And then for science, they are in the creation. And so we've been working with teachers uh we call them our task force teams. They get to have a voice at the table. They get to help to revise, edit, um and we use expert questions as well from our assessment platform. So science is in the creation and those will be implemented at the start of next year which will be the first time that we have CUAS in all four of our core areas across the board in Gilbert public schools. So again, when we first created that action step, CUAS didn't exist. We didn't even have a shared belief around common unit assessments. Now, not only do we have a shared vision um and belief around them, but we're implementing them. And for English, and they led the way, you're seeing it drive PLC conversations, which is changing instruction.
So students that are in our ELD and that was recommended for use as well. And then we have Freckle for math grades um K through 12 and ELA K 8. Um it's a great digital tool um to support our students and that is also recommended. Um FET simulations for science and that's out of the University of Colorado Boulder. Um grades K 12 it's a great um digital tool for our students to go to and actually do um different science um simulations that they might not otherwise be able to do. Um a lot of the committee members said that they um got lost in doing it cuz they had so much fun um that they ended up spending like an hour or two on there. Um said it was very engaging um so they recommended that one as well. And then MindPlay Reading um for special education resource ELA grade 7 and 8 um as another um tool for them to utilize was recommended.
Obviously, I get the parking lot isn't going to happen this year, but I mean, if we're that desperate and it comes down to like cutting a teacher from Tahanto or using choice money, I'm not opposed to throwing some choice money at it. I get that down the road it's going to be a problem. I wouldn't want to use more than like a hundred or two hundred thousand dollars maybe to save ahead. But, I agree exactly with what Beth said about how every single year it's oh, "Taconic, let's cut Taconic, let's cut Taconic." Cuz it's easier, it's like more bang for the buck. But, now we're at the point where we need to add things to the school, not just add back what we've already cut. And we're just going to keep getting ourselves into a bigger and bigger hole. So, I hate to say this, but maybe we need to sell We'll get if there's any where in the elementary schools that we can turn off and >> [clears throat] >> you know, focus on maybe using some of our resources.
It's changing how they're designing lessons and how they're intervening when students need extra supports or enriching. And that's true. Even with math, we're finding now that one content area went, it's almost like you're seeing um other teachers feel more confident and comfortable jumping in. Even though they at the elementary, we know teachers teach everything. At the secondary, um sometimes it's well, this is my content, but to see that they see across the board, this is what we're doing as a district. There's a different level of buyin now that we're getting to the other content areas, that's gone exceptionally well. The second action step deals with um making sure there's fidelity with our curriculum usage. So I'm going to focus a little bit more on math because we are two years into our curriculum adoption. And right now uh we have as a part of our curriculum adoption, we do have training that was purchased.
We did have um All Things Algebra um from Teachers Pay Teachers come through for Algebra 1 that was not recommended as it was a full curriculum not something to supplement. Um and as noted these are all site-based purchases. Um so this will go forward from here. This is our first read of it. And then I have it all ready to go to open up a 60-day review um for the public. That will go out um in newsletters. It will be posted on our website under announcements. And I can also um we did this last year put paper copies up with Arlene at the front desk. Um because these are all digital reviews, um our community members, parents, teachers, admin can all complete this from home um and because they have access to all of that um open source. And then after that 60-day review, um I would come back for the second read and then have you guys vote to approve um the recommendations.
As far as the choice goes, I think the number you showed us, Erin, the number you have is 710, I think. 700,000. >> Yeah, yeah, that's what we're using at choice. Not quite, but almost double what comes in from choice. Yes, but the 260 is a one-time, right? That's considered almost >> It's a one-time, but it's Yeah, but that number is approaching double what comes in Correct. So, if you add more on top of that, we're just Yeah. Kicking it short of the mark. Wait, these include the 710? So, say again, the 710? >> These include the 710? Yeah, sure. No problem. >> But, we didn't use >> you take me a minute, it's a quite a ways back there. >> [laughter] >> But, we didn't use it as much or any of that we thought we were going to use last year. Yeah. But, those are a big chunk of that is being paid for by the one-time expenses.
Um we have a lot of gratitude to the board supporting that decision because we've it's made all the difference having that PD be a part of that package. We also have a district leadership math team that internally are creating trainings and making sure that that is sustainable even when the PD part of the training from the company comes to an end in three years. We're going to continue to foster that. So, a lot of training um a lot of learning walks um a lot of inspecting what's going on. I know our I Ready reps for K8 are out and about at our campuses. Um they're they're really really great and they sit in rooms um to observe. they um give teacher feedback, then they work in the break rooms with the teachers to answer questions uh and they're experts in the curriculum. So, they have access to the curriculum.
