Um Again, I just think pilot year opportunities um the feedback that I hear we try to pass along with just the reasoning for the presentation tonight. Um it's it's just I just want us to be able to say we are 100% not just hearing and looking at the the good feedback, but we're hearing and looking at the bad and and and looking at what we can actually do to improve. So. Are there any other questions and comments to the Stevens? I just want to say thank you for sharing this information. It's very valuable. But also, I think Juan brings up a good point. It It would be really great to hear from all the teachers who are participating in this and how they could improve for the next year. Just learn learn and grow. It's always good to um figure out well how you could be better the next year.
And Juan brought up a good point about different organizations coming in and helping in um with some of these areas that would be beneficial. Um but thank you. I really appreciate it. It's amazing to see all the hard work that your staff is doing, but also providing opportunities for students to learn and grow and get the confidence they need to move forward. I'm excited for them. Awesome. Anything else, Ms. DeLeon, Ms. Hendricks? Okay. Dr. Flores. Much Oh, quick, Ms. Ms. Hendricks. No, I was just wondering if I don't know if this is valuable or not, but maybe doing a survey of students on what type of event or type of programming they'd like to see done. Yeah. Um I'm sorry. But um the post post evaluation of the program will be conducted after the program's implementation. So, uh we are in not having data yet because the program is not over yet.
And then we will be in compliance with the post evaluation survey after the program implementation. So, if um we got those data, we I'm so very much willing to present it to you again. And then yes, and then um the feedback that was given to us, it's for us also to grow and to learn. And then again, this is our pilot implementation and we would be great from the community that we serve. So, um it's always welcome. Suggestions from the experts and any help that we could get, that would be uh perfect um idea for us to to grow and to somehow improve the program implementation that we have. So, the post programming would include um questions and other That's correct. Yeah. So, um actually our um data that we gather from the students supposed to is only qualitative data on how they improve in their participation inside of the classroom, their positive peer relationship.
Those are those data. But, I could be creative and get or create more um survey that we could gather data that is very valuable in how to improve our program. Yep. Is the the sorry, did it miss No. Is the is the uh >> [clears throat] >> your pool of teachers that are eligible is only intermediate teachers? Um we um we can open the program across the district, but again, um Sorry, uh the members of the Sorry, I apologize. Um the members of the community they um asking us to speak directly into the microphone so that they can hear us clearly. Is it on? All right. All right. So, again, um 21st CCLC was initiated by intermediate campus. So, we have also um internal applications inside our our campus. And then, if we needed more um tutors coaches, we could expand throughout the district or across the district.
Post, what did you say? What was If you if you had So, again, um our our program was initiated in our school. Okay. So, we we opened the positions in our school, which is intermediate campus, which is it's easier for us also to to manage because our teachers will be there like after the school hours. Correct. So, um then but if we needed more teachers, we could open it to across the district. So, right now though you feel like you have sufficient support from from the intermediate campus. >> And and what you're offering is based on what those teachers feel like they're able to provide. Yes, but this correct. We also align it to the ADE um guidelines. Okay. ADE based on And So, based on ADE, but also are there requirements on the grant side that need to be Okay. This correct. And is it specific That's why I was asking is it specific to what you proposed in the grant to just intermediate campus?
Okay. Or is it district wide? Don't know. I mean, it's okay. You can you can let us know, but that that's fine. Intermediate, yeah. I'm sorry. Intermediate >> Intermediate campus. >> Just intermediate campus. Okay. And it has to be teachers. Are there not staff members that maybe are eligible? If it's really fight coaches, we could Oh, they have to be certified? Can I have you get a mic so everybody can hear you? If they're teaching math and ELA, we prefer that they're certified cuz they do have to do an academic portion. The other stuff, they don't have to be certified. Okay. So, that opens the pool a little bit as long as it's not So, that ratio then to what you're providing based on intervention [snorts] not intervention, but like support tutoring. Does it have to be a certain threshold yet? A certain amount of ELA, math, and then activities to do?
