October 14, 2025 Board Meeting

001Thank you so much for joining us tonight. Um I would like to reconvene the meeting in 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 the 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. This meeting is being recorded and may be published online at a later date. And with that, my favorite part of a board meeting, I would love to invite the Colts that are in the audience up to the podium to lead us in tonight's flag salute. Hi. >> All right. Are

002you ready to lead us in the flag salute? >> Okay. Well, go for it. Should we stand? >> Okay. All right. Right. >> I aliance to the flag of the United States of America. To the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Well, good evening. You look fabulous tonight, all dressed up. Um, if you would please each take a turn, tell us your name and what makes you a recess rock star. >> How about Sam? You want to start? Hi, my name is Rocks and >> Nice. >> Thank you. Yeah, >> my name is Tyson. And what I do to start is to deal with the same thing as Sam, but also to clean up trash and be responsible for other people, but also Very

003good. >> Thank you. Thank you very much. reasons. >> Thank you. >> My name is Zeke and I was a rockar. I picked up the hula when they're on the ground. >> My name is Since I'm a recess rockar, I clean up trash even if it was not. Oh, recess is such an important part of your day and so to have your leadership is amazing. >> Oh, and thank you so much for coming and you guys are doing such an awesome job, I'm sure, of keeping, you know, all of your fellow students and everybody safe and uh your campus and school clean and nice. So, congratulations for all of that. Um, so the most important question is, have you guys picked out your Halloween costumes yet? You have all right. >> No. Yes. >> I

004think one of them I know what they might be this Halloween. >> Might be a sneak preview. >> Sneak preview. >> Anybody wants to go what they want to be for Halloween? >> Maybe a giant Lego brick. >> Lego brick. That's very cool. Looks awesome. Okay, keep that's that's a pretty hot thing this year. >> That's right. >> Pikachu. Nice. >> Yeah. And then dragon. >> Excellent. >> Somebody had to say >> I'm so excited. >> Thank you guys for coming in. Have any of you already gone to the Morland Woods? Have you guys been over to visit over at EDS Morland Woods? I hear it's really a lot of fun. You get to pick out your pumpkins and uh choose uh the the trails. They have the spooky trail there and I think they're

005going to be having the uh terrifying tombs. >> You're going to go >> pumpkin match. >> The pumpkin match. >> Oh, I'm sorry. Pumpkin. >> Yeah, I would hope to see all of you guys there. Uh it sounds like a lot of fun. I think October brings a lot of new things and uh Halloween around the corner. This is very exciting to have you guys come in and talk to us and get us to show off what you guys have been doing as recess rock stars. I hope you guys are also classroom rock stars, right? Doing good school work. But thank you again. This is just a friendly reminder of what the special things that you guys are able to do here in the district with for us. Thank you for coming in. >> Yeah.

006Well, okay. Rock stars Elaine Colts Zeke I remember you from this morning in right remember that I remember >> look at that smile >> smile says yes um it's really hard to stand up in front of all these people and talk to us in public speaking and you guys all did a very very nice job and I'm very proud of you. We love when the kids come to these meeting because it it is a reminder of why we do what we do. It's so important and you guys are the most important part of everything that we do. You bring joy to the world and to us on these nights. So, I just want to say thank you to you and your families um and your teachers for setting it up. Your principles, too. >> And

007guess what? That's it. You're excused. >> Good job. >> Thank you. This woman has got >> I have multiples. All right. Well, that was fabulous. Uh I will report out that there was no action taken this evening um in closed session and move to tonight's agenda. I have one change. We do need to reconvene and close following open. Um are there any other changes or comments on tonight's agenda? >> No. All right. Do I have a motion to approve? >> I'll make a motion to approve the agenda. >> And I'll second. >> All in favor say I. >> I. Just for the audience's sake, Brian will be joining us. He's literally in the air currently and getting ready to land. So, he'll be here as soon as possible. >> Uh, from the public, >> members

008of 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 unagendized 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 item on a future meetings agenda. If you would like to address the board this evening, please complete the blue 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

009name is called, please come to the podium. State your name and the organization that you're representing. Comments are limited to three minutes per board governance uh manual. And we have one public comment from Adam Pulos. >> Yes. >> Hope I said that right. >> Yes, sir. >> Good evening. >> Thank you. >> Good evening. My name is Adam Pis and I spoke to you on September 9th about transportation for my son Elliot, age five. Elliot is autistic and receives special education services. I'm back unfortunately because the problem still has not been fixed. My son's IEP requires adult support during transitions, but his transportation section doesn't clearly require adult to adult handle. And that gap in wording is what allowed staff to downgrade his transportation over the summer safe service to a general education bus. And

010as I mentioned last time, within three weeks, Elliot was dropped off at the wrong house and left in the middle of the street with no adult handoff. And those failures already proved that curb is unsafe. We filed a formal complaint with the California Department of Education on September 8th. That investigation is active. And in response to my last comment here, thanks to you ever driven was reinstated, but only temporarily because of it isn't written into my son's IEP. The staff can remove it at any time. Now, you all already knew about that. You knew about the CD complaint. Um, what you didn't know is how your staff chose to respond. Instead of fixing the problem, they refused to amend Elliot's IEP. They suggested waiting until December. And then they had the district's attorney send me

011a letter that was hostile, inaccurate, and clearly intended to intimidate my family. That letter is now part of the CE investigation. Here's one line of them so there's no confusion. We understand the driver has on occasion walked Elliot to the door when an adult was visible in the house but refused to come to the car to retrieve it. Now, none of that ever happened. Not once, sir. There's no evidence because it isn't true. And if that's how this district's lawyer talks to the parents of children with disabilities, something is seriously wrong here. At our IEP meeting, when we met in good faith to ask the staff how we could get this into the IEP, the staff asked me, "Now that Elliot is a little older is a little bit different." My answer was simple. No,

