001Countdown. Yeah. >> All right. Good afternoon everybody. Welcome to the Sanita Union School Board meeting. Like to call Mr. Patel. Like to call this meeting to order. We can start with the roll call. >> Mr. Neil Patel >> present. >> Miss Cindy Lopez >> present. >> Miss Alvariano. >> I am here. >> Mr. Jacob Sandaval. Miss Sarah Turner is not with us this evening. >> Okay, stand for the pledge of >> allegiance. Ready, begin. To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Hey, can I get a motion to approve the board agenda? >> A motion to approve the board agenda. Second. All those in favor? >> I I >> I. >> Motion 40. >>
002Okay. Today on close session, we have potential litigation government section 54956, public employee performance evaluation. Government code section 54957 2.3 conference of labor negotiators under government code section 5495 7.6. Is there any public comments regarding close session items? >> There are not. >> And I get a motion to adjourn the close session. >> So motioned. >> Second. All those in favor? I >> motion 40. >> Yeah. Yes. >> Yes. Take those Don't worry about >> Okay. You want to give us a countdown? Yeah. Okay. Okay. We're going to reccoming back into open session. Nothing was voted on during close session, so there's nothing to report on. We're going to move on to item uh 5.0, approval of consent agenda items 5.1 to 5.3. Can I please get a motion to approve? >> So motion. >>
003Second. >> All those in favor? I >> I motion 40. >> Okay. Uh item uh 6. Is anybody here from SRTA or any comments submitted? >> We do not. >> Okay. Uh CSEA. >> No. >> You move on to superintendent's cabinet. >> Uh we could start with our director of engagement and school climate, Dr. Summer Prather Smith. >> Thank you so much. Um I wanted to share that uh the board had requested or had discussed having um quarterly kind of town hall meetings across our district. I was able to connect with building healthy communities um and plan for them to help facilitate those. So we will be doing them quarterly um at each se at different sites and what we had talked about in the planning of those and I can share um more around
004the the key points is we really wanted to be able to be there as participants and listeners and not the ones facilitating it so that uh our community felt like they could have open and honest dialogue. And so we've been working um the last couple weeks around kind of what the goals around those will be. I won't read you all of this, but what we came to was that um our goals were around strengthening students, parents, and district engagement, elevating student and parent voice, um increasing transparency by providing regular updates as well, building initial understanding of the use of the spectrum of family and community engagement, which is a tool they use to measure engagement and educ educational equity. uh fostering honest conversations by encouraging opening dialogue, advancing accountability by defining clear next steps and
005elevating the overall process to the end of the year so that we can really come back and show successful growth in the targeted areas. Um they have a clear approach worked out on how that will be facilitated. So it'll start kind of with some guiding questions that will co-f facilitate a or co-create an agenda. Um families will have or participants will have an opportunity to talk and share. They'll work in some small groups around targeted areas um that are brought forward. And then we'll end each session with kind of like this is something that we can have that we can do before the next meeting. This is something that's ongoing. This is something that we need to research and come back to. Um just to give that open space for our families. So those will
006be starting at the end of September. We're working on scheduling all of the the times. Um, but we talked about like September, November, February, late April, May kind of for each of those. >> Do you know who from uh BH who'll be facilitating those? >> Yeah, so she's still kind of finalizing it. Um, it'll either be somebody directly from their team or they work with some other organizations that do um like town hall community organizing type stuff. So, they're going to bring in a an experienced facilitator to help coordinate that. >> Okay, perfect. I was curious who the person was. >> Yeah, and I'll share this out. Um these are just kind of the whole big picture. Um and then the last thing I just have for you um is just the schedule for our
007upcoming remember that ELOP and on top of our regular afterchool program is an additional 30 days in each year. So we're getting ready to start our first set of Saturday sessions which previously we were funding out of learning recovery. We're now funding out of ELOP. Um that means that those are 9hour days because in order to use ELP funding it has to be nine hours. So, we're doing more of a traditional program in the morning till 12:30 and then right at school we'll come in and do 12:30 to 5:30 to give that full day of time for families on Saturday. Um, so these are just kind of those dates. You can hand those the dates of those um programs as well as our after our summer program that will happen. And then you'll see on
008the back it lays out each of those um to show that we're at the requirement for the number of days um that we need for that 214. And then the other part that's there is I got these ready for you and this is already full but I just want to tell our community we're working on getting more. So part of what we're doing as part of that Saturday session is free swim lessons. So we're funding swim lessons for um our families at the uh Selenus Aquatic Center used to be the municipal the Selenus Aquatic Center. We booked for 50 slots. Um Dr. Katis opened it and within four minutes our 50 slots were booked. Um so we did save um we saved 10 slots to make sure that there was equity among sites. So, we'll
009distribute those extra because we actually have 60 slots. Um, we'll distribute those just to make sure that everybody has some equivalency in that. And we targeted third through fifth grade. Um, so we had heard from our community that swimming was one of those areas that they really wanted. So, um, thank you to the Selenus Aquatic Center. We've been kind of negotiating with them um, the last couple months because what it does by opening these slots for them is it closes down for birthday parties. Sorry, anybody who wanted to have a birthday party. um during that time so that we can focus on just serving our students. So, we're really excited and hoping that we can expand it again after we do this first set. >> Thank you. >> Well, I'm definitely really excited about the
010town halls. So, that's kind of alliance. So, that's cool. Very cool. >> You know, I I I love the partnership with Better Healthy Communities. You know, they've done outstanding work in Selenus and uh the idea of having a swimming uh program. I mean that's one of the greatest fears uh that our students and you know minority based community has with the lack of access. So I'm so happy that we're able to provide that too. So thank you for the great work. >> Did you have anything or you just going to hold >> I have no comments. >> Um Becky's going to take us through our student data um workshop later. Is there anything else you would like to add? >> There is not. >> Okay. So we can go on to the board. >> Okay.
