Nadia Combs: GOOD MORNING, EVERYONE. WELCOME TO OUR SCHOOL BOARD WORKSHOP FOR OCTOBER 25, 2022. TODAY WILL BE A TWO-PART WORKSHOP. THE FIRST HOUR WILL BE REGARDING "D" AND "F" CHARTER SCHOOLS AND THE SECOND PART WILL BE A LEGISLATIVE UPDATE. I'LL HAND THIS OVER TO DR. DELANG. Cinzia DeLange: GOOD MORNING, CHAIR COMBS, BOARD MEMBERS AND SUPERINTENDENT. FLORIDA STATUTE 102.33 REQUIRES THE DIRECTOR AND REPRESENTATIVE OF THE GOVERNING BOARD OF THE CHARTER SCHOOLS THAT EARNED A "D" OR "F" TO APPEAR BEFORE THE SPONSOR TO PRESENT AN IMPROVEMENT PLAN IN ORDER TO RAISE STUDENT ACHIEVEMENT. TODAY WE'LL BE HEARING FROM TWO SCHOOLS.
YOU'LL NOT BE VOTING TO APPROVE OR DENY ITEMS, RATHER, AFTER THEIR 10-MINUTE PRESENTATIONS, YOU'LL HAVE APPROXIMATELY 20 MINUTES TO ASK THE SCHOOL REPRESENTATIVES ANY QUESTIONS YOU MIGHT HAVE. THE CHARTER SCHOOL -- THE CHARTER OFFICE, SORRY, THE CHARTER OFFICE WILL MONITOR THE SCHOOLS THROUGHOUT THE YEAR AND MEET WITH THEM AFTER EACH STATE PROGRESS MONITORING WINDOW. THESE MEETINGS INCLUDE NOT ONLY CHARTER OFFICE STAFF BUT ALSO DISTRICT STAFF FROM SCHOOL IMPROVEMENT AND THE TRANSFORMATION DEPARTMENT. BEFORE THE PRESENTATION, LET ME PROVIDE YOU WITH A FEW KEY FACTS ABOUT THE FIRST SCHOOL THAT WILL PRESENT. FIST SCHOOL IS VILLAGE OF EXCELLENCE ACADEMY. THE SCHOOL OPENED IN 2000 AS A K-5. ITS CHARTER EXPIRES JUNE 30, 2028. IT CARRIES THE TITLE 1 STATUS AND CURRENTLY SERVES 180 STUDENTS ALL ON FREE AND REDUCED LUNCH STATUS. I HAVE PROVIDED YOU WITH A PROFILE SHEET OF THE SCHOOL SO YOU CAN SEE AT A GLANCE THE DEMOGRAPHICS OF STUDENTS AND THE ACADEMIC PERFORMANCE OF THE SCHOOL OVER THE PAST FOUR YEARS.
THE SCHOOL EARNED AN "F" IN 2022. REPRESENTING TODAY VOE ACADEMY ARE ROBERT IRVIN, BOARD CHAIR ROMAINE EDWARDS, EXECUTIVE DIRECTOR, AND GLANIS PEREZ, PRINCIPAL, WHO WILL ALSO BE PRESENTING TODAY. MS. PEREZ? TAKE IT AWAY. GOOD MORNING TO ALL OF YOU, MADAM CHAIR, VICE CHAIR, HONORABLE BOARD MEMBERS AND SUPERINTENDENT DAVIS. IT IS MY PLEASURE AND HONOR TO SIT BEFORE YOU TODAY TO TALK ABOUT THE VILLAGE OF EXCELLENCE ACADEMY, ITS HISTORY, WHERE WE HAVE BEEN, AND MORE IMPORTANTLY, OUR PLAN FOR IMPROVEMENT. I'D LIKE TO INTRODUCE MR. ROBERT IRVING WHO IS GOING TO START TO TALK ABOUT OUR SCHOOL HISTORY. GOOD MORNING TO THE BOARD. THE BOARD CHAIR, SUPERINTENDENT DAVIS. IT IS NOT A PLEASURE TO BE HERE, AND WE DON'T EXPECT TO BE HERE AGAIN. SO WE'LL START WITH INCLUDING THE ENROLLMENT HISTORY AND ROLL-UP OF GRADE LEVELS. WE WERE FOUNDED AS A -- IN THE YEAR 2000 BY OUR FOUNDING PRINCIPAL, DR.