012the same risk that had just caused two safety end incidents last month still exists today. and pretending he's suddenly grown out of it overnight to avoid liability while ignoring what actually happened is reckless. And the instruction did not stop there. More than staff privately directed Evergrim to downgrade service twice. First to stop walking my son from the car to our home and then again to stop walking him from the classroom to the car. These changes were made silently with no IEP amendment. No prior written notice and no notification to us. They were private directives. >> Adam, just another 10 seconds just just for a time that reduced safety, which is a unilateral reduction of special education service, something explicitly prohibited under state and federal law. My ask tonight is simple. direct the superintendent to amend

013Elliot's IEP now to require adultto adult handoff at both school and home implemented by Everdriven or provider by written confirmation to our family. Your own staff's behaviors have proven this is necessary and just a few weeks afterated state transportation twice trying to eliminate it entirely. >> Thank you. Thank you very much. >> Thank you. Superintendence report. >> Okay, thank you. We have a report USC. So, are you right? There you are. Okay, thank you. So, October is National Principal Appreciation Month. We like to celebrate our principles and assistant principles, but uh April is when assistant principles get their have their own record. Well, they they have their own. So, I always talk about principles and assistant principles as one um because they both work um handinand, but we just don't want anyone's feelings to be

014hurt on social media when we're focused on principles this month. You will get your chance and we'll make it very >> Thank you for >> I always thought April came earlier, so that's why assistance principles were ahead. That's the way I look at it. >> Came first. uh cardboard day. So last week I was able to attend Payne's first ever cardboard day. The entire school read the book Not a Box, which is a book about seeing the possibilities, mostly children seeing things that adults aren't able to see um with their creativity. And so then the students put all that creative energy together. They created their own masterpieces out of all things cardboard. So, thank you to Payne for entering that into the day. I want to congratulate the cross country um cross country and our

015boys basketball athletes who just completed their season. Uh cross country had a great showing at the West Valley Athletic League uh finals. They eighth grade boys team from EDS also took home the championship after a very tough matchup from against MMS. And then next now we have girls soccer and boys volleyball is up. There they are. >> Next slide. So a big thank you to all volunteers who came out for the beautiful day project at Baker this past weekend. The project refurbished Baker's school garden and created a new walking path and shade area within that garden. So thank you to everyone who came out to help with that endeavor. Last month, staff came out to get ready for our annual emergency preparedness training. Our safety consultant led the training for all district office staff from

016Enrollment Center, everyone here. We are prepared. Um, when the next emergency happens, we get a chance to practice those protocols. This Thursday, we have the great shakeout where we practice if there was a major earthquake. um all of the schools and the district office staff will be engaged in that um simulation if you will and so we will definitely send a notice to parents that day about the drill and our district emergency procedures and then since we last met I attended both the MEF and president president council's meetings and I am simply blown away by the number of volunteers and the amount of hours they've already put in both rooms have been full president's council me um which has not been the case in the past and so we can definitely see that families are

017coming back and donating their time and lots of families from little ones right so they're going to be with us for a long time that was exciting >> so I just want to thank all of the homeschool club uh presidents co-presidents boards for getting in those volunteers um making that so much more robust and just everyone for stepping up and let's the pumpkin patch. If you haven't been, you should go. So, opening night was last Friday. We also had the first ever Morland film festival with our middle schoolers. So, we had eight videos that made the cut. Want to give a big thank you to all the MEF volunteers who came out to make that possible. If you're interested, the pumpkin patch is open every Friday evening, Saturday, and Sunday through November 1st. Um, so

018that concludes my remarks for this portion of the agenda. >> All right. Thank you. Um, and just for the sake of the audience, that was kind of a little bit of an awkward trans transition. You handled that really nice. Um, just we cannot comment on public comments. And so, um, if you're wondering why we're unable to respond, it's because we can't. Uh, all right. Board members communications. >> Right. Um it's a long it's going to be a long off evening so I'm going to keep this really quick. Had the opportunity to uh go to clean um as part of the fall site visit um by the board. U it was exciting to see the new uh school year in action. The campus looked really nice with all of the sprucing up um that happened. Had

019an opportunity to step into some of the classrooms, see how they're um implementing the new curriculum and also some of the new uh reading programs that they have in place. So, I'm really excited for what uh is going to come out of that uh the good work that's happening there. Um then I had the opportunity to be one of the uh board representatives for the president's club. So much work going on in each school site for um the uh upcoming you know uh whether it's the fundraising activities, the parent nights or um like bakers catwalks coming up this Saturday. tons of activity just blows my mind away in terms of how much is happening at each site. Um, and the incredible amount of uh volunteer time that goes into making that happen. Obviously with support

020from leadership as well. And then early this morning um I uh had the opportunity to be at Baker for Baker site visit. Um very excited to see the new garden that uh was put in place. Um looked amazing. Uh can't wait for all the kids to start using it and seeing how that uh happens. That's it. >> Okay. And um I'll just add on I was with Froom when we uh did site visit for pain and thank you for Janette MRI to show us around have some uh talks about the programs that they're implementing and get to see it in action going into each of the classrooms with the time that they have um and and really see excited to see how the kids are are jumping on board this year and getting started. there's

021a lot of things that they're hoping to make changes for or make some improvements and um it looks like it's coming together quite nicely. Um and then I'll just add on that um I have yet to go to the pumpkin patch this uh this past weekend or but my kids were there. I dropped them off and you know what I dropped them off at 6 and I didn't hear from them till 10:30. I don't think anyone else was there. I thought they were cleaning up. I they had a lot of fun. So uh kudos. I know is it's always a fun time and it's always been very popular in the area. So, um I would advise anyone else to go and check it out. They they said the the the maze the scare maze was