011Mr. Natel, I'm good. >> Um Lopez, >> I don't have anything to report tonight. >> Okay. Miss >> the only thing I have is that I attended the T uh TKK um orientation. >> Okay. And that was a lot of a lot of parents there and a lot of excited kids. Um and um the team that is this is Mckenon. So the team that is working the TKK um is did a fabulous job at presentation. So kudos to them. That's >> and thank you for attending to. Yeah. Nothing to report on mind. Uh Dr. Alderman. Well, um, as I mentioned earlier, we're going to switch gears and get into our student data workshop portion. Um, we've had a great start to the school year. Still working in partnership with the city of Selenus regarding the
012roundabout and pre-planning for when they're going to do some additional lane closures. And so, Dr. Prather Smith, uh, Miss Alicia, myself, Victor, we're going to be on with them tomorrow to talk about what we need in order to get our buses into McKinnon when they do the planned additional closures um, ahead of their starting the next phase around October just so that we know exactly how we're going to run our bus routes and be able to swing into McKinnon um, and deliver our students or use different streets to deliver our students. students um who go to New Republic in that area that may be impacted as well as our students who attend GV and JG and catch a bus over there in that area that um is on the hard end side of McKinnon Street.
013And so keeping that collaboration going, Victor was able to come in and draw a schematic of what he needs in order to be to turn a bus. And so we're going to talk that through with them tomorrow and what options we may have for us in advance. >> Okay, perfect. Thank you for the update. Um, any public comments regarding non-aggenda items or agenda items? >> We have no public comments. >> Next item is 8.1, a public hearing regarding the sufficiency of instructional materials. >> So, what is it? 622. At this time, I'd like to open up the the public hearing. >> Thank you. And, um, we did post the resolution regarding our adopted instructional materials at each school site as well as on the website um, for review. We've received no comments. Um, these are
014the same instructional materials that we've been using for at least the last three years, some of them more than that. So, there's nothing really new to our community here. >> Okay. So, at this time 62, I'd like to close unless there's any comments from the board. No. Okay. We're going to close the public hearing. We're going to move on to 9.1, which is the action item of the approval of resolution 2 I'm sorry, resolution 25.08.15. 08.15 sufficiency of instructional materials 202025 to 2026. >> I got a motion to approve. >> Okay. >> Can I get a motion to approve? >> Second. All those in favor? >> I like it. >> Motion 40. >> Okay. Item 9.2 approval of CSBA manual maintenance June 2025 policy updates. >> Thank you. Uh, Miss Turner was able to review
015our quarterly packet that came in over the summer for our CSBA manual maintenance. And um, she's bringing that forward with a recommendation for the board to approve. >> Make it a motion to approve. >> Motion to approve. >> Second. >> All those in favor? I I motion 40. Okay. >> 10 is our board workshop. 10.1 is on student data. Okay. It's one side. It's one side. I need to try it. >> Then I can move if I feel like I need to >> Thank you. >> point something easier. >> All right. So for our academic data, is this on? No. Yes. There. >> Down. >> Awesome. I love that. Okay. Now, where am I pointing this to move it? We're going to focus on Can you go to the next slide, please? Thanks. >> Oh,
016>> yay. Okay. Um, let me go back. So, we're really going to focus on strengths and opportunities as we go through this data. Um, emphasizing, of course, that Sanorita is the district where we all learn and grow. We are going to see some celebrations and also see that we still have a long ways to go. So looking um first at our recent CASP data. This is um the data from the spring of 2025 and it is not published yet. So it's preliminary data um but with our anal our data analyst we're able to pull those raw reports out of Tom's to be able to put this report together and it will be representative of what we're going to see once that dashboard data is published. So this first page shows overall district-wide achievement um in
017two layers. So the outer layer with the green is from 2324. So our spring 24 data. The inner circle with blue is our current 2025 spring data. So we can see that there's growth in both ELA and math. Although it's small and we still have a ways to go. Um that is a growth that we can celebrate. We're moving in the right direction. >> Sorry, before we move forward, can you explain the chart again? Sorry, it was closed was quick. >> So the blue Okay, he's meeting the standard. And >> we want our students to be in the blue and dark blue. >> Okay, >> those are met standard. Sorry, that the key got cut off in order for the circles to keep their shape. But um the dark blue is standard exceeded. The lighter
018blue is standard met and then the light gray is standard nearly met and the dark gray is standard not met. >> Okay. >> Yeah. >> Correct. >> Okay. The outer circle >> and the inner circle is the current year >> our current data. >> Okay. Got it. Okay. So I see. Okay. So >> yeah. Thank you for asking that. >> Okay. I got it. Thank you. >> Okay. So continuing with those same color representations on the next page um this is a data again districtwide but broken down by subgroup. So we have our socioeconomically disadvantaged sed is the first group where we see growth um in the blue compared to the green from last year. Um, and this is ELA, I should point out, students with disabilities, we see a a slight decline. So, that's
019definitely an area for growth for us as a district. Um, moving down to English learners, there is an increase in standard met, but it's very small. So, again, an area for growth for us. White students are one of our subgroups that declined. Hispanic students gained and all students as a cohort made gains as we saw on the first slide. And that's for ELA. When we move to the next page, we'll see that same um graph but for a math assessment in CASP. And in math, all of our student groups gained at least slightly with the exception of students with disabilities and English learners. Again, our two focus subgroups. This chart instead of breaking it down by subgroup is breaking the data down by grade level again across the entire district but starting with third grade
020and moving through ETH. Um because these are the grade levels that do take the assessment. So, in looking at this today with our EL specialists, um they all pointed out that these are different cohorts of students. It's the same grade level, but comparing two years of that grade level. And so, um one of them said, "Well, that group of students, I can see why we had that either much growth or that decline in that grade." So later what we'll do is look at cohorts and how they progressed from like how they did in sixth grade and seventh grade etc. So for example like the third graders for example the the bottom level right which would be the 2024 performance >> the 2025 we'd be looking them as fourth graders right so they would be the
