I can get you the information in terms of percentages and through the system and whatnot and I'll be able to send that to you, share it with you. Thank you. [Music] I wasn't talking about MTSS. I was talking about the site improvement plan and that was what I Yeah. Yeah. No worries. Um, that would be great. Thank you. All right. Thank you. Thank you guys. Well done. Thank you. Uh, the consent agenda. Is there a motion to approve tonight's consent agenda as outlined? So move. Thank you, Mr. Brainer. Is there a second? Second. Thank you, Dr. Robersonson. All those in favor of uh Hang on one sec. All those in favor of approving tonight's consent agenda as outlined, please do so by saying I. I. I.
So by measuring sense of belonging, it's like we call it like a power metric. It's like one of those things that if you look at that and you see the trend moving in the right direction, you're very likely based on the research and evidence out there to see all of the other things kind of move up with them. And you're proposing all these others are still studied at like the are interpreted at kind of like the committee or subcommittee dcc level. They're watching those. So if there's an outlier that looks like, oh no, bullying's going up, we need to figure out why before our SCCL rates are hit. Exactly. Exactly. Yes, that is a great um a great summary of exactly what uh I was intending to say. So subcommittees and the dcc should be looking at more than just the bolded items. you know, they might look at um attendance rates, discipline rates, extracurricular participation, and if what they're seeing is like, oh, there's a big drop here before we get to the end of the year.
Any questions? Any questions, Mr. Superintendent? Please just I just want to ask about this room going back to the main because this is very uncomfortable and we haven't had any not so um what's going on with that? Yeah. So the reason we haven't gone back to that room yet is we we are waiting to move the camera. The camera needs to be moved to the side because of the lighting. Uh, and we hired a company to do that and they haven't come out yet to do that. Uh, they're on our they are expecting to start soon, but they haven't done it yet. That's what's keeping us from using that space because we can't we can't stream out that easily without because the camera that we utilize for is at the very top at the end of the building. I mean, at the end of the room, which the lights are in the way.
So they had a super brave amazing firstear Teach for America fifth grade teacher at um Iron Mountain Academy who had built such a great relationship with her coach Patty Lockwood over the year that she agreed to let the math team come in and teach eight building thinking classrooms lessons with her students. We were able and then we had our own professional learning community of the coaches would teach a lesson and then get back together and say okay let's look at the data from students and what was really hard and oh my gosh they did not talk to each other. How do we get them talking more? Um we look noticed really interesting things. We noticed that the girls were really quiet in that particular classroom. Um, we noticed that when we gave formative assessment at the very end of the lesson, students were given the choice between a mild, a medium, and a spicy task.
Any opposed? And that passes. Thank you very much. Moving on to uh agenda item number eight are action items. 8.01 policy development policy 4-103 employee evaluations. Uh is there a motion to uh to approve the first read of policy 4-103 employee evaluations? So moved. Thank you, Dr. Robson. Is there a second? Second. Thank you, Miss Humphre.
Can we course correct to make sure that, you know, those big things that we know are going to move the needle for our students in the long term are going to be met with what's bolded here. Is this I'm getting a little confused between the language shifting of like goals and metrics. Yeah. Are you is this what's re you're is this the recommendation for the board to focus on the growth the LCL survey scores and the resource allocation is that what you are recommending that we are measuring yes so are we not looking because we haven't had like a really comprehensive data discussion as a board yet um where we can kind of talk about what we feel is important so are we not going to have board level discussions on the other parts of the metrics. Is that what you're recommending or how does Great question.
So, we're moving into the to the left side. And so, we're waiting for that. The company that installs it to come and reinstall. That's so we used to have meetings in another room and then we couldn't I mean that one is better this is very crowded and people are uncomfortable even presenting and everything and we've been this thing too long already where not even an update so we could move to 709 at the committee would prefer to meet in that room which is the room that we need more space we have the cameras so They'll be they won't be mounted, but they'll be we could bring in a couple of uh TVs on carts. We could bring a couple TVs on carts. The quality may not be quite as good, but we could do that. I don't know how sound would be, but yeah, we can we can move to 79, but eventually we will be back for eventually we'll be back in four.