022really good. >> Oh yeah, they legitimately scared >> Grim's hollow there. Yeah, >> it >> I don't do it. It's too scary for me. All right, I will try to be quick, but I do have a little bit of a list. So, um, since our last meeting, I attended, actually, I hosted the Westside Board's meeting here in the boardroom. So, thank you, Debbie, for lining that all up. Um, that continues to be a really helpful group. For those of you who may not know, this is an opportunity for um me or whoever is representing our board to meet with other trustees from the neighboring school districts and just share best practice. um and things like that. Um we covered a variety of top topics, contracts, budgets, AI, attendance, all that good stuff. The one thing

023that piqued my interest was um how some of the other districts are approaching declining enrollment. And so there are some really creative ideas um happening out there. And so I actually followed up and went to each of their websites. Um so it's really interesting. It's it was I've not done that before. I don't know why. Um, Morland's website is very nice, by the way. Um, but I did notice, I think it was Union has, um, now displayed how much space there is by classroom and by grade level. It's a very colorful graphic, which I thought was interesting. So, um, you know, we'll see what what happens. Um, I enjoyed going to Latimer for their site visit. um had a wonderful opportunity to see their SIPA in action as we've talked about. I saw a lot

024of writing. I saw a lot of students I heard saw a lot of students talking and um and Hillary was great about kind of pointing me and this is what you heard me talk about and this is what you're seeing which was really helpful. Um, one thing for me when I walk into a classroom is I kind of always look to see like are students engaged? And um, in this particular visit, I did notice that when they're engaged in talking with each other, there is no opportunity to disengage, >> right? You have to be in it. And so I was really I was impressed. I know that's a real focus in the district. And so it was really um, a meaningful visit. Um, and I want to thank the leadership for that time as well.

025MEF, you covered. It was a very full room. Grant applications are underway. The fund drive is in full motion. Concerts are being planned. And of course, the pumpkin patch. So, the pumpkin patch opened on Friday. It's been mentioned. I actually targeted the film festival because I was so curious to see what the first hopefully annual film festival looked like. And it was amazing. I don't really even have sufficient words to express how completely impressed I was. Um first started with the high school. So I want to give um MEF the recognition for reaching out to the neighboring high schools and I want to give Mr. Medina at Prospect who oversees their 4-year film pro program. A shout out for having come out and supported um his students and our students who maybe will be headed

026that direction. I was a little embarrassing because for a couple of the films I was proud. I was so moved. I could not I know shocking. I know it's a it's a surprise for those of you who know me. Um, I was so moved and so impressed and the films that were spooky, there were some that were funny. Um, but all of them really displayed a very unique um, talent, right, that I had not seen our kids really display before. I mean, one one of the videos took place in a haunted house, which was a dollhouse and had little plastic characters and it amazing, just amazing. So, I hope they continue. Um um and I really I thank them for all that extra work. Um I attended a CSBA webinar which was really interesting very

027quickly. It was focused on closing the achievement gap and looking at state data. Um, so it was very interesting. What I took away primarily was that we're not alone in some of the challenges that we're facing. They covered the evolution of funding models and really focused in on wanting to avoid distractions. So they're working towards um launching a campaign um for a focused coherent statewide plan to address the achievement gap. And so I'm excited by their work and also our opportunity to serve as advocates for public schools. I attended EDS's walk-athon. That was amazing. Um huge turnout. I know that um the the location for where you did the walking had changed. And so in talking with a couple of the volunteers, it's like you never know, right, until you roll it out what's going

028to happen. But it was a huge success. I thought um kids were very excited, very fast around the I was like some of them are very motivated, very motivated. Um so big shout out to your um parent volunteers and to your team. I saw a lot of staff members there. I actually ran into Janette as a mom. Um, and so, um, the other piece that I was most impressed by or or took me by surprise was that they've transitioned to using a QR code. And, um, I know that it creates probably its own challenges, but Janette, bless her heart, was allowed me to look at her cell phone to see like what are they what does it look like? and and it was incredibly impressive the data that you're getting off of these kiddos, right?

029That they could tell in they could tell in real time how many laps they had done. Well, it's a big motivator. It's a very big deal. And so um thank you for all of your hard work. I know it's an everchanging um thing and so I appreciate the flexibility and the support of the students. And lastly, I was at Baker this morning. I too um really loved the work the beautiful day is done in their garden. Um we got an opportunity to see starting arts in action. A little improv um you know work the kids did so fun and so great and so grateful that we continue to stay connected to the arts. That is it for me. >> All right. MCA is not here. >> I don't think we have them here. Okay. And

030so we'll go right into our reports and action items. Country Lanes Sipsa. Hi. >> I know. It's a little cold over here. >> Thanks for having us tonight. spending a long time in two years ago last year. So I very happy to see game 24. Um we are going to game um for 256. um kind of looking at our standards of almost meeting standards that 12.7. So if even half of those kids move into that green or blue, we can get there. Um in 2022 23 we did reach 77%. So um ambitious but doable goal. >> Do you want me to ask questions as we go along or wait till we >> You can do whatever you want. No, here's your >> work. >> Uh, the clarification that I wanted on the previous slide is

031the goal for 2425 um was 82, right? Was it 82 or did it matter? >> It was okay. 78 >> 70. Okay. Okay. Nonetheless, >> so we moved that but we did not reach our goal. >> Congratulations though for moving it on. Yeah, that is that is actually very impressive because what I wanted to do the same thing that I've been kind of saying for the others as well is I'd rather have realistic goals that everybody feels excited and motivated to to achieve them than have these extremely aggressive goals that we'd like to achieve. But then when we don't we kind of feel >> Yeah. Like since in 10 years like we range from that mid70 we did get up to 82. >> Yeah. >> Um except for 23 24 >> which was mid mid

032to high 70s to be where we are. >> Awesome. Thank you. >> Um really happy we we're going with 7% increase for that this year. I'm really pleased with the Hispanic on EL growth particularly of E growth and I'll talk a little bit about later. You know it's almost double digitally scores there. So I was very pleased to see that um with >> just before you do move on you should be that's incredibly impressive. >> It is especially given how particularly in countryland the the demographics have changed. So I think you know you guys what you did there but I think I think we're second highest in the district in terms of numbers which is a different >> absolutely >> and so this is my second work. >> So there are several things that we