021next level >> this is but this is third grade two years in a row so same grade level but two groups of students so third graders in 23 24 and then third graders in 2425 but Yes. Then at the next row, it's those Yes. Then it's those fourth graders. >> Yeah, that's correct. And we have another chart that's going to lay that out really clearly for us. >> Mhm. So, this is ELA, and we see gains with the exceptions of two grade levels, fourth and seventh. This is that same graph by grade level, but with math. And similarly there are gains in all grade levels except fourth and seventh which is where the teachers were saying oh well it's a completely different cohort of students and we know those kiddos. So kids who have struggled
022a little bit more from the beginning but areas definitely for us to look at and continue working with >> I know uh uh shall we till the end? Sorry, I asked my questions at the end. Yeah. >> You sure? >> Well, okay. Well, so we're doing a lot of different things. It's just I mean, it's really saddening. I'm sure when you guys saw the data, too, that like on the eighth graders, like 70% of our students, you know, are in the one >> area there. >> Yeah. >> You know, and >> it is it's it's very concerning. Um >> it's >> so this year we know that math is is a an area where we're not performing. I mean, ELA is not fantastic either, but math is worse. Um, so we have some things happening
023this year to address that. Um, working with CSUMB, middle school math teachers have had the opportunity to have some very specific PD on some teaching strategies to help students own more of the thinking in math. Um, and that's continuing this year. Additionally, with our Eureka math curriculum, we have a success partner who is scheduled to come visit each school site one day this fall and do a site walk with the principal, assistant principal, academic coach, and me to look at are we implementing the curriculum the way it's intended so that we're passing responsibility away from the teacher and to the students to develop their math mindset. Yeah, because I do see there I mean there was a huge Well, I guess we it's not the same cohort and not I guess it's always tough to
024because visually I want to see it a certain way and then obviously it's that it's not the the same. So like for example the 20 So the let me see 24 would be the bottom. >> You said there's another chart that compares Yes. Okay. I'll wait for that chart. >> I'll keep moving. That's coming up next. So I have it for ELA first. So you can see here the cohort it's the third graders and 24 and then fourth graders and 25 and then fourth graders 24 fifth graders 25. Um and so when we look at it this way we're seeing that students those cohorts of students are increasing their proficiency each year. >> Miss I'm sorry. Did you have a >> No, I I I concur. I mean um that's a big outlier. That's a
025huge outlier. Yeah. There's something wrong. >> Yeah. And and I guess I 70% >> coupled that with the next correlation of 21% you're talking 81% of eighth graders in our district. >> Yeah. And that was the 70% is um from 23 24. Um we have that now that level one to 57% this last spring. So, we're working towards improvement. Um, it's not as fast as we want it to be. >> Yeah. >> No, I'm I'm I'm glad to see the numbers went up or I don't have the data on that, but yeah. No, I'm sorry. They did go up, but yeah, that's 70% for that one year. That's a major outlier. >> Mhm. >> Yeah. And I do see now that the court I mean there's obviously it's still huge, but there is definitely improvements
026that are that are showing because I mean even from one year it was 54 to 42. I mean that's 12 percentage points. I mean that's that's a huge number of uh >> I mean >> but it's still high. Yeah, >> there is some recovery there. Yeah. >> Yeah. Yeah. Yeah. >> Yeah. I see the the dark gray shrinking. >> Mhm. >> And I see the blues in combination >> increasing here. >> Increasing. >> Yeah. >> Um >> I just the fact that which I'm sure you guys too, the size of the gray. >> It's the size of the gray that's daunting. >> Yeah. as like you know and I guess the biggest thing um which I know we're doing but um just as a reminder to parents like cuz a lot of parents you know
027when they come say well they're they're low what are you guys doing to fix >> right you know it's our responsibility this is within our um expertise this is what we are being paid to do literally as an education system so we're we're implementing some things differently than we have in the past and I think the beginning of that is what's led us to start moving in this right direction. Um, and so I'm I'm eager to get through this year and see how much more we can grow because of what we're putting in place. >> That makes sense. >> I'm totally eager to see what what made that big difference, you know, to go from 70% back down to 57. Whatever is working, we need to emphasize, you know, >> and I think a big
028piece of this is we know that our truency rate has also greatly declined. So students are coming to school, which that's the number one, right? We can only teach them if they're here. Um, we had great gains last year. We're anticipating more gates this year. So, I think, you know, number one is we have to have them here. If they're here, we can teach them, but kids have to be here. And so, you know, parents have listened and they've responded. So, I think that's >> We've also more than doubled our students who are staying for after school support this year. So, there are >> things that we have an eye on to track and see what kind of impact they're making. >> Yeah. Is is it just kind of thinking out loud possible as we
029go forward with these data presentations for the following years to maybe do like a threeyear fouryear >> um just so that way we can say like >> yeah we definitely can >> because then I think that will help also like in speaking to to community folks like hey >> doesn't look good new but when we started >> yes >> we're here so keep that in perspective that we're at least year after year we are making progress towards that also um you know considering our socioeconomic database that we pull our students from. You know, it'll be helpful to see like uh districts with similar socioeconomics and do a comparative, >> you know, um then I think the public will have a better understanding of how well how well we're doing with our population base compared to
030other population bases that are similar >> and then we can compare, you know, rather than just looking at our own data. >> Yeah. But as long as we're making improvements, so that's >> Oh, yeah. No, I I definitely see improvements. Bad. I don't want to be converted to people who are doing better. >> Yeah. >> No, no, but it it helps to know um you know if if another district with similar you know socioeconomic population base is is doing a little better then we can go find out what they're doing. >> Yeah, that's true. >> You know it's it's always good to see you know what's out there and what's working and um you know I'm always looking for better ideas you know >> definitely. >> So this is our ELA data for the cohort
