All right, I think I probably passed my three minutes. Thank you. >> Thank you. And now we will have our principal from home. Madam President, members of the board, superintendency, my name is Josh Kaggel. I am the proud principal at Hull Elementary. And at Hull, we have a beautiful synergy of this curriculum in our space. We were fortunate enough to be in the first round of reimagined spaces in Chan Unified. And we transformed our media and technology area into this beautiful like ginormous space for kids. We call it our spark center. Um our eagle's name is Sparky. So we try to get there. Uh so our spark is stands for study, problem solve, apply, research, and question. Those are all things the kids do while they're in that. We don't call it library. You don't call me. It's spark. Um in that space, it was designed uh before we even knew about this to fit this project or this uh curriculum.
>> All right. >> I won't say good evening to you again because I >> All right. Uh so for our students of the month, our our character trait this month is integrity. So these are all students who have demonstrated a high degree of integrity and we are going to start with Combmes High School and Heather Joe Bush. If Heather's here, come on up. All right, we'll make sure Heather gets recognized at CHS. How about from Comb Center for Success, Brooke Joe? >> All right, Combmes Middle School, Christopher Coronado. You have to stand and smile for just a moment while I say nice. >> All right. Uh Christopher exemplifies integrity. He's the first to speak up to take responsibility for any missteps in behavior. In an attempt to cover this space, he often apologizes when he's not done anything wrong just to show respect. He not only holds himself to a high moral standard, but he has consistently encouraged others to do the same, even when it does not seem cool.
Teachers bring lesson ideas and ready to use resources. And we always agree on what we are preparing for the next meeting before we end the current meeting. As a team, we really examined our universal screener, which is FastBridge. We began to talk more about the foundational skills in the sequence that it assesses. Phenemic awareness, phonics, nonsense words, and site words. Our reading interventionist broke down the data into each specific skill so we could see where each child was related to that skill on the screener. From that, we were able to form shortterm targeted goals leading us to long-term success. Each skill is meticulously discussed and planned to include whole group and small groupoup instruction. Here is the data from our fall and winter fastbridge screener. In the blue you will see the district proficiency averages. The fall screening shows 40% proficiency growing to 52% by the winter screening.
So Cloud's got to keep his distance and use his projectiles and choose his moves very wisely because the wrong move Yeah. can lead to stuff like that like them getting hit. All right. So, so Cloud managed to make it right back on the stage. He's choosing his moves carefully. He doesn't want to get punished for any of his moves. All right. So, Deacon's on the edge. He's trying He's using projectiles. >> All right. So, one thing I don't think we mentioned. Oh, there's Deacon's first >> thrown against the uh the camera there. >> Thrown right against the camera. That happens when your when your opponent knocks when your opponent like hits you to the top of the blast zone really quickly. That has a chance of happening. It doesn't really do anything other than look. >> It looks like street cool. Yeah, >> it almost was 3D.
But we are still the Anderson Tigers. Um engagement opportunities for students both inside and outside the classroom. >> All good. >> Um so we have um on the picture on the left we have uh Steel and Steam was a um a coffee food truck that would come and this particular individual was a veteran of the armed forces. Noticed that our flag um could have used some rejuvenation. He found one that um he donated a flag to our school. He even offered to take our old flag and um retire it the proper way. And he had a group of students come out there and help him lower the flag, taught our students how to fold the flag, and then taught our students how to raise the flag and what it meant to have and to carry that flag and the importance of it. Um we've had people, you know, groups like the Rotary Club.
Uh, you know, I want to thank, you know, go back in time, Nick Moscertillo, um, Dave O'Brien. There were there was a number of significant individuals within this community that that worked hard to develop and get these fields built uh and saw a need um you know for more fields. Uh they they anticipated the growth of our youth sports. Um so July 1 comes of 2014 and DPW is seated the um the power to rent the fields and then take care of the fields etc. And that includes all fields not just the Ash public school fields but um community fields as well. So youth sports though around this time start getting a little more um for a lack of a better term a little more uh power in terms of sorry in terms of being able to to take care of their own fields if you will.
Thank you. >> Awesome. Thank you so much. Any comments, questions, clarifications? >> Great. Thank you. I look forward to attending some of the events that you outlined. Great. Moving on. Our next item is getting some reports from some of our principles and the director of AEO. So, we invite the three of you to to come on up together. Have a have a seat. Um, we've got >> if I I'll intro. >> Sure. Yeah, you can intro them and >> Perfect. >> take them as they come in the agenda. >> Thank you, Chair Sexton. Um we're we're happy to continue tonight what we did last month with three of our schools and we have three of our ele um elementary schools here as well tonight. Carol Jacobs from Newton, Jill Taglia from AAL, and Kelly Halpin from Federal Street School are here to tell you some of the great things that are happening at their school with their students and their academics and their attendance.