033are doing and we continue with that. So what we discontinued was we started last year we were able to hire a second intervention teacher to support our ELA. Um and what we did in the beginning was we had him focus for the first two months or so on our newcomer ELS. Um, we tried that out through November, December and realized actually we didn't like how that was working and pulling them separate. So, we changed that in January and we had her be an extra room during flex. So, there are three teachers in flex and instead of three rooms of flex, there are four rooms of flex. We had that with the other intervention teacher, she also pushed into those lowest flex groups. So that was a shift that we made. Um but we that's what

034we discontinued also the intervention teacher but I was able to hire an aid in place. So those are the two things we discontinued from last week. Um we continue with our flex um groups um aligning instructions K through five. Um we continue with the JN the small group. Um this year we're obviously still doing our IW diagnostics. Um we did have first and second grade reading. Usually it's third through fifth reading and then one through five for you. And we decided that really looking at that typical growth and stretch growth. Um we really wanted to have the benchmark number in addition to FE for our first and second. So they didn't take the diagnostic in August, September. They'll take it again in January. Take it again in May. Our older kids take it in August.

035take it in November and take it in January, February, and then the cast. Um, in addition to we're continuing on with our leading focus and building that reading stamina. Um, you'll see that during flex times, independent stations, but also in addition to that, um, things that we introduced new this year. So, because I was able to hire another intervention aid, um, thanks to Chris's help, friend of the members, we appreciate that. Um, we are able to have in addition to the teachers, we're able to have two or three intervention staff in the room supporting itself. So, for example, in kindergarten, I have two teachers and I have an intervention teacher and intervention staff, classified staff in there to support during flex. First and second grade this year are combined. We combine them because we have

036a one two combo. So I have those five teachers, an intervention teacher to intervention class. So just there's the ability to do small groups and we're talking. Um hey are the new things um that we're adding. um and services has been really great in helping us get up to speed and understand how does you fly work integrity. Um we're deciding to also do the you fly in this year because they've never had it before. >> So um we just saw a really great lesson today you fly from the teachers that's kind of early adopter materials are starting to come in but they're just getting comfortable with learning this. I feel like now that we have this robust literacy program reading, we got the phonics style and then the writing. I think I think we are

037in a good space to like sit and let teachers just work with this and make it better. I feel pleased with what what I'm seeing. Um we've also tried something called morphine magic in grades three week and five third grade going to start it a little later in the year. This is the first year but it's that morphology um prefixes suffixes root words um I read something like the prefix miss can make like over 1200 words shocking to me. So anyway the upper grade is going to kind of work on that while the primary is is working on the housing units are going really well. pretty deep into the narrative right now. Um, getting ready to startational. Um, I think that's my favorite thing to to observe. So, I really love watching kids write about

038what they care about, what they're curious about. Um, and it's been really fun to see the teachers dig in and try these lessons. So, sometimes they're jumping in the weekend and they're going for it. Uh third grade is always kind of our adventurous grade and they have tried um they are trying in addition to flex for reading they're also flexing for >> so they're doing like a double block so they keep so that turns out >> and then we making sure to provide that in a nutshell question. >> No, I guess is the morphine magic psycho or is it specific to country? >> Specific to us. We thought I sort of thought like I'm sort of into fairness and I kind of thought teachers have to do what other brain teachers doing. So we looked

039into that and one of our actually one of our primary first grade teachers she's done a lot of non talk to us. >> Very interesting. Yeah. >> Very interesting. I'd love to hear you know how how effective you're finding this because based on what you said sounds amazing. As we can see, we were doing a lot with ELA this year. Um, so for math, we did drop 1% last year. Um, one of the things we have discussed sitewide and districtwide too is that we're just seeing a lot of foundationals with math. Um, so we are really excited about the math ums that are going on this year. Um, I'll also talk a little bit about how we're kind of progressing with foundational goals that we are seeing. Um, but our goal for next year is

040to go up to 75%. Again, Carrie said, we really want to highlight that our Hispanic and EL both the country, which was really great. We're really proud of all of the work that those kids have done and our staff have done. Um, SED was pretty close. Um, really working on our spend this year. And then our key actions, like Krie said, third grade in our risk group, they wanted to try flexing for math this year. So, we gave them another block in the day when they were flexing. Um, they did it for a couple weeks with some support, but they realized that those kiddos were out of their classroom almost half the day. They really didn't like that, so they backed off from that and are going back to their normal math um rotation. But

041love that they tried something new. um ongoing. We're doing the same as we've done in the past where all first through fifth grade classes have an intervention aid for a 50 minute block every four days a week for math. Um they're working together to pull small groups, do some foundational things. Some of our aids are doing u third grade again. Adventurous likes to do um double lessons especially as cast gets meaner so that they get more of the eureka before we're doing I ready personalized learning. Um and then introducing this year so like I said our foundational skills are definitely lacking in some of our grades especially we're noticing second grade and up. So we are having in the afternoon two times a week second and third graders are enrolled to work on number sense

042base value addition and subtraction and then for fourth and fifth we really want to give them the extra support before middle school so they're getting that four times a week. We think we're going to do about six to eight week rotations and then exit them out and then start every week. Uh we also were able to get all of our math blocks before lunch which is great. And then we're very excited that we have four teachers on the math this year. They all volunteered. They're really excited about when we look at numbers. We definitely see both and fifth grade is a little abstract. You know, you look at fourth grade and looking at longitud say August to September tends to have less score. So the fourth change >> and how does that uh for fourth