031view. This is the math data for the cohort view. And here it's a different picture. We talked about how um we had a couple of grade levels that looked like they had declined. Um and it looks different in this perspective when we're comparing the same cohort of students. So in third to fourth, it's approximately the same for math, although the bottom gray shrunk a little bit. In fourth, from fourth grade to fifth grade, our students declined. >> Interesting. >> From fifth to sixth, there was a slight there was slight growth. 6th to 7th, there's some growth, but then 7th to 8th, again, we see a decline. So that's something that our principles will be digging into and academic coaches more with um the all of this data with their school site data and their teams
032to really think about you know what things do they think were different in 23 24 than 2425. Um what differences did they have in the students? what differences did they have in how they were teaching to really consider what caused especially where we see declines. >> Yeah. Um the town halls I think hopefully it'll be good if they are well attended because then if parents come out and they say hey we're we're struggling. Um and I know get there gets a lot of stuff sent out through social media. I wonder I guess I'll have to think closer just make sure we get the word out. I would I would want people because that means if people need help or students need help, I want parents to know like, hey, we're a district that will help
033you. We just need you to tell us. >> That's part of the benefit of partnering with uh like Centro and partnering with building healthy communities is that that getting the word out is beyond us as well, right? So, it'll be us, but it's also those those groups that are working on community engagement and so it builds that as well. So, yeah, that's >> Yeah, because I'm thinking like if I mean, I don't know how we can do this even if you give us a list of address. I don't mind going door to door. show up to the meeting, let us know how we can improve your student experience. >> And and I think that an important piece in like our conversation, my conversation with parents and my surveying of parents and stuff is overall our
034parents are very very happy with what's happening in our district, right? That's that's one of the challenges and it's part of the challenge around I mean it it's a challenge but it's a positive, right? That that families aren't coming out sometimes is that when we talk to them they're very happy. I mean the the um the indicator on like our California healthy kids survey is like 98%. Like parents are really happy. What we need to do is like is really move parents forward in understanding how we partner to address some of these issues as well, right? So even if you don't have a concern, come work with us. Let's brainstorm together because you know your child best and we're experts in teaching and that's when together we can make these changes. And so that's a
035big piece of what we'll be pushing at the town hall. It's not just if you have a complaint. It's not just if you have something that's great. It's about together is how we make change here. >> Yeah. Pretty much like when your student leaves our district, we want to walk away to be successful the next they go. So, >> okay. So, we've talked about strengths and opportunities along the way. We know we have a lot of um growth to make in both ELA and math. And we know we have some focus um subgroups with our students with disabilities, with our English learner students, and also with a couple of cohorts of students that we want to keep an eye on. Did you want to add anything? >> Right. >> No, I I apologize. I'm running
036a little bit out of time, but I was just kind of forward looking at the I Ready data, you know, and um before I leave, I I just wanted to see what is the correlation cuz it looks like I ready seems to project a little different image than what CAS was showing. >> Let me fast forward to that to show you. >> I apologize to the board >> and then I'll and then I'll go back. Um, wait. Does it? So, for ELA, it looks like there's a closer alignment than there is for math. This is um, and you can see it in these wheels. Um, I found this chart to be really interesting and this is where I wanted to walk over. I'll just carry the mic with me. Um, but when I look at
037ELA students who were three or more grade levels below on I Ready, nine of them met standard on CASP. Here we have students who let me see exceeded standard. Some of them were one grade level below. 34 were showing as early on grade level. It's not perfect, but what we look at as our bigger indicators um not met and three or more grade levels below, that makes a lot of sense. Um mid-grade level or higher, we're having these groups of students who are meeting either standard met or standard exceeded on the ESPback. Becky, does that does that information on there include the fact that our first second graders take I Ready >> or is that >> Yeah, this is looking at the third through eighth graders for the correlation. >> So my my question would
038be um is I ready and this is a general question. Is I ready a good assessment tool in the interim before CASP to guide instruction? Is it the best we have? Is it uh something we need to look at or because I mean I do see some correlation but in other areas I see it's not very correlated. So >> this year it's it is a little bit less correlated than it was last year. Last year it was like 90% correlated. Um so I'm not sure why it's not as high this year. Um, but I think going back to to here, >> we're going to need to know like for math that these um what is it? The early ongrade level and mid or above the mid or above is guaranteeing that they're meeting either a
039three or four. Mhm. >> But that early on grade level is not a good indicator for us. As opposed to in ELA, the majority of students who scored either early on or mid or above in I Ready made the three or four in CASP. That's closer to what we saw for both subjects last year. >> I mean, if it's the best we have, it's the best we have, you know, but I do see some amount of growth over time. So that we're moving in the right direction. >> Okay. So I'll take us back to Ready. >> Okay. So going back to look at that I Ready data. These are two-year matched placements again. So kindergarteners in 24, spring of 24 and then first graders spring of 25. Um, in kindergarten, of course, students cannot be
