They were hoping to capitalize more on the homeschool um market. The adoption that started the adoption process. Um through the adoption process, we brought together um stakeholders, we brought together parents, we had actually several parents um from the tra traditional community. We had math experts, we had teachers, paras, and administrators from all of the sites. We were looking for something that had alignment to standards, alignment to rigor and standards of the mathematical practices, instructional support, usability, and assessment. We wanted assessment to align with current standards and we wanted to offer a multitude of resources um all while maintaining what our traditional parents were wanting. It was quite the task. Um yeah, we ended up coming to the governing board in spring of 2023 with a unanimous decision that our committee unanimously wanted math and focus to be their curriculum. Okay, now we're on track. Thank you.
Um number two, current tiers of longevity. Um the one by 20%. We're really going to have to T tabled a table does not it's just on a list. Uh what I imagine is that here is a list of tabled items from previous years and it's like a list of like brainstorming items for people to draw from for next year. It doesn't mean anything significant. Yeah. It doesn't have to be like a a thing if that next year that Yeah. If then if next year the team looks at all of our Tatal items and say, "Okay, we don't like any like when they're developing options. Oh, here are the previous options that were developed by by a team last year. Any of these good ideas?" It doesn't have to be like a It can even if it was 50 tabled options, it could be, "Hey guys, take 10 minutes to look at the tabled options when you're developing options and see if there's something you want to bring." It doesn't have to be a whole Well, let's hope that at the beginning of the year those tabled items don't lead to just a full day discussion.
Okay, with Math and Focus, we are currently in year two of implementation. During implementation, the first year um we had several we had we had three trainings for all staff um to get onboarded. It was quite the jump to go from Saxon to math and focus. Even just when we were talking about there were no digital elements, no online for Saxon to move to math and focus which even had an online component was a significant jump for these teachers. We offered again three trainings that first year and we offered a number of different options um for teachers to come in and get additional training. We also brought in outside consultants to come in and help. A lot of math and focus is based off bar models and so we really needed to build teacher capacity on why we're doing the bar models and the visual representations of the math.
Um, okay. So let's go on to the next one. To address um compression longevity stipens will increase by 10% amount at years 5, 10, and 15. Okay. Okay. Tabled number four. After first year of employment, level A staff who return are moved to level B and that was $62,77. Can you live with it, Ivon? Ivon, if it helps you. We felt like the compression one, remember the 171 really kind of addresses that because it allows people who came in with their ears to be able to move up. So, cuz I was the same. I'm like, I have heartburn over this. It feels like such an easy when it's only whatever 62,000. Right. Right. Um, James, were you okay with that? And and also it that the approving this would create more compression down the line because then that was through Vanessa's conversation. Okay. Number five.
Then we brought in teams of teachers. I think each teacher brought or each campus brought in principal, instructional coach, an intermediate teacher and a primary teacher. and we brought them in for multiple days of training trying to build capacity in the instructional leadership teams at the campus so that they can then plan PD for this following year. Miss Ud Doll is here the math coordinator for our elementary schools to talk about what we are seeing in implementation this second year and what third year could look like. Good evening, Mr. President of the Governing Board, Miss uh Dr. McCord. Here we're looking at an assessment that is given three times the year. Beginning of the year, middle of the year, and end of the year. We are currently in our end of the year cycle. So this is current as of middle of the year, meaning February of 2025 is where we have this data from.
Should we do that one again or No, we're okay. Um, so number five really we have to table only because um Vanessa didn't give us any she just thought that it was too complex. I'm wait I'm sorry. We don't we don't we have to come to consensus on it. We don't have to table anything that doesn't have a pay value. Um I mean it's up to us to like this is clearly an item that would cost a significant amount of money. So it doesn't make sense for us to prove but we should still get consensus on it. Um because there will be some items down the line that there's not a pay value for it but it would be a very small amount of money. So like so it might be something you want in the future. Yeah. Okay. Let me read it. After second year of employment and successful completion of district new teacher cadre certified teachers are moved from current level to next level on salary schedule.