043and fifth grade when you say implement the foundational math skills, how does that look in a classroom? Uh practically speaking, does that is it extra time? >> It is extra time. So luckily we've been able to have our all our math core maps where the intervention that aid pushes in is before lunch. So after lunch it's almost like a double dose. So certain pull down and they're working with our staff and number sense place value multiplication division you know some of those key foundational skills that make it really hard to do some of the more math computation. >> Yeah. Good luck. Um so happy to see the um reverse expectations that started this please come back. We have three goals for next year. Um that whole that first one is um so the numbers in

044blue are what our goal is and the numbers in parentheses and then what the score was for those questions. So that whole idea of perseverance and grit and trying something new would love to see that was in the school learning strategies category. That question we're looking for% increase in that. Um this was the big one and asked two different ways and in two different categories. The first one or the middle one there was how often do they see other people being respectful or disrespect? So it doesn't involve that but it's only 33% to that. So I would like to see that one. The other one similarly is the 61% responded favorably to the substant. And so I also see we spent a lot of time initially and continue to be at recess like Kevin you

045said such a critical part of the day and how you are treating each other. How are you interacting when it's a more structured environment. So we're doing a lot of things to look at how can we provide more opportunities for love. So I'm jumping ahead to my actions but you know to make that a safer space because I think if you can ask those same questions in the classroom those numbers so I think it's like playing >> um just setting numbers aside for a second >> and I'm shocked that as an engineer I would say that set aside for just a second how are you what's your POV like anecdotally are you seeing this the disrespect for or rather that lack of respect. How are you viewing that or is that just something that's weird

046that came out in the survey? Like are you seeing it on interactions? >> I think our kids are a little bit of a crisis now. I'm not talking about more than kids, but I think the amount of tech that they're exposed to, I mean, coming off of the co and people like that, >> they don't know how to just and you know, you on a on a quick glance, you might think, "Oh, you're just being mean. You're just I just really don't think they know." >> Yeah. >> In a way that probably everyone in this room, >> right, >> remembers and knows. And a lot of it has to do with globally anxious generation a lot because I've been listening to that on my way over in the morning. Um there, you know, there was

047something to go out and play and come back in two hours and maybe you come back with a bloody me or something. But there's a lot of learning that happens in navigating when you have a little more freedom, right? >> I also understand my parents these days might not want to give that freedom again. they've given it a lot of freedom to to the screens and things like that. So, I just I think there needs to be a lot more focus and effort. >> Yeah. >> On our end, >> we've talked about like should we not be sending the programs home for kids, you know, >> not not that we want to parent, but like just to help the bigger problem. So I do think that um they don't know how to be together wonderfully

048separate. They don't know how to >> do you see that. >> Thank you. I just wanted to kind of get the the story behind the numbers if you will. >> Yeah. Thank you. >> It's been a steady >> decrease. This is our data. Um you can see one up with feedback and coaching. We're very excited about school funding. Um areas that we would like to work on next or this year um is just talking about attitudes of colleagues. So Carrie and I have been really talking about ways to um do team building with staff. They love potent food is always a hit. and also just the time to spend together because it is really hard after school to get together and do things. So just finding ways to do team building during the day at

049staff meetings really focusing on that at data collaboration days. Um so that's one poll. The next one um honestly this was pretty low 36% um said that rules you know being in place and I reflected on that a lot. I mean there's a lot of reasons why last year was a little bit tough. was alone quite a bit of last year. Um, so we've kind of been talking about how to fix that this year. So again, I'll talk about some of the PBIS things later, but we're really uh going back to basics with PBIS and really just enforcing the rules, making sure our new duties are on the same track as our teachers as as us because we all are out there with the kids and if someone has to defend us, you know, the

050kids get confused and a little bit. So we're working on that, having recess, um meetings, things like that. Um Carrie and I have been doing a lot of open communication and really just letting teachers know these are the behaviors we're seeing, letting them know even just the minor things that we're seeing, moving them in whenever we contact any parent. Um because if we're seeing something little like they're seeing several little things in the classroom. So just trying to be as transparent with our you know what we do in classes >> and also just meeting classrooms and physical as possible recess having the behavior checks the most have been super helpful. um just in the sessions that we have the for school tote and um behavior supports and trauma and different things. I think you know

051people get into this profession to make a difference and so they try you know some of our teachers have a lot of tools in the tool belt and I think run up sometimes against like these tools aren't working and so I think collectively spending more time on that as a district um how do we support those bigger behaviors that maybe if XYZ need doesn't work helping us >> not feel like failures but give them solutions families. >> Oh, family is so we've added um we're helping with our school final score of 83. Um the main thing the scores overall kind of look at that like 70 when I look at the individual questions things that are below 70 I kind of target and look at and so this one was particularly low only for 41%

052of our families felt confident in their ability to connect with other people >> and so then I um what was the thing we used before Nothing. >> It was just >> there was one where the parents couldn't use that >> the parents could communicate with each other. So like you know you're on the the class list I could call Ryan or I can text and set up a play date of what was the homework >> and so parents square doesn't have that access. So we brought constellar in the home school club is paying for that so parents can do that. They also set up um homework club um in the beginning level updates. >> So they went to just bring your bring your food, bring your you know bring a snack, bring your kids, you

053chitchat. They've got little name chat. So we're just trying to find ways to get parents to connect. They're continuing with the park days. um all levels come just that that's a goal of ours is just to get that sort of feeling more connected with each other to us. Um and then we're also hoping just to get our participation certificate itself up. >> And um how's the level of parent participation in classrooms? Like you know there's always volunteer like weekly or >> um slower than in past most families are dual income. Yeah. Don't have time to come >> Yeah. >> spend. But, you know, lots of parents on field trips. Okay. >> Um, you know, we struggled to get board members the past few years, but we seem to figure it out in the end. Um,

054this year we've got, um, a lot more of the parents that are getting involved are younger age kids, which is great. Sometimes they're like, >> I I'll jump into in fourth grade. And then it's like, oh, that's for two years and then you so firsts and so >> that's good. Very good. Starting to move. >> Okay. Um so our cult council is like our student leadership club. Um our counselor runs that um with a focus definitely on service, community service. Um also they do spirit aids and things like that as well. Um this year she had 30 applicants which is great. So it's growing every year it's for fourth and fifth graders. >> Um Janelle will talk about one of the learning things that are doing this year with that group. Um we're continuing on