Any questions? President Wade, um Ms. Davis, so yeah, can you kind of repeat kind of where the community and parents and etc. can can find that on the district website etc. Just repeat that real quick. Gladly. So on the HUSD homepage, um you scroll down just a little bit and you'll see the announcements on the left-hand side and um a link will be posted there with how to get to um the form to provide um the feedback and the list of materials. Okay, thank you for putting up there. And it will also be in the newsletters as well. Um I missed the part you said there was one of them where there was a cussing. Um yes, in the Let me go back to it. Sorry. Oh, it won't let me go back. Um in the second one, a Me llamo Nina, it is a Spanish um honors four textbook.
>> Yes, 2 260 is for basically one-time expenses. >> Oh, only 260? Yes, so down the pipe, 260,000. So, we get in anywhere from on a normal year 400 to 450,000 in in choice. I'm comfortable paying the 450. We may have to adjust that in future years, give or take, but you know, that's that's pretty reliable. The is We have a cohort of out of district students who are kind of at the top very about to either graduate this year that that next year or the following year. So we're comfortable on a one-time basis paying for some of those students who are who are grad will be graduating by the end of next year or aging out. So So when you say one-time expense Aaron, that's a that's a sensitive Yeah, no I understand. >> One-time expense for out of district students. Right. Next year assuming nothing changes in that area.
The same is true for H.M.H. with high school um and so on. I mean, uh there's just been a lot of training that's happened there. And then with learning walks, we have a district leadership team. Um elementary did math learning walks last year. This year, the secondary team has put together uh assistant superintendents, district leadership, and every math evaluator in the district to go out and do learning walks. And the way that those went is we first focused on standards and kind of big picture, making sure because sometimes when you get into administration, you're evaluating an area that you maybe never taught. And so, we want to make sure they have an understanding of the standards and um are able to conceptualize that. Then we do a mini training with our administrators on what instructional strategies look like in math classrooms. And then we go and spend an entire day at a junior high and a high school looking at every level from seventh grade all the way up to your highest level of AP at the high school resource co-taught it everything.
They have videos. They are not required videos, but they are um referenced in the textbook. And when two of our reviewers um were able to find them and put on the translation of it. The translation came back with some cussing. So, not being native Spanish speakers, we were not able to sh- parse out whether or not that was because of the translation or actually within the video. So, they wanted to err on the side of safety and say we can put it with a permission slip because it doesn't take away from the um academic integrity um of the or the instructional merit of um the textbook. Okay. [snorts] Yeah, I I have a concern with that. I mean, um if there is in fact cussing, like I there was no other option instead of having to request permission slips for um It was not every video.
Yes. >> Those expenses will be gone. So the district >> Yes. So yeah, so our I mean >> Well, we know that changes. Yeah, I mean I I I mean I have to say based on our analysis at the moment, we can always have a family of five move in and and and just that. But if things stay relatively consistent with what we've projected, we would be saving 260,000 in the following year. So this is the 27, that would be the 28 budget. Plus we would be getting a circuit breaker reimbursement for those students. Right? So so we will we will have >> won't be let's be clear. It will not be a one-for-one dollar to dollar >> No, no, no. Cuz some people will think that. Yeah. It won't be a one-to-one. It's ends up being what like 30% >> might get 60,000 in circuit breaker for them.
Um and then we do a debrief at the end of the day that's run by admin services. those learning walks have been um very wellreceived and the model of that is actually driving um the way that we're choosing to do PD in the future so that it includes some look fors then we actually go out and look for it and then we're kind of recapping and collaborating and reflecting on the end of that. So a lot going on with just making sure that the fidelity is there um and that the focus is on supporting the curriculum usage and not just expecting teachers to kind of feel alone in that. Our third action step is the intervention piece. I'm gonna be brief on this one. Mr. Burchcher mentioned what is called win time at the elementary. They have a carved out time where they focus on meeting the needs of students for tier 2 and three, which are students that maybe are struggling.