Great. Moving on. Our next item is getting some reports from some of our principles and the director of AEO. So, we invite the three of you to to come on up together. Have a have a seat. Um, we've got >> if >> Yeah, >> I'll I'll intro. >> Sure. Yeah, you can intro them and >> Perfect. >> take them as they come in the agenda. >> Thank you, Chair Son. Um we're we're happy to continue tonight what we did last month with three of our schools and we have three of our ele um elementary schools here as well tonight. Carol Jacobs from Newton, Jill Taglia from AAL and Kelly Halpin from Federal Street School are here to tell you some of the great things that are happening at their school with their students and their academics and their attendance.
And every single one we have a giveaway. Um so, we we do little giveaways like last one, we gave away a $50 gift card to uh Shakespeare's Garden. Um and that was really exciting. Um so, that's something we have going on for um young adults. And then also for our teens, um I have a uh college day that I'm scheduling um for Saturday, May 9th. Um I will pass around a little pamphlet or a a little flyer about that. Um The QR code that's on there is not going to be active right now. Um but it is booked for Saturday, May 9th and we're going to be going over SAT versus ACTs, um things that rising seniors should know, and um how to find scholarships as well as a brief break for a pizza lunch. Um so, that's going to be really awesome thing that I'm trying to promote um especially with our high schoolers.
Up to this point, I have relied on our school psychologist and principal to support situations that go beyond what can safely be managed in the classroom setting. But with these changes, I have to ask who will help now? In my SDC class, I will begin next year with 16 students in a program that is typically capped closer to 12. Due to elimination of a special ed teacher, our two lower grade SDC classrooms are potentially being combined placing 15 plus students with an intern teacher who is still in the early stages of her career supported by a case manager who is not on site. That same classroom will serve second graders age seven down to preschoolers age three. Many of these students are non-verbal and have significant support needs. Some of the older students are physically aggressive during moments of escalation. Combining these students in the same environment arises serious concerns about their safety and whether we are providing developmentally appropriate placement for all students involved.
Yeah, we're confident we can get it out before then. And you weren't confident. I know you were here, but again, that's no excuse for why this stuff is going on and on. Yeah. Anybody else? Oh, I'm sorry, Senator Hashimoto. So, I'm I'm trying to get this clear in my head. So, so what are we exactly going out for? Are you going out for the B&K portion of the the management of the projects, or are you going out for each of the small vendors? Yeah, so the the the job contract is uh you know, we procure a a contract under which we can choose many different contractors as a >> But somebody manages that, right? Doesn't B&K manage that? Well, we we uh manage it the contract through our office. Yeah. B- B&K um does work for us, but we manage the contract. Okay, so you're going out for what?
Um lots of tech space, lots of open floor space, lots of storage space. Uh and we still are able to have a library immediate area so our um kids still have access to the books and have access to the research. Um that area is where our teacher presents her lessons and things like that. Um there are zones within almost like a neighborhood within our school. Um, and another beautiful thing about that neighborhood feel is that there are windows all around which increases the engagement across the campus because as kids are walking to and from uh recess lunch, you have it. Um, they can look inside and see the kids creating a building and they want to do like Sarah's mention roller coaster. That's the big one. Um, it is definitely a resource for all grade levels to come in and utilize. Um, combined with our spark teacher, she does a whole class group activities.
Others follow him, too, which shows the strong leadership he possesses. Furthermore, Chris is polite and honest, and he always clearly tries to follow the rules. It's evident he sees things through the lens of community as he is always including others in the encouragement of doing the right thing or being helpful. The ethical behavior and sincerity that Chris has displayed are rare, especially at his age. He understands what it means to be fair, another difficult concept for many students his age to grasp. And Chris is not one to have an expectation in return either. It's obvious he strives to follow the path of righteousness for righteousness sake. In the future, he will be a part of what it makes this world a better place to live in, especially since he already is. Congratulations. We won't make you do your house cheer. All right. From Col's Traditional Academy, Sophia Northcut, come on up.