CAMITRA EDWARDS. WE WERE K THROUGH 3 AT THAT POINT AND ADDED GRADE FOUR IN 2003 AND GRADE FIVE IN 2004. THE SCHOOL WAS FOUNDED WITH 54 SCHOLARS. A NEW ORGANIZATION -- NOW THE ORGANIZATION HAS 180 SCHOLARS IN K-8. FOUNDING STAFF WAS EIGHT. WE NOW HAVE 27 ON OUR STAFF. WE WERE ABLE TO ACHIEVE AN A RATING FROM 2009 TO 2011. ATTAINED A THREE-DIGITIGRADE IMPROVEMENT RATING TO OBTAIN A "B" RATING IN 2018, MY FIRST YEAR AS BOARD CHAIR, AND 23 YEARS SERVING THE TEMPLE TERRACE COMMUNITY, THE COMMUNITY PARTNERSHIPS WE HAVE ARE WITH WAWA, TEMPLE TERRACE, CHAMBER OF COMMERCE, BIBLE BASE FELLOWSHIP WHERE WE CURRENTLY HAVE MOST OF OUR K-5 CLASSES. THE ACHIEVEMENT FIRST AND PUBLICS OF TEMPLE TERRACE. -- PUBLIX OF TEMPLE TERRACE. THANK YOU. SO TO BEGIN, WE CAN TALK ABOUT OUR SCHOOL PROFILE. THIS SCHOOL YEAR, WE HAVE A TOTAL OF 14 INSTRUCTIONAL STAFF.
64% OF THEM ARE LONG-TERM SUBSTITUTES AND 36% OF THEM ARE HIGHLY QUALIFIED. OUT OF OUR STUDENT ENROLLMENT WE HAVE 182 STUDENTS ENROLLED. 92% OF THEM ARE ECONOMICALLY DISADVANTAGED AND ABOUT 95% OF OUR STUDENTS ARE AFRICAN AMERICAN OR OF LATINO DESCENT SO WE HAVE HIGH POVERTY AS WELL AS MINORITY POPULATION AND 12% OF THE POPULATIONS ARE STUDENTS WITH DISABILITIES, 3% SERVING OUR ELL POPULATION. WHEN YOU LOOK AT OUR SCHOOL GRADE TREND, THIS IS WHERE WE'VE BEEN. WORKING ON THE CLICKER. NOT WORKING. THERE WE GO. ALL RIGHT. SO IN THE PAST SEVERAL YEARS, WE HAVE GONE UP AND DOWN IN SCHOOL GRADES. VERY OPEN ABOUT WHERE WE'VE BEEN. WE HAD ACHIEVED AN "F" SCHOOL IN 2018, JUMPED TO A "B" IN 2019, AND 2022, WE WERE BACK TO AN "F." THERE ARE THREE THINGS THAT ARE GREATLY IMPACTING OUR ACHIEVEMENT. ONE OF THEM IS RECOGNIZING THAT WE HAVE NOVICE TEACHERS AT OUR SCHOOL.