055our track pack which is our weekly Thursday get out and run our codes. So fancy. >> And so I help kids that literally because they bring them from the years past. >> But I our top weather is probably going to slow down in the winter obviously, but they're probably running about 40 miles of >> Every Thursday was about a half hour. Um we've got the reading team which is our um you know clean up the campus beautifification that's student and the fun zone or the fun zone oh look our fun zone creators every Tuesday coming out with a group of people hopefully sometimes and they've got things that you normally wouldn't be on the playground huge connect for chess checkers kinetic lots of arts and crafts. They come out every Tuesday. That's the end of

056the show. Oh, they also come out for continuing that. Janelle continues to work on truency atmosphere tech um meetings, regular support meetings. just like let's just check in on some of the kids we're worried about, some of the families that we are having try issues just to check in. Um, and we continue our monthly round up assemblies with brown tags and probably increased our focus on that PBS and what it means to be here. >> Sier, as I said earlier, we're still there. Um, as I said, we're doing um kind of revamping PBS, going back to the beginning, but also adding in something new. Um, we do the brag tags every year, but we feel like some of the kids might be getting a little like, you know, got brag tag every year. So, we

057opened a tree called store that we have once a month. It went better than I expected. I was really worried. Um, so kids get to come with their bag tags and it basically counts as money and they can come in and they can earn different prizes. Um, so some of the kids are saving them up and we have to design a t-shirt that they would like to earn at the end of the year or water bottle. So that actually was really fun. Um, we're having classified staff meetings this year. Um, not quite once a month but throughout the year. Um, Carrie already talked about the park days that were a huge success at the beginning. We got from Stella as well. Uh we are going to try language ambassadors for families new to country league

058who do have such an influx of newcomers and the families don't really understand how school works. So we've talked to several families that would like to come and help us translate. So we're basically going to combine home and school club with ELAC and have these people come how Tracy runs her DAC meetings where all of our families that speak Russians at this table. all of our families that Mandarin are at this table and there's someone translating for each one. Um, so we're hopeful that that will really just teach how school works in the United States because that we've learned that it is so drastically different and we want them to feel like you're a part of our community because as Carrie said earlier, the families do feel a little bit disconnected. Um, our new school

059garden, we love it. It's beautiful. Come check it out. We are doing um upper grade mentors at recess. Right now it's soccer coaches because our K2 population really just loves to run around and kind of batch into each other during soccer. So we have some seventh and fifth grade students that go out and are actually coaching and teaching them how to play. It's really fun. And then the last thing is we are doing kindness ambassadors this year which is with our Miss Apple fabulous counselor. She is taking about three to four students into our K2 classes and she is doing character strong bullying lessons. The students are really kind of running it. Um but there are three bullying lessons for K2. So she is teaching those lessons to the kids but teaches them what to

060do if you're being bullied and also how to be an upstander because that's really what we find students struggle with. And then we also have newsletters that go home to parents as well. Next um highlighting um opposition but our numbers continue to increase the number of RFPs we classified students 24 talked about the cast source particularly the EMA score oh it says sub typos. Sorry, not not typos. Um and then um 41.9% of our kiddos have progressed at least one level two. Um and then our garden, just to give you a little bit more information about that, um that's been in the works for over a year now. Um we were able to get a CTA impact grant that started it off. And then gave us some money for the shed. >> Um then we

061got another grant from Sprouts that's currently working with last week had three different country alum who wanted to get their Eagle Scout um badges. So, one of them made a eight raised beds in there. Another one did like a kiosk that you open up and there's a whiteboard so the teachers can teach or the jobs in the garden are there. And then the third one did range. Um, so it's just been a really fun um official ribbon coming this fall. We're hoping to get um kind of mileing in it a little bit after that road and that they have um we don't yet have someone coming in at lunch, but one of the teachers who's running this um is out there one day a week at recess time so the kids can come in and

062then teachers are going to ease the teachers into it slowly. So I brought them all so we books about the garden so they can just even go out and be in the garden. you don't necessarily have to do anything. And then the one ask is could you come out once a month and just model kind of like a it's called an system but there still >> so that they're just out there and they feel that we also have west church and CCI beautiful um where they built the whole back of the garden they built a great sensory path and um >> you know sensory different kind of groups and things so that was like in three hours 50 people transformed this whole >> highlight some country. >> So the is the garden used uh by

063any classes right now for class time also >> can be used by any any class they wants to. >> Okay. >> Some are using it more than others. >> That's awesome. >> But everyone's at least at least one. And then for those kiddos that maybe the teacher is not quite ready to launch into it'll be open. >> That is awesome. >> They've got we've got this plant which it looks think of cucumber. >> Oh wow. >> Come check it out. Thanks. Perfect day. >> All right. >> Thank you. >> Questions, Ryan. Do you have any >> Thank you for the hard work. I know putting this together is a task and um I'm excited to see continued growth. Uh >> did we do your site visit yet? >> Yes, we did. >> Okay. Oh, they

064had decided. >> So, yes, thank you. Obviously, this is a tremendous amount of work. Um, I I'm noticing a trend in all of the SIPs that the list of things we're not doing anymore is much shorter than the things we're continuing and adding. And so, um, obviously that's something we're sensitive to. Um, it's tremendous work being done everywhere. Um, but I really appreciated hearing you say how you're trying things and very quickly reassessing if it's just not working. And I think that is so so important. Um, so I really want to applaud that is sometimes hard to do when you roll something new out and realize maybe it needs to look a little different or not do it at all. Um, and so that's that's perfectly um appropriate and really wonderful that you're willing to