Um once the end of year finishes, we would be happy to support getting other further data to you, but this is up through February of 25. The students are measured in five categories. the domains of numbers, operations, and algebra, measurement, data, probability, geometry, and where appropriate fractions, ratios, and proportions. When the student data comes out from this, the data is intended to support teachers greater needs in determining appropriate content, lessons, and particular programs for their students. Here we see the scaled scores from the beginning of the year the blue to the middle of the year which is the orange. You can see the above level has doubled in size which means our levels of far below below and approaching are definitely shrinking in those areas. Here as you can see the impact is for just half a year. How much greater will it be by the end of May?
monetary amount we still we didn't receive today and I guess um like what Vanessa said it was too complex to give us a number at this time. So, okay, tableabling it. Six contract substitutes will receive a 5% pay raise as well as a stipen of $1,735 12 cents paid at the end of the 2425 school year to people employed as contract substitutes for the entirety of the 2425 school year. And originally that was we were given 42,683. Today it was $38,73569. Can we open some discussion on this one? Yes, we can. Um, does anyone mind if I go first? Go ahead. Um, so like the reason that I created this option and suggested this is because and I think I've explained this to a lot of different people, so I'm sorry if you're hearing this again. Contract substitutes aren't on any of the like pay scales.
So, we're excited to see the growth measure final lies at um in May to get the final results on that. ED is the online platform for which students use um teacher assignments, assessments, classwork and those kind of things. The online platform allows teachers to have flexibility so that it's not just only on paper or pencil but there's an online component so teachers can have that uh flexibility as well. The national average is to see students working in 1.5 to two times a week. And out of our 754 students, they're using it 1.6 times. So, this is not an additional program. This is the online component of math and focus. Um, you'll see some dips in that data. Those are our natural school breaks right there. However, some kids were still on the program during the breaks. They chose to jump on and do whatever assignments they needed to do.
They're on their own pay scale. They get paid significantly less than a classroom teacher. Despite that, they are often expected, this is like who you'd refer to like as your building sub, maybe they're the substitute that is employed by the district. They're there every single day. Um many of them take over classrooms and become long-term subs and still receive that same lower rate of pay. This recommendation is specifically to address the fact that last year um they received a 5% pay. Yeah, sorry. as a result of meeting deferred last year. So this year s they received a 5% pay raise with all of the other certified staff, but they get the classified performance pay. So they only get a $500 performance pay and they also got the lower raise because this year we gave classified staff a 10% raise. And so this recommendation would give them a 5% raise to catch them up to that classified raise.
So that's actually encouraging. I know it's very tiny and very little, but that is encouraging that students would want to go on and be utilizing that. So that data to me is super exciting to see. Um down towards the bottom, you'll notice the amount of students that are utilizing the program. Neely being fully traditional, you would expect to see that that those numbers would be naturally higher. So ED is the online component of math and focus. Waggle is the supplemental component that helps with the growth measure. So wherever the students kind of lie, it helps develop their um intervention pieces and their enrichment pieces. So it kind of fills holes and gaps and enriches at the same time. Here we're looking at bas um the assessment the student growth measure that I spoke about on the very first slide. How students are looking at utilizing data.
It would pay them a stipen to make up for the money that they didn't get this year. And um for future pay raises, it would ensure that or I I think it was a separate option, but for future payraises, it would ensure they're at the classified rate because when we talk about payraises, we take into account performance pay, right? That's like part of our our total salary as like certified employees. And contract substitutes are not receiving that performance pay. They're not getting that extra $2 or $3,000. And so that I think that's something needs to be considered when we're talking about payraises. Um when I brought this up to HR at the beginning of the year because it felt like a genuine error. Um, I I don't know if you can speak to this, Joel. They're just in a weird bucket because they can't be given the teacher um performance pay because they're not employed as a classroom teacher, but they are still certified employees.
Remember this is back in February. So, as of the school year to date, you would expect to see about a 50 around there. So, you can kind of see some schools are kind of dancing around that number. Um, students are suggested to be on there 15 to 20 minutes a week, two to three times a week. So, really not a whole lot of time, but just enough time to cover lessons. If you look at the average weekly sessions, you would like to see two to three sessions on there. That's their suggested amount of time. So, we're kind of in that ballpark with that two amounts of time a week. And as I said, um they students usually should work about 15 to 20 minutes. During that time in February, it dipped down a little bit for the 30 days, but in the year to date on the very last column, you can see we're pretty much making that mark around.