WE HAVE DEFICITS IN READING INSTRUCTION AND FOUNDATIONAL READING SKILLS. AND A PERVASIVE CHRONIC ABSENTEE ISSUE. LOOKING AT OUR DATA, AND NOTICED WHERE OUR DEFICITS ARE AND BECAUSE OF THESE SPECIFIC CHALLENGES, OUR SCHOOL IMPROVEMENT PLAN IS ADDRESSED TO MEET THOSE SPECIFIC NEEDS. ONE OF OUR MAIN PRIMARY GOALS IS CENTERED AROUND PRIORITIZING GRADE TEACHING ABOVE ALL ELSE AND BUILDING A STRONG INSTRUCTIONAL CULTURE RELATING TO STANDARDS ALIGNED IN INSTRUCTION. WHAT'S OUR GOAL? WE PLAN AND -- OUR GOAL IS FOR US TO ACHIEVE 30% OF OUR STUDENTS PROFICIENT IN READING BY FAST PM3. 30% REACHING PROFICIENCY IN MATH PM3 AND 25% IN SCIENCE. WE WANT TO MAKE SURE TEACHERS ARE IMPLEMENTING STRATEGIES EVERY DAY IN THE CLASSROOM SO 80% OF THE TEACHERS MEETING THE PRIORITIES AND 100% BY JANUARY MAKING SURE THEY ARE HAVING STANDARDS ALIGNED INSTRUCTION WITH QUESTIONS THAT INVOLVE CRITICAL THINKING SKILLS, DISCUSSION AND AGGRESSIVE MONITORING OF STUDENTS WITH CORRECTIVE FEEDBACK, AS EVIDENCED BY A WALK THROUGH DATA.
HOW ARE WE ACTUALLY PROGRESS MONITORING THIS? DAILY WALK-THROUGHS BY INSTRUCTIONAL LEADERSHIP TEAM. IN MATH, OUR WEEKLY QUIZZES. WE'RE TRACKING THINGS AT A TIER 1, TIER 2, AND TIER 3 LEVEL. WE HAVE BIWEEKLY DATA CHATS WITH GRADE LEVEL TEAMS TO DISCUSS IMPROVEMENTS AT EVERY TIER. WONDERS UNIT ASSESSMENTS. MONTHLY PROGRESS MONITORING IN SCIENCE. I-READY DIAGNOSTIC DATA WHICH OCCURS THREE TIMES A YEAR AND PAST PMS 1, 2, AND 3, AS WELL AS STAR. WHAT IS OUR EVIDENCE-BASED STRATEGY? BUILDING TEACHER CAPACITY. THAT IS OUR NUMBER ONE. HOW? BY MAKING SURE WE'RE HAVING PROFESSIONAL LEARNING COMMUNITIES EVERY SINGLE MONDAY. JOB-EMBEDDED PROFESSIONAL DEVELOPMENT AND IN THE MOMENT COACHING AND FEEDBACK. HIGH QUALITY FEEDBACK. WE ARE FOCUSED -- I AM FOCUSED ON THE FOUR PRINCIPLES OF EXCELLENT INSTRUCTION. WHAT ARE THOSE? CULTURE OF LEARNING, MAKING SURE THAT STUDENTS ARE ENGAGED IN THE WORK FROM BELL TO BELL AND THAT NO MINUTE IS EVER LOST IN A CLASSROOM.
RIGOROUS CONTENT. MAKING SURE OUR TASKS ARE ALIGNED TO CONTENT LEVEL STANDARDS. TASKS AS WELL AS OUR LESSONS. ACADEMIC OWNERSHIP. ENSURING THAT ALL STUDENTS ARE BEING RESPONSIBLE FOR THE TASKS IN FRONT OF THEM AND THEIR LEARNING AND THEIR STUDENT THINKING. AND DEMONSTRATION OF LEARNING. BECAUSE IF WE DON'T KNOW HOW KIDS ARE GOING TO MASTER IT BY THE END OF A LESSON, WE DON'T KNOW WHERE WE'RE GOING. SO WE HAVE A STRONG FOCUS ON KNOWING IF STUDENTS HAVE MASTERED IT BY THE END OF THE LESSON, ANALYSIS OF THE EXIT TICKETS SO WE CAN IMPROVE THE VERY NEXT DAY. OUR INSTRUCTIONAL FOCUS THIS SCHOOL YEAR IS ENGAGING LESSONS AND TASKS ALIGNED TO CONTENT LEVEL BENCHMARKS. WHAT ARE WE LOOKING FOR EVERY DAY IN CLASSROOMS? WHAT AM I, THE LEADERSHIP TEAM LOOKING FOR, TEACHERS THAT ARE FACILITATING CRITICAL THINKING SKILLS AND HIGHER ORDER THINKING SKILLS. ENSURING THAT TEACHERS ARE USING COLLABORATIVE DISCUSSION AND ENSURING THAT STUDENTS ARE TALKING WITH EACH OTHER.