040three or more grade levels behind, and they don't start out one grade level behind. So, this is where that gap begins to um be discovered. And then we see students growing from first to second with the green, but that one or two below is starting to rise. And it's interesting to me how the green grows and the red also grows and kind of squeezes out the middle. >> So just for example on the 2024 the kinder that first year yellow that means the students that are entering already they're kind of behind on >> they're starting below grade level >> at 53%. Holy smoke. And so as Becky was sharing, when you take I Ready as a kinder, they're not really predicting three grad levels below. They're just it's for your on kinder, but by the
041end they are able to say you're at least they're coming in without at when you think of your kinder, they're coming out without those pre-erequisite kinder skills. >> Um and so that's where you see that initial gap. Um, and then looking at between like it's the same group of students, right? Be back. So you go when they were kinder and then when they were first and then when they were first and when they were second. >> Yeah. It's why the work I mean I always think like I would volunteer for first five if I was retired. I think because that early um learning is so important. parents looking at books with their children, even if they can't read and just talk about the pictures, developing vocabulary, um exposing to music and rhythm and dancing. All
042of those things um activate the child's brain. Children starting kindergarten come in with a huge gap in vocabulary, just general vocabulary, and that's really where the gap begins. >> So, I guess where TK is so important. >> Yes. In preschool. Yeah. >> Okay. And similarly with the math, I think we see a similar pattern. Although the the green doesn't really grow in a way that we want it to grow. They're growing each year from one year to the next. >> The academic language for man was >> they might be Well, in ELA, but then when they do math, I mean, there's so much vocabulary. >> It's technical vocabulary in math. >> But I just feel that that might be one factor. >> Absolutely. That's something the teachers and I were talking about today as we
043looked at this. Um, this is median percent progress to I Ready growth goals. Um and so the green bands are representative of one year's growth in one year's time. The blue bands for stretch growth indicate growing more than one year's growth in one year's time, which is what we need for our students who are behind grade level. If they only achieve one grade level at a time, they'll just continue to be that far behind. So, what this shows is if I lined up 100 students, student number 50 in the middle um scored 100% or got to 100% of their typical growth and 54% of their stretch growth. So, there are students who did more than that above and students who did less than that below. That is the middle child. Um and then the same
044for math. And this is showing that representation for ELA by grade level. We can see that students are making their typical growth for the most part. It's the stretch growth that we really need to start pushing more for students to close those gaps. >> So the percentage like for example says like 113. What do those represent again? machine >> 133 >> 113%. So if I am the middle child in out of a row of 100 because that's an easy number. I'm number 50. I did 113% of my typical growth. I exceeded typical and on stretch growth I met the 56%. So then there's like 49 kids below me, 48 kids above me. >> Okay. Mhm. And this is that same chart for math. Um, and then this breakdown is that typical and stretch growth but
045by subgroup. Um, it looks like English learners in ELA, their graphs look about the same as our other subgroups, but students with disabilities um are fewer for meeting that growth. And in math, you can see students with disabilities again stand out. Okay, I think we've talked about these definitely opportunity to push stretch growth um and understanding that the math is less correlated than the ELA. So for these comparisons, we already looked at this first and second slide, so I'll keep moving. >> I didn't understand that other slide when you were going with Miss Pat Mattel. this one. >> Yeah, I didn't understand this one. >> Okay, let me let me walk back over. It's easiest for me if I can touch it. >> Sure. >> Um, so these rows are indicating the levels on ESPback
046of exceeded standard, met standard, nearly met or not met. And these columns are representing their IR placement at the end of the year. >> Okay. So in ELA, 465 students scored three or more grade levels below and 70 and not met standard. 74 of them nearly met standard but showed on I Ready is three or more grade levels below. Nine of these who scored three or more grade levels below um they met standard on ESPback. >> Okay. So the I Ready is the bottom one. Yes. And >> that's back is one to the left. >> Yes. Uhhuh. So I when I was showing this to the Yale specialists, um I believe it was Miss Trip who said, "Well, I know who I could probably name who those nine are." I said, "Oh, middle schoolers who
047are not taking I Ready seriously but have the capacity." Um, and then if we look >> up here, we have 111 students who exceeded standard, 150 students who met standard, and these are students who were in the mid grade level or higher on their I Ready. Um, so it's interesting when you look at these middle ones. >> Yeah. >> Because I'm looking at, okay, these students on I Ready are two or more grade levels below. 167 of them did not meet standard. 72 nearly met it. 24 did meet it. And yet they're scoring two or more grade levels below here. >> See? And the next one's even bigger because >> that they met it and even though they're one below >> one below. Yeah. So it's a I thought this was a really interesting way
048to look at the data >> and think about who these students are. And it's you know it's an indicator. I mean, I think sometimes when students are not taking I ready seriously, there can be lots of factors. >> I did that in high school a couple times. I said, "Is this going to impact my grades or college?" >> Yeah. >> Nope. I said, "Okay." >> Uhhuh. >> I was like, >> "Yeah, >> I feel." >> So, so yeah, it's an interesting perspective of our students >> and it also speaks to the fact that oftentimes an assessment is a snapshot of a day, right? So >> could have been a bad morning, you had a bad day there. ESBAT comes five, six months later, seven months later and life feels better, right? And so >> I
049think too like on diagnostic one, if students don't take that seriously, they can be misplaced for because they do my path learning on that a few times a week and that's at their level to catch them up. That's where the growth comes from for a typical or stretch. And if I am having a a bad couple days, I don't do my best on I Ready, I'm placed well below where I'm where I'm actually achieving. The lessons that I'm being presented with are pretty boring because I know all of it. So then I'm not as motivated to work through it. Um, so we looked at these correlations. when we see a correlation um of 70% or higher that's considered um scientifically as highly correlated and so we can see um this in ELA we're showing as
