October 28, 2025 Board Meeting

001And these haven't these haven't changed, right? Brian's here. Good evening everyone. >> I love it. Absolutely. All right. Well, I would like to call this meeting to order in open session. Welcome to this evening's hybrid board of trustees meeting being held both in person and virtually. This meeting has been made accessible to members of the public on the link at the Morland School District website as well as on board docs. Any person who requires accommodations to access the meeting has been asked to contact the superintendent's office within 24 hours of this meeting. And this meeting is being recorded and may be published online at a later date. And with that, I'm very excited to invite up a bunch of green alligators up to the podium to lead us in tonight's flex salute, please. Please stand

002up. of the people nationisible with liberty and justice for all. >> You all look fabulous in your Anderson wear. Um, so if we could start by first taking a turn each of you with introducing yourself and maybe telling us a little bit about student council or star camp. I'll start with you. >> Okay. So my name is Anandro and and something about Star Camp is that um at Star Camp our tent was got the reward for the derby. Awesome. >> My name is And um council is um um what's it called? Um you you get elected and and you get elected um and to think like um um like they think you're going to make um good choices at school. That's why they >> That's right. That is right. So you're elected to that position.

003>> Fabulous. >> Very good. My name is Adrian and I think about one thing in Star Camp is the shooting star because it also they also looked exciting. >> Very cool. >> You got to actually see >> that's awesome. >> My name is Masha and our intent was most organized. >> Okay. My name is Naomi and something about um Star Camp is that they learn like to talk to new people and like make new friends. >> Um my name is Naza. I'm in Star Camp. um for student council. I think um we got to choose like some fun activities to do in school like pajama day. >> Oh day. >> Okay, >> that sounds fun. Thank you so much. >> Um you know I I have to start awarding most organized and most disorganized awards

004in my house. And I know who wins who's going to win that in my house. >> So, um, for for for Star Cam, I know you saw this thing. Can you tell me about some of the interesting games and fun activities that you guys did there? I know it was a lot of fun and >> um, so one of the activities that we did was rock climbing. >> Excellent. Okay, >> cool. >> Anybody else had a particular thing? Go ahead. >> No, also archery. Oh my goodness. >> Very cool. Yes. >> We also did and we eat slurs. >> We also did rock climbing. >> Yeah. >> Okay. That is awesome. And last question for me. Everybody's picked out their Halloween costumes. Can you guys know? >> Yeah. >> Yes. >> Awesome. >> Yeah. Okay.

005I I this might be a hard question. Um, but for bonus points, does anyone know what star stands for in Star Camp? You guys do? Yeah, go for it. >> The S in star means strength. >> The T means truth. >> The Achievement. >> Okay. >> And the R means respect. a um really impressed. Um usually we have our board member um Brian share this, but I will say this on behalf of Brian. I just want to say thank you guys for coming and sharing all of your experiences and tell telling us about Star Camp. um because it's really important because every other and every two weeks we stay up here and we you know we make decisions about schools and for students just like you guys. So it's really important that you guys are

006up there and remind us who we're doing this um work for. So thank you to you guys. Thank you to parents um for sharing your students with us. And again, just constantly reminding us that we're here to serve you guys and to make sure that you guys have everything that you need so that every day at school you guys are learning and having fun and just growing to be leaders like you are today. So, thank you guys. >> Dr. Yes. So, is it is it true you're all student council representatives and you all got voted into your positions? >> Wow, that is an honor. such a leadership moment. I am so excited for you and I too want to thank you for coming and leading us in the flag salute, but also just reminding us

007about strength, truth, achievement, and respect. That that brought some tears to my eyes. I just thought was so amazing. Thank you so much for for coming and showing up tonight. And to your families, for staying late and bringing them here, um for all your teachers and your principles, too. >> Nicely done. Good job too. Okay, with that you're welcome to go home >> or you can stay or you can stay. >> I mean Bye guys. >> Thank you. >> Future schoolboard members maybe. >> I know they already know about elections for sure. >> That's right. >> Thank you. >> Have a good night. All right. I'll report out that there was no action taken this evening in closed session and move to or move to the agenda. Are there any changes or questions on tonight's

008agenda? >> No. >> Hearing none. Do I have a motion to approve? >> I'll make a motion to approve tonight's agenda. >> And a second. >> I'll second it. >> All in favor say I. >> I. >> Okay. >> Is Brian with us? >> I said I. >> Oh, okay. There. There you are. Thank you. All right. Comments from the public. Sh. >> Um, members of the public may address the board on any subject of concern to you, including those not on tonight's agenda. However, provisions of the Brown Act preclude any action. As an unaggendaized item, no response is required or permitted from the board or district staff. And as already stated, no action can be taken. The board, however, may instruct the superintendent to follow up, which may or may not include placing the

009item on a future meeting's agenda. If you would like to address the board this evening, please complete the blue public comment card within the first 15 minutes of the board meeting being called to order in public session. On the card, please list the agenda items you would like to speak to. If your comments do not pertain to an agenda item, please write public comment. When your name is called, please come to the podium and state your name and organization that you're representing. Comments are limited to 3 minutes per board governance manual and I don't believe we have any blue cards today. >> Great. >> All right. Thank you. >> Thank you. Superintendence report. Dr. Cod, you are in for a report. Woohoo. All right. So, we can move to the next slide. So, fall is

010definitely full of fun. So, it has been an incredible couple weeks since we last met. There's been a plethora of fall activities from festivals to walk-athons. And guess what? Fundraising, fundraising, fundraising. Um, Anderson held their fall festival. It was sponsored by MEF with a grant, but then they turned around and made $3,000, I believe, for for their school, which is amazing. And what you you if you look closely, you'll see cotton candy covered all over on Jod's arm. That's the beauty of that picture. So, I want to extend a great big thank you to all of the staff, families, parent volunteers that have worked tirelessly over this last few months putting on these special moments that time for the community to get together. Um, and just brings me a lot of joy. Um, speaking of

011big events, the biggest community event of all, the MEF pumpkin patch is in full swing. >> Last Friday, our student musicians played their annual terrifying tunes. There will be trick-or-treating in the pumpkin patch this Friday because it is Halloween if you didn't know that. Um, and then the pumpkin patch wraps up on Saturday with its first ever Dia de los Muertos celebration, which we are excited about. Next slide. Science classes over at MMS performed the annual egg drop challenge where students chose different variables that might keep the egg safe when it's dropped from 7 meters. Thank you, Mr. Scott Adamson, for keeping this tradition alive. Next slide. And our teachers have just finished up their narrative writing unit uh in kindergarten through 8ighth grade classrooms across the district. It has been really amazing to just

012see the student work up on the walls. On the left, you'll see 8th grade memoir writing. Yes. From Miss Michelle Eden's classroom today. She didn't know it was going to be up there where our teachers are learning how to really make the learning come alive through anchor charts so that it's very visual. So, you will walk through classrooms and you'll see everything from kindergarten. Uh Jod sent me one. I a beautiful one. I did not post it, but I'll tell you about it later. Um, from a first grade. Very strong beginning, middle, and end though with some feeling in it. Next slide, please. So, we had our great shakeout on October 16th where in the entire Morland district takes part in our annual earthquake drill. So every school basically prepares and practices for how we

013would react and respond in an actual emergency, not just an earthquake, but really preparing for where we may not have access to first responders and we are our own first responders. So we implement our critical incident command structure and then we rehearse and we run through these different roles. Um, and it looks like we've got some hard hats over there that we take. See, we even dress. We've dressed for the part. Even the next slide. There she is. Our own special um teacher of the year from 2025, Teresa Zaglo. We were at the Santa Clara County Teacher of the Year event last night. Um she was honored. I think my favorite quote of the night from her video says, you know, being a teacher, I feel like I won the lottery. Um and we feel

014like we've won the lottery, too. Mr. Godlo. So, thank you very much. Next slide. Told you it was a long one. The Morland um school district is excited to partner with Vest Valley Community Services for our annual Thanksgiving food drive. We will start November 3rd. It will go through the 14th. We want to encourage our community to participate in any way that they are able. We will have a QR code this year. So, if you'd like to make a financial contribution as opposed to bringing in boxes or cans of food, we're able to do that. Uh, thank you Moren and Debbie for helping to organize that. And then I'm really excited to show you the next two pictures. Next slide. >> You didn't even know this was happening, did you? >> So, our grounds department

015in partnership with the construction team worked with um our landscape uh contractor that we had owed us a little bit of money back. If you remember the um the change order from the last meeting, well, we took that money and we reinvested it in the EDS field. >> And so, I know music. I know Heather's going to cry. >> Um and so this is the result of a lot of hard work from our teams and many thanks to I think Max and Oscar, the grounds um keepers that were really working hard. And so they spent four weeks. I actually want to tell you what they did. They replaced broken bows. They installed installed a new clock and timer for the water, repaired backflows, irrigation wires. Um, and then they airrated, treated the soil, planted the