MONITORING AND PROVIDING HIGH QUALITY POSITIVE CORRECTIVE FEEDBACK. THESE ARE ONE OF THE HIGH LEVERAGE -- HIGHEST LEVERAGE SKILLS ACCORDING TO -- SORRY. THESE ARE ONE OF THE HIGHEST LEVERAGE SKILLS WE ARE USING IN OUR CLASSROOMS. WE'RE ALSO USING AS ANOTHER STRATEGY THE IMPROVING TEACHER EFFECTIVENESS TOOL OF GETTING BETTER FASTER. IT'S SO IMPORTANT FOR TEACHERS TO GET BETTER FASTER EVERY DAY SO WE'RE IMPLEMENTING IT IN THE CLASSROOM. NOT WAITING TO GET FEEDBACK ON A PAPER, ON A COMPUTER, BUT IN THE MOMENT COACHING THAT BUILDS THOSE RELATIONSHIPS WITH TEACHERS SO WE CAN GET BETTER IN THE MOMENT SO STUDENTS ARE ACHIEVING IN THE MOMENT AND GETTING THAT HIGH QUALITY TEACHING PRACTICES IN THE CLASSROOM. WHY ARE WE USING THIS SPECIFIC TOOL? BECAUSE IT HAS ACTIONABLE STEPS THAT TEACHERS CAN IMPLEMENT IN THE MOMENT. IT'S A VIABLE RESOURCE AND WHAT ARE SOME OF THOSE STRATEGIES TO SUPPORT THAT?
OUR LITERACY COACH. SO WHAT ARE SOME OF THE SPECIFIC ACTION STEPS TO ACHIEVE THE SPECIFIC STRATEGIES? AND BEFORE I ACTUALLY GO THROUGH THEM, I WANT TO PREFACE THEM BY SAYING YOU MAY ASK, WHAT IS DIFFERENT? WHAT'S SOMETHING DIFFERENT THAT YOU'RE DOING? MANY OF THE THINGS THAT WE'RE DOING IS DIFFERENT. AND WHAT I DO WANT TO SAY IS IF IT'S -- THEY'RE ALL EITHER SOMETHING NEW OR A MORE STRATEGIC, INTENTIONAL VERSION OF SOMETHING WE HAVE DONE BEFORE. BUT THE BIGGEST DIFFERENCE TO THESE ACTIONS THAT I'M GOING TO TALK ABOUT IS THE FIDELITY TO THE ACTION STEPS, BECAUSE WE CAN SAY SOMETHING, BUT IF WE'RE NOT DOING IT, WE'RE NOT GOING TO IMPROVE. SO IT'S THE FIDELITY AND MY PERSONAL COMMITMENT, MY TEAM'S COMMITMENT, TO ACHIEVING TRANSFORMATIONAL AND SUSTAINABLE CHANGE. SO WHAT ARE SOME OF OUR ACTION STEPS? EVERY MONDAY, WE'RE WORKING ON COLLABORATIVE PLANNING AND PROFESSIONAL DEVELOPMENT.
