analysis helps students understand the structure of words, including spelling, pronunciation, and meaning. Word analysis in Spalding focuses on breaking down words into their basic parts to identify spelling patterns, pronunciation rules, and word meanings. This knowledge is then used to build vocabulary and improve comprehension, ultimately enhancing students ability to read and write. The last part of the lesson is sentence construction. Sentence construction serves to solidify vocabulary, enhance language comprehension, and build a foundation for reading and writing. By composing sentences, students learn to use new words in context, understand their meaning, and apply grammatical rules, ultimately preparing them for more complex writing tasks. Constructing sentences also provides a stepping stone to reading as students practice blending sounds and recognizing word patterns within sentences. The Spalding method is a child- centered is child- centered with high expectations. Our teachers have attended professional development and worked together in PLC's to improve instruction.
Right? By the end of the year, we were at 835. This year, we're not even done with the year. Um, individual enrollments for our program surpassed a thousand. We're past where we were precoid. Okay. In the last two years, we've more than doubled our enrollment. Let's talk about who who we're serving. 90.4% are parents or guardians in Danbury. Just shy of 73% of them are employed while they're attending we race. So they're working while they're attending school with us. Just shy of 67% of them fall within the age range of 25 to 44. 25% of them as they enter us into enter our program read at or above an intermediate school level in English. That means that 75% of them are coming in with less than sixth grade English skills. 14 just just over 14% of them hold a postsecary or professional degree from another country.
Kat. >> Sophia Carrillo: Thank you so much. I couldn't hear anything. Kat. >> Sophia Carrillo: Thank you so much. I couldn't hear anything. I apologize and all right, we >> Sophia Carrillo: Thank you so much. I couldn't hear anything. I apologize and all right, we >> Sophia Carrillo: Thank you so much. I couldn't hear anything. I apologize and all right, we have a second and I'm gonna go much. I couldn't hear anything. I apologize and all right, we have a second and I'm gonna go much. I couldn't hear anything. I apologize and all right, we have a second and I'm gonna go ahead and take a roll. Call I apologize and all right, we have a second and I'm gonna go ahead and take a roll. Call I apologize and all right, we have a second and I'm gonna go ahead and take a roll.
That third bucket of projects, uh, student education support. So, this would be an area where curriculum adoption could follow that cycle. Um, again, campus upgrades and renovations in some specific areas such as the library and CTE labs. um modern technology and that's will always be continuous improvement and continuous changes and you know the thing we often forget about is is furniture. Uh there's always a need for replacing desks and other classroom equipment. The next bucket is transportation and you can see that are on the stats that's replacing 84 buses. Um currently the district has 13 buses over 150,000 miles and nine with a 100,000 um special ed transportation. There's uh certainly modifications that are done in vehicles to meet the students needs. Uh our white fleet which is additional passenger vans and and just the routine maintenance vehicles that we have. Sports and land improvements uh that were that the committee identified, field lighting, renovations uh at the high school stadium.