065do that. Um, I did read in your SIPA about um revamping the PBIS and I was like revamping tell me more. Is it you're looking you're taking a step back and kind of going back to the basics. Can you expand a little bit more? >> What we felt I think kind of the frustration maybe around behaviors, these tools that we've used are not working anymore. And then we really needed to ask ourselves how consistent are we being particularly on the playground. And it got to the point where, you know, the concept of catching them doing the right thing and even tickets or Colts can we call them and teachers weren't really doing that often. So we said, you know what, commit to doing it at recess. We're all out there at least twice a week

066every time. Get them out if they're walking on the black top. So like that consistency from staff like, "Hey, we we see you. Thank you so much." Of course, the store sort of ramped it up for them of like, "Oh, this actually means something more than, you know, when you're in fifth grade and you get a bra of a backpack." Maybe not as exciting as being a kinder first, but the story's been exciting to see you do that once a month. But it's just more about talking about how we as a staff be really consistent and globally. We want them to show >> and then celebrating them. >> Recess rock stars. >> Recess rockars this year. And so we're honoring six kids a month just for they said kingdom of trash. >> Amazing. So cool.

067The other case I hoped um um there would be an opportunity to kind of expand on is and I'm touching all of the schools with this question is chronic absenteeism. >> Um what are you seeing and what are you working on? I know that you mentioned >> I will say that >> meeting with Lisa especially this this year and last year has been helpful in terms of like being like we've done some home visits and things like that which >> you know she'll come out and do it with a counselor. >> Yes, meeting with Lisa was wonderful. Um the spreadsheets that she would update every month was so helpful because it would pinpoint all the kids that are of concern, show us how we're tracking, we notice spikes during certain times of the year. Um

068we would reach out to families. Our counselor now comes to any of our truency or absenteeism meetings. We've done several at home visits. Um we do kind of to make it a little more fun, we do attendance awareness week. It's actually next week where every day is a spirit day. We go out in the morning and play music and give stickers to kids that are our time. Um, we're handing out to all of you because you make copies for us. So, we're sending all the flyers home posters up. But I think really the biggest thing is just meeting with the families. And I found over the years that those are the families that don't tend to show up to the meeting. So, making a phone call, sending an email goes a long way. Um, and

069I also have noticed, you guys have noticed this too, but in TK the last two years, I find that families like, "Oh, it's preschool." And so, they go on trips or they're always tardy, but once you have that first meeting with them, they really, you know, it resonates with them like, "Oh, this is so important." And, oh, if they're late in the morning, this is what they're missing. >> So, that's kind of what we've been focusing on. I really have to give it to Lisa that local and >> well and Janelle's really I mean our try rate has decreased so kind of revamped but you know polishing up putting systems >> everyone has their unique story typically about >> just listening to that alarm clock not not often but maybe Not a car could pick

070up kids. So my little guy rather into extended days. Mom has to drop them off around 7:40. >> We have a lot more kids on the bus and so we before school is not an extended day. Just like the bus gets there at 7:55 before school starts. It be too long for them to hang out. That's amazing. Obviously, some of it is within the students control. A lot of it isn't, right? We recognize that. And so, that takes a tremendous amount of work um and attention to detail. And I just I think that's wonderful that you're focused on it. We need them to show up. >> All right. Did you want to chime in, please? I want to celebrate and congratulate the gains that you've made with your Hispanic students and your e populations. Those

071are significant gains. Um and so I hope we just keep going with that because at this rate we would close the gap which be very exciting. Um I was able to see you fly in action this morning when I was at Country Lane. So UFly is how we build phmic awareness and phonics um those foundational literacy skills in our youngest learners. It was one of the best examples of a UFI lesson that I've seen packed into what a 20 minute lesson was just everything was there from encoding to decoding to phmic awareness to changing words out and changing words in and I just was really impressed and I'm excited to see teachers, you know, getting into that and using those materials. And then lastly, I'll just say um I want to thank the Country Lane

072teachers for really stepping up into these district level committees. So we have did you say four on the math adoption committee? I think there's four or five four on the writing team. And so and they're not all the same people. And so Country Lane teachers are stepping up into these leadership spaces to help our district. And I just want to commend them for doing that because that takes a lot of extra effort whether it's sub plans or extra time or all of that. So I want to give your teachers a shout out being part of that. >> Yeah. All right. Anything else? All right. This is an action item. >> Thank you. Um, so it is recommended that the board of lane military 52. >> All right. I have a motion to approve. >> I'll

073make a motion to approve country lanes 2025 26. >> And I'll second. >> All in favor say I. >> I. >> All right. Fabulous. Thank you. I'm so sorry. No, you've got to be a mom. >> Right on to Eda. >> Woohoo. We have experienced um this year some growing not pains um adjustments. um as we've gone down and we have about the same number of students consistently um this year that um so pretty consist but we have shifted where we have um a smaller number of little ones and this year we have four full fourth grades, four full fifth grades and our most classes are packed to beyond the top like over the top Was it a bubble that went through or just a unique? >> It might be a district bubble. Um yeah,

074I don't know. It just it just is happening. So anyway, um it it's a little bit of a shift. Um just because the campus changes a little bit when you have a lot more big kids than you have little kids. Um and we welcomed because we opened that fourth grade we welcomed um a big chunk of students from schools which was great but it just it's caused just a little bit of a shift that's all. Um so not a growing community at all just kind of an adjustment. Um and our data as you can see you're going to see in both areas is pretty um you could call it stable or stagnant you would like to call it. Um but we Yeah, we'll just stop table. Um but we continue to have a giant chunk

075of kids that are exceeding standards and um you know in meeting and then um a bigger chunk that we would like that are not and this it looks the same to me. Um we do have a big goal this year. um we have a 6% um plan for growing and that is because we we went down a point and uh we need to get back up there. Uh and we we believe that we'll do that when I show you the um the subs I'll tell you a little bit about that. But um one of the things that has been really great over the last few years is that we have been working with kind of like Car but um through like the all the guided reading work um all of the writing work that we're