WE SPEND OUR FIRST HOUR IN PROFESSIONAL DEVELOPMENT THAT IS PUSHING AND FOCUSED ON IMPROVING TEACHER PRACTICE. NOT ALWAYS BASED ON CONTENT BUT IMPROVING TEACHER PRACTICE AND TEACHER STRATEGIES. OUR SECOND HOUR IS COLLABORATIVE PLANNING. WE HAVE LEARNED THE SKILL, WE HAVE LEARNED THE STRATEGY, WE SPEND OUR SECOND HOUR PLANNING FOR THOSE LESSONS AND PLANNING FOR IMPLEMENTATION IN OUR CLASSROOMS THAT VERY WEEK. WE -- AND THAT IS SOMETHING NEW THAT WE'RE DOING. WE HAVE ALIGNED AND TIERED COACHING SUPPORT, SO WE HAVE A LITERACY COACH THAT'S WORKING WITH OUR TEACHERS ON COACHING CYCLES FOR TEACHER IMPROVEMENT. IT'S TIERED BASED ON SPECIFIC TEACHER NEEDS AND WHERE EACH TEACHER IS BECAUSE I HAVE A VERY HIGH STRONG BELIEF IN MTSS AND EVERYTHING YOU DO. MTSS WITH TEACHERS, ATTENDANTS, EVERYTHING YOU'LL SEE ME TALKING ABOUT IS ALL TIERED BECAUSE EVERYBODY COMES TO THE TABLE AT A DIFFERENT LEVEL, AND WE HAVE TO MAKE SURE THAT WE TREAT EVERYONE AT THE LEVEL THAT THEY COME TO THE TABLE.
IN THE MOMENT POSITIVE AND CORRECTIVE FEEDBACK. I'LL SAY THAT SO MANY TIMES BECAUSE THIS IS WHAT CREATES THOSE RELATIONSHIPS WITH TEACHERS WHERE WE ARE ABLE TO COACH IN THE MOMENT AND IN THE MOMENT, WE'RE GETTING FASTER AND IN THE MOMENT WE'RE IMPLEMENTING BETTER CHANGE FOR TEACHERS BECAUSE AGAIN AS I SAID BEFORE, MY BIGGEST GOAL IS BUILDING TEACHER CAPACITY. FOCUS CLASSROOM WALK-THROUGHS. SOMETIMES WE TALKED INTO CLASSROOMS AND WE'RE LOOKING THROUGH, BUT WHEN YOU'RE FOCUSED AND KNOW WHAT YOU'RE LOOKING FOR, IT IS SPECIFICALLY RELATED TO OUR INSTRUCTIONAL PRIORITIES. SO WHAT WE DO ON MONDAYS, P.D. FOR IT, PLAN FOR IT. THAT'S WHAT I'M LOOKING FOR DURING THAT SPECIFIC WEEK. WE FOCUS AND INTENTIONAL WALK-THROUGHS. SPECIFIC PROFESSIONAL DEVELOPMENT AS I MENTIONED EARLY -- EARLIER, IT'S FOCUSED ON OUR MAIN INSTRUCTIONAL PRIORITIES. VERY NEW, BI-WEEKLY DATA CHATS. EVERY TWO WEEKS, I MEET WITH GRADE LEVEL TEAMS, MYSELF, THE LITERACY COACH, MY ESE TEACHER AND WE DISCUSS DATA AT EACH TIER.
