Terry Vio, maintenance worker from maintenance and facilities, 19 years of [Applause] service. Christa Holder, business accountant from business services, seven years of service. [Applause] Pablo Reyes, groundskeeper for maintenance in the facilities, 10 years of service. And Thomas Lad, food service maintenance from maintenance and facilities, seven years of service. And finally, Rosa Lopez Soberanis, custodian from Maricopa Elementary School. 10 years of [Applause] service. Retirees, retirees, thank you again for your service to the Maricopa Unified Skist. We wish you well in your next venture in life and many relaxing days filled with laughter, good health, and happiness. Congratulations and best wishes on your retirement. Governing board and Dr. Lopman, will you please join our retirees on the stage for a group photo? There you go. Very nice. Congratulations. Thank you and congratulations to all those that um retired have a great retirement. And we now move on to item 77A classroom spotlight Miracle Elementary School.
So, we talk about downtown, we talk about um Route 126, and we talk about 135 as sort of like the three main um commercial areas in Ashlin. Um and as far as like density goes, you definitely need density in downtown. You need people walking. You need people to support the businesses. I've talked to um Lisa Churchill at Blush and Ed over at the Bagel Table and um to be honest, they're struggling. um you talked to Hana over at Raiki and I, you know, like the um they're they're struggling and so they need people to help support those businesses. Um and for as far as like the the development that um you know, balancing growth because we I'm sure we're probably going to get into more of the growth growth things, but you know, it having density downtown makes sense. redeveloping the parcel um the millu building parcel makes sense.
We've worked um for myself as some of our prof my professional goals as well as our curriculum leaders and our educators to be really focused on how can we bring families in provide that parent education that community involvement to really um establish involvement in the schools because this is their first experience and we want them to be members and partners with us as they continue through their child's school career. Um, so one of my personal professional goals was to really focus on how to bring parents in on various topics. So I sent out a parent survey um, both in September and January to talk about where they might need more support or more information. Um, so we had a great turnout. We kind of scheduled and utilized a lot of our wonderful experts in the field within the district. So we utilize district staff as well as our building staff to come in and really support that topic.
You have been shared a Google Drive where all of this information lies as well as additional evidence that's not presented in the PowerPoint this evening that you can peruse at your leisure. So, just a reminder that um the core values and beliefs of the Greenfield Public Schools are that students are first, that we share a vision with stakeholders, that we are supportive and engaging, and we are collaborative with our families. These were the agreed upon goals. I'm not going to read them verbatim, but they are in your packet. And these are the focus indicators that align with those goals. When you are looking at the evidence, you could be looking at the indicators and looking in each individual folder that aligns with these indicators. The first standard was under instructional leadership. That goal was to provide administrators with professional development for the review of student data and evidence-based instructional practices that directly impact student growth and learning.
you have been shared a Google drive where all of this information lies as well as additional evidence that's not presented in the PowerPoint this evening that you can peruse at your leisure. So, just a reminder that um the core values and beliefs of the Greenfield public schools are that students are first, that we share a vision with stakeholders, that we are supportive and engaging, and we are collaborative with our families. These were the agreed upon goals. I'm not going to read them verbatim, but they are in your packet. And these are the focus indicators that align with those goals. When you are looking at the evidence, you could be looking at the indicators and looking in each individual folder that aligns with these indicators. The first standard was under instructional leadership. That goal was to provide administrators with professional development for the review of student data and evidence-based instructional practices that directly impact student growth and learning.
Uh under the routine calendar policy review uh policy 1411 titled law enforcement officials uh has a recommended revision to make the authority language consistent as there's a variable in there about something was really vague. It was just like you had to be an employee of the school or or maybe it was the principal one time or maybe it was an administrative person another time. So we just made it consistent. And uh the other four policies uh 1340, 1412, 1416, and 1500 had no revisions recommended. I'll also note that the the motion has a typo. Those numbers, they're always making you crazy. I have a question. Sure. So, under the um new policy number 0112 um which is non-discrimination and education. Yeah. My first question is these as it's written these come from cave and shipment and goodwin. That's I'm just curious that's where they come from typically, right?
And so teachers signed up to be mentors for students who are h struggling with chronic absenteeism. And so there's a through talking points connected with parents. They, hey, I can't wait to see you come to school today. Hey, what's going on? How are you? So just kind of bringing that another level of connection, another trusted adult they can have so they feel comfortable coming into school. So we've done all these things. Um, and then so you can see it's kind of like that tiered support. So if that's not working, we send out the monthly letters and we still we're still doing all the tier one stuff. And so then we might get to a truency meetings which we've had. And so that would be with parents and the school counselors, PPS staff and an administrator to talk to the parents and the student and come up with a more intensive support plan to get them into school.
