That concludes my presentation. I'm happy to answer any questions you may have. >> Couple. Um, so when was the last time that we increased uh these prices? >> That's a great question, Jason. Do you know top of your head? and of the studies um the comparisons that we did uh from other districts or what have you, was there any fallout or what were the major concerns um when those prices were increased? >> We did look at we have looked at other districts. The the prices that we're implementing are certainly within um reasonable ranges within the districts in our area. Um the the proposed changes really match our costs. you know, the the costs of our program are dictating these changes, unnecessarily any other standard. If we give raises, that increases the prices to our program where other districts may not be giving raises. So, some of those factors are very different depending on on districts.
Oh. Oh, he almost did it again. Oh boy. Does an upbeat right. >> Solid response there by uh now we've changed characters, Jordan. Yep. He's now the stronger character of Pyra. Mainly because Terry's at a way higher percentage, it must be easier for uh Mithra as she's called to kill her to kill Terry. Gets him up to 100%. It's almost time for him to go. Basically, uh when Terry's at over 100% or at 100%, he gets his go moves, which are basically super powerful moves. He's just got to be on the ground to use them. So, Ezy's got to Oh, there's one of them. That's >> like a great response. >> Yep. That one's called Buster Wolf. >> Oh yeah. >> Oh, usually when I play Terry and when I hit 100%, my strategy usually changes to how many Buster Wolves can I hit before I my character dies, you know.
Jones wanted me to really elaborate on how we do things in third grade um to prepare for interventions. So when our students come into from second grade into third grade, we look at those i readad scores and those m-class scores and see where the deficits are for our students. And we don't just stop there in third grade. We want to see if they're struggling in foundations, which would be your phonics kind of like um basic principles of reading or if it's more of a comprehension piece that the student needs to work on. If we have found that it's phonics and the foundational skills that they are missing out from K through two, we give an additional screener in third grade, the core phonics screener to see what exactly that deficit is, whether it's, for example, a CBC word like CAT or it's the vowel teams they're struggling in or if it's blending or if it's compound words.
Just >> sort of for the community listening, you just put those numbers out there. >> Chris, you probably have the most recent >> I mean, I'd say on the lower end, right? Probably >> 1.3 million per field, >> right? >> And it should be every 12 to 15 years. It depends on if they're passing um all of the testing and and are they g people think just because you have a turf field they need to be groomed as well by the way right I mean the pebbles are the the rubber that's put inlaid into the turf uh need to be spread out because you need to be testing your concussion um you know process like you know they they do impact testing to see does it meet the requirements or meet the level that we're supposed to have it at. So we do that every year, but overall the field just gets ripped up and tear torn and we need to replace it.
So, we still have some students in the red, but even though they're in the red, they've made progress. We're not asking for perfection. We're just act asking for progress, right? Um, goal two is building a school culture that supports all learners, all being capital letters. Um, so we're working, we we're trying to get a PBIS committee together. I hired a couple of new teachers who have a lot of experience with it and so they're really helping sort of bring the school a little further along. We work on instilling the Newton way in every aspect of the school. Um classroom incentives, kids love them, you know, like there's a pajama days that one day the fourth grade wanted to build forts, so they built they brought their blankets and then they built forts in their under their desks and did their work. and you know they they teachers let them know if you do these things you're going to earn it and they get to choose.
So we still have some students in the red, but even though they're in the red, they've made progress. We're not asking for perfection. We're just act asking for progress, right? Um goal two is building a school culture that supports all learners, all being capital letters. Um so we're working we we're trying to get a PBIS committee together. I hired a couple of new teachers who have a lot of experience with it and so they're really helping sort of bring the school a little further along. We work on instilling the Newton way in every aspect of the school. Um classroom incentives, kids love them, you know, like there's a pajama days that one day the fourth grade wanted to build forts, so they built they brought their blankets and then they built forts in their under their desks and did their work. And you know, they they teachers let them know if you do these things, you're going to earn it and they get to choose.
Mhm. So. Excellent. Great. Okay, thank you. Um equally I had a chance to meet with the CLES social emotional team and what a what a great dedicated group of educators um and just hear how they operate as a team and be a part of one of their um kind of team meetings where they're really focusing on the program, um how they support students, how they support one another, uh how they support families uh and just a great group and of course as always whenever you meet with teams like that, um they they share with you the wonderful things that are happening and the opportunities that we have to continue to support them. And those are uh part of the opportunities that you're going to see later on in the budget pre- Not pre- I don't want to call it a presentation. It's just Okay. helps outline for me the updates that I'm going to share with you.