And it was it 14 out of 23. I mean, it was more than half picked the spicy task. Like they our kids want the challenge. They want to be challenged. They want to think deeply and critically. Um, and it was really exciting work to do. And the team was really great to be adventurous this year and try it and get their hands dirty with kids. And they were a tough group. I mean, because they don't know us. You get four teachers that they barely see in there trying to get them to be uncomfortable. Did they give you all feedback other than the unsolicited feedback you probably got normally? Or they did. Every day at the end of the lesson, they did a reflection on both what was great and challenging as far as the collaboration with their group and also what was great and challenging about the math work.
Is there any discussion about this policy? Is it going to come up on the screen? Is it my Is it me? Check. Check. If you could put the policy up on the screen in the back, that'd be great. Unmuted. Mic six. Unmuted. Dr. McCord, could you We can hear you back there, gentlemen. I can read it. I have it up on my screen. Essentially, there are just a couple additions to this policy uh based on some statute that had changed over time. Uh it starts with D. Certified teacher received three or more ratings of developing of any of the rating scales or domains on the observation form in the governing board adopted evaluation. During each year, two consecutive school years, a certified teacher receives a performance classification of ineffective or developing on the annual summit of evaluation. And so those are the additions as well as um uh instead of the board, the word governing was placed in front of it.
So my recommendation is the bolded things are the things that you're holding the highest level of accountability on. So when you as board members are saying are we moving the needle on our strategic plan, the bolded things are from our recommendation are the things that are going to move the needle most significantly in the priority areas that you all have identified. There is should still be a discussion around some of the other pieces. Um so it's not to say that the board presentation on data will only show you know sense of belonging. how did we do but can say hey here's some of the other metrics that moved along with it or how are we doing but what you should be holding Tom the leadership team accountable to um is a short list of metrics and the bolded ones are my recommendations or our recommendations on what you hold accountability towards so like I'm sorry uh for the foster foster inclusion belonging part and it's the survey scores I think in some like community discussions that I've personally had there were I think so is that panorama is that okay panorama sense of belonging yep there's conf a little like u concern around the vocabulary that can be used like if we're using that as like a really large marker alone kids are answering do you feel safe and it's like yeah I got here I'm okay and I I go back to that there's not there's not always a really great way that kids are actually able to attach themselves to these specific like metrics that really tell a kid like um what's bullying because to every kid bullying is different.
So, no dates yet. We don't know. Well, we next meeting put in 709. Sure. All s any other questions? Can I throw one in? Where are we going to fit a mock house? We're out of room here. Where would you put a mock house? Oh, you know where um where the shot put uh the new shot put uh area is outside the tennis court when you go No. Yeah. up to the left of the tennis courts when you're going up into the new baseball field. Right to the right of that there's uh you'll see there's a some block that has sand and right to the right of that there's a that's where the where the house is going where the jungle where the uh they say jungle gym there jungle gym used to be. Yeah. Yeah. Yeah. It's going right there. Telephone poles and y one other question.
And so they had some really really interesting comments. I think when our coaches come up to share in a little bit about the work they've done with teachers, they could definitely give you more details. Thank you. Okay. So what is working? Um increase awareness of our SOFG goals. Uh 21 of our fifth and eighth grade math teachers are working with a math coach. Over 300 hours of direct planning and coaching support. We increased teacher capacity, data analysis, and use of resources. 38 3rd through 8th grade math teachers completed eight hours of focused professional development math instruction. And teachers have implemented action plans targeted math instruction utilizing the data wise process. Um, and then if you also look off to the right, you could see how many of our students grew, maintained, or um, lost ground on on the um, DNA assessment for both eth and fifth grade.
Mr. Macintosh, do you want to add anything to this? Those two additions were just for ineffective teachers and the notice related to them. I think I remember in our policy meeting there was some discussion more clarification. Um does everybody remember this policy and the discussion we had in our policy meeting? Is there any further discussion that anybody would like to have this evening? Okay. Then I will call for the vote. All those in favor of approving the first read of policy 4-103 employee evaluations say I. I.
Do I belong? You know, it means a lot of different things. So, I I personally am just a little like I guess a little Larry on the survey scores. I mean, we've made some great progress in including other grades to it, but I just get a little concerned that we may miss some big things. But if you're what you're saying though is that we're not just using survey scores. We're still going to be looking at some of these other pieces here that would maybe catch some of that little those gaps and other issues. Yeah. My recommendation is like as board members, you should be informed on kind of how are we doing overall and that might be on a lot of these different metrics, but when you're saying are we moving the needle in terms of fostering inclusion and belonging, we need to align as a board on what that means in one or two metrics.