Um, not necessarily, but again, um, we also wanted to balance the program offerings that we have. That we not, um, setting aside academics and we're like only focusing more on enrichment activities. We offer so much enrichment enrichment activities, but we wanted also to, uh, supplement with the, um, school hours that we have that where the students are learning as well. So, that's just what we >> there opportunity to to modify the grant in any way since it is such a long grant? So, what it is what it is for the next 5 years. Yep. Should be based on the original proposal. Okay. I just wondered. I mean, most of the times you have opportunity to to provide a modification to your proposed. As long as it's approved. But I guess if that's not the case, then I would definitely say, um, if there is opportunity to be open the pool to anyone who has skill or ability ability or capability to expand on what you're able to provide Mhm.
or or support what you're able to provide. Um, I'd really like to see the next the next year and how it may may look. Um, but just again, my comments. Anything else from the board? Ms. Deon? I was just curious to know about the social social and emotional learning. Um, can you kind of share a little bit of just a blurb of what that is exactly and how it's benefiting the students? So, um, it is being, um, taught and handled by our behaviorist and our guidance counselor. So, it's more of, um, like coping mechanisms, um, um, how to deal with, um, anxiety for for examples. So, it's more like on the, um, coping mechanism strategies that could help the kids deal with whatever frustrations the kid has in inside the classroom or outside. Okay, yeah, because I was just um, waking up now, so >> [laughter] >> So, um, I just I was I was excited to see that you guys have something tailored to that and specifically because I think that is high needs in in all the schools and I just wanted to get a little bit more information.
So, thank you for that. You're welcome. Ms. Stevens. I have a question. So, I know you're going to do a post survey, but just with some of these things that you're offering, like the homework help, there's a lot of people who take advantage of that. Have you seen their grades improve? Have they seen them become better students, you know? So, um, we could actually compare the pretest and post assessment. We're waiting for the post assessment, which is will be given the first week of May, so we can also compare the pretest and the post test of the students because if we can access the synergy, like the the data of the students, we can also see the categories in their way in the students who participated in 21st Century. They also have their own data and their specific um, data in the in the portal.
So, we could show that after we have uh, the post assessment. Yep. You're welcome. Anything else, Mr. from the board, Ms. Diaz? Dr. Flores, much appreciate it. Thank you so much for answering our questions. >> [applause] >> That, we'll move on this evening to our next presentation. Cognia presentation, Mr. Diaz. President Diaz, members of the board, members of all the team in the community listen listening. This is our final report. As we finish our three-year plan or the first three-year plan, how do we start thinking what would our next year plan is going to look like based on the data that we receiving? You have the opportunity to see the the high what's categorized as as high spending, low spending. But there's other other pieces of information that we we can look and see how we are performing as a school. For members of the community joining us, I want to once again highlight what is our what are our three-year goals.
I'm not going to go into specifics, but we've been pushing five goals. The first one has to do with proficiency, the second one with attendance, the third one has to do with promising practices that can change behaviors in in a school that will result in higher proficiency levels. The the fourth one is being open to supporting and challenging each other. And the last one is how do we continue to provide standard-based instruction that is engaging and culturally relevant. >> [snorts] >> Um, as we get the data this year as well as the beginning of the year to continue to be open in and how are we performing not only with the state assessment, but also with our benchmarks and any additional anecdotal data that can give us an idea of how we performing. What I'm about to share you're going to see through um Cognia, which is the agency.
It's a global agency that the part of the job is to provide an analysis and provide us with developmental feedback so that we can start making changes so that we can continue to improve as an education entity. Um, this has been our our our mindset for the last two years. The first one was clearing the land. What are the needs? Promising practices. And what are the accountability systems in place? The second one, how do we data? And it gets to now what I'm going to get to through this report. Um, we may agree with the data, we may not agree with the data, but this is how we are perceived based on with the information that we provided. As we go get into this year moving forward, are we forming or creating new systems? Are we norming? Are we doing it consistently? Or do we still need to norm our grade levels, our schools, and ourselves as district?
Are we on the same page and working towards the same goal? And the last one, are we performing consistently? Um, Cognia, based this information based on number one, some assurances that we provided. They provided us with some standards that they will be uh, they used to evaluate us based on the artifacts that they review. Um, also they did a review those documents as well as some interviews with some members of the team as well board members as well as board members. And they share their findings. What I This report is only a summary. I have included a board for all members of the community and the staff as well for the governing board. They using four four rating levels. The four star, three stars, two stars, and one star. And each one it's also they have a description which is the reflecting, developing, engaging, and demonstrating noteworthy, systematic, and systemic practices.