HOW ARE MY WHOLE GROUP STUDENTS DOING IN READING AND MATH AND SCIENCE? WHERE ARE WE WITH SMALL GROUP INSTRUCTION? WHAT ARE OUR WINS? WHERE CAN WE PLAN FOR IMPROVEMENT? WE DISCUSS ATTENDANCE AND WE ALSO DISCUSS WHAT ARE SOME NEXT STEPS FOR THOSE PARTICULAR STUDENTS, SO WE HAVE TO GO THROUGH THE MTSS PROCESS PROTOCOL TO CONTINUE ON AND MAYBE A CST MEETING. THOSE ARE THINGS WE DISCUSS EVERY SINGLE TWO WEEKS WITH FIDELITY BECAUSE WE CAN -- THE LONGER WE WAIT, THEN WE'RE NOT IMPLEMENTING CHANGE. ALSO, ANOTHER THING WE FOCUS ON IN OUR COLLABORATIVE MEETINGS IS LOOKING AT STUDENT WORK AND PLANNING FOR THOSE MIXED CONCEPTIONS. ONE OF THE BIGGEST THINGS THAT I HAVE REALLY FOCUSED ON THIS SCHOOL YEAR, THIS IS MY FIRST YEAR AS PRINCIPAL, IS WORKING WITH TEACHERS TO MAKE SURE EVERYONE IS 100% CERTIFIED. I'M WORKING DILIGENTLY ONE ON ONE WITH TEACHERS ON WHERE THEY ARE TOWARDS CERTIFICATIONS.
WHAT ARE THEY STUDYING FOR THE TEST, GETTING PREPARED FOR IT, HAVE THEY ACHIEVED IT. THAT'S SOMETHING VERY IMPORTANT. I JUST HAD ONE OF MY TEACHERS PASS ALL OUR CERTIFICATION AND HAS SUBMITTED FOR HER PROFESSIONAL CERTIFICATE ADDING ONE MORE TO THE GROUP, WHICH I KNOW IS SOMETHING OF CONCERN, BUT SOMETHING THAT I AM PERSONALLY ATTACKING AND BEING VERY VIGILANT ABOUT. WHAT IS OUR SECOND GOAL? YES. OUR SECOND GOAL ADDRESSES THE DEFICITS IN READING INSTRUCTION AS WELL AS FOUNDATIONAL READING SKILLS. WE WANT OUR STUDENTS TO ACHIEVE LIKE I SAID EARLIER, 30%, AND WE ARE MONITORING THESE SPECIFIC GOALS WITH OUR INTERVENTION PROGRAMS. WE HAVE READING MASTERY WHERE WE'RE DOING IN K-2. OUR WONDERS ASSESSMENTS, I-READY, FAST AND WALK-THROUGH OBSERVATION DATA. ARE OUR STRATEGIES? MULTI-TIERED SYSTEMS OF SUPPORT. WE HAVE TARGETED SMALL GROUP INTERVENTION IN K-2, FOCUSED ON PHONICS, PHONEMIC AWARENESS, PHONICS AND FLUENCY AND K-3, FOCUSED ON GUIDED READING USING INFORMATIONAL TEXT AND VOCABULARY ACQUISITION IN DIRECT RESPONSE TO OUR P.M.
DATA. WHAT ROAR SPECIFIC ACTION STEPS? I HAVE A CLEARLY IDENTIFIED MASTER SCHEDULE WITH INTERVENTION BLOCKS. ALL TEACHERS HAVE ONE HOUR OF INTERVENTION READING DAILY IN THEIR READING BLOCK AND ONE HOUR OF MATH INTERVENTION. I HIRED INTERVENTIONISTS IN THE K-2. THERE IS ONE FOR KINDERGARTEN AND FIRST GRADE. ONE FOR SECOND AND ONE FOR THIRD. AND MY LITERACY COACH FOCUSES ON FOUR, FIVE. EACH ONE OF THESE INTERVENTIONISTS COME TO ALL THE PLCs, PLAN TOGETHER WITH THEIR TEACHERS AND THEY ARE RESPONSIBLE FOR A SMALL GROUP DOING THIS ONE HOUR INTERVENTION TIME. SO IT'S -- INTERVENTIONIST HAS A GROUP AS WELL AS THE TEACHER. THEY ARE ALSO BEING TRAINED JUST AS LONG -- JUST ALONGSIDE OUR TEACHERS AS WELL. WE HAVE PROFESSIONAL DEVELOPMENT WHICH IS MULTI-TIERED. THIS YEAR WE IMPLEMENTED READING MASTERY AND ALSO THE WONDERS CURRICULUM. WE HAVE COACHING AND FEEDBACK WITH OUR PROBLEM SOLVING LEADERSHIP TEAM AND AS I SAID EARLIER, OUR BI-WEEKLY DATA CHATS WHERE WE'RE LOOKING AT THE DATA FROM OUR SMALL GROUP INSTRUCTION AND PLANNING FOR IMPROVEMENT.
