That's not the I know, I took those. So, I mean, we in introduced typing earlier because we felt our ELA scores were being affected. I didn't say I agree with these. >> No, no, I'm just saying. So, like, you know, that unfortunately is the reality. Like, none of us like MCAS, but it's they're not going away. It's something we have to do even if it's not a graduation requirement, but I mean, in terms of the reality of the world we live in, they have to be able to type on a computer. >> Yeah, I I think we'd be doing ourselves a disservice by taking away I'm I'm not just I'm in your camp, Justin and Jackie, but that is a loud call from many parents. >> I think time on screens is certainly something that the district should consider, and the use of them, like the amount >> That is not what I was talking about.
So wanting to see those students make growth and potentially moving into those other proficiency bands. Um, another exciting step as part of our process um, in special education is really looking at those students that are also um, taking the alternative state assessment, the MSAA. Um, reducing the students that are scoring in a level one which is not meeting um, expectations for that assessment. So, moving those students into proficiency bands beyond that level one. And we do that through various action steps. We look at all of the opportunities for training and building capacity within the various groups that we have in Gilbert public schools. We um provide paraprofessional training which I know we've talked a lot about um but it's one of those critical components that helps um building up those peer professionals and their skill sets and working with their students. Um, additionally, uh, we've had access to, um, providing, uh, coaching supports for our instructional coaches on a monthly basis.
I know, but I'm just saying actually like it should be considered. Do kindergarteners all need their own They're So like let's Like that's actually an interesting point. Let's talk about Do you think that I don't know. Do they all have their own devices at home or not? They're like deeply embedded in I've got Do they have all of one one >> They're like that. I mean we're not to And then first grade they have um iPads and And yeah, they have all of them. But PTO purchased them and the student and the families raised the money so they could have But I wonder I mean when those devices Yeah, I know. That and I'm sure that that was many years ago, so they have to I I go every year every year we see I I got to say I'm in the other classes all the time and very rarely do I see them on the computer or our our iPads.
And this has been a huge, um, celebration for us in that now our instructional coaches feel more equipped to go into various special education programs um, and support those teachers and students. So that has been um a really great um opportunity for us and continuing through with looking at our new teacher supports, our pathway teachers. How do we train and provide those folks with what they need in order to be the most equipped they can to support their students in their classrooms? Um we're also looking, like Dr. Martin said, um our resource program study. So, finishing that out. Really exciting too that through our special education um parent advisory, they wanted us to solicit um parent feedback. So, we are actually sending out a survey to those families as well um to gather their input as part of what we collect and review. Um so, really excited about that um community feedback in that regard.
I didn't even know they had one-to-one cuz when I go in Rihanna Pasquale's room, there is never a time that she's not >> And nor should there, honestly. I you know, in early education the screens aren't going to help kids brains. So I I I think it's it's worth asking and wondering the question like I was putting to you again. First grade, second, do they need it? We're considered a one-to-one district, so What would that make it in the end? One device per student. But I get that, but I'm um What would that do for us or why do you have to ask me that? That's just how it works here. through the details. We could get you started with what we think we want to start that at. I'm curious if there are a lot of less focused schools that send their kids to high tech schools and that's the reason they are sending their kids to more advanced schools and that's the reason they are sending their kids to more advanced I'm curious like if you are communicating with your sub-community with the more That's what data that is.
co-eing. I talked a little bit about that already, but building out that scope and sequence, seeking um feedback and um as far as how we do that, we do that through looking at the data and our data and research team, which has been um given kudos several times tonight, but they have helped us build out um dashboards for our teachers in our specialized programs that utilize ULS, which is our U modified curriculum, which we presented about I think earlier in December. Um Abby and Sarah came to to speak with you all about that. So building dashboards for that and um looking at how we better master schedule to ensure that again all students um are provided the best opportunities possible um from co-e gened all the way um into some of our specialized programs. So, it's been really exciting to see that work kind of happen over the course of several years.
