So, um, we did put out to the principles that if you had any furniture needs that this, you know, this was a a good opportunity to to make you put your needs in the table and if we can do it and we did get some some wonderful requests across the system. So, anybody who needed, you know, they had broken chair, their table, their desk drawers were no longer closing, um, you know, we definitely offered the upgrade and so we replaced some teacher desks, a lot of student desks, broken cafeteria furniture that's been on hold for a bit. So um you know it was it was quite a welcome um you know response. Um additionally also in here as well um you know we did do we we did you know offer some more transportation for some of our students to say to do the afterchool program so they can receive tutoring.
The first um column, of course, are the schools. The second column, this is the pretest to IBM 1 by school for our students in grades 3-8. Thank you, Dr. Pombo. The next column is the pretest to IBM 2 for our students in grades 3-8. The third column, these are our winter scores. Again, the winter scores were in December, right before we went off to winter break. Those are our oral reading fluency scores for students in grades 1-3. And then lastly, uh the last column is our FastBridge winter assessment data for our students in grades 4-8. Now, this year it has provided us some valuable learning and a lot of continuous improvement. As we build our own knowledge of EduClimber, continue to pick Tyson's brain to help us learn more and more and ask the right questions, and then also to really align our systems between our different content teams, our professional development, and the use of our curricular resources.
Three, how will state quota groups, including parents, be notified to changes in intervention services? Four, what were the processes followed in making these decisions? Was the data used reliable and valid? And how were current district interventionists made aware of the upcoming changes? In closing, we have always been told in this district that we believe in early intervention to identify skill gaps as soon as possible and provide targeted instruction to catch students up before gaps widen and students fall further behind. To do so, we use consistent ongoing progress monitoring to determine the success of an intervention and adjust plans if necessary. The end goal is always for the number of students in interventions to decrease. This means that we have done our job and the learning gap for a student has lessened or completely disappeared. It now seems to us that by doing just this and doing it successfully, our roles have been reduced or completely cut out because we are doing exactly what needs to be done for our students.
Hearing none. Yes, thank you. >> I mean, we can say by default you already, but we'll take a vote, okay? Roll call, please. Ms. Wolfolk. I. Mr. Venegas. I. Mr. Smolik. I. Ms. Zeitz Stumbris. I. Director Hall. I. Mr. Venegas. I. Mr. Brown. I, and you are officially the vice president of 201U School Board, Crete 201U, after you pay your >> Thank you. After you pay your $250 entry fee. No problem. I've already paid part of it to the um the education foundation. So, as soon as you get your donation in, >> Oh, it's there. It just takes It's Pony Express. And I remind you it doubles effective No, I'm just messing with you. Some interest. 1% compound interest. Don't double me now. Congratulations, uh uh Jamie. I'm I'm delighted to have you as board vice president. I think you're going to do a tremendous job.
And so again, you can see them there, they are presenting. They represented us very well, and what a great opportunity for those kids. On the next page, the third one, you are going to see seventh-grade students in Mrs. Deville's class explore natural resources by using solar energy to make s'mores. And again, hands-on learning has been one of the core pieces that we've said we've wanted to get. The more we see it, the more excited our teachers get about it. I don't think it gets much better than this. You have a beautiful sunny day, you've got science going on, you've got a s'more. I mean, it's perfect. There was no samples, true? No, no samples. I should have brought a sample. Um and then on the fourth one, you have students This was a cross grade K through 12. They all came together for a school-wide STEM activity.
That project was again part of that go bond project that was approved so we're going to get that done. Uh Country Meadow is just another shot of their another section of their play playground they got a huge playground over there. And that those of you walked out there remember walking through the blacktop and the tire tracks and it was just almost unplayable. So we were able to resurface that and paint some fresh basketball and box box what do they call that box four square okay sorry. Some four square lines in there but it's really really nice uh especially when you have some inclement weather and you can't get out grass. J.L. Watson this goes back to about 2020 2021 I think Mr. Harrison uh this is a brand new cafeteria we recall all those meetings we had where kids are starting to eat at I don't know 10:00 in the morning they're already eating lunch.
So we were able to use it very effectively very wisely. Any any questions on any of these committee members, board members? >> No. >> And can I ask about the PA system? >> Sure. Go ahead, Wanita. >> Thank you. Um, so Cara, was that throughout the district or were there specific schools where uh the PA system was an upgrade? That was a specific school. There was a couple there was a um there were some bogan systems where they were able to just fix them and then one needed to be upgraded. So I'd have to go back and just double check with Mike and uh Rich which one it was that they actually replaced because that's the one that that PO speaks to. >> Thank you. >> Of course. Anybody else? I don't see any other hands. Okay. All right. Moving on. >> Second item on the agenda.