WHAT DID WE SEE IN THE LAST TWO WEEKS? WHERE DID OUR SMALL GROUPS LAND? WHAT IS OUR NEXT STEPS FOR IMPROVEMENT? AND OF COURSE IN THE MOMENT COACHING IS VERY POWERFUL IN WHAT WE DO. OUR THIRD GOAL ADDRESSES OUR CHRONIC ABSENTEE ISSUE. OUR CHRONIC ABSENTEE ISSUE. LAST YEAR ALMOST 75% OF OUR SCHOLARS HAD 15 OR MORE ABSENCES. WE HAVE HAD A CHRONIC ABSENTEE ISSUE. WHEN STUDENTS ARE NOT IN THE BUILDING THEY'RE NOT LEARNING. I'M VERY FOCUSED THIS YEAR ON INCREASING ATTENDANCE. WE HAVE MANY STUDENTS THAT ARE EXPERIENCING COMPLEX PLEX TRAUMAS IN THE SCHOOL AND I'M VERY FOCUSED ON BRINGING ABOUT CHANGE AND POSITIVE CULTURE WHEN IT COMES TO ATTENDANCE AS WELL AS SOCIAL EMOTIONAL ISSUES AS WELL. WE'RE MONITORING THIS THROUGH OUR DAILY ATTENDANCE RATES, INSTRUCTIONAL PLANNING TOOLS, AND EXCESSIVE ABSENCE REPORTS THAT I CHECKED ONCE A WEEK. SO OF COURSE WE'RE DOING THIS IN AN MTSS PROCESS AS WELL.
THERE IS A TIER 1, TIER 2, TIER 3 SUPPORT FOR ALL OUR ATTENDANCE STRATEGIES. WHAT ARE OUR ACTION STEPS TO IMPLEMENT? AT A TIER 1, WHOLE SCHOOL, MAKING SURE THAT WE ARE PUBLICIZING OPENLY IN OUR SOCIAL MEDIA AND MY WEEKLY PARENT NEWS LETTER THE IMPORTANCE OF ATTENDANCE AND OUR SPECIFIC ATTENDANCE POLICIES AS WELL AS HOSTING DIFFERENT CELEBRATIONS TO IMPROVE ATTENDANCE, THAT INCLUDE ATTENDANCE, AND WE HAVE MONTHLY PBIS SPONSORED BY WAWA. WE ARE CELEBRATING AND MAKING SURE THAT EVERYONE KNOWS IT'S ALL OVER THE SCHOOL, THAT WE WANT TO MAKE SURE THAT WE HAVE A DALE AY RATE OF 90%. -- DAILY RATE OF 90%. AT A TIER 2 LEVEL, PROVIDING RECOGNITION TO INDIVIDUAL STUDENTS. STUDENTS WITH EXCELLENT ATTENDANCE BUT MORE IMPORTANTLY, STUDENTS WHO HAVE IMPROVED ATTENDANCE THAT HAVE REVERSED A NEGATIVE TRAJECTORY OR AT-RISK TRAJECTORY FOR ATTENDANCE. WE ARE MAKING PERSONAL PHONE CALLS. THIS IS NEW.