050highly correlated which we saw in that big wheel chart first thing in math the correlation is a little bit less particularly in seventh and eighth grade >> so correl relation between the test scores and the >> between the I Ready scores and the CASP scores. Mhm. Which is what Mr. Patel was asking about. >> Okay. Thank you. >> Um these are students who met or exceeded standard on CASP and they were they had reached the levels of midgrade level or higher on I Ready. Um, and this is the same look but by grade level. So we can see that students who did meet or exceed standard are typically the students who are mid-grade level or higher on I Ready. So looking at our English learners who are one of our focus groups, they also take
051that summitative LPAC each spring. And similar to the first wheel, this wheel shows the green is last school year in 2024 and the blue I'm sorry, two years ago now because we're in the new year. It's the 2324 LPAC and the blue indicates last spring in 2025. What I notice is that if I combine the two greens or I combine the two blues, it's about the same. It's not better, not worse. If I break it down, the students who were scoring fours declined or decreased and the number for threes increased. The grays also didn't have much change. So, this is something I looked at with our EL specialists today to kind of think through what things are working for us and what things may we need to adjust. One of the things that they're asking
052for is for us to look at potentially a new curriculum for a for our newcomers because what we have with English 3D is language launch and it gives them a couple days of like alphabet and numbers and then jumps into kind of assuming they can already read in English which is not the case. the lessons are very high level and we need something to bridge that gap to give them everyday vocabulary, let alone academic vocabulary before we can jump to that. >> And and how does that process work like as far as getting new curriculum >> now that we've identified that? >> Um, we talked through some of the things that we've heard about. Um, so we're going to reach out to some of our colleagues in other districts that we know are using some
053different things, bring those together to our next EL specialist meeting next month and talk about them. and then um potentially bring a recommendation to curriculum counsel and let curriculum counsel see the materials to see what their opinion is. >> Okay. >> Mhm. This breaks down the data um by grade level in the center of the circle and also by um the English domain whether that's listening, speaking, reading or writing. And we can see that reading is definitely our weakest area. Writing and listen, sorry, writing and speaking, if you combine the blues, they're about the same, but the level fours in there are low fewer in writing. And then listening, um, is probably our second highest. You can see also in third grade there's a dip in the scores the test changes and gets much more
054difficult in third grade. So ideally we would see students growing through kindergarten first second. It would be lovely if they grew in third but it's less likely because the test changes so much. Um but then you see again the progression of growth through fifth grade. Then these students move to middle school and we see that dip again. Um looking at the sumitative ELPAC results by school. Um I'm going to walk over again. So this begins with Gavlan view. The top row is 2025. The bottom row is 2024. and it breaks it down by um beginning, somewhat developed, moderately developed, or well-developed, which are levels 1 2 3 4. Um this blue column combines the moderately and well-developed here. So in 2025 at GV there were 39% who scored a three or four compared to in
0552024 it was 45%. and at JG 57% in 2025 compared to 49% and so forth. So again, as I've said all evening, English learners are a big focus area for us. And English learners also include um newcomers. Is that >> Yes. >> So that can be a pretty big mixture of who's coming to the that school, >> right? And students do receive um at least 30 minutes of designated EL daily if they are um English learners and that's provided to them at their level. So at most schools where there are many English learners, those students are leveling out amongst classes. So say in second grade at Santaorita, they're saying all the second graders who are ones and maybe lower twos are going to this teacher, twos, maybe some threes going to this teacher, etc., so
056that they're getting it at the level that they need for that 30 minutes a day. Um, and additionally, ELD strategies are also being used throughout the entire day with their teacher when they're also with their English- speakaking peers. >> How does that get identified as far as like the 30 minutes versus 20 versus 45 versus an hour? >> The state doesn't give us exact guidance. 30 minutes is typical across this county, at least probably across count um California. Um, in middle school, it's sometimes a whole period. So that's when it would be more. >> Um, but it's typically a 30 minute block. >> Okay. And has that been ever I'm just I don't know discuss like what if we do 45 or something different? >> We we could look at that. It would mean shaving
057time off of something else. >> Sure. Of course. Yeah. >> So, um, yeah, it's it's definitely something that is within our realm of possibility. >> I don't know how effective. I'm just thinking how Yeah, I hear you. Wondering. Yeah. Okay, these are numbers of students who were re reclassified as fluent English proficient. Um, the light blue line is last year 2425 and the darker blue line is the previous year 2324. Um so by school site you can see that with the exception of Santaorita all schools reclassified more English learners to reps fluent English speakers um in this previous year. So for for like John Gutierrez does that mean there was less one year correct or >> there were less in 23 24 kind of down on that bottom dark blue line and then their line
058shoots up because they had a large number of students who were reclassified this previous year. >> It also depends how many students qualify to be reclassif. >> Yeah. They have to meet all of the requirements. >> Yeah. So some years it could be more students or less. As a reminder, uh, you guys do like a ceremony, right, when they get reclassified or am I was this something for something else? You guys did that. They do >> or >> it's by site. So, the sites do Yeah. a reclassification. >> Yeah. Presentation with families and students. >> Okay. And then I think I only have one slide here for our science test. Um only fifth graders and eighth graders take the um state science test. And this is fifth and eighth grade combined. And you can see
059that the blue um that indicates has outpaced the green from the prior year. So we made some growth in science. The dark gray also shrunk. So that's a good sign. We definitely want that blue to increase. Okay. Um, recently our cabinet level leadership met with our parseek data analyst and success partner to talk about clarity for our goals for the coming year. And we know in our LCAP we have 10 broad goals. And it if we focus on every bit of that, we're not going to accomplish anything. We'll be too scattered. So, we took the most important things that we know about our data um and about our LCAP goals and we wrote three focus goals for us for the year. So this is our first focus goal which is not about the academic data