016seed, and for four weeks now, look, we've got a beautiful green field. Kettle's actually fine. >> I am amazing. >> It looks so good. And we're really proud. A lot of work. And so, >> big kudos. Amazing. >> I thought that was like a mockup. you were coming. >> No, that's what it really looks like. I think that was just taken a couple days ago. >> Yeah, >> good job, Chris and team. >> And good thinking to reinvest that change order money back into that. Um, and then lastly, our last slide, sports update. >> So, boys basketball. Last time we told you about eighth grade EDS championship team, but we also wanted to let you know the outcome for the sixth and seventh grade boys. Seventh grade at MMS U basketball, which is the team

017on your left, won the championship against Latimer. We love Latimer, too. Uh but they went undefeated for back-to-back years. Wow. >> And then Latimer sixth graders on the right went undefeated in regular season. Unfortunately, they lost in a heartbreaker by two points to Steinorf in the championship game. They're still winners in our hearts. So, I just want to say congratulations to all of our sports teams. Um, and that really is the end of my remarks for this port of the agenda. >> Love it. Thank you. >> All right, board members, communications. >> I have nothing for this uh meeting. Yes, >> I think I gave my marathon at the last meeting. So, I think we're good. >> You did have a marathon. >> I did. I apologize, but it was it's a busy time of

018year. >> All right. MTA Union update. >> Good evening. >> Hello. >> I'm because we have a lot going on. I'm going to just curtail it a bit. Betsy Lovely at Baker calls out Heidi Hirchback. You are a rock star. You end your days tired, but the amazing support you give to this year's class is stupendous. >> Trish Karen is shouting out. Stephanie Sitwell. Stephanie is an amazing teacher who is patient and kind. And although things can get a bit stormy in her class, she handles it all with grace and positivity. Scott Adamson calls out Johnny Styles. Thanks for spearheading the MMS chess team. Huge success and getting it up and going. Um the admin team at my school, MMS thanks poor teachers, team of counselors and PE department for spearheading and leading character strong.

019Zenia Kitsy, Stephanie, and Catherine are shouted out by Carmen Alvarez. Thank you for helping plan and support the mini copa. Alex Munoz is shouting out Sarah Kid. Thank you Sarah for making me laugh and keeping me sane. I appreciate you. Brenda Lacy, thank you to everyone at our school for all the love and support from the entire for the entire team during the loss of her father-in-law and mother the scene. of um Stacy at Latimer is shouting at Hillary Gill, rocking it all as usual. >> Thank you. >> All right, Anderson Elementary's Sipsa. >> You can stay seated if you want to. >> It's up to you. still last time. We are going to start off with our age data. So these are 2023 24 um our goal is to go up 5% um from

020last year. So we have been making uh steady growth. So we're very excited to see um all the things that we put into place at the school. It's working really well for our kids um all the interventions and the wonderful GTR going on in the classroom. So um we haven't growth which is great. We want to continue to see that. Um so just a little bit of a breakdown on the subgroup data. So um the goal for the entire student population is 38 because we're trying to go up 5% but we did make um kind of different variables of growth in different places. So how we uh made the goals is a little bit different depending on how much growth they already paid. So we are trying to go up um obviously for all of

021them but maybe the goal. Yeah. the meat and potatoes. So, um some of the things our key actions for ELA, some of the things that we have discontinued or that we're dropping. Um during our guided reading time, we're doing a lesson on supplemental tech programs. Um we really wanted to emphasize giving kids time on text >> and time of writing, just more time on text and more time with writing. And so um we found that a lot of times when the kids were using the online programs, they aren't necessarily getting um the skills that they needed or transferring the things that they were doing in those programs to their activities. So we're doing less time on the supplemental programs. Um and then we're trying to discontinue some inconsistent practices amongst the grade level. So things

022that are very helpful like ABC charts when kindergarten uses one and first grade uses another and second grade uses yet a different one um it can be really disorienting for the kids year to year having to learn a brand new chart. So we are trying to make those things consistent across the grade levels so that the kids can pick up and use it as soon as they go to the next grade and already know what to do with it. >> Um some things that are ongoing that we've been doing um our Sunday essentials every day in grades uh one through five. I know you've probably heard in the others. So, presentations about the UFly adoption going on. Um, we're continuing with Sunday essentials. It is a similar program and it has worked for us as

023you can see in our data. We have gone up a few uh percentage points there. So, uh we have continued with our Sunday essentials. We also have our Sunday intervention pullout groups during independent guided reading time. Um so, we structured that time to make sure that kids are getting that intervention during their independent reading time in guided reading. So they're getting time at the table with the teacher at their level and then they're going to a small group to do their Sunday intervention and then when they come back to class they're doing independent activities. Um we also have integrity in TK and kindergarten as well which we are continuing small group level reading every single day at every single grade level. Uh our writer workshop model that we um really spearheaded last year. We're excited

024to say that every teacher at Anderson has um has been doing writers workshop at least three times a week. Um and they all started last year as well. So we have seen a lot of um the teachers are saying as the kids came in this year that they had a lot of those prerequisite skills from the grade previous because they have all implemented and done it last year. So um they felt like it was able to get started right away. They're all, you know, finishing up their narrative dutics right now and getting excited for the the next unit to get started. Um, we have our newcomers group that meets in grades one through five. They meet every day. Um, and our fifth grade novel study group with our librarian four times per week. And similar

025to our Sunday intervention pull out that happens during the independent portion of guided reading so that the students have um more time on text during that independent piece with an adult there to kind of help facilitate conversations. So it's not a lot of independent time. >> Um, question with the newcomers group. Is that newcomers to Anderson or newcomers to country? newcomers to the country. She has students who are um just learning English for the first time. So, she pulls groups to do some uh she she does the hello program, which is an ELD program to help kids acquire English. And so, um just a lot of basic vocabulary. >> Yeah. Conversations to be able to, you know, ask basic things with their teacher, introduce their family, and yeah, like navigate the school area, too. I'll

026take pictures of all the staff members and and help them learn names and and what their job is and how to phrase it. >> Um some things that are newly introduced this year, uh we did restructure our kindergarten through 2 gradea. Um we restructured her schedule to focus more on reading. Last year she was working um she was doing mostly math groups. Um, but we did find when we were looking at the data that the um that the students who were going to her for the intervention, it wasn't necessarily having the the impact. Thank you. Was that what I was looking for? It wasn't having the impact in the in the data that we were hoping to see in terms of level um standards. So uh we are restructuring to have her support with our

027uh enriched reading groups and she has been helping with writing groups as well too. Um we are focusing on independent level reading as one rotation of GPR every day. So that was one of the things that we did notice um walking around classrooms. We wanted to make sure that kids were doing their independent reading out of their book bags every single day during guided reading. So that's one of the groups every single day no matter what. So kids are all reading out of their book bags. Um and then someone GPR stands for >> guided program there's different yeah people >> okay >> the P is silent and then um this year we've introduced a fourth grade novel study group so we have been doing the fifth grade novel study group with the library and now

028we've added a second group with the fourth graders as well. So now they're also getting um novel study with our librarian for just to add on to what Jessica's saying. So since we have guided reading as a big portion of our day with every grade level throughout all of Anderson, it's guided reading is fantastic and it's great when you're meeting with the teacher for your 15ish minutes that you meet with the teacher every day. But then the question is always what do you do when you're not meeting with the teacher for the other 45 minutes? and 45 minutes is like really big chunk of time every single day. So we're trying we we're working on our schedule to restructure it so that 15 minutes with the teacher, 15 minutes is reading at their instructional level

029book bag which leaves 30 minutes left. And so with having the newcomers group who meets with um you know the teacher just to work on the vocabulary building orientation just to United States in the school. We have that group. Then we have the librarian meets with fifth grade novel study group and she also meets with the fourth grade novel study group. Then restructuring the TOSA meets with all grade levels through five and also our two Sunday intervention aids are also pulling out during that time. So the majority of our students have 15 minutes with the teacher, 15 minutes reading out their book bag, and then 30 minutes with another adult, >> okay? >> Giving them instruction on exactly what their level that they need. So it's less independent time of then the teacher having to

030manage what they're doing, right? Staying focused on track as it starts as a younger person. Yeah. Um, >> can you talk a little bit about the how the novel study is structured for both the fifth graders and I'm assuming it's the same framework for the fourth graders? >> We would say that those are our most able readers who are grade level if not reading above grade level. Okay. Um, we've always had plenty of intervention at Peterson and we're looking to ways that we could um, you know, extend meet the needs of our students that are along grade level and above grade level, which is why doing this novel study with a librarian. So, she chooses a book and there's about eightish students, maybe eight to 10 students in fourth grade and another eight to 10