Are we confident we'll be done all of this for the summer? I feel returning. Well, I feel confident we'll have the barn and the and the two most important build. The most important is the uh classroom cafeteria and classroom. Yes, we're actually going to be starting classroom work before we've got a u uh HAC unit uh an air exchanger in that space right now and we're waiting for the have the HVAC company that we're hiring to come in and remove it so then we can go ahead and start the renovations in that space. But that's the only thing holding us up. Both back one. There's one in the cafeteria and there's one in the in where we're putting in the classroom. So, we got to get those two things removed and then we can go count both spaces. But we plan on doing that hopefully before you know early June and start some of that work.
What needs more attention? Increasing student engagement, opportunities for practice, and obviously opportunities for thinking and higher level um, higher level opportunities. Analyze analyzing the scope and sequence of math unit guides to ensure critical content is covered earlier in the year. We're working on that this summer. Observations indicated room for growth in the standards for mathematical practices and critical thinking and continued coaching and professional development. So that's what our really big focus next year is the um coaching and professional development for our teachers and that support in the classrooms. And then now Miss Twist is going to introduce our coaches. Um all all of them are here and they're going to share a little bit on our next slide. Great. If you want to come on up. So, because I knew that you had the opportunity to review our inputs and our 2526 inputs, which I'll share a little bit more detail about in a few minutes, um we thought that you might like to have a glimpse into the work the work of coaching and supporting teachers.
Any opposed? And that passes. Thank you very much. Um request for future agenda items. Does anybody on the governing board have uh any items that they would like to add to a future agenda? Okay. Of course, as always, if there's anything that you want to discuss or add, please let me know or Dr. McCord, and we'll make sure that we uh we get that added if it's appropriate. Uh moving on to our board reports, uh our Town of Gilbert liaison, Dr. Blake Roberson. Yeah. So, I I have nothing from Town of Gilbert. Uh just wanted to add um I mean to the awards that we recognized uh earlier this evening just how great it is this time of year to see um everything that our students and schools are accomplishing and congrats to all the students to the parents that are putting in the work.
I would say like my recommendation is one metric because as I said when you have 10 metrics three move this way, three move this way, four stay middle, the seven of you may have different outcome, different ideas on whether or not that's successful. And then that means that the following year it's really hard to then move in one direction based on did we miss the mark, did we make the mark? And so then when we have those outcomes and we have, you know, maybe a lack of alignment or coherence on the direction we're moving, then we start moving in many different directions and we don't see progress in the big ways that we want to. So my my recommendation is and and I think this the process that I'm recommending and presenting to you is that no, you don't only look at one thing, but you choose one thing that's at, you know, that you have a smart goal attached to you that you're saying this is what I'm holding accountability to the district on.
Anything else, Mr. Jones? The energy house u said deconstruct. How much it's going to be on a foundation? Yes. How much deconstruction do you go in reverse for the next year? How much? How how much deconstruction do you do of that house for the next year's training? Oh, they'll be mostly interior uh re redesigning the interior and the weatherization work and everything and some of the siding work. So, that'll change. And then uh periodically we'll do uh one one wall section where we're going to frame differently each year so that we can take collect data and see what the impact on different kinds of insulation are from one uh system to another. So that'll be an ongoing uh learning tool. Okay. Because it's a learning tool, it still has to be inspected. Oh yes. Every time it's taken apart back. Yes. Every time. Yeah. which will be another learning experience for the kids to have the inspector come out and uh and then of course the drawings be different every year so the kids will be able to uh utilize the drawing.
So, our math coaches are here with us tonight. We have Casey Aken who works at Builtmore Prep and the Kraton Academy, Sarah Larkin who's at Monav Vista and Gateway, Maria Guyire who is supports Kennedy, LMA, Linda and Macken, and Patricia Lockwood who supports Iron Mountain Academy and Excellencia. Thank you for joining us tonight. They're going to give you a little little taste of the work that they've done this year with teachers and some of the successes. And they could also tell you about building thinking classrooms if you want. All right. So, um, our intent, I think we were just going to focus on kind of our work with one teacher to give you a picture of what that might look like because although we'd like to have like a one-sizefits-all solution for professional development, like that's not the case. So, um, the teacher I chose is a teacher who taught multi-age this year at the Kraton Academy in third and fourth grade.