060but we know that without this piece of belonging and being a part of a school culture that welcomes you and embraces you um without our restorative practices. We're not going to get to the academics. So this is our first goal is to focus on the belonging book which adds on to our restorative practices toolbox. Our second goal is related to literacy and math and high quality tier one instruction and a multi-tered system of support that identifies students when they're falling behind early and provides immediate interventions to try and catch them before they fall too far. Our last goal is around inclusion practices for our students with disabilities and making sure that they have access to grade level standards and peers as well as integrated EL and differentiated instruction to make sure that we are focused
061on our English learners and their needs And that is the end of my 40page presentation. What reflections and or questions do you have? >> No, I good. I'm glad that um I think that we're hitting points and then there's points of pivot, right? One thing you were mentioning about like the English learning curriculum and how hey this is not working so we have it. So that's really important. Um and also I know in the past I'm not sure this is happening or not. We were um for our site principles, we had discussed having like coaches for them. Um do we still do that or was that um >> um we don't but instead what we're doing this year is Becky mentioned that we had our partners in from Parseek. And so we first did like
062a cabinet level workshop to set these goals and it was great because it was it was us, Melanie, Krisha, Claudia, you know, everybody came out and what we realized is we need to focus our goals on our site administrative team as well because that's our sphere of close influence. And so then the work that we have with our um weekly principal leader meeting because it's principles and assistant principles coming in as well is to remind ourselves at the start of each meeting what our roles are that we are going to ask the hard questions. We are we work as allies for them but also agitators to be like but what's the next thing to very professionally and kindly like to agitate right and so for them it's to look at the data and dig down
063and interrogate and be like so what is the reason for that why would that be right and ask those questions so we're doing more of an internal structure where we're bringing in and partnering like in our group sessions instead >> and So Becky brought this idea in and then you know with our team surrounding and as we're transitioning especially from learning walks into the instructional rounds process that it makes natural partnerships for our level with the site level because then they're going in and they're leading that work with their leadership teams at their school site which again Becky is upleveling this year with the teacher leadermies that she's doing for the folks who are um on the school site's leadership team. So that's different. And so we're trying it with a a more layered approach
064with what is each group of people's most direct sphere of influence that you have over and so um that's new this year. >> Okay. So that's okay. Yeah. No, I know we have had a conversation in the past where I mean the site principles essentially are what are going to make the school site, right? It's how vital it is to support them and obviously get that. So I mean obviously trying this approach but just always um you know like if they and I'm sure you guys do just thinking out loud more than anything is is what do you need to succeed essentially you know there struggles it's like we're here to support where need adjustment where you need extra coaching you know because definitely we're I mean obviously they're the first line you know for
065our students and the teachers there and kind of stuff so >> coaching officially Rebecca because she is our newest principal And I asked her if that would help her and she said yes. So we make bakery to >> talk through. >> Yeah. And if principal is watching, we're here to support you, you know. So obviously if you ever need needer assistance, I mean obviously we're we're here. >> I think Oh, sorry. Sorry. Go ahead. >> Once we have like our learning walks, some of our schools are transitioning to doing the instructional rounds and some of them are sticking with the learning walks for now and that helps with that natural progression. but being able to share with you so that you can come in and you can kind of see that work at the different
066levels with the principles and the teachers um because they're ultimately the beneficiaries of doing those processes as it leads into the direct impact that they have in the classroom on their students. Go. >> I was just going to add I think that I can really see the work that went in with the coaches and with us and I was laughing because today I met with our mental health team and they were saying that in a lot of times with their meetings um before we were getting a lot of calls, right? And now they said that you know a lot of times the administrator would say something when it comes to school climate specifically like they'll say like okay what would summer do? So they're always like we're going to do a WWSD, right? like what
067would and so there's like that coaching from outside and that coaching from internal has really empowered our site leaders to to take ownership and to be able to come and say like okay what would they do and what does that mean here and how does it work and so they're reaching out for support but they're taking ownership in it and that's that's what we want right they own that space in that campus and so um I think that coaching that they had really made them feel like they could get out there and do it with the backing knowing like okay what would what would the team do if they were here with me and if they need us, we're there. So, yeah. >> And and as far as um and I'm sure even if we
068discuss this, forgive me if you remind me with teachers, um do we do annual surveys to see where they're at and what are they needing and kind of stuff? >> Multiple times a year. Multiple times a year. In fact, um we just asking >> Yeah. we just sent out because um going back to ELOP, but um you know teachers classrooms are being used for after school program in many cases and there is an impact in that and so in kind of asking like what do what do you what do you need like this is an impact um they talked about like having things that they could have out for after school kids that maybe doesn't disrupt all their stuff. So we were able to offer every teacher $100. So every teacher whose classroom is being
