Um, grade two, one of our goals is to have 75% pass or be on track in third grade when they get to third grade, going into third grade. And um we did notice this year that we had a big influx of the data shows that our students were like Carrie said, I think she mentioned before that our students were much more prepared for this third grade standards when they were coming into us. Um we want 95% of our students to pass in third grade with a growth in sped in EL with NEL students. Um we've really been honing down on that. that I think that'll be on our next slide too, like the steps to that. But but we've really been honing down on that with a collaboration with our sped team and how we're working in their students, our shared students into our intervention groups and also how they're getting their minutes serviced by the sped the sped team to make sure that all that is cohesive.
It's part of the reason why DPW sort of wants to push it off because it is significant work and it's not really their um >> they don't really have a stake in the game, if you will, for the for the public school fields. I don't blame them. And Jim, this obviously shouldn't be something shouldn't be a highest priority, but if we could as we do this uh have further discussions with DPW where we can unify how any group is going to interact with either because what one of the negatives of this is now I'm Ashlin youth whatever I want to use Stone Park and I want to use this. >> Now I got to deal with two different groups that are going to operate totally different. So to the extent we can share and collaborate on interfaces to make that as as seamless as possible I would imagine >> we are and school dude is where we typically have a rental property like people rent through that um that mechanism uh which will still continue um it is important and again there there are conversations that we're having with DPW2 about inventory and about equipment right uh you know there's significant equipment that we're going to need to to maintain the properties.
We have three goals just as the other schools do for school improvement. One is the first one is performance on reading and math. Um and again we're using the same kind of things Kelly talked about and David talked about the last time. You know our dibbles are core pass the designated intervention blocks which are sacred is the word that we use. our teachers ensure that they have them every day. So, it's not it's not uh an afterthought. It's a really carefully planned time. Um it targets our foundational skills and we've been conducting learning walks which I know you've probably heard about. Um those are really I find them to be very useful and very helpful. Um and I do share the feedback with the teachers and any suggestions that get made and they're really welcoming to that. I mean, they really have a lot of opportunities to evaluate where they are and what they'd like to do as teachers.
We have three goals just as the other schools do for school improvement. One is the first one is performance on reading and math. Um and again we're using the same kind of things Kelly talked about and David talked about the last time. You know our dibbles are core pass the designated intervention blocks which are sacred is the word that we use. our teachers ensure that they have them every day. So, it's not it's not uh an afterthought. It's a really carefully planned time. Um it targets our foundational skills and we've been conducting learning walks which I know you've probably heard about. Um those are really I find them to be very useful and very helpful. Um and I do share the feedback with the teachers and any suggestions that get made and they're really welcoming to that. I mean, they really have a lot of opportunities to evaluate where they are and what they'd like to do as teachers.
>> would be a a main part of that kind of research and development, right? Like we have a little bit of time to do that work, right? Right now we we would be moving in without that information. And and so, I just would want to be more responsible and thoughtful about it as as we do move forward with um such a potentially powerful initiative. Yeah. I mean, I think we do have educators probably that were here, right? So, I know thinking back and my kids were a lot younger, but we did have a transition program at one point and we did have um an alternative high school in the high school, right? So, I'm sure there are community members that probably are aware of things that we did have and I think that it would be helpful, right? To know what worked and what didn't work and why that they're not here.
If we don't have a caregiver affidavit on file, we look at their emergency contacts. And if we can't get a hold of emergency contacts, we get a hold of um law enforcement. That's the way it should be. I'm guessing maybe uh I I don't know. I don't know anything about this, but in what I'm reading, it sounds like so if they don't have this on file and they go law enforcement, they kids go with law enforcement, then that's where this comes into play. Has nothing to do with us. Well, the law enforcement, they can't come and just pick up the child. Well, who's going to take the child if we don't have an affidavit on file? CPS. And that's where I think this is coming in. But that has nothing to do with us. We want the law enforcement We would like I would prefer we would all prefer to have our children be safe.
Just to do a sweep, is there anybody in the audience or out there in Zoom wishing to testify on this measure? Seeing none, members, are there any questions of this resolution? Seeing none, I guess we'll go right into decision making then. Okay. Are you ready? Okay. The recommendation for SR-201 and SR-189, and this is the job order contracting that we just got to extensively discussing. The recommendation, members, is to pass on SD1. I would like to amend on the last page, page four, um there's the one, two, three, and four report that should be given to us. On that, I'd like to include that the report on how are they one, informing the principals, training the principals to make sure they understand this this um this whole job thing and what it is that they're supposed to be doing. Um also possibly putting in there or whether or not the principals should in fact be um have some kind of I think that's a great idea.