WE NOW HAVE AN ATTENDANCE MONITOR. WE DIDN'T DO THAT IN THE PAST. WE MAKE PHONE CALLS EVERY DAY OF STUDENTS ABSENT. WE HAVE SOMEONE MAKING PHONE CALLS OR ANYONE WHO HAS ABSENT FOR THREE DAYS OR MORE. WE'RE MAKING HOME VISITS FOR ANYONE WITH 10 DAYS OR MORE. AND FILLING OUT SUCCESS PLANS. I AM WORKING WITH OUR SOCIAL WORKER FOR THE DISTRICT. I HAVE A COUPLE HOMELESS FAMILIES GETTING THEM THE SPECIFIC RESOURCES THEY NEED. AT A TIER 3 LEVEL, SHARING AND CONNECTING FAMILIES WITH COMMUNITY RESOURCES, PLACING STUDENTS AND FAMILIES WITH MENTORS. THIS IS SOMETHING NEW WE'RE DOING THIS YEAR. WE HAVE A MENTOR FOR FAMILY. THERE ARE A COUPLE FAMILIES WHO HAVE SPECIFIC NEEDS. OUR MENTOR IS OUT THERE REACHING OUT GETTING THOSE SPECIFIC NEEDS, BREAKING DOWN BARRIERS FOR PARENTS AND FAMILIES TO ENSURE THAT THEY'RE COMING TO SCHOOL EVERY DAY AND THAT THEY HAVE THE RESOURCES THAT WE NEED SO WE'RE CHECKING IN AND CHECKING THAT WITH THEM EVERY DAY.
AND REFERRING THE STUDENTS AND FAMILIES FOR MORE ADDITIONAL SUPPORT AND EVALUATION AS NEEDED. NOW THE NEXT PART -- Nadia Combs: MS. PEREZ, IF YOU DON'T MIND ME INTERRUPTING. THANK YOU SO MUCH. THE ONLY THING IS WE HAVE ONE HOUR AND WE ALL RECEIVED THE DOCUMENTATION EARLIER SO THE GOAL OF THE IRK WITHSHOP IS TO MAKE SURE WE ENGAGE WITH YOU. I KNOW WE ALL LOOKED THROUGH THIS AND READ THIS. WE APPRECIATE THE LONG -- YOU KNOW, YOUR PRESENTATION, BUT WE WON'T EVEN HAVE TIME TO BE ABLE TO DO THE MIDDLE. I THINK IT'S BETTER SINCE I THINK EVERYBODY HAS REVIEWED THIS ALREADY, THAT WE PROBABLY -- MAYBE IF YOU COULD JUST FINISH UP SO WE HAVE TIME TO ENGAGE AND THEN OF COURSE THE NEXT ONE, BUT WE HAVE READ THROUGH ALL THIS. WE ALL READ THROUGH IT BUT I KNOW YOU NEED TO GIVE THE PRESENTATION BECAUSE WE ONLY HAVE AN HOUR.
THANK YOU SO MUCH. OUR NEXT SLIDE IS JUST OUR PM BASELINE DATA THAT YOU CAN SEE. IT'S NOT EXPECTED OF WHAT WE WANT TO BUT WE KNOW THAT'S WHERE OUR STUDENTS WERE COMING IN. SO WE HAD A LOW PROFICIENCY IN THREE, FOUR, FIVE, BUT I AT LEAST WANT TO SAY A POSITIVE 22% OF THE THIRD GRADERS ARE APPROACHING PROFICIENCY IN READING, 3% IN FOURTH AND 15% IN FIFTH GRADE. LOOKING AT OUR NEXT SLIDE, I JUST WANTED TO SHOW YOU WHERE OUR WEEKLY DATA IS. WE'RE AVERAGING ABOUT 90% RATE RIGHT NOW WHICH IS OUR GOAL. AND IN OUR LAST SLIDE -- WELL, SECOND TO THE LAST, THIS -- I WANT TO POINT YOU TO OUR SECOND ONE WHICH IS HOW WE'RE DOING NOW. THIS IS OUR UNIT ONE ASSESSMENT IN READING TO SEE THAT WE DO HAVE A LOT OF STUDENTS SCORING PROFICIENCY IN OUR UNIT ONE ASSESSMENT.