I would say we just need to be a little cautious on the the the skill set that they are going to develop, right? With MCAS and getting ready, right? So, there's a whole correlation now that some kids just don't have the skills to take a test on the computer. Remember, we want all of our kids to take the MCAS because not only is it good data for us to look at, but it's also the money that comes from the federal government for for us, right? We don't want to Indeed, but do we need 60 laptops for first graders or 60 for second graders or do we need a classroom with 30 like these that have, you know, for 1 hour a week for the Now you're starting Now you're starting to We no longer have computer lab. I know. Now we don't have computer lab.
These are just some of the highlights and again we we talk a lot about um growth and that has been a critical piece of the work that we have done. So, it's really just a celebration to the things that we have added alongside um action steps that it it feels really good to see the stuff um pay off. So, um as you can see there uh we've just got a few highlights from Aspire from 9.56% 21.48%. So, making great gains, right? Um, same goes for Aspire um, math and our ACT ELA. Um, I'm not going to go into too much detail there, but um, again, it goes back to that fundamental belief that all students can and the things that we have done alongside curriculum, instruction, and assessment have really supported us in this endeavor um, to support our kids and their growth. We also think it's important to acknowledge the decrease um of students that are scoring and minimally proficient.
>> Well, we have isn't that a tech tech specialist teacher that's on here? Yes, here. Yes. The library tech was cut. Right. So, would this just be a technology-based specialist or is it a library tech? Which one do you Excellent. The specialist teacher. What special what it be? The specialist teacher we have on there was intended to be tech tech instruction. >> But is it library tech or just tech tech? Mhm. You So, we a few years ago we had a tech technology teacher specialist and then they switched it it was switched to a library tech. I think this would be more tech focused. And unless that that's where people would question. So, really teaching teaching students how to use it, online safety, use of AI, um, you know, even even down to to keyboarding, which is a bit of a lost art, but it's you know, I'm a single finger hunt and peck, but my, you know, my 17-year-old is a touch-typist.
And again, these are just some of the highlights. Um when you look across the board and the goals that we've set forth for ourselves, we we're meeting those. Our students are rising to the occasion and the the belief that all students can is trickling down to all students and staff. um across the board. So, we're really really proud of of this.
So So kids need to get to go to the library, right? We have We put a parent in there that's also supposed to sort of help out with um lunch duties, right? That was the original intent last year. We're finding that that person, the two people we hired are really high-quality parents. Most Some of them even have their their their degree um as well as certified as educators. So we're using them for subbing as well, too, cuz again, we're just in need of subs. Um so that's where that is going with those teachers. So that's why they're looking to bring back so they can have that common planning time. It's so important. And And do the tech instead of band, I'm sorry. All right. So Is there Is there any more discussion, or do we want to set up a plan for next week, or do we want to just put this out to everybody and see what happens next Did you say tech instead of band, I'm sorry?
>> One thing too before we uh turn it over to towards the end or have if you have any questions is in the advanced learning opportunities too. You remember a few sessions ago um we talked about increasing the amount of teachers too, the number of teachers that have the gifted endorsement. So that's been a huge initiative that's going on so that it's not just the one teacher at our elementary campuses that's providing the gifted or advanced learning opportunities, but it's happening interwoven throughout the day by grade level teachers too and that students moving from class to class based on their need and making that win time for uh our high highly gifted and advanced students meaningful as well too. So using that opportunity of wind time to not just give the interventions which we tend to focus on but also for the other learners that need to be pushed and enriched.
So that's one of the conversations that happened having not band take place during the day, right? Because the kids are being pulled out of their classrooms um throughout the day. So we want to still have band. I think that goes back to the survey that Lisa will talk to you a little bit about next next week. So this specialist teacher is in addition to what's in the budget. Does that mean that band's out of the budget currently? >> So band wouldn't be We would have band taking place at other times of the day. Sometimes it might be looking at being before school or after school, but not during day pulling kids out of instructional time. So I I guess No, I guess my question is does this budget include or are we knowing that >> The band teacher is in the budget, yes. The band teacher is in the budget.
>> Well, thank you for um I'm impressed by this chart that shows the improvements. That's amazing and I'm I really appreciate the hard work that's gone into that um by teachers and students and and the district in >> absolutely >> making these these things happen. So that's amazing. Thank you. >> Thank you. We're going to turn it over to Dr. Ryan to end up. >> Okay. So, the next 45 days um after >> the next 45 slides, right? the next 45 days um are crucial for us. So um as was referred to earlier, we recently had our um our our district impact check and we do that three times a year. We have the summit coming up in a couple months. Um we'll get back together in June, but the next 45 days for us to make the adjustments needed based on what our current reality is.