And I think it's so cool to see it on display because the earlier we can engage our students in in the things and identifying the things that they love to do every day, that absolutely transfers into the work they get to perform for us later on in their careers. And so one of the ways that we can help is we we do a lot of things around career affairs. It's really about identifying what that student's passion is. How do we speak to what makes sense to them? We do a lot of things around career fairs, but we also do a lot of things around construction clubs. A lot of our a lot of our superintendents love to participate in construction clubs after school with students to identify, you know, it's just building general things. We'll build a birdhouse or a toolbox, things like that. And just being a community member and being involved in the community that we get to, fortunately enough to build in is really important to us.
>> So this is a an opportunity that we were approached with um with a doctoral student at NAU. um they are in the um medical field. It's basically a a um an opportunity for some instruction related to nutrition. If I remember Christine and I met him, was it third grade? Second grade? Third grade? I thought so. So, it's at the third grade level. Um really, this student from NA would work with our third grade teachers, provide them with the instruction and guidance, um help to collect some of the data about what students are learning about nutrition. It's a few small lessons over the course of the year. It's pretty simple and straightforward. We provided you with that overall agreement. Um, we would work with Mr. Hogan as the incoming superintendent as well as the teaching and learning team to provide that supervision. Um, but they're never working with students.
These reflect rates projected for next year. The federal reimbursements for free meals is $4.80 per lunch and $34 per breakfast. Um reduced meals is 440 per lunch and 200 sorry $2.74 per breakfast. The state currently reimburses the difference between reduced and free meals. We also receive uh 48 cents per lunch and 41 cents per breakfast for the full pay or the non-eligible students through the federal reimbursements. The increases we are proposing bring the total revenue for our full paid students closer to the federal and state reimbursement levels as shown in the bottom table with the combined reimbursements and meal charges. I also wanted to thank Jason Woods, our director of child nutrition, and his amazing team for the outstanding job that they do in serving our students every day. We're very fortunate to have someone of Jason's caliber in our district. He's he's one of the best in the state.
And Cyber Tigers are still up at nine. My goodness. All right. Izzy using plenty of attacks. Oh, and Terry using one of his own, punching her right in the face. Oh my gosh, the disrespect over here. Does a neutral be reads the air dodge and does that right there. Uh it didn't hit him unfortunately because of the uh invulnerability I mentioned earlier, >> obviously. >> Yeah. Oh, and he runs right past her. Reads the turnar around. That's nice. Yep. He's using the fire, but since Izzy doesn't have the projectile that Deacon did, um she she's going to have to find a new way to get around it. All right, goes right through the shield. Unfortunately, gets power dunk for it. Ooh, that that flurry of sword moves is unfortunately not safe on shield. Hopefully, she can find a better option. And another power dunk. Oh boy, that is crazy how many how many power dunks he's been doing.
Um steps to success, we've really uh looked at our tier one instruction to make sure that that is really the core of the instruction for our students. um that everybody's receiving the same thing. We're pacing it based on how what our students need in the classroom. We progress monitor every two weeks now to make sure that the students are growing with those interventions and with that tier one instruction um and look at the data during our PLC's to decide what we need to tweak and change um going into the next week's lessons or for the next month's lessons. Um we have instructional strategies that we have been doing coaching cycles, our novel studies, our fluency cycles with our coaches. Um we've been our MTSS test team has been fabulous. Um small groups, the targeted in interventions. Um everything is datadriven. I feel like that is definitely and when it comes to third grade, Mr.
So, who you know, where were those purchased? Are we going to uh receive some of those? Again, there's lots of negotiations going on. Um, so decisions needed, Mark, I mentioned that year one set up. Chris and I are working on trying to get a true profit and loss statement uh for the fields. What does it really look like? Um again the intent back when the enterprise fund was set up and you go back to town meeting and you talk about it was designed to capture revenue in order to replace fields replace the turf. That's what that was the original intent of the enterprise fund and there's no way we will ever collect enough revenue to do that partly because of our youth programs and the need for space for our our community events. So, just because you did mention sort of the amount of the retained earnings that needed about 220,000, um I think you have a pretty good sense of what it costs to replace a turf field and how often that is.