According to our policies here at the school. That's all we can do. And if state California CPS takes the child because they don't have a caregiver affidavit on file, then that's up to CPS of the state. I would say a large percentage of our families have folks on their emergency cards, right? So, like those people would be contacted also. You said not necessarily everyone has an emergency card, is that correct? I would have to do an audit on that. But I I I feel very confident in saying that a large percentage of our parents or guardians have somebody on listed as an emergency contact. Okay, that's a great question. So, like I said, the concern by many groups, and you can even look online, the cons of assembly bill 495 is uh it opens the door to abuse. So, I'm glad you will be looking into this and making sure that was the issue that There was no timeline as to whether this is the length of time that a parent could be contacted.
Is that getting a copy of this resolution? No. You should not have a complete list of them in there because they're not on there. Okay, we'll add that in. Also in the committee report, I would like to to emphasize how this should be process should be simplified and how we should be empowered. Any other discussion, questions? Yeah, just so that they have more information and direct access to the job or whatever it is. Okay, good. Direct access. Okay, there are no more discussion. The chair recommends that we pass to SCR 201 and SR 189 with amendments. Chair will sign. Chair votes aye, vice chair votes aye, Senator Fukunaga >> Aye. Senator Hashimoto. >> Hi. Senator before. Excused. Measures adopted. Okay, committee on government operations, same recommendation SR 25 Senate draft one, I vote yes. Uh Senator Gabbard excused, Senator Hashimoto. Hi. Uh Senator Milwaki I, uh Senator O uh excused.
So, thank you. And our next partner and it's actually her anniversary tonight. So thank you for coming is Miss Angela Cton from Intel just sharing a little love tonight. I guess president school board members superintendent and our chief thank you so much for inviting Intel to be here tonight. Uh this is a a long-standing partnership. We've got over 45 years in Chandler. Uh we grew farmland and here we are today. So, we've seen some ups and downs, but if things have grown and we've developed quite quite a bit over the years, but it was a few months ago and I want to say it's probably nine months ago that I sat down with Dr. Edgar and the superintendent and we discussed our relationship and we wanted to take it just a little bit further than where it was today. We want to look at it a little bit more holistically.
But ideally, yeah, it's going to be districtwide in third grade. >> Okay. Any other questions? >> All right. I'll take a motion. >> I motion to approve the agreement for a clinical practicum with Northern Arizona University as presented. >> I second. >> All in favor? I >> I motion carries 5 to zero. >> Okay. Um 10.4 discussion consideration of adoption of early literacy supplemental resource. That's second reading. >> I just wanted to walk up again. I don't know why. Good evening again, Madam President, members of the board. Um so this is the uh early literacy supplement. Uh we brought this to you last month. There's nothing new on these slides, but I did put them in again with the updated date. I can find the clicker. Uh so just as a reminder, uh this is the supplemental piece that goes with our core adoption which you approved at the last board meeting.
>> That's all my questions for now at least. Thank you, >> Mr. Harmon. So, I've got a couple here. Uh, in the one slide where you broke down um it was the the line graph. Um, one more. Yep, there you go. Indirect costs. Can you I can kind of get my head around food costs, labor costs. What are what would make up indirect costs? >> Yeah, so the indirect cost rate is determined by um by this by the state. We have an indirect cost rate for all of our grants. This is considered a grant program and it's meant to cover the costs of administration. All the costs that we incur um at the administrative level to to manage this this program. So we're allowed to pull a certain indirect cost rate. It goes into indirect cost fund and can be redirected into other into other areas.
>> All right. I wouldn't say I'm the most strategic with go. Oh, and he does another one. Sends Izzy right to the left of the stage. >> So, you got to if you're Izzy, you're in really good position here. One or two big hits. >> Jordan, that's game. >> That is game. He rolls right around her. Jaden's clapping in the background. That is absolutely amazing. The Cyber Tigers have won their first match. That is absolutely incredible. >> And we played best out of 12. >> Uh, no, actually best of three. Best of three in this format. We have to win one more game to be able to go to the semifinals. >> Now, Jordan, >> what? >> You're the coach. >> Oh, >> do you do you run the same lineup out there or do you mix things up a little bit? >> I trick them.
Then from there, we look in our curriculum that we use across the district, like what lessons we need to pull specifically for that student to fill in those gaps and those deficits so they can learn those foundations so they can continue on to build comprehension and become a successful reader later on. If you see our data, I'm really proud of Anderson's data. I feel like we have come a long way in the last three years when it comes to the data and it shows here in second grade the 23 24 school year we had only 26% of students on track or pass. Um since then this past the 25 to 26 school year we have 45% on track or to pass. um in third grade for the attempt the first attempt in the I read in the 23 24 school year only 33% of those passed whereas this 2526 school year we're at 67.7% with a projected pass rate by the end of the school year of an 83 to a 93 or 92% projected pass rate eventually our goal in third grade is get that up to 100% we're really pushing um we've really been talking about that 100% % we want all of our students to be successful.