So, Taya is going to talk about the timeline and some of the action steps that we've taken since December. So, what she's sharing are real-time things that have been in action. Thank you. Um one of the first things that we looked at was we have we we have created a pilot, an Azella mimic pilot for this year that was administered to students in November. And using that, um we were able to establish a baseline to help us predict performance on um the We're going to use it eventually to be able to create a correlation between how students perform on the actual Azella. Um but it also this year afforded us an opportunity to dive into the data at a um at a percent correlation. I um as opposed to proficiency correlation. So, out of uh percent correct, essentially. And so, using that, we then offered support to sites, the language acquisition team, to really do a deep dive into item the item analysis.
We're extremely concerned that those general education students who need the most individualized support will not get what they be needing from these staffing cuts. Thank you. Our next speaker is Savannah Rowland. Good evening. I come to you today as a parent in the district. I have two sons who are currently in elementary school. One is a second grader and one is a fifth grader. My kids are right on the bubble of academic need. Their scores do not warrant IEP evaluations, but they need extra support to be successful in the classroom. I affectionately refer to them as bubble kids. Both of my children have received tier two and tier three support throughout their years at their school and have made progress because of the work of their teachers and interventionists. Our school's interventionist has been a household name in our home since first grade. That was when my now fifth grader started working with her.
Thank you so much. I think we can go past that. Okay. Can I have a motion to nominate a board secretary for Creep 201U school board. I nominate Janine Wolfolk. Wolfolk? Okay, we got a nomination for Janine Wolfolk. Okay, now that don't She's She's excited, too. Okay, do we have any other nominations for >> She >> accept it. >> Yeah, so not not until we can make sure nobody else is being nominated. >> would still have to, yeah. Mhm. I was going to nominate uh Dr. Cocklin-East cuz she retired. No. Uh no. Uh okay, no other nominations. Do you accept? I do. With open arms. Yes. Okay, thank you so much. I appreciate it. And I I think we're not going to miss a beat with the duties of the board secretary, and I just solicit you to connect with Jamie for anything that you think you need to know and all of that, and please reach out to any board member as you see fit, okay?
We did it over 2 days. We ran a delayed schedule um for the the middle school high school kids and the middle school high school kids all went down and they all got partnered with elementary students and both sides loved it. The elementary kids ate it up because these big middle school high school kids were down working with them. Middle school high schooler kids, they thought these kids were great. I'll share a quick personal story. They had an egg challenge and they had to build a catapult and my daughter came home and she was telling me on the way to school on the day when they were going to actually launch it. She said, "Mom, it was great because actually it was the day after because she said, 'So-and-so in my group, we had worked on this project, but he went home, he thought we could make it better, so he made some tweaks, he made a sample, he brought it to school, he let us look at it, we compared the two and then we decided to go with his and so we modified ours to make the new one.' So I mean, think about all that learning that's taking place and the conversations.
And brand new beautiful cafeteria and serving lines over there that we put in several years ago another picture of the cafeteria. That's a boiler really fun stuff. Uh but we had to put in a new boiler Mr. Mr. Rome asked the board to approve some money part as part of the go bond some deferred maintenance monies and and that's the kind of things that we're doing with those funds that just went in last we needed that last fall. At J.L. Watson. Um the Watson and this was one this is before my time I was at the middle school at the time and I think this came in right around 2020 2020 I just lost there it is. That's the courtyard and you can see on the left the old courtyard and uh the space there tough to take care of concrete kind of beat up a little bit and then on the right you can see the really nice improvements for that space there at at J.L.
Um Luis, I believe you just wanted to speak about the um budget, city council budget, the ad hoc meeting that we had on the 16th. >> Yeah, I I want to just I just want to say I'm so pleased with how everything went that night and just congratulations to the team uh for presenting such a a great budget. It was I've I've heard nothing but positive feedback even that night, but also after that evening um on everything. So, congratulations to all of your all of you uh for a job well done. >> Thank you. >> Yes. >> And thank you to the board members and all my board members that showed up that night. I mean, it it's even though we can't speak, our our presence is important because it's it's it's supporting our budget. It's supporting our superintendent. It's supporting our district. So, and that was noted too.