So, in terms of just supporting that goal, the math goal and the and reading goal, um Beth Brady is our math interventionist, does a phenomenal job. So, I asked her, I said, "Well, what what would you what could we point to as some of our progress?" So, she uses something called the US uh NS math screener. Um, and she's also trained in math recovery and does a lot of those strategies, modeling them with teachers. Um, and it's really beneficial to our students. So, she basically pushes into classrooms, uh, 30 minutes a week in many grades. Um, and she, um, she also targets instruction based on the core skills. It's it's fascinating. She's a chart maker and all color codes and it is really amazing what results she's seeing with students. So the math interventionist huge support um also in terms of the school's uh literacy in every single class every single grade we have seen well over 50% of the students growing one or more levels.
So, in terms of just supporting that goal, the math goal and the and the reading goal, um Beth Brady is our math interventionist, does a phenomenal job. So, I asked her, I said, "Well, what what would you what could we point to as some of our progress?" So, she uses something called the US uh NS math screener. Um, and she's also trained in math recovery and does a lot of those strategies, modeling them with teachers. Um, and it's really beneficial to our students. So, she basically pushes into classrooms, uh, 30 minutes a week in many grades. Um, and she, um, she also targets instruction based on the core skills. It's a, it's fascinating. She's a chart maker and all color codes. And it is really amazing what results she's seeing with students. So the math interventionist huge support. Um also in terms of the school's uh uh literacy in every single class, every single grade we have seen well over 50% of the students growing one or more levels.
Was it budgetary? Was it we didn't have, you know, um the children that we needed to support it. I mean, I don't know, but I know the transition program in particular, I mean, I used to see the teacher all the time in town, you know, with the students and it was really um it was really an awesome thing to see cuz they were, you know, working and living and being supported in the community. So, um But uh those are the only two. I don't know about another one, but like I said, So, right. So, I'm really excited for this committee and and the group work that we can do and really investigate things thoroughly and and be able to to identify some of those reasons and and we might find um that we can't replicate something, but we may find we can as long as we know the history behind it and we can avoid maybe some potential pitfalls that we've learned from the past.
At least with CPS, you know where they're at. You know, you can track them. But with this particular form, anybody can download it. It is not required that you even ask It doesn't need to be notarized. You don't have to ask for ID. Yeah, it doesn't have to be notarized. There's a statement on there that says under penalty of perjury, I you know, that that is true. Um we're making sure that the legal parent or guardian is identified [clears throat] as the person filling out that form. I'm sure your response to my concern is that all of California and this We don't have a jurisdiction all over California. In other words, this is a problem in the period. It is, but I don't think it's going to affect us because we are doing like you said, the legal parent can fill out this form. And if they do and they get taken by immigration, their child would go with who they decided to go for on this form.
Yes, one that they can take care of small purchases and do that. And I know there's been a bill that allowed DOE to go from 50,000 to 250,000, but again, I'm not sure how that principle is working. So we do want to get get things down to the school level and to the principals. Yes. So I'm thinking that, you know, what they should be doing is streamlining their system because if they're going out to appeal constantly, it's not just a re-point, it's really trying to get the services out. So maybe you could You may have to streamline your system so that principals or users could have more access and Is there something you're hearing this, right? We're adding in via resolve on or or streamlining the system and making sure that the user, the principals, know what what's what's available to them. Yeah, actually can work on this.
Uh we're also really involved in base mentorship. That again is then the ability to engage with our students and help them identify what what type of career they might be interested in further down the road. And then as they start to get further into their career into into high school and things like that, uh we we do a lot of internships with students and helping them identify what their postsecary career education might look like. In a lot of cases, it doesn't necessarily need to be, you know, a college path, but a lot of the CTE programs guiding them. into the trades that they develop that passion for. So, just want to thank you for your time. I want to encourage uh the board to leverage us to the degree you feel is is necessary because we're really we're really passionate and excited about all the all the programs that you're you're standing up within the district.
They're just interacting with our teachers in third grade. It's pretty straightforward. >> Hopefully using the new food pair food diagram pyramid. So, is it basically just then gathering information for >> No, there's there's some lessons that are provided um through that the kind of some mini lessons that give students some access to some education related to nutrition. Um it's a gap that we have right now. So, I think it's kind of a nice opportunity to to see how that goes. Um like I said, they're just working with those third grade teachers to help facilitate those lessons and they're very short in nature. >> Is it going to be all third grade through the whole district or just certain schools? >> That is our desire. Um the bigger the group the better. Um but we would work with our principles and our third grade team if there was a reason for folks to opt out and we would provide that opportunity.