>> I just want to kind of bring out the point that >> you've got these fields have been operating for 10 12 years in this model we have retained earnings of $220,000 and by comparison to replace one of the fields and I understand we probably need to replace both turf fields. >> Yes. >> You're talking about 1.3 million free. So it you're never you're never even anywhere close to it serving the purpose designed for. >> Yeah. But but one opportunity that we do have is to look at the pricing on the fields and the rental. Right. So the prices haven't increased in a decade plus and if we build in some depreciable replacement value into the pricing which would be reasonable then you can set aside a portion >> for like you know continued capital and operations. So, >> it's a really good point. Yeah, we're we're certainly Chris and I are certainly looking at um cost center and this being a cost center, right?
So there's a lot of ownership and excitement about it. Um I'm focusing on a multi-tered system of discipline. Um it's it's I don't have the restorative practice training that Kelly has, but I understand we're going to get it next year. I'm not going to get it, but we're going to get it next year. But I am very big on logical consequences and restorative practices. So, and students owning their their problems and that's come so far this year. Um, Playworks, Kelly mentioned it. I don't need to say more. Um, but we're really excited about the fact that there we've seen targeted amounts of of uh improvement on the playground, especially in relationship to physical altercations and uh name calling. Um, we're em embracing the junior coach model for our fourth graders and the third graders. We do have classroom buddies and uh it's a it's really a blast to see the fourth graders reading with the with the kindergarten students and they do that quite a lot.
So there's a lot of ownership and excitement about it. Um, I'm focusing on a multi-tered system of discipline. Um, it's it's I don't have the restorative practice training that Kelly has, but I understand we're going to get it next year. I'm not going to get it, but we're going to get it next year. But I am very big on logical consequences and restorative practices. So, and students owning their their problems. And that's come so far this year. Um, playworks, Kelly mentioned it. I don't need to say more. Um, but we're really excited about the fact that there we've seen targeted amounts of of uh improvement on the playground, especially in relationship to physical altercations and uh name calling. Um, we're embracing the junior coach model for our fourth graders and the third graders. We do have classroom buddies and uh it's a it's really a blast to see the fourth graders reading with the with the kindergarten students and they do that quite a lot.
Uh so, it is in presentation form, but um and uh our full-day pre-K program uh is is well underway. Uh we had over 30 applications. We could have opened two uh programs, but we'll start with one. Did you hear that, Dr. P? Okay. >> [laughter] >> The team has uh worked to design a suitable screener that's actually going to be administered this Friday. So students will be coming in working with the team this Friday in the screening process. And I would like to really provide and offer a special thanks first to Dr. P for embracing the program and really working with the staff within especially assistant principal June Gordon. She's been doing a lot of work contacting families making sure that everyone was contacted come in for the screener because it was a very quick turnaround. The CLES staff themselves who are the members who are going to be administering the screener and and really giving great ideas to um Deb and the team as they continue to work through it.
Somebody could come with this and you don't have to have ID. You don't have to have a court order. You don't have to have it notarized. So, I don't [laughter] understand why our state um did this. And literally that tens of thousands of people were concerned that this was on the Georgia news. So, that's why I'm bringing this forward. And I would hope that every parent would look into this and make sure that you do have uh the proper people in place, trustworthy individuals. So, about the form now. May I speak to this? I'll be I'll be brief. What So, what Diana's referring to with uh with assembly bill that was just passed, it's a little bit vague. Um what's currently in our school policy regulation and I can just read it straight out is exactly what Michelle was saying. We're making sure there's [clears throat] no no no um if they're not merged at just yet.
Recommendation is >> Okay, thank you very much. Okay, same recommendations for the education committee, to pass as is. Ooh, I I didn't mean recommended to do it We're just voting We were voting this is a tail on the first one. Your expediency. We can only have this in the job program when we get stuff done. Okay, uh recommendation on SR 25 members. This is a great reso. I introduced bills like this in the past because we have so many laws that have been passed that are now no longer on the books and they're still making rules on them. It's out of control, so recommendation is as is. Members, questions? Comments? If not Well, it might need some technical nonsense. Nah, it's a reso. Don't worry about it. SR 25. Um if it was a bill I would, but this is a resolution. So SR 25 as is.