So, even though that they're certified employees, they can't receive that performance pay. And I think the only way to make that right is to either give them the classified pay raise or to give them the certified performance pay. And it's we legally we cannot give them the certified performance pay. So I think that the only option is to give them the classified pay raise and this would make up for that. Another way to say that is they're essentially getting like the worst end of both classifications because they live in their own lane. So instead of giving them at least the benefit of one or the other, they're just getting the worst of both worlds. And I will also add that we can afford this and all of our um all of the compression and compensation items that we're going to support and still come $21,000 under budget.
Um next here, average days of usage. Um kudos to grade one. Grade 1 is utilizing this program throughout our district in these three schools immensely. You can see that they've covered 91 topics and completed them. Um, shout out to kindergarten. Do you know how hard it is to work with kindergarteners on a math program? Woohoo teachers. I huge shout out to them. That is fantastic. All in all, you can see that average daily use is being utilized in the district as of February, and we're looking for that to grow more where topics are harder in those grades four, five, six, which are grades five, six, seven in mathematics, therefore harder topics kind of needing to kind of having the teachers more hands-on with them. So, I feel like the teachers in their lessons are working more with the students there than they are in the Waggle program.
Can I jump in real quick? Yes. There's a whole another bucket of people that belong to that and those are non-instructional certified people. They're they're not getting they're getting treated like a classified person just like the contract subs are. So either either we include all of them or we don't include any of them. I don't think it's fair to do half and half. Were they also missed on the classified raise? Carolyn, do you know? I don't know that because that's really it's not just the classification, but it's the that they weren't given the 10%. They were only given the 5% because that was what the Yeah. Or the pay for performance. Well, pay for performance has to be classified because it's not legally we have to. You mean certified? Certified. Yes. Sorry. Right. So certified people that are not that are now non-instructional are not also not getting paid for performance.
So therefore, our teachers are with our students as me as much as they're needed to be. That is the end of my portion. Do you have questions for either of us? Have you seen um like any data on the growth from moving you transitioning from Saxon to using using this curriculum now? Has there been a like a change in like the students like achievement on on in that area? It's something we're carefully monitoring. Um, again, we are in year two of implementation. Last year, we would expect there to be, you know what I mean, not a ton of growth as students or or sorry, teachers or learners, too. Um, we noticed that things are kind of consistent. We're really excited to see what the end of year as you see that people are on more and using what's available to them. Um, we're expecting big things this year.
But have gotten classified. Yeah. Did they get the classified pay raise? The 10% classified. That's because that's what this is really addressing is that those non-instructional staff that don't receive the certified paper performance, they should have gotten the 10% pay raise. Contract substitutes did not because they're on their own special salary schedule. The not it's not extra duty, it's addendum, ancillary, that's the word I was looking for. When we make those recommendations, it seems like in the future we should say classified plus ancillary or certified plus ancillary to be really specific about which groups, but it just is an error that we're catching. I mean, yeah, I just I would really prefer that this group of employee not get screwed over by like a it feels like a almost like a a counting error or something. And Caroline, did that answer your Oh, I think my only uh the reason I flinched when you said that about the ancillary schedule is that also includes stipens for sports and there are all sorts of other that's a catch-all term.
Something we're definitely evaluating. So my question is I know Sax Saxon was very loved. Um do you feel like math and focus that we're we're more able to target the standards that we're trying to do than we were with Saxon? Actually both curriculums targeted the standards. It was the Saxon going away information that we got that drove us into looking at different material to adopt. So with looking into further material, there was not a Saxon to look at. Um it's provided by the same company. HMH provides both com uh programs, math and focus and saxon. And talking to our representative, they did not have something to put forward for that. Okay. So yes, they do both focus on standards and um all our district documents make sure that there's an alignment between our program and the Arizona standards and priority standards for the district. All right.
So, I think it's probably better to specify the employee group um that you want that consideration for. Um I just have a clarifying question. My understanding is we have uh at least one contracted sub at every site. Correct. Okay. Um so are these positions hard to fill? So it's just unfilled. Okay. Thank you. And sorry, James, to your question, like my the purpose of this is not to give them a raise because the position's hard to fill. It's just because because of the nature of our like our payroll system, they got screwed out of a 5% raise that they like or out of a 10% raise. They got the 5% instead of the 10%. Because they're being counted as a classified employee, but they didn't get the classified race. And I just want to say it go ahead when I replace the language instead of screw or error but just saying it's just the uniqueness of the category that impedes the district to provide that benefit to the employee.