031in fifth grade. So, they're all reading the same novel. Okay. So when we get to that like the 15 minutes a day when they're reading at their level, they're reading the book that the librarian has selected for them. They're all reading the same book and it's really run like a literature circle or a book club. Well, she'll have questions for them um that they found to discuss, you know, that she's prepared for them. So they can, you know, listen to what other people are thinking about the book. It obviously guides them into different topics of the book. Yeah. the characters are changing or the author's messages. >> And by the end of the year, each one of these kids would have gone through like one, two, three novels or something. >> It's about taking about

032eight weeks to go through a novel. So by the time the year finishes, they would have gone through >> however >> we'll talk about that when we get to the math. But we also, which is a good problem to have, especially in fourth grade, um we have a lot of not a lot, but we have more number of students that are at that on grade level or above. So, we're actually going to after they finish this first hour, we're switching the groups so that our next group of kids who are also at that at grade level above are going to bump into. And is it possible for a kid to enter this novel uh the reading program at any point during the year? Like the teacher says, "Okay, hey, I've seen you making a lot

033of progress." >> Yeah, definitely. So, the teachers are continually monitoring and that's what's great about always having the 15 minutes with the teacher in that group. Okay. Because the teacher is seeing their progress and seeing how they're doing and can reshuffle as needed >> and challenge them with something additional. Okay, that's great. >> Um, one last thing before we move on to Matt. Um, one of the things we also wanted to highlight about our uh, GPR time is we have recently purchased some decodable texts um, at different levels for some of our um, for the different teachers to thank services. >> Yes, thank you Ed services. >> Um, so because you know having a balanced literacy is really good because it helps the kids with the decodables. they're able to read the books uh based

034on the sound patterns that they know and then they also are still using books where they are working more on comprehension and other types of reading strategies. And so they're getting a little bit of both um because we want to make sure that when they're reading independently um during that 15 minutes that they have some that they can just decode and then they have familiar books that they were reading at their instructional level with their teacher as well inside of those book bags and working on other activities with those too. >> Interesting. And then lastly for this is that for our um staff meetings that we have every month, we are trying to make a really concerted effort and focus to have a good portion of the meeting to talk about reading and writing um

035for teachers to be able to share strategies with each other to talk across grade levels to give grade levels some extra planning time in a direct focused manner um specifically around the reading. We just did our last staff meeting when we talk about um you know that we have goals obviously and then the teachers have goals but we wanted to tie in the students too. So we had a big staff meeting around what is like a grade level appropriate goal that you could work on and then the students actually have for themselves. So the teachers were working on creating reading and writing goals for the kids and they're going to check with check in with the kids roughly about once a month just to see how they're trying to tie that in too. Makes >>

036sense. Now that data, it's not as pretty as our data. As you can see, we had a little dip. Um, we were 36% and we dropped down to 32%. So, because of the decrease, instead of just doing the standard, we want to improve by five percentage points, we did 8 percentage points. So that way it was making an increase from 23 24 not just our dip. Um there are a couple highlights of the math data is that our e subgroup and our special ed subgroup did increase also um being there for both of those groups. But again, when we look at all students, we're hoping to get to our goal is to get to the 40% for all students and then um raising 8% for Hispanic because that showed a dip. We're only doing 5%

037increase for EL special education because that was an increase already. And our socioeconomic disadvantage, we're doing the 80% goal because again that was another place where we didn't. Um, Jerry, I mean, I think when you take a look at the the dip and then you look at the subgroup data in your assessment, is that dip primarily being driven by the first subgroup that you called out or is it also in the general ed uh data that you see? You know what I'm saying? Like is the dip what's causing it in your opinion? So, we've been talking obviously a lot about I think it's hard especially for math which doesn't really go together because we did have a we did have an increase in yield but part of that is it and I think all schools

038are seeing this is that we're seeing our new students that come in where they're they're newcomers a lot of them really are brand new newcomers to the country they're just learning English for the first time and those students are exempt from the ELA test the first year, but they are not exempt from the math test. >> Got it. Okay. >> So, even though, you know, I'm a brand new English speaker, I come in, I still have to take the math test. And we had just for whatever reasons, we had a large number of newcomers come in. So, >> yeah, >> that's a portion of it. That's >> Yeah, that makes sense. >> Yeah. Um on the flip side, what um what do you think has caused the I mean the big increase especially in sped

039and the EL students in >> special education is an interesting subgroup because it really depends what are the goals of the students in special education and it's a small number of kids you know not a huge number so one or two kids has a bigger effect on a percentage because it is the smaller group. So, you have to look at like what the students actual goals are in special education. I can be a special education student, but I just had ELA writing goals and actually math is my strength and I'm going to do really well on that or vice versa. So, um not to take away from our special education teachers. They're great. They work so hard and they do so much for the kids. So, obviously that has a factor too, but I think

040you also also it's just looking at the makeup of the kids in special education. All right. So, we already talked about one thing that we're discontinuing for math and it was um we have the model where we have an extra teacher on special assignment who last year was pulling um that extra group and we still have that same model for third, fourth, fifth. So what that does is that gets the largest group of students um or most able students in same class. So their numbers are larger and they're moving at um a quicker pace and um just have they don't need as much small group support. And so with that extra teacher, we were able to have our students that were, you know, more struggling below grade level be in class sizes that about eight

041students to one certificated teacher. um to about 12 students to a certificate teacher. So you can imagine the difference of being a class of like 32 35 to being a class of eight. You get much more small group support teacher le or teacher instruction for um as you need it. So but we did not see in first and second grade the same results that we were seeing in our upper grade levels. And so when we look at our staff and how to best utilize them, we're trying to utilize them more with the reading and writing, which has really helped like we explained with the um during guided reading because there's less independent time for kids. So now we have this extra adult who's able to hold small groups um throughout all of the GBR times.

042So we're using our TOSA in that way, but ongoing TOSSA is staying the same for math for three through five and also kindergarten. um they're still mapping out the units and making sure that they hit all the standards not just by June but by May they do the actual world state testing. What we are playing around with now, so newly introduced kind of, we're still thinking about it and still working with the teachers is what we noticed is like a gap in Eureka math is there's not very much spiral spiral review or just review in general to keep kids going on like fluency of just being able, you know, subtract, multiply, divide, add, but also just rehitting topics that they had before. So we are looking into just how we can set up like a

043continual spiral review for kids so they're not forgetting you know a topic that they you know they did geometry back in September and they don't talk about geometry again till April can easy to forget all the vocabulary and so forth. So, we're playing around with what we can do to integrate some spiral math review into our So, we talked to the teacher a little bit about that in our last meeting and we are coming up with just like we have like homework where it's like reading fluency with their book bags. They already take home their little book bag. So, we're thinking of adding like a paper in there inside their book bag that they already take home. We should really be working on nothing no new concepts but just see Um so one of our

044big highlights for our school climate data is um our students sense of belonging um their relationships with the teachers. Um we did have a lot of increases as you can see both in school belonging and in school teacher student relationships but we also increased in all uh levels or um how the students responded to the climate survey. Um so of course even though we're very proud of all the growth that we've made we always feel we can do better and help strengthen that. So um we have um put 5% as our goal for each to grow 5% each of the year. Before you move on, I would love to highlight the school belonging gains. Um all of the all the progress, school um teacher student relation, all of the all the green arrows going up

045are amazing. I um I I I don't know why I know this, but >> the the amount of growth you've had in terms of just numbers of students over the last couple of years is pretty impressive. Um and so that's probably even harder to achieve when you've got an additional class coming in almost every year. And so I just want to applaud. Um obviously a lot of work has gone into that. >> Yeah. >> Also, as you know, we're we have a more transient population as well. Absolutely. I mean going so it is trying to establish like this is like your home for the culture. >> And this is um was this taken at the end of last school year looking back. >> This is >> all right. So we go from very happy to

046great. So this is our teacher climate data as you can see drops pretty significantly. So we want to obviously improve in these areas. Um the feedback and coaching obviously that's right. We're responsible for that. Jessica and myself when we look back and to be totally honest we're having the same problem this year but we're going to try to get better is that we have when we look reflect on last year we spent 90% of our time in the PKK and preschool like wings area so much time with our younger students that definitely monopolized where we were living in the school we didn't so much make it to the first in bit as much as we would have liked too. Um, so again, that is happening this year, but we're trying to make a better effort

047to give the continual feedback and coaching because we do know how important that is to teachers. And I think it um, you know, the feedback and coaching filters in to employment with, you know, how teachers are feeling about school. I think you probably heard this from many to every school that's presented, but you know, it's a different world. Things are hard, things are difficult. Our teachers are working extra hard and they're really trying, as you saw with our previous um school climate data, to make sure that the students really do feel welcome and like that school is a place where they do belong. So teachers are putting in all of that extra work and extra effort, but then it is definitely an area that we're trying to So, our family climate data um is pretty