It was like maybe one or two of them and it the cussing maybe occurred once or twice. It was not a video full of swear words. um But if But if students use those words in a classroom, they would get in trouble. Because I I I'm going to say this was raised by a parent and she said I would have I don't have personally have an issue of with it and another parent also agreed with that. So, that's coming from parent feedback. Yeah. I mean my 20-year-old doesn't doesn't curse. So, like some parents might be okay with it, but ultimately, it's an educational setting and that's that's not this the resource that we should be utilizing that has curse words when especially when if children repeated those in a classroom, they would get in trouble. Um just my two cents. Um but one of my concerns, so when you look at the policies that um for adoption of material >> [clears throat] >> um talks about you know, ensuring continuity and I'm curious how we ensure that I and policy IJJ when these purchases are site-based.
Yeah, yeah. So spending 360, if the cost is 260 60, we might get like you said 60,000 Yeah. Right. Yeah, I understand. Just so we just so certain people understand it's not a dollar for dollar circuit breaker. It's also not dollar for dollar chapter 71 transportation reimbursement. Right. A a percentage, never 100%. Yeah. So some of the flow also has to do with sort of the building of those bridges programs, right? So there was some I think costs and and some some setup for those programs, but those are the sort of programs you it's very hard to bring students back once they're out of district. What you're really trying to do is shrink that pipeline a little bit. So, the pipeline may have been bigger at one time, but by building that Bridges program and making that investment in in-district programming, we've managed to build some some savings into the pipeline.
And that is what it looks like at the elementary. At the high school, we have advisory um on Wednesdays. And at the junior high, they do have advisory four times. different acronyms and titles, but the purpose of the work behind what they do um is consistent. And so this year, what we did was for secondary was we went and we're doing an um a review of all the advisories at the junior high and high schools to make sure that there is consistency um and that all the schools equally feel supported and knowing how to continue to facilitate that with results. So, similar to a PLC on a campus, we want to make sure that if we're doing something as a district like advisory or windtime, that if there's three schools that are doing it um incredibly well, what are they doing? Let's learn from that.
Um and in the time that I've been on the board uh we've never voted to remove material. Uh we've just we just keep approving it. So I'd like to know like when's the last time that we've deleted any supplemental material from the approved list? Um is there a sunset review cycle like every 3 to 5 years? Uh you know are we utilizing the entire supplemental list that we currently have? Um and if not, how do we go about weeding out what we're no longer using and is there material that we're, you know, continuing to pay for that's not being utilized? Um so this is only the second year of having this um committee in place. So we have not gone through a process of reviewing to remove because this is only our second go at it. Um and we are not paying for things that aren't being used because they are site-based purchases.
So, uh you know, again, knock on wood, I can't prevent people moving into the district who may have students who are already in out-of-district placements. Um But at least now we have a we have an option for our students, right? So, at least now we have an option. We have the Bridges program that we have working all the way up to the high school. So, if a student was to move into our district, >> [clears throat] >> we have availability. We have options that are in our district to provide for these students. Yeah, I don't know if I would say savings. It's more of keeping the money within the district for our students. Right. Fair enough. Yep. Okay. I I call it a savings. I mean, you spend 150 on an out-of-district placement versus you spend 150 on a Bridges program that can handle more than one student.
Let's replicate that. And if there's some schools that are struggling, instead of just talking about them struggling, how do we show up and support them so that all of our schools are successful in that uh so that every student across Gilbert public schools is equally receiving the interventions that they need before it's too late. So has advisory period changed over time because I know previous reiterations were a little bit different. So what what does it look like now if we're giving those inter that intervention time? >> Yeah. So there was advisory historically um and then it had kind of gone away and then we did bring it back um after COVID when we knew that there was some learning loss that needed to be addressed. Um currently right now the focus is on our the goals that we're talking about. Um that's what we ask our schools to focus on and it aligns with their site impact check and goals.
Um if they are being purchased, they are being utilized and most of the things on our supplemental list are free. Um for a sunset process, we don't have that in place yet, but that is something that we have discussed because our supplemental list is quite large. Huge. Um and I Sorry, I just lost my words. It's okay. Wow. Go ahead. We've had the discussions around that that that, but at this point in time we haven't been able haven't sat down to to to determine what that process would look like and and what that timeline would look like in terms of how long would a at what point do we review supplementals to say, are they are they being used number one by teachers? Um number two, are they still effective supplemental resources? Um those are all criteria that and there's other criteria, but that is certainly a process that we we believe needs to begin, but again, we we wanted to get this process solidified and ensure that that that we're identifying the correct supplementals.