So, what were the questions, what types of things were they asking, and then also to look at student misconceptions on those questions. Um and we were able to identify some specific learning gaps. From there, um coaches then supported teachers with um identifying things that they could do within their classroom right away to support students as we got closer to Azella. So, one of those was looking at the rigor in student writing, as well as improved test-taking stamina. What was really eye-opening for many of our teachers and also our language acquisition coaches was that this was an assessment given to K-8 students, as opposed to DNA, which is given to third through eighth. So, it gave teachers an opportunity not only to see how students might perform on the individual questions and the content that those questions assessed, but how students might be able to take the test.
They come home regularly happy to tell me all about what they worked on with her and how they have learned something new. They come home with prizes because they have done something well and she has rewarded them. She is the one that they know will help them when they are confused by whole group instruction and the classroom teacher is busy with other students. She celebrates their successes with them. She advocates for their needs in the school. My kids would not have experienced the growth and progress that they have made without her. I know I'm not alone. Behind every elementary interventionist is a group of families who are so thankful to have their help and support because thanks to them, these kids that are on the bubble are seen and known and supported and advocated for. And I'm asking that we keep our interventionists, that we maintain this level of support for our kids who don't qualify for the highest levels of support.
Thank you. Thank you so much. And now I no longer will call you sophomore. Now I have to instill the phrase "Madam Secretary." So, get used to it, okay? Now, does that start after the vote? Yes. Can I have a vote, please? I can't do it. >> Oh oh we can just take a while. We kind of rusty, okay? You All right. Mr. Wolfolk. I. Mr. Venegas. I. Mr. Suarez. I. Dr. Hall. I. Mr. Stomberg. I. Mr. Venegas. I. Mr. Brown. I. Motion carry, and then welcome aboard, welcome aboard. Thank you. And so I I think we talked about this later, but as far as the seating, I think you're okay. >> I can always move over. >> think you're fine. Yeah, so you guys can work it out. You can work it out among yourselves however you see fit, okay? All right. Okay. All righty.
So again, it was amazing. And then uh the last one that we have is Mrs. Manley's sixth grade social studies class. They were busy working on their gummy bear governments in their civics unit. So they had to create pictures of gummy bears acting out different types of government to help them remember who has the power in each one. So again, what a creative way to take, you know, something that sometimes kids maybe don't always see the relevance in, but still making it a a interactive learning process for the kids. So, so proud of our our teachers that they're stepping out and they're doing those activities and coming up with them for our kids so that they can come to school and find enjoyment in their learning as well. Thank you. You are very nice presentation. It tugged at my heartstrings when I when I went through.
Watson for the students over there. This one I'm really proud of this is another go bond project at McKinney Harrison on the bottom right you can see the area the kids were supposed to play kickball in soccer in dodgeball whatever just run around and they either got super super dirty or if it rained it was just unusable because of the mud and again over spring break we got a lot of projects done over spring break this year. It's a if you drive by just check it out it's a beautiful turf area. This is not an athletic football field turf it's a playground turf. But it's it's really really nice my only ask of Mr. Horton and students were when you play kickball rotate home plate to the four corners don't because in four years it's we're going to wear out some paths. But uh it's a really nice really nice turf playground for the kids and opened up a lot of space even when it's raining out which this spring we've needed it.
people, you know, they they know we're all there. So, appreciate all of you. Thank you. >> Go ahead, Cara. I don't know if you want to add to that. >> No, no, I absolutely appreciated the support. It is it is a good feeling to know that sitting behind me and and Mike in that were our board members in support um who were there even just to, you know, nod their head and and offer that acknowledgement. It it was felt. It was felt by by everyone. Um, and I just think it it represents a new era and and I'm I'm I was hap happy during the board uh presentations with the budget, with the questions and the thoughtfulness. Um, and then even more so with just the show of support. It means a lot. >> Awesome. Thank you. Does anybody else have anything to say? I know there was a few of us that were there.
Because for kinders through second grade, they've not had to take something of this caliber. So, coming down to actual administration of the test, what supports might I need to continue to practice in my classroom to support students with their stamina in taking the test. Um and then also how to use additional tools within um our curricular resources to be able to support that as well. And then um just taking those steps to between Febru- for testing that happened between February and March. The team looked at this closely because the DNA assessment measures the state standards by grade, and this assessment is measuring language acquisition. And this is the Azella mimic that we wanted to pilot this year, so that hopefully we could use as an interim measure next year for language acquisition that's more aligned to the goal than the DNA or the FastBridge, which are aligned DNA's is the state standards, and FastBridge more about skills.