But not having during the day. It's not in the budget. Again, level service means it stays for now. So what what you're talking about is a decision in the buildings. What we're talking about is the budget. The budget isn't changing for that. You're changing the way you handle it. That's right. I don't know if the band teacher is still in the budget. That's right. That's I think that's the real issue. Yes. Yeah, but not I don't know if I like that. That's what the burden on families now. I know. So again, I think it'll be real important for Lisa to talk to us next week about the results of that survey with the band. Yeah, that's fine. I have never been in the school district that has been like that during the day, right? Either happens before school, after school, or there's a separate time that every student will student is participating in band, right?
We keep talking about the current reality. that current reality is different every time we get together. And so what you heard from everyone tonight is just simply what steps have been taken, what we've learned, what we continue to notice, what pieces are being put in place, what the work coming up looks like, and next time we come to report to you, I'm sure it'll look a little different than it does today. Um that's kind of the fun in the process. So um with that being said, um that concludes our presentation. I just had one question because we didn't quite have our full stack. So, we went from goal two, which was the um literacy. What was goal three? >> So, goals two and three are kind of interwoven. One is more focused on ELA literacy and the other on math and science. Okay. >> So, um Robert and Christa, >> okay, got it.
So, but we we don't have that here. So, some kids take band, some kids don't take band. Um, and so if if again, if I'm teaching math in the fifth grade, and all of a sudden you're taking band cuz you're taking trumpet, I'm pulling you out, you're missing the the the instruction that's taking place during that time. And you might have like one kid playing trumpet like the only one playing the trombone. So, he'd be the only one leaving, but then in another time slot, you could have six kids all leaving at the same time. And then he comes back into the class, and he's missed got great the right brain, Howard Gardner, don't get me wrong, right? Developing that brain, but he's missing math, right? >> Yeah, I had a friend who had music trumpet. Yeah, fair enough. Fair enough. Yes. But he's missing the lesson, so that he might not be able to do his homework that night, and then he's behind.
>> Put those together and uh and presented on those kind of at the same time. >> Okay. Thank you. I just want to say I think these goals are exciting. You know, special education and um kind of readiness for students. Um and I I just think, you know, go to public schools, we're always looking for the next thing. And I'm excited to see how those um goals look at the end of this uh school year. And um I just appreciate all the work from all of you. And I'm excited to see where Ross were go. >> Well, and it's been a great work study. So getting into these kind of details is pretty exciting. So thank you. >> So I've got I've got a question about culture because it seems like that's a big focus tonight and and the the biggest addition the latest addition to our continuous improvement plan.
So, he might have a huge group of kids. They still have music, yes. This is band. I know, but I'm curious if like music and band can happen simultaneously. I might be a heck of a music teacher, but I don't know how to play the trumpet. Well, that's why Why couldn't the Why couldn't the specialist years ago before anyone had little kids here, we we got rid of when they split the when we became one district, they took the band teacher from Berlin, left her in Berlin, and made her the chorus and band teacher, and then took the music teacher from Berlin and sent her to be taught in the band and music teacher in at the EMS. We did that for like two years. Okay. We did it, and it didn't work. >> [clears throat] >> I wasn't saying it wasn't So, we still have our music teacher, we still our band teacher, but why can they not happen simultaneously so everyone is getting musical instruction, fine art learning Cuz everyone gets music >> you'll have one kid in chorus and the rest of the kids in band.
Um and maybe some of those that have been principles in the room before can chime in. But we talked about culture and I know Julie Missster talked about um what campuses can do to be inviting and welcoming and making people feel at home. I want to know what are some things that you've done when you were in that role to make it that warm and inviting environment and what are we going to be recommending to our current principles to do to accomplish that? some some specific things I would like to hear. >> Well, I think that sorry um first we need to define what that feels like, what that looks like and then um once we do that, we just communicate, you know, with everybody. And it's we've been working closely with our building principles already um throughout this entire process. In fact, our committee has a few building principles on it and so they're able to provide that feedback.