As a district, as you on this chart it shows the different categories based on the number of points that we were able to gain as a district. It one is accredited under review with 240 points. The next one is accredited. The organization is accredited but needs improvement. The next one is accredited. The next one is accredited with merit and the the top one is accredited with distinction. Based on our review this year, we received 270 points. We were 10 points away from a clean accreditation, meaning that we still need some areas to improve. As the leaders of the organization and as the governing board, as we reviewed this, these are some of the areas that we can work on. Under the summary of findings, you're going to see three area three major areas of recommendations. The first cluster has to do embedded active learning strategies, a student's voice in all curriculum and instruction to deepen student learning, specifically in two standards.
I'll get into more detail in just a second. But again, it's what they're looking for as we providing our students opportunities to to voice their their their learning. This is through the models of instruction. And and when we when we talk about the model of destruction, which is the standard or goal number five engagement, are we doing it across the district? Are we doing it consistently? Are all students and teachers fully engaged in it? I think we can agree that this is an area that we're starting to see evidence of, but we still need to work on consistently as a district. The second area again is developing and implement a plan for shared leadership opportunities among stakeholders to improve the leadership skills. I will get more into detail with standard nine. And the third recommendation is increase our efforts in developing and implementing a process for an inquiry-based approach to support professional learning.
So, for standard 18, I'm going to focus on the areas of recommendations. While I have you wait, >> [laughter] >> because it's a long report, I'm not going to get into what we're doing well. That one we we can celebrate it and I want you to take a look individually. But I want to emphasize and spend this time in what are the areas that we need to work on. I'm going to start with standard number 18. Learners are immersed in an environment that foster lifelong skills including creativity, curiosity, risk-taking, collaboration, and design thinking. So, as we now look into the next 3 years, how can then we begin implementing these areas or these recommendations through models of instruction? Standard 19. Learners are immersed in an environment that promotes and respects student agency and responsibility for their learning. That is, students understand what are the goals.
What are steps are they going to take to be able to take it to the next level? Um and the next one, standard 21. Instruction is characterized by high expectations and learning center practices. Not director practices. Not the teacher speaking in front. It's the teacher as a facilitator. When we look at for example, a level four, learners engage in instructional activities, experiences, and interactions based on their individual needs and interests. Professional staff members consistently deliver instruction designed for learners to reach their potential. So, as we this we have the classroom business data, we have our DFA and and benchmarks and and how do we then use that data to look for those areas that we can improve? That is a first cluster of recommendations. The second cluster is specifically targeting standard nine. Um and in standard nine, it's it's talking about leaders cultivate effective individual and collective leadership among stakeholders.
How do we stay positive? How do we inspiring motivating and and and and challenging our our our our our our each other? And when we look in number four, what evidence are what they're looking for? Leaders consistently recognize and actively encourage leadership potential among stakeholders. Are we all promoting um developmental growth? Are we optimistic and in cheering everyone? Who's carrying the weight in the optimism in each department? In each uh classroom, in each school, in each grade level. What evidence do we have to support that? For the third cluster, is how do we develop and implement a process for inquiry-based approach to support professional learning? Targeting two specific standards. Standard 25 and standard 29. Standard 25 has to do with leaders promoting action, research, and professional staff members to improve the practices and advance learning. Um how are we all in all departments promoting this?
We got a two, which is developmental, but let's pay attention to what they're looking for. Evidence that leaders intentionally create and preserve a culture that invites inquiry, reflection, and dialogue about about instructional problems and issues relevant to the institution and individual learning environments. Um professional staff members as a group or as individual consistently engage in an action research using inquiry-based process that includes identifying instructional areas of improvement, collecting data, and reporting results to make informed instructional changes. In some of these, you may disagree. In some of them, maybe we are doing it, but we have consistent evidence across the board. Are A is everyone doing it? And is it it is it showing and making a difference? Standard 29 has to do with understanding learners' needs and interests and interest drives the design, delivery, application, and evaluation of professional learning. Once again, I'm going to target what they're looking for.
Para four, they're looking evidence for professional learning is learning centered, customized around the needs of individual or groups of professional staff members, and focus on improving pedagogical skills and knowledge to better address learners' needs and interests. A documented process to select, deliver, implement, and evaluate professional learning is fully implemented and monitored with fidelity. Keyword, with fidelity across the board. Is it happening every day from bell to bell, with all teachers, with all grade levels, with with all content areas. Um we will then need the evidence of that. Um these are um I'm not going to get into detail, but I want to celebrate. Um I think it's important to highlight and acknowledge um what everyone is working. Again, I started with what we need to work on um because that's the the next step and the next direction. But these are all of the different standards that we got three stars um and and and that helped our rating.