048similar to what it was the year prior. You can see not a lot of up and down in really any of the categories. Um we're just really we're really lucky. We have such a wonderful supportive family community. Um, and I know as much effort as we put into making sure our students feel included and belong belonging, um, we do the same for our families. And so, um, we often hear from the families that are there how, um, how much they enjoy the community. So, I think this is pretty reflective of what we see each day as well. And same thing, we do would always like to see that increase. So we do have supports to increase that by >> and um anything specific like I know there's you know one of the challenges just as

049you have challenges with uh transient student population translates to transient parent population as well. >> Um any particular actions that you're taking to kind of drive these up? Yeah. So, we last year, last year, last year we kind of switched around how we did our um adult English class. Okay. It was was much more successful last year. The adult English class was on Wednesdays. Um they meet for three almost four hours on Wednesday mornings. It's a good chunk of time. >> Okay. >> Um for four days, but our teachers are volunteer teachers. They're like, but we're not >> Yeah. >> teachers. But I think that's really helped kind of like a welcoming place that they need >> English help of their own. We also are trying to do more like social gatherings especially for our

050KK families. Um we've had a couple of like coffee times and it's we're trying to get them to interact with each other and just to get the families to know each other a bit better. because we're trying to do that and we're doing it during the school day right after they drop off their student right to be a kindergarten playground and have a little time to gather we'll present you know the next event that we have at school or remind them of the book bags they want or something small but then really just trying to promote the >> got it perhaps thank you actions um things that we've disputed before our school climate initiatives. Um our first grade team wanted to have some alignment with the uh second and fifth grade team. So they are

051using the character strong curriculum along with our second through fifth grade. So they can draw using the emojis um and are focused on character strong. And then second through fifth grade have all dropped second step as again they have all um implemented character strongness here for their curriculum. Um some ongoing things that we are continuing, we do have camois continuing in TK and kinder. Um because it is such a wonderful program and they find that the little ones really um latch on to their characters and walk in classrooms and see a student after lunch holding Lydia or on the carpet still learning but with their their stuff even. Um we have our PBIS uh tier one and tier 2 committees continuing as well um which are teacher le and have um different post school to

052see how we can implement different lengths across the school. Uh we have check and checkout as well which is up and running. We have a few students who are not already them up with some mentors. So very excited to see how that goes. Um as Jody mentioned our um family event that we have we just had our fall festival. We have our family bath night coming up in the winter and family bingo night in the spring which is always a popular one. Um our student council that you guys know many of them today. We're very proud of our student council. They just had elections for the uh president and vice president um on Friday. So that was really exciting. The um fifth graders gave speeches and they all you the third fourth and fifth graders

053filled out their ballots. They turned them in. We got to announce our new fifth grade president and vice president. So that's very exciting. >> We'll bring them to the next >> we didn't know who they were >> and all their political things they need to get, you know, take care of this. They're very busy. Um but yeah, so we're very excited for that. And then as the kids mentioned within the classrooms, they have many elections for their classrooms and so our fourth grade representatives are here today. Um uh all of our attendance protocols are up and running as well too. So making phone calls home when we notice that a student has been tardy quite frequently or absent quite frequently. Um making sure parents number one are just aware of the attendance uh policies but

054also checking in just to see how are things going. Is there anything we can do to support? Um and we did you know help some families get into like before school care or um things like that that they are saying that they need to help get them to school. Um, at each staff meeting, the uh teachers fill out postcards that go home to they pick like one to three students depending on um the the week and they'll uh write a postcard home saying something they're proud of the student for doing or um you know just saying really good things about the kids and sending them home. So we've done those each month. >> Um and then we've talked a lot in our staff meetings about um having the emphasis on transparency during conferences. So just

055to build that um understanding and that relationship with the parents about how their students are doing um when it comes to their learning. So where they really are academically, what are the steps the teacher is taking and then what are some resources the parents can have or things that they can do at home um just to really open up that dialogue and so um you know to help bridge that that support at home as well. Um some newly introduced things we have we have the character >> show have you before we move on just have you had your first round of conferences this year not yet right >> so when you're talking about uh emphasis on transparency can you talk a little bit about how that would show up >> so that would look like

056um sometimes when um uh teachers are meeting with the parents they are really great at emphasizing all the growth that the students are making and all the things that they're doing really well the class because they want the parents to hear all those wonderful things, right, which they should share and they should hear, but it's also important, we uh stressed that it's important for them to talk about where the students really are academically by showing some of the work they've been doing. So, if a student is performing, you know, a couple grade levels below where they are. For for instance, I used to teach fourth grade. So, if I have a fourth grade student who's reading at a first grade level, it's important to let the parent know really where they are academically by showing,

057you know, these are the types of books that they are reading that we're working on. These are the activities I'm doing. Um, here's what an ongrade level fourth grade text looks like and where we're trying to go. Here's how we're doing that and here's what you could do to support at home. just so that the parents really have a good idea of where their kids are so that when we're talking about things like attendance, we want them to be here or, you know, reading the book bag at home, we really want to emphasize that they do those things. We want to make sure that we're stressing the importance of those things. And so, >> okay. >> Good question. >> Um, and again, I'm sure you've heard this at all the SIPA presentations, but we uh

058have the character strong curriculum in grades one through five that we're very excited about. Um our counselor is supporting our teachers a lot with getting that implemented as well. Um our monthly school themes that we do our star student assemblies for. So we have one tomorrow actually. Uh we've aligned with the character strong um monthly theme. So Character Strong's curriculum has a trait that they focus on each month and we were already doing star student assemblies based on the a certain trait. So we just aligned them to be the same. So, they're learning about the trait of the month in their classroom and then we're picking a star student or two or three from each class based on that trait that they were learning about. Um, we have our BCBA plus our full-time behavior tech

059which again I'm sure you guys have heard plenty about. Um, but we are just really grateful for their support and their help and their expertise. Um, one thing that we have also chosen to do as a school is have the Chromebooks stay at school as opposed to having the kids take them home. And we have noticed a big dip and by a big dip I mean we have had none so far everybody um uh issues when it comes to misuse of the uh Chromebooks. So, we did have some things pop up over the last few years of kids, you know, sending emails or logging on to other people's accounts, things that were inappropriate, things like that. So, we were looking at the time stamps when these things were popping up and noticed it was usually

060happening after school hours. >> Um, and then it was obviously taking time when we were coming back to have to, you know, figure out what's going on and and it's, you know, taking away from the kids academic time over having to do all that during the school day. So, we are having the kids leave them at home at school, excuse me. Um because really the the only homework we have the kids do in elementary is reading from their book bags and you know possibly a little math fluency as well. So >> that actually answers my question because I was I was wondering how does that impact you know what they're doing in support of the school day outside of the school day right and so that technology piece is >> hard to navigate. >> It's

061tricky for sure. And a little extra bonus to that to that is the teachers are saying it makes their dayto-day running of their classroom much easier because all their Chromebooks are there for one and they're on charge ready. >> Nice. Okay. >> Have you heard anything from the parents about this in terms of like you know is it positive and like hey that's one less screen that I have to worry about. >> Actually feedback we've gotten from families is positive feedback like oh good like that. One less thing to worry about. >> Yeah. >> And then uh lastly, we have a grant through the county for extra counseling and family support through Pacific Clinic. So we do not have two programs that they um running through campus as well. So we've got some kids um

062without to get their counseling. They've had some intakes and are getting started pretty soon. >> All right. This is our little extra slide here. Um, so this year at school, if you if you look at the photos first, you heard about rock climbing as dark. So that top picture shows them with their little farm hats and their harnesses get ready to tackle the rock wall. Um, you can see they actually slept in tents. So you can see the tents down there. They were not cabins, they were tents, so that was pretty exciting for them. And then the top right picture is kind of you can see the whole camp there. There was one other school that attended along with Anderson. So when you heard the one student reference like making new friends is because they

063were in a tent with kids from a different school did share not only >> Oh so the disorganized was probably because of the others. >> Yeah. >> My kids were amazing. He was definitely owning it. >> And was it only four fourth graders that went to Star Camp? >> Yeah. So Star Camp is run through San Jose Police Department and for fourth graders >> that I mean again Jody I know you worked hard on that over multiple years to get that >> To make that happen. So kudos to you specifically for for kind of pulling that off. >> Congratulations. Well, and I think we talked about um that most police departments, San Jose PD, you know, is not unlike others that are probably struggling for resources, right? And this is such a phenomenal program. I