Why it changed to my club is, you know, up to speculation. But um so a couple questions. These are girls and boys that are going to be swimming over there. Are they going to be are boys that are pretending to be girls going to be allowed into the girls bathrooms or dressing rooms? That's one question. Um are they going to if a boy is being is saying that he wants to be called by a different pronoun, do other students who are swimming have to abide by that? That's another question. Um on page three there's the requirement of a criminal background. So my question on criminal background is um are they scouring social media when they look at criminal background and are they checking to see whether there's any child porn or any other things such as that. I mean, I don't know if you've been asleep at the wheel, but there's been so many things that have come out in the news over the last few months of sexual abuse in various schools across the country, and I don't know in the criminal background how thorough that is.
This small change would help prevent eloopment, reduce anxiety and all allow for smooth supported transition especially in urgent situation. And we maintain detailed records of all diaper changing and bathroom support provided by by the teacher and my staff. This information clearly shows how frequently and urgently our student need adult assistant. I would be happy I would be more than happy to share these records with you if you'd like to review them. Thank you for your time, your care, and your ongoing commitment to equity and to meeting the needs of all students. Thank you, Shanti, for your comments. Next speaker is Amy Martinez. Good evening. Uh, my name is Amy Martinez, preschool teacher at Toan, and I'm once again here on behalf of my students. My new placement is Somerdale. I have visited the classroom located in the Cap Pod, and I'm concerned about how the decision was made to place my students in this setting.
So huge kudos to them. And that concludes my report. Back to you, Mr. President. Thank you. Uh we are going to move on to announcements. First, I would like to see whether there is a representative from CSEA who would like to share the CSA member to member recognition. Hello. Is this on? Hi everybody. Uh thank you Chico Unified School Board and District Office for supporting classified employees with with classified uh week next week. We know how important and valuable classified our employees to schools um and our public education. I'd like to introduce Celia Biano, CSEA Chapter 110 chapter communications officer. Hello. Thank you for giving us the opportunity to share this with you. Uh my name is Celia Biano. I'm an accountant in fiscal services and I'm the CSEA Chapter 110 communications officer and I'm here to present the May Chapter 110 member of the month.
So, class of 2025, I don't want you to just dream big. I want you to fail big. I want you to fall and to get back up because that is when success is made. And that is how we will leave our mark no matter where life takes us. Set goals, fail, adapt, and as always, go Thunder. Thank you. and I get to follow that. So, thank you, Bren. Outstanding job. I would now like to welcome our superintendent, Mrs. Jim Ginger Haber. Ginger Haber is a Colorado native who brings more than 30 years of educational experience and expert expertise to Academy School District 20. She comes from a long family lineage of educators who instilled in her the desire to inspire others to be lifelong learners. And after starting her career pathway as a registered nurse, she soon realized that her true passion was to be an educator.
Furthermore, she competed for the United States Tennis Association, earning a national rank and was second in Colorado. However, her passion lies in serving the community. She has dedicated countless hours towards volunteering in medical and surgical department at UC Health, advocated as a regional president of the nonprofit Second Serve, collecting and donating over $4,000 worth of tennis equipment to other underprivileged youth across the globe and dove into opportunities such as conducting independent research on improving cancer diagnosis and maximizing the mental health of athletes. Her favorite memories from high school are getting baptized and road tripping with her best friends. I'm gonna apologize. I I'm going to apologize if I get these names right. I'm gonna wrong. I'm going to try really hard. Ava would like to thank her family. Her mom Sukyouong, her dad, Steven, her brother Andy, her dog, Sugar, and her extended family. She would also like to thank Mrs.
He is always happy. I can see that right now. uh encouraging his peers with his bright smile and upbeat personality. Ben's dedication, participation, and consistent effort make him well deserving to being the student of the [Applause] month. All right. From Col's Middle School, Baylor Propman. [Applause] Baylor is an exceptional student whose ability to communicate sets her apart in the classroom setting on a daily basis. Whether she's asking or answering a question, writing anything from informational to argumentative topics and everything in between, she expresses herself with clarity, confidence, and empathy. Her communication style fosters respect, encourages open dialogue, and helps create a positive learning environment. Teachers and peers alike appreciate how she listens actively, asks insightful questions, and sets her best foot forward each and every day. Baylor's effective communication not only enhances her academic performance, but also inspires those around her to engage more deeply and respectfully in the content.