069used gets to put together an Amazon card of $100. And so those are materials that can be used in after school, but they can use it in their classroom just kind of as a way of saying like we recognize like your stuff is important and you want to have those pieces. And so, you know, I think that that we try to hear them and hear what those needs are and what are going to make some of these things um more applicable for them or make them able to apply them. So, >> okay. Yeah. Cuz I'm >> Don't forget to give me your Amazon cart. >> That's the next line of defense obviously is the teachers who are the rock stars that make the students happen. So, definitely want to make sure they're they're taken care
070of as well. the PLC meetings um are very valuable and if you if they can because I remember that we did the cross um the cross level articulation and that helped a lot because that way I did um fourth grade so there was third grade and then there was fifth grade teachers that got together and then you did that articulation of what and I think that should be happening that absolutely should be happening because that way it carries over to the next grade of whatever they to have some kind of consistency >> as to how they're going you know all the aspects of academic and academic language for math because those math scores >> you know I I I was a little disappointed. in them. But you figure, you know, the kids in math, they
071see numbers and all, but when they take a test and they say, "Oh, um, uh, I can't remember of some kind of academic language that they don't know, >> how are they going to answer?" They they won't they're going to guess. >> They're going to guess. So I just feel that the that the the language academic language for that particular subject is very very important because that's what that's where it's going to get get to them. Maybe not all of them but you would think that a majority of the kids if they knew um I don't like like division. >> Okay, what does division mean? you know, so when they see it in a in a uh test, they're not going to know what the heck is going on. So, >> yeah, >> you know,
072we just need to kind of work work. >> We're and we're also hopeful, I know you mentioned it earlier, the TK enrollment, I mean, that was a wonderful problem to have, right? All right. the start of the school year, the the larger number of students who are with us for a full day of transitional kindergarten now. Um where we can work on those prekinder skills. >> Um that because we're working on them, we have a little more shity of what the student is getting right when they when they enter our kinder because >> transitional kinder is really about getting students ready for kindergarten. you know, our partners at MCOE really, they had spent the day with our TK teachers in the morning and then came to our U principal session to kind of go over
073what they had worked on. Talked about changing a mindset where people are thinking like it's like a kinder year one and then you're going into kinder 2. It's not. It's different. You're really working on the kinder readiness piece as its own thing. And as the state has improved the definition and the programming of that and getting people to understand transitional kindergarten is really meant to be that prechool year um for our students. And so the expansion of it to all to include all four year olds that are eligible um and get the class sizes and the ratio is really meant to push that forward um in a school setting so that we're passing on more students that are ready for entering kindergarten. So this is like our first big year. That's why I I bring
074it up because our numbers grew so much and then each year building that programming. But also like Becky setting up the work and getting our TK team offsite to do that um that PD digging into like workshopping what they're doing so that they're a cohesive unit and that they're not just thought of as like oh we'll just squeeze them in there with kindergarten because they know um that they're unique in what they offer. So >> thanks. Um, so when I see these, I also always go like, "Oh my god." Because, you know, you see the numbers, it's alarming. But then I always like to think like, um, Sarah, I always think of Sarah because she always says this, you know, they're educators. They know um you guys, the teachers work with your students on a
075daily basis. This is a state, a lot of them state tests, right? And so it's like Summer said, like a bad day, what not. It's still alarming. I'm not trying to make any excuses or anything like that, but I like what I Well, I mean, you you guys already brought up um great things that we're going to work on, but what I'm seeing and we know and you mentioned a Becky over and over tonight, the two major groups that we really, really need to make sure that what is it that we need to change because obviously change needs to happen because we see this repetitive is with our uh students. students with disabilities and our English learners that of course we're going to see there that they need the growth. But we need we need
076to find some something to change that too because it's it's these are the students that need the most help and these are the students that I feel that are being impacted the most. So, and I think I had shared last time that one of the areas we're really proud of is our special education students participating in afterchool program um at McKennon for example where our mod severe class is 70% of our mod severe students are staying after school. So um we're working to get a mod severe teacher if anybody's interested um to support us with that. But we have a very large number of our special education students who are staying in afterchool programming which we know is going to have a benefit overall for them. And so um I'm excited to see this year
077what that impact is just because it is such a large number in our after school programs. >> Yeah. I also wanted to share that as Melissa mentioned four of our schools are um ready to be part of our pilot year for instructional rounds. Um and all six of our schools are developing a problem of practice following the um process in the instructional rounds framework which is working with teachers to identify a sightspecific problem using their data that they want to try and focus on and really framing the observations of the data in a way that is about what adult actions are linked to these scores because as the adults, as the teachers, the educators, the support staff, this is our responsibility. So if it's not working for our students, what do we need to change
078to make it work better for our students? Wow. I know how where we were five years ago. Okay. Well, thank you for the presentation. Our next regular school board meeting is September 10th, 2025. Uh is there any suggested future board items? >> Sorry. Just want to point out that our next board meeting on the 10th is actually going to be over at Santaorita Elementary School. We'll notify our community in advance, but we're going to hold our board meeting in the family resource center there at Sanorita Elementary. >> Okay, perfect. Can I get a motion to adjurnn? >> Motion to adjurnn our meeting. >> All those in favor? >> I. >> Motion 30. >> Okay, have a nice evening everyone.