Historically, Santa Cruz scores just below the district average. In turquoise, you can see our school proficiency average of 30% in the fall, which was quite a bit um below district average. And then our winter proficiency was at 55 above the district average. Our kinder team as a whole is showing growth. Finally, in purple, you will see Miss Abramson's class proficiency. Her class was lower than the school average with a fall score of 25%. Her class came into kindergarten with very few skills already established. By midyear, she has exceeded and surpassed expectations and now has 74% of her students proficient. Let me now introduce Miss Abramson to tell us more about her classroom.
Yeah, they >> felt like they were coming at her. >> Mhm. Almost came in like they threw like his opponent threw Deacon at us. That would be That's actually really crazy. I wonder how that would work if you were wearing 3D glasses. Uh, one thing I don't think we have talked about is the score at the top of the screen where it says 8 to 11. All right, so the score at the top counts down from 12, which is the amount of stocks remaining. So our opponent team has eight now seven stocks remaining while our team still has 11. >> So you would say Bluffin is in a favorable position at this point in the match. >> Definitely. And there's that there's that zero to death in on a roll. You would say >> that is six stocks taken while only losing one. If he keeps that up, he can take out the entire team by himself.
Um we we've done our balloon walks school comes together for like maternity leave. um opportunities. It just it creates something that is not just another thing, but it ties us with our community, which we have such a a great community. Really happy with how Madison helps it helps us with our students successes and learning and growth. So, strengthening our community through literacy. Literacy is super important. through our big literacy fundraiser. And I say fundraiser lightly because it is a fundraiser, but Book Blast, what sets Book Blast apart from other fundraisers is no matter what, every book, every student is guaranteed a book. So, we're trying to get books into every student's hand. They don't have to sell anything. We are guaranteed to give a book to every student. This year, we raised over $22,000, which provided, I think is over 1,400 books for the students.
So think about the Warren school uh where they just have the youth uh Ashlin youth softball field right baseball they started taking care of those fields. So there was this agreement that was made between the DPW and these youth programs to care for those fields. So adopt them if you will. So Grenell is another or the community center. Uh so so DPW wasn't necessarily uh responsible for getting all of the fields in shape because they don't have the um the personnel to do that either. >> Oh, I jumped over 2013. Sorry, I went this way. Go ahead. Sorry. >> No, I was just quick. You said agreement. Was that like a written formal agreement or just kind of an understanding? >> Yeah, understanding. Right. So, I there there was no written agreement that I could find or policy created at the town level or schoolbased level for any of this transfer of of the u properties.
Um and then be available obviously for any questions that you might have. So take it away. the way that they're listed in the agenda is actually that Kelly starts first and then we have Carol and then Jill. >> So >> great. So uh first I'd like to just say thank you so much for inviting us and giving us the opportunity to share the wonderful things that happen in our schools. um bragging about Federal Street is one of my favorite things to do. So um this is a real pleasure. So it the we can jump right in to the next slide. Uh Federal Street uh enjoyed starting uh the 20 25 26 year off on a high note when we received our accountability data from DESIE. Um as you know DESIE sets improvement targets for each school and then tracks their progress toward those targets. This year we um were able to meet or exceed 83% of those targets.
Um and then be available obviously for any questions that you might have. So take it away. The way that they're listed, >> the way that they're listed in the agenda is actually that Kelly starts first and then we have Carol and then Jill. >> So, >> great. So, uh, first I'd like to just say thank you so much for inviting us and giving us the opportunity to share the wonderful things that happen in our schools. um bragging about Federal Street is one of my favorite things to do. So um this is a real pleasure. So it the we can jump right into the next slide. Uh Federal Street uh enjoyed starting uh the 20 25 26 year off on a high note when we received our accountability data from DESIE. Um as you know DESIE sets improvement targets for each school and then tracks their progress toward those targets.
Um so, yeah, uh thank you so much for allowing me to speak and share a little bit about what we have going on at the Brookfield Library. Um we're really excited about some of the things we have and we hope that you come down and visit. Thank you. All right. THANK YOU SO MUCH. >> [applause] >> OKAY, MOVING RIGHT ALONG ON TO PUBLIC COMMENT. >> [snorts] >> The Board of Education [clears throat] welcomes public comment. Each speaker will have up to 3 minutes to provide input to the board. At the start of each regular meeting, a maximum of 20 minutes is allotted for comment on any item. Discussion of school personnel, individualized students, or of individual board members of excuse me, individual members of the board is prohibited. And with that, we will start it off with money. Did I say your name right? Money?