064would love to know how we can advocate um for its continuence. >> Um I did hear that they are making a video of this past camp and you can share it with us soon. So, I will share it with you once I get it. And so then if you would like to could after you watch the video you could send a comment back about >> Yeah. >> Amazing. Happy to do that. If there's a uh Marin, if there's a repackaged, you know, story or something that you we could share on each of our individual uh social media play, more than happy to because one of the things that I've heard is that they might run out of funding and may not >> they were thinking that unfortunately this might be the last year they were

065able to do star camp. >> So if there's anything we can do to kind of keep it going. Um, another little picture we put on there was from our fall festival that we just had recently. So, that again was a big success. You can see that. Um, another thing we wanted to highlight is that we had a pretty big drop in our product affectism. We went from 29% to 20%. So that was really exciting. Was a lot of combined effort between district office staff and our own um you know staff up in front of our front office and then Jessica and myself just a lot of outreach to families and continually calling but in a nice way how we can help them and what we can do you know to get their child to school

066more and on time. So we're very excited about that pretty significant decrease to continue that this year as well. And then the last little thing on here that we wanted to highlight is that we talked you know obviously our whole success presentation was on um goals for the kind of the end of year big state tests and we look at that for sure but then we're also looking at growth. So if a student is a fourth grader, we say fourth grader as our as our example again. If they come in, you know, reading at a first grade level, are we striving for them to be able to pass a fourth grade level test in May? Of course we are. But we're also looking for just the growth that they're able to make in the one

067year's time. >> So I put this data on just just for some examples of some other data points that we look at throughout the year. So these are the January benchmarks. So for um they take the I Ready benchmarks when they come in in August. They take them again in January. They do not take them again in May or June because that's when they're taking the state test and we don't test kids that are already taking so many assessments. We're not going to give them another standardized test around that May June time. But you can see in January, which is only about halfway through the year, that we have a large percentage of our students have already met their annual growth already in January. So they still have from, you know, February all the way

068to June to continue to grow even though they've already met a year's worth of growth and then their stretch growth. So not only have they done a year's growth, but they've done even more to try to fill in those gaps. Again, they look like small percentages, and they are. We're, you know, we want to try to continue them, but it's just to remember that this is in January with still half of a year to go. These kids, not only have they made a year's growth, they made even more. They've made their stretch growth. So the stretch growth is what we we spend a lot of time not just looking at that you know they're not proficient but then we dig down deeper to see so how are they doing with meeting their typical growth and

069their stretch growth and the teachers really look at that data as well. >> Okay. >> Um the last tiny little thing is that the median Anderson student had made 93% progress toward their annual growth by again by January. So only about halfway through the year they're already reading. Quick question on the absenteeism. First of all, congratulations. That's a pretty big drops going from literally one out of approximately every three kids to one out of five. That's that's huge. >> The question I guess is anecdotally, do you see that concentrated in few kids or is it like that is spread and it kind of waves? It's like, you know, sometimes >> it's a it's a significant number of kids that fall into that chronic absenteeism category. It's hard and I think it is a lot of

070um education for parents. Um >> we've been training our office staff members to say if a parent calls in and say, "Oh, they have a doctor's appointment. They're not coming to school today." We say, "Well, go what time is the doctor's appointment? Can they come in for a little bit before the appointment or the appointment's at 9? When they finished, can you bring them in after the appointment?" just giving them education that they can come even just for a little bit and that does that does you know make a difference. >> Okay. >> Um and then we're also when we look at students with the chronic absenteeism we look for patterns. >> So if there's like one day that they they're missing and it's about every week those days add up. Sometimes we look to

071see, oh, this like always on a Monday. Maybe we can talk with the family to figure out what was there like a family hardship or was there something going on that we >> right >> know about and help them. So, we also look for patterns too. >> Got it. Okay. >> So, I too wanted to touch on the um absenteeism because I know that's obviously a very um important topic districtwide. Um I too wanted to celebrate the March to March um change. That's huge. Um, there are a lot of goals in your SIPA as it relates to chronic absenteeism. What do you what do you I have two questions. What do you find is most effective in terms of like how much time is spent and what the results are you see? Um, and then

072the other piece I wonder about, and maybe this isn't um, something you can answer, but just generally, I know we're making great effort to do um, instead of reacting to chronic absenteeism, working in advance to really educate families. Um, what does that look like for you? your first question, what I think is the most effective, you can chime in too, but I think even though it's time consuming, I really think it's the one-on-one phone calls. We've tried to have like the everybody come, you know, to the meeting, which we've done before. Um, but when we really get kind of the best results, it's when we have the one-on-one calls with families, say, "Hey, we notice like your daughter's missing a lot of school. We really would love to see you here." and explain what they

073miss when they're not here and having those meetings and a lot of times they're just phone calls but having those close calls directly with the families is has been really helpful. And then even for us creating um like a log so we have a track record to say like okay I called on this day and this is the conversation that I had. So that way when we're looking at attendance like a month later, two months later, we're like jogs our memory too. Oh, we talked to the family, they were going to work on this and so then when we have to call them again, you can reference the previous phone call. So keeping that data tracking that call >> sure the one. >> Yeah. >> So proactively, what does that look like at like maybe

074the start of the year? So we depends who's who's naked but we've done lots of things in our newsletter but oftent times the people who you want to read all I'm sure Baker could say to the ones reading the newsletters so it's like you put it out in the newsletters you put it out in your parents square but those are the families that don't need to be hearing those messages who are reading it regularly. So the proactive, we try to make it more personal. So okay, the postcards home will have the teachers in the building, >> you know, so great seeing you all five days this week. You know, you learned so much, that type of thing. Sure. So trying to get the more personal interactions because we have found that just the putting out

075in our newsletter or putting out in Parent Square doesn't really have much of an effect. >> It's understandable. Thank you for all that work. Obviously, all of our schools are doing um tremendous making tremendous efforts to really get kids to school. Um and it really shows. So, thank you. I know it's it's a big time commitment when there probably aren't enough hours in the day to begin with. >> Yes. Um I just want to go back. Thank you. First of all, it's a lot of work putting all of this together and it always is a late night. Um, and it's been a long day. Um, I want to go back to the family climate data because I want to point a few things out that I think are pretty exceptional. So, you in each of

076these categories outperform the district average by um, double digits. And that says a lot about a school community that also has a very transient population. So it tells me that your students and your families um know that the school belongs to them, that they belong. You know, it is my belief that schools are the center of our communities and this data shows that they believe that too. And so I didn't want I don't want to underestimate how big those ga those gains are and those numbers are because there's a lot of ways that we look at what makes a successful school and um the Anderson community is very lucky to have Anderson School in their community. So I just want to thank you for your leadership and all of the teachers and staff's hard work

077to make that happen. >> All right, any other questions or comments? I >> want to say thank you guys um so much. um excited for for this school year. Um and oh actually you have questions which just like popped into my head. Um I know you did mention how um a lot of the time has been spent with the TKK. Could you expand a little bit more on that? Is mostly I know we both like behavior and stuff. Is that both what's pulling you guys the most? >> Interesting because we've now seen this from year to year to year. So it isn't just like a one off it happens to be it's continuing that we're spending a lot of time in TK. Um for most of our students the TKK time is the first time

078they've been in any type of structured setting. Um so I think adjusting to being not just you know at home with family members but now I'm in a you know large class environment. I have to, you know, my my expectations are much different in the classroom setting than they are at home. So just that transition to be like it's expected of me. How do I, you know, listen to the teacher? How do I follow through, you know, what's being asked? There's lots of big feelings involved in that. >> Yeah. >> And many times the big big feelings require lots of adult extra attention. >> Got it. Well said. >> Yeah. Yep. >> It is a big transition for the TK, you know. So, >> all right. Um, with that, it is an action item. >>

079Yeah, it is recommended that the board of trustees approve Anderson Elementary School's 20256 school plans for student achievement. Great. >> I'll make a motion to approve Anderson's steps. We >> second. I'll second it. All in favor say I. I. There's a friend. >> It's a floating voice. >> All right. Thank you, speaker. >> Hello. Hi. We'll get started. Um, we're looking at our language arts data. And on the first side you can see um we had a slight decline of 1% um but it gets hard when you go down to 59 from 70 that so um we do want to know like over half of our students exceeded the standard which is pretty amazing. Um and our goal was like a 6% gain for this school year. And then if we look at our subgroups

080um for ELA our stayed the same. We saw a really good jump in our English learners and we were so proud of that because um we really targeted our EL last year. There were a lot of things we did focusing on speaking, listening, reading and writing throughout the whole school day. We really talked about that. Um and of course having a more conversation and listening to the other success of student discourse and getting kids talking getting them talking about the academics. We feel that really helped our English language students um and making them more comfortable in the class setting. So like the pair share the opportunity to talk and then also um like other school shared we had English language like pull out in a smaller group where they're working on the hello program um

081with more ba basic English skills but um that was a really good gain for us. um we did see a dip in sped and kind of looking at that um it's hardest we didn't see it in math but um our goal would really be to focus on a collaboration with our sped teams that are like RSP teachers really collaborating with our general ed teachers and that our sped teachers are collaborating with this teachers that have mainstreaming students just really making sure it's on the same page and all kids have access to the grade level um that content the materials Um and then our pretty much stay the same. And then just we trying to really reasonable goals for next year. >> A quick question Jenna on on the eel. That's first of all that's a

082a pretty healthy uh bomb up >> and um you know you mentioned that you know you did a lot of things to kind of drive that specifically targeted towards Yale um population. Is that part of a curriculum or was it more of like, you know, hey, these are the things that seem to be working. Let's kind of double down into it. It was more ad hoc. >> Yeah, I think it was a lot of like conversations with staff over staff meetings last year because it's been a few years where we've seen like populations in this area change. So now those conversations, everyone can relate to them much more. We have more experience working with English learners and really can apply things. So when we talk about like increasing the student talk and um really getting

083students the opportunity and and not always pairing ELS and ELS together, they can learn a lot from each other in the classroom. We really I think that has helped >> that is and it's just been that conversation we've had as a staff. >> Okay. Okay. >> Yeah. So some of our key actions, one thing that has been discontinued is that traditional reading intervention program. So last year there was one credential teacher who was the reading intervention teacher and then we had a dedicated cease teacher who worked with English learners and then there was an instructional aid as well. And this year we have a new reading intervention team. So we have a credential teacher and two instructional aids. >> Okay. and they are each working with groups of students. So at any given time there's

084three reading groups happening in that room. Okay? >> So every adults working with students. It's a more flexible structure. So we're looking at the team's strengths, their experiences and right now we have mixed groups. So our CESUS students are working with English only speakers and that could change. The groups are fluid but making sure that students are getting what they need. um and constantly collaborating. So, we really have pushed at the start of this year making sure that all teachers are collaborating, but especially our intervention teachers and our sped teachers. Um checking in with teachers, not just at the end of a trimester when report cards are due, but having those ongoing conversations and our team has really showed strength with that this year. Um and then just making sure that it's flexible and students

085can move between groups based on what they need. and who is the teacher in the classroom uh deciding those groups to start with and then they move. Okay. >> So, she's meeting with the grade level teachers. >> Okay. >> Um and discussing where students should be placed and then giving them feedback and talking about they should be >> Okay. Was there something like in I don't know like a specific event or maybe not event but something that really had you guys think like oh we really should reworked this this intervention program. >> I think just the opportunity came we had a whole new team for the most part and just having conversations and bringing people together. They all had really a lot of strengths right so you want to make sure that small group is

086working the strength of the teacher or the strength of the aids. We really try to to do that. It's not perfect. We've tweaked things, but um we've seen already a lot of growth. We've seen movement in the groups >> um >> and increasing that student talk as well as Jenna said, making sure that our English learners also have opportunities to work with English only peers. So, they're hearing that academic language um is getting to practice those skills when there's they're needing to work on the same example. Um that's And then um some things we have ongoing um again we've really been talking about last year and then again this year um the alignment and consistency like grade levels what is happening this second grade should be not the exact same but be similar covering the

087same content. So um with ongoing just like the other events had I already um those daily five literacy activities not forgetting all the great things we've done and including that um with small group reading instruction again that student talk and then um building up their comprehension and their stamina they get older that they can um build their abilities and then newly introduced um I know Jenn already talked about it but babyfly integrity u and then we've had that being used in our classroom in intervention and our RSP. So again, that whole na is that consistency really trying to make sure and then you can totally see we've had conversations where our intervention teacher is like I can tell these teachers are doing UFI because they come in know right away what to do which is

088really awesome. Um and then just that writing workshop um the writing units um really focus on that standard base and then um a lot of it was teacher created which creates buy in teachers are um using it um we talked about the intervention and then just again those standards taught like what what are we teaching and what is the why like you're doing this lesson like what is it purpose what does it connect to so just kind of talking about that a little bit more it's a focus >> are the interventions I in reading your um your SIPA there's um reference to um evaluating interventions and um collaborating, right? That I know you're taking the lead on. Um is that just an ongoing >> It's really >> conversation. >> Yeah. Like for example, um today

089we had a list of we're having like a tier 2 meeting and we're looking at um students that are reading intervention. teacher shared with us like they're not quite moving as much as the other kids like what is going on, what what is not working, what what do we need to tweak. So, I think um having like those ongoing conversations are so important and it's a lot of times it's like informal check-ins with teachers and that's when you can really have like I'm seeing this in class, I'm seeing this and you kind of maybe there's more going on, maybe we need to step, you know, back with the student, maybe they're missing some foundational skills. So, it's really a mix of >> We try to be in the room, too. So, when we do our

090walkthroughs through classrooms, we really make an effort to get into the intervention room as well and see what's happening. Um, and then it's part of our evaluations as well. We have >> Yeah. And our data dropped three points in math. Um, again, we have a huge chunk that is exceeding the standard. Um, our goal is to 5% this spring and we feel like that's a reasonable for math. Um, and then looking in our math sub group, um, they've stayed more flat or the same compared to the language arts. But, um, we didn't see a big gain in our sedd, which was awesome. Um, you know, math has a lot of reading and language in it. So, um, and then like Jody said, how math all students take it or students don't or newcomers. So, it's

091hard to kind of track for the to pinpoint everything. But, um, in math, one of the goals we're really talking about with our staff is just to be more intentional with your teaching, with your standards, doing that math vocabulary, that language. Um, yeah. And then for math, um, just things we're looking at, it's just really, again, alignment. I know I said like five times, but it's something I feel like our staff is really focusing on and really trying to make sure we're similar in a lot of ways. And then, um, you know, it takes time to see progress. We've really been talking about it and I know like staying focused, it can get that way and improve. And then just holding those high expectations for all of our kids is really important in math because

092if you can really lose kids quickly, it can become a struggle. So for ongoing um scope and sequence of math Eureka and then really making sure that um we have that done prior to testing that it's having been planned out, mapped out, discussed as a team. Um continue with I academic vocabulary because we know that's how students are getting stuff. For example, if I have like place value or product, if I can't read that word or explain it, I can't decode the math word problem, there's no way, >> yeah, >> my chances are less likely I'll get it correct. Um, so really meeting their needs in small groups. Um, still there's so much value in like hands-on committee and and math games. We have a lot of teachers that go right back to actually connecting

093that math game to the standard and where kids are actually talking about math talk using that vocabulary which is awesome. And then um again just that collaboration we're really trying to push that and like what is our um said grade level students doing that the general ed teachers are doing. So when they mainstream it's it's is similar just that vertical alignment and again exposure to all the standards and then um the new pilot I think our m our teachers are excited about that looking for something um new >> you're Okay. Okay. Um, our plans are student data and this like six kids. This is our fourth and fifth grade students get um you can see we had some kind of stayed the same. We're going a little bit and then um some increases. So um

094one belonging um which is so important. We want students to feel that that's their space, that's their school. um you know through clubs activities like finding peers that are similar to them with their interests because sometimes they know kids in their class and then don't know anyone else so how to expose them so they get to know other classmates. Um, one thing we're excited about, um, our rigor percent went up and I think it's just because last year I spent a lot of time talking about like the standard, um, exposing kids to all to grade level curriculum and really, um, making sure we have high expectations for all of our kids. Um, and then we noticed our student teacher relationship went up. Um, which is so important. If anyone has ever been in touch, if

095you don't have a relationship with a student, it's really hard to get them to produce work or to participate. So, um, just encouraging staff, all our staff, not just our teachers, to get to know our kids, like chatting at recess, talk about their cooling shoes or what they did on the weekend or what they're going to be for Halloween. And then also um we tried last year at every staff meeting just like Anderson did. I think all sites did like sending postcards. The feedback from like kids getting like snail mail was like incredible you know from you. And um same with parents I think they appreciated that. And it also like teachers were going down the list and like it's really important you can say like I acknowledge this kid you know and they were

096all unique things we wrote about which is pretty cool. And then um uh respect agreements in classrooms. That's something we've really tried to do to build that and strengthen that teacher student relationship. And our our staff has like a lot of effort. Like I love our kids. I feel like they do too. So it's just getting you keep increasing toreasing that relationship. >> And a lot of our teachers run lunchtime clubs which have been a huge hit. Um, and it's really neat when, you know, our RSP teacher, our RSP teachers running a STEM club or building club and our fourth grade teachers are doing chess club and it's neat to see students who aren't in those classes get to know the teachers or students with similar interests. Um, and I think on Thursday, >> but

097it's it's neat to have that opportunity outside of the classroom to build those meaningful teacher student relationship. >> Yeah, I think it kind of shows in the two numbers that that are showing a significant uptick, right? I think the commonality between those is that relationship between the students and the teacher. And I think it's uh that kind of is uh is there. So, I was going to ask you, but you answered it in terms of like is there anything special that they're doing? And it looks like it's not anything one thing special, but a whole bunch of small things. >> Yeah. And we even had a conversation at the beginning of the year at a staff meeting about like get to know kids that are your kids like >> Yeah. >> Kids next door that

098you see all the time. Say hello and greet them because then that's going to make the whole environment better, right? They more comfortable. >> Yeah. I mean I also want to just highlight the 12% increase in the rigor just because you know research has always shown like having high expectations for kids and kids will always rise to meet the occasion. So like already the kids knowing like oh my teachers have high expectations I this is rigorous. I think that really just will like you know is amazing for the students and I believe that since the student teacher relationship is really strong. The expectations are there and I'm like I'm sure the school belonging will you know I'm excited to see how that will also move their fear. Yeah. Just because they all I feel like

099are like kind of dominant fall in line. >> Absolutely. Okay, next is our teacher climate data. This is like always so good to get because um we value their feedback and we um we work with them every day. So um I tried my best to make positive improvements. Last year was kind of a tricky year, but um we think we saw that. Um in feedback um it went up 10% which was awesome. Um just really I think we've learned our staff really wants feedback in different ways. So trying to um navigate that about um like sometimes it's conversations, sometimes it's asking questions, sometimes it's you know come watch and and give us some feedback. And um I think we've really made an effort this year to be in classrooms and try to give that feedback

100sooner. Um, it is hard because there's 90 different ways, but um, I think they appreciate that and I think I I learn every time I go into the room. I'm impressed by what they do. I get to know kids. You get to see kids in a different element because I usually see them at recess and lunch. So, um, I think we'll continue with feedback and um, they've been super receptive. Um, and then I think one thing too is like quality of feedback that it's like um you can state some things you saw and then either ask questions so it kind of opens it up to that conversation. And then um we saw a little dip in school climate and just we're working really hard to try to increase like positive attitudes of all the colleagues,

101all the staff um kind of staff community building. We want them to we want it to be a place they say when they come to work. Um, and then we saw an increase in leadership. I was new, so I was like super visible last year, like trying to listen. Um, trying to be accessible with like an open door. Um, following up on things and like just kind of getting a pulse on, you know, what staff wanted or or needs or ideas, things like that. So, um, that helped. And then, um, I think we just really try to be transparent with our teachers. I want them to be able to come to us but also like communicate um keep everyone in the loop. I think they appreciate it really hard and building that trust when it

102goes back to feedback and coaching. Having a teacher feel comfortable asking, hey, I'm trying this new fly. Can you come in and give me some feedback? And emphasizing that it's okay if it's not perfect. Like we want to make progress. We're not expecting, you know, a perfect lesson. We want to be a part of the the process. Um giving that be >> and remind me J this is are you in your third year or second year? >> Yeah. So I mean I think the it's the classic thing that we've all seen like the storming norming performing kind of that curve. So I think it's huge that you know you're able to kind of even in that first year to see that leadership uh score jump up so much. I think uh that is uh testament

103to the work that you've been putting in. >> Yeah. Next up is our family and then like um and it's I'm a tad frustrated because we had 82 um people take the survey even though like we set reminders, we have like QR codes, you know, um I kind of like stopped some people at their car, you know. So, we talked about ways this year, actually Clover gave me an idea, just making sure we have a school events or ways we can kind of see more parents during um the perception survey week. So, if we have like a parents coffee um you know, an extra don, you know, things like that or just like um like we're having like a bike rodeo that week in April, which is an after school event where parents are standing

104watching their kids. So, it's a perfect time to have the QR code because I want their feedback, but it's hard to actually do the right things if or if I don't have more feedback than that. >> And about how many >> over 400 kids last year, so it's kind of and I get it like everyone is so busy and they're like, "Oh, I'll do that later." But, um, it does help and I do look at it. So, um, we're talking about the ascent incentives and then, um, I think just the more visible we are, you know, I'm still new to a lot of people. Jen is new this year. So, I think just being visible, you know, before school, after school, so parents see us as people they we chat to, they can share with

105us. And then, um, I'm really like noticing I think last year was global. But this year, I'm noticing like you see different groups of parents at different events. So like I had a parent coffee last week. He's at every event he's but um like my parent event our parent coffee I shared our SIPA with them but it was a group of parents that don't normally come to home and school club that don't normally like volunteer attend. So it was kind of reaching different families which was great. Um so keeping that in mind with like how we can reach other families I think is important. and talk about some of these um acceptance just ongoing we have rides positive rewards um our PBIS team meets meet meets monthly and um just where we can chat about

106like what's going well where do we see problems like we're running to the cafeteria or students not listening you know the whistles things like that and then we can be proactive about it. Um, student leadership in fourth and fifth grade. Um, kind of gives kids a purpose. We have site leadership um once a month with teachers that I meet with. Um, community events, just continue those coffee with the principal. We've had like an attendance team, some camois, we had a pool garden revamp that our community is excited about. And then just newly introduced, we talked about character strong um behavior supports. Um, we brought back kind of Baker braggs. This is when teachers can catch a student being good and they write a little note and they give it to one of us and we

107call that student up this and then we call their parent. They have them there on speaker phone and we read this good news to the parent and it's been like our favorite part of our day like I'm having a fabulous day like let's do one of those and it's so fun because you just like the parents are excited the kid has like such well first they're scared like oh then they realize like oh it's great and then we take a picture and we send it to the parent and sometimes there's kids that just often are so fabulous we forget to recognize them or it's just like catching little things. Um, so that's been a great um, community thing we've been trying to do. And then just upping those community nights and community events and like

108those lunch clubs we talked about, which will hopefully increase like student belonging, all that. Okay. Um, together we can achieve great things. That's our staff school. That was on the back of our shirts. And I really think it's like a full effort um, of like all our staff, right? They all matter like our custodian, our librarian, our aids, our wound duty, like everyone together has to kind of have a goal and vision of um making things better and I feel like everyone wants to see that and they're all a part of the culture, you know, it's not just two people. It's it's a group effort. So um nuts, Jen and I, that was in August. We were very rested. I look back pretty good. >> Um, so with us and then just highlighting some things

109we were excited about like our ELA um subgroup, our English learners had a good jump. Our rigger um our chronic centism um we were in the orange last year and now we're in the green which is um super exciting. sometime 6% not eight we've learned last week which is just a lot and again it's been that relationship of talking to people calling them checking in um opening up the channel of communication and then um that student um got a baker brag for like picking up trash when no one was noticing. >> So it was just kind of >> that is so cool. All righty. >> Any other questions? No question. Just >> I just wanted to make sure that Brian if they had any questions. >> Brian. >> No, I'm good. >> Okay. >> I

110don't want to be disruptive. >> So, um, for me, thank you. Obviously, everyone is working really hard. Last year was a unique year for you, um, and the entire campus. Um but it really comes through that spirit of togetherness and in fact I had written that word before you had said it. Um just because you see it you can see it in the climate survey. You can see it in your goals and how you know and so that is not an easy task um to do especially um before this year when you had a partner in crime and so um amazing work. >> Absolutely. >> Yes. So I um want to reiterate first of all I think Jenna should have a superhero cape on because he was largely by herself as a site administrator last

111year. Most of the year did not have an assistant principal. We are so thankful that you are here with us Jen. >> Um but it's nice to have someone like >> Yes. Um so being a first year principal being a principal is really hard. Being a first year principal is extra hard and then being a first year principal without an AP is superhero capew worthy. >> Um so I want to commend you on the significant gains you made with your e subgroup. That's that's outstanding. >> Um and I know sometimes we talk a lot about our subgroups and the fact that you have 50% of your students that are already exceeding grade level. Um I'm always looking for places like where are we touching them? Where are we? And when you have 81% of your

112students reporting that there's rigorous school expectations, to me that's saying that our kids, even our high kids, are feeling like they're being challenged. Um so I appreciate that. And um I think sometimes those numbers kind of get hidden and the fact that you're doing all those lunch clubs I think just gives other students outside of the classroom these activities that where they get to show their brilliance in other ways. So I both of you schools did a tremendous job tonight. Um and we really appreciate all of the work that went into this and we appreciate our families too that are partners with us in this work. So thank you for being here. Okay. All right. So, >> all right. So, I'm recommending that the board of trustees approve the Baker Elementary Schools 2525 2526 um

113school plan for student achievement including an addendum um of page 32 which has been on your um desk there. And there's a typo. The SED is not 70% in the outcomes, it's 40%. >> Thank you. again asking for your approval um for the Baker Simpson plan. >> Great. >> Go ahead. >> Questions? >> No, no questions. I was going to make a motion to go. >> I have I have like a 0001% bias as a former Bobcat parent. Uh, I'll make a motion to approve Baker's 2025 2026 SIPA, >> including the addendum. Thank you for that. >> And I'll second it. >> All in favor say I. >> I. I. >> Thank you. >> Well, very much for all of your hard work. >> The school teams get to leave. We'll finish the meeting. You

114do not have to stay for the whole meeting. And Michelle, you too. Thanks for being here. >> Enjoy the rest of your evening. >> Yeah. Enjoy, guys. >> Oh, you're dedicated. Oh, you're here. You might as well just be all in. >> All right. So, we are on to certificated seniority list. >> Yes. It's recommended that the board approve the certificated seniority list for the 2526 school year. This did go out as a draft to employees ahead of time so they could eyeball it, make sure everything was correct and then that this final final. >> Do you see after you've sent out a draft, do you see many changes that occur after the fact? >> No. Um, >> it's important to check in, >> have questions like um and then we can just answer and

115look back. Sometimes it's like they've left the district >> and then come back. Sometimes you have those questions. >> Sure. And >> it depends on what classification you're in, if you're certificated or classified. And classified sometimes you can hang on to some of that depending on how fast you return. >> So there's different um things. So it's usually things like that. But if someone's just been here like me trucking along, they know where you're at. But >> you're like, how many years has it been now? But uh yeah, it's usually people who love think of that. >> Sure. Okay. Thank you. So it's really more of a validation. Everybody looks at their own line item and says, "Okay, that validation of my seniority date looks right." >> Correct. >> Their seniority date and just to

116see where you are and every year you move up. >> Okay. >> Any other questions? >> No. >> Hearing none. Do I have a motion to approve? >> I'll make a motion to approve the certificated seniority list. Dress draft list for 202. >> That's the list. >> Oh, it's the list. Oh, okay. It said >> we said oh >> the seniority list. >> All right. Um >> Oh, draft until you approve it. >> Until it says draft on the list. That's what we sent out to staff. So, they approved it and then we're extending it to you and we'll remove draft once you approve it. >> Got it. >> Let's approve it. >> All right. >> Uh did you second? >> I will second them. >> Okay. All in favor say I. >> I. >>

117All right. Classified seniority list. >> Paul, it's the same thing you said. for classified people. Same process. We recommend that you approve this draft list to be uh for the 25 26 school year. It went out to classified union members to eyeball it. Check it. Again, it's only questions if they move and come back. The >> classified also has different brackets. So, a lot of classified people change jobs. So, you'll see that or people in red who they've saved their >> spot kind of. And that goes through if we have to bump conditions, we have to look at what other job category they might have worked in and where the seniority is in that job category. So the classified list is um a little more labor intense and has different >> complicated complicated. >> And

118does this include I know there was discussion about matching this classified like start ending. >> Yes, that this is all >> matches all. Okay. Love it. >> Yay. >> I know. We were very appreciative of that and so thank you for supported that and employees appreciate it. >> All right. Any other questions? >> No. >> Um, go ahead. >> I'll go ahead and make a motion to approve the classified seniority list for 2025. >> Second. >> I'll second it. >> All in favor say I. >> I. >> All right. SP87 the site safety plans. >> All right. So um we have the SB87 comprehensive school district safety. So we have all seven sites and district want to thank our director and for getting them all together and all our sites principles for getting them together

119and turned in on time. It's just that one extra thing amongst everything else that they're doing. So appreciate it. Um so this comes to you annually. Uh we review it, update each school site. Um they're updating the incident command centers, the new staff members. Um you know, the routes are always the same because we don't change any any remodeling. >> So I was going to actually ask you about that because of the gates and the fencing. Did that have an impact on >> No, not as far as um your basic drills, your your fire, your earthquake. It's actually helped because you're able in a real emergency it comes down and you need to lock all the gates and there's going to be one entrance point for parents to come check out their kids. Okay. So

120in this case in before it would be like you know let's say there's an emergency then the custodians got to run around and do all have gates the gates are open. >> So we don't we don't need to worry about that. So it's actually helped >> okay >> in that sense. Um, as far as worst case, if you had to run off campus, we have so many gates from campus. >> That's not going to be a problem. >> So, I know some fencing went in to be very strategically directing, right? And so, I just wondered if it had an impact on routes, right, that the kids take to safe spaces. >> No, those are all because it's, you know, it's a surrounding. I mean, Baker is a little little wonky in the front just because

121of the way the office is set. It doesn't affect the evacuation. Great. >> Sorry, I interrupted you. >> So, once we get these approved, we'll we'll post them on websites. There's two main goals and the first one is standardized across um the district and we actually brought that amendment to you guys back June. There was a new law SB 153 and so we it's included again. Um and then our the second goal are more sight specific. So the uh principles kind of look and say what's what's going to fit their student. So some maybe they want to be more efficient with their drills just more training around the classified in some are working on like their PBIS continue to implement that school item. So just a variety of real school focus district. >> Okay. So

122we have seven plans along with the district comprehensive plan that we agree with you. You ask for approval. >> Any other questions? >> No. >> This too is a tremendous amount of work. It's so so important. So thank you to everyone that's been involved in that process. >> I'm assuming we don't need to approve each one, right? >> We do not. One action item is >> individually with me, but I figured we'll just >> you can approve as a >> Thank you, Chris. >> You get no points for that. >> Motion. >> I'll make a motion to approve um SB 187 district and individual site safety plans. >> And I'll second it. >> All in favor say I. >> I. I. >> On to the consent. Any questions or comments on tonight's consent? Hearing none.

123Do I have a motion to approve? >> I'll make a motion to approve the consent items in aggregate. >> Thank you, Shroom. And I'll second it. >> All in favor say I. >> I. >> All right. Closing items, future meeting dates. You are electronically joining us mon 18th. >> Okay. >> 99.99% I will join uh electronically. There is a small likelihood that I may not. 99% >> 99% >> We just did so many math. Uh >> 99%. >> Got it. >> I appreciate that. I know you're traveling as is Brian and so it's a real concerted effort to find a quiet space to participate and so I do really appreciate that extra effort. Um anything else on future meeting dates? Okay. Announcements, reminders, requests? Yes. There is no school on November 10th and 11th. We

124will be honoring our veterans. >> Um, and so there's also no school on Monday, the day before Veterans Day. That was built into the calendar. So, it is a 4-day weekend for, you know, families and students. I believe teachers can optionally work on the 10th, and if they do optionally work, they do get paid. No, they don't. Sorry, I see. No, >> it's an unpaid non duty day. So if they're probably not in if we're volunteer got it got it correcting me. Thank you. Thank you for correcting me. >> Classified as well. >> Okay. >> Participated and classified. Admin can choose to work that day. >> Perfect. Okay. >> Teachers can too for free. >> They work it out for free. >> Yeah, >> they they really do. >> All right. Anything else? So I

125I sort of have a request. Um, one of the things that we traditionally ask after the SIP size is, you know, as a board, how do how can we support that the efforts, right? There's a tremendous amount of work going on both here and on all of our school sites. And um, and I want to touch on if there's an opportunity to the absenteeism, the efforts that are being made to kind of address that. And so I don't know the answer to this and I could probably go digging, but I'm wondering if there's an opportunity either with um policy resolution, something just to put a be in your bonnet. Is there a way that we can help our school sites by empowering them with more information, more structure, more I don't I don't know what

126that could look like, but I know there's just so much work being done that um and I don't know enough about all of the layers involved in all of that to be able to speak really well to it, but I I just wonder if there is an opportunity for us to help help them help students. I think from a board >> perspective which be at the policy level I think it's worth looking at our attendance policies I think there are a few things that are intertwined to make sure that they're up to date postco right we did some changes I think during co um and so I think that is an opportunity for us to look and maybe tighten up I haven't read them um >> I haven't either >> I didn't just them last

127night >> no they're not by my bedside I do think that that is an opportunity from the boards perspective to maybe tighten tighten some of those. >> I know there are um guidelines, right? Like so many days it >> it now becomes a this kind of conversation versus a that kind of conversation. I don't know if there are tools, resources, board policy, whatever it might be. I would just be curious to know what and and I'm looking to the rest of the board because that may very well take more than 15 minutes of time. >> Yes. Um, but that's okay. We I think it's worth looking into now. We haven't revised that policy in quite some time. So, I think it's worth looking into that. And thank you. I appreciate that. >> Um, all right.

128Anything else under announcements, reminders, requests? >> Anything from you, Brian? >> No. >> All right. Safe travels. We are adjourned. >> Good evening. >> Thank you, everybody. >> Brian. Hi, Brian. >> Hi, Brian. >> Enjoy the vibrant social life. Cubs.