076doing now and all of the um and there's been stuff with the foundational skills everything is becoming much more consistent I believe um and fitting together very well which I'll talk about a little bit but Um I think as we get everything um um we're going to make that. So So that's why I'm not comfortable. Sure. >> All right. Um our subgroups um are Ed and Clover and I've talked about this and multiple times um are all over the place. they year to year the the contents of them meaning like the kids that are in those subgroups um change over time because we'll get an influx of we're just so diverse. We're we're at 39 languages this year which is down from 14. So yeah, >> consolidating. Um, but our subgroups are all over the

077place and so they so they bounce all over the place depending on who is in those. And as you guys probably know, as students become, for instance, our EOS students being kind of a fish, which are our kids that are being redesated, that number is going up every year. Then they move out of that group. And so then you're deal with a different group. And sometimes we have newcomers coming into that group or you know older kids or younger kids. So it's when you look at the kids um those groups the composition of those groups is changing all the time. So it's kind of a moving target. That's all I'm saying. Um and so what we just have to do is monitor very carefully and really just drill down to the kids all the time

078and see like who are those kids that are not doing as well as we'd like them to? that we do in order to help them >> is is the I mean especially looking at the EL numbers is the given that your site is a K through eight site right >> is the is the barrier or not maybe the barrier but the uh threshold for EL does it get harder as the grades go up like it's harder to be >> yes in two ways in two ways So, um, as when kids come in little and they're learning English, um, they generally pick up English pretty quickly, right? Even when they're younger, um, and then you do have some kiddos that get stuck. So, you're so you're really looking at that and trying to figure out who

079are those kids that got stuck and why is that happening and what can you do for them? Um, in addition, the some of the reasons that this um that this that there's they've changed subgroups and composition of them is when you get older kids, middle school kids, fifth grade, sixth grade, seventh grade coming with no English. >> Yeah. >> Um, they, you know, and then it's a very different thing. Yeah. Right. They're often fluent in their home language, but not always, right? of so sometimes you're dealing with building their language period just building language and then adding English onto that but a lot of times you're dealing with a fluent um home language speaker that now is having to learn English within the content of middle school which is >> it's very tough tough yeah

080so much tougher for a seventh grader than for like a kindergartener or something >> so when you look at these um numbers >> you know it's just the whole school numbers right it'sact depending on where those kiddos are falling. They look >> That's what I suspect. >> Yeah, that's what I kind of suspected as well. It's tougher. Yeah. >> Yeah. And I think I read that um you have kids who I think all of our sites probably do that have no exposure to English at all. Right. And so that's even more challenging because not only do they not have the language, but they've had no exposure. >> Yeah. And so that I just noted that. >> Yeah. And then we have in the same class we have kids that speak three languages. >> So like

081so it's super interesting. >> Yeah. >> Um I I know that you talking about you want realistic goals and so goals for my EL kids. That's a big jump that I am looking for and but it's not just a guess. So Yeah. >> So, um we are able to look at benchmark scores um in I Ready and there's a great feature of I Ready that shows um if kids are making progress past typical growth. >> So, we were able to go into last year's typical growth and there's also something called the stretch growth but the typical growth makes sense and many of our ELS are hitting between 150 and 200% typical growth. So they're not they don't show up as that standard yet, right? But they are catching up. Okay. And so I think especially

082for for our kids who are coming in who don't speak English at all with the second year when they're making that kind of, you know, up around 175 almost 200 over typical growth, 200% typical growth, right? >> We we know that they are zooming. >> Yeah. >> And so um when we look at kids by kid, I think And is and the data that you just said uh the over 100% or 200% >> to standard is that based on this year's progress so from August to October >> no so that is this set of kids last year okay and the >> cohort they made last year so the rate that they are growing >> okay >> so August to then when we get to this August we can say like okay they keep growing at

083that level. >> Got it. Okay. Okay. >> Is and not generally about this a more a generic question I guess is does the do we have any trajectory or directional data in the first few months of this school year or is it very too early to >> we have a baseline that we take the very beginning of the year >> but the next one that they take is like December. >> Okay. >> And so remember so we'll be able to see like oh are they still on that trajectory or >> yeah I think it's hard sometimes when you're just looking at quarters because that's just a window of time and monitor obviously a lot >> yeah absolutely >> all right so um we are in a year of findings APS we have a lot of

084ongoing programs that are super strong and working very well. Um so there's not a lot of necessarily we're changing but we are in that mode of refining things and making things consistent across grade. One thing that you can probably imagine with a TKA is the vertical alignment of things is super difficult. Um would we like it to be perfect you know um you know TK is going to be exactly you know and the next thing is exactly kindergarten and then you know we're using the same thing throughout yes but it's it's a big place so it's difficult to do um one of I'm kind of all over this slide but I'll just tell you one of the um the things with the writing program that we've been working on it's been a really good opportunity

085because the continuum is K8 and the lessons that they've worked on are all the way through that we are starting to have now those virtualations. You know, what does writing look like in kindergarten and then what builds in first grade and what builds in second grade? Um because you can sometimes walk into an English classroom or sixth grade classroom and see them doing the same thing that you could just see what is just happening in fourth grade, >> right? And so we need to start having those vertical conversations about what is different, what should be different. Yes, you're writing a five paragraph essay, but in eighth grade, sixth grade, even though the standards saying you just read them. So, what does that look like? And the writing program, because it is a K8, has allowed

086us to start having those conversations like really scatter because we can apply it to like, well, we're all doing this is what it looks like. So, we're just getting started with that. Hopefully to those and then hopefully those will um you know change over will start to bleed into other areas too as far as getting you sharing that. So, I I would think it would be easier on a just sitting back would be easier on a K8 because you're all on the same campus, right? Versus trying to do a 58 or a 56. You would think that, >> right? >> So, no, I appreciate I would also think that