Dr. Robinson. One moment please. Good evening, President Downey, board members, and Dr. Lopeman. My name is Jennifer Robinson, principal of Maricopa Elementary School. Thank you for the opportunity to share our classroom spotlight, differentiated instruction for all. Our focus aligns with the district strategic the district strategic plan goal one, every scholar graduates. more specifically 100% of scholars at or above grade level. This focus aligns with the portrait of a grad as evidenced in the innovator, communicator, and resilient achiever. After analyzing state assessment data, we identified gaps in how to scaffold instruction to meet the diverse needs of our scholars. This ensured all scholars had access to challenging and appropriate standard specific content. We explored ways to foster engagement knowing the importance of cultivating and sustaining scholars active involvement, interest, and enthusiasm in the learning process. Teachers used explicit learning targets aligned to the state standards. This clarity helped our teachers design focused instruction, building a strong foundation while allowing scholars to understand what they are expected to learn.
Um does the project that's in front of ZBA with five stories and 250 units make sense? You know, I'm um I don't think that that's probably in the best interest of Ashlin, but I do feel like they are making an attempt to keep um commercial commercial as part of that project. the developer has never had commercial in any projects he's ever done before. He does purely housing and we've advocated for commercial space there. We've advocated for um keeping the historical nature of the mill buildings that are downtown. And so the the project that is before ZBA right now has two of the mill building the the old granite mill building um facad still intact and really does kind of still preserve some of that historical and bring that commercial aspect to downtown. Um, and then as far as um other policies that we can we can we can work on, it really is trying to make downtown a destination and that is, you know, part of what makes like summers in Ashland so amazing because people walk from Corner Spot to the farmers market and now to Clover Road and to our restaurants.
And for families that couldn't attend the coffees, we then provided a resource through our s'mores newsletter where they could get more information or reach out to those presenters specifically and get more information to kind of build their capacity on those topics. So I think the next couple slides you'll see we brought in um our team which was um run by Jackie P in the building as well as Jen Taylor at the district level. Um Dr. Kyra came with me to talk a little bit more about just welcome to Ashlin school system. Um because a lot of our families are new to the district um and entering. We talked about promoting independence and daily living routines. Getting three, four, and fiveyear-olds to be little independent people that can be responsible for their own things or help you get out of the house in the morning. Um that was definitely a high turnout of families.
Some of the things that we've accomplished this year is uh our district instructional leadership team and engaging in professional development there. We've put in place data protocols and analysis that start with the admin lead team. Educator evaluation and professional development for our administrators on how to provide quality feedback. Early literacy professional development on diagnostic assessments. We've been working all year with the teaching lab um with regards to our instructional strategy focus. We've been working on literacy PD with a focus on uh new diagnostic assessments with the core and pass implementation. We've completed an administrative book study and we are also in uh professional development with the collaborative for educational services on climate and building a culture of a belonging. Some of the things that we've been doing with the teaching lab is really trying to deepen the expertise of our school leaders and equipping them to build data driven systems in their buildings so that all students are receiving what they need.
Some of the things that we've accomplished this year is uh our district instructional leadership team and engaging in professional development there. We've put in place data protocols and analysis that start with the admin lead team. Educator evaluation and professional development for our administrators on how to provide quality feedback. Early literacy professional development on diagnostic assessments. We've been working all year with the teaching lab um with regards to our instructional strategy focus. We've been working on literacy PD with a focus on uh new diagnostic assessments with the core and pass implementation. We've completed an administrative book study and we are also in uh professional development with the collaborative for educational services on climate and building a culture of a belonging. Some of the things that we've been doing with the teaching lab is really trying to deepen the expertise of our school leaders and equipping them to build data-driven systems in their buildings so that all students are receiving what they need.
Or like is the policy committee refresh my memory because I was only at policy for a short time. It's not that the policy committee is coming up with the terminology. it's being provided. Okay. The only reason why I'm asking is I read this and under, you know, one, equal rights and opportunities for students and staff in the school community. Two, equal opportunity for all students to participate in programs of the school. I just want to know, and this may not be a question specifically for us, so maybe it's a typo, but why it doesn't say equal rights and opportunities for all students and staff in the school community. I feel like we're using the word all in the second line. it should be used in the first line to encompass that all the individuals have those rights. I mean, it might seem minor, but I'd rather make sure that we're consistent.
And if all that fails, unfortunately, we do have to reach out to DCF if we're finding that every other attempt. But that is a last resort for us. Our counselors work super hard to make sure that kids are connected and can come in. And as you can see, the results speak for themselves. When we're looking at what we we we want to or identified areas of academic improvement, and we use data all the time, we're looking for our highest leverage, math growth, and ELA achievement. And so, we noticed that there was only 12% of our students that were proficient in math. And we did see that steep decline compared to previous years. And so when we were investigating, we know that the key issue was a weak or missing foundational skills from students coming in along with this over reliance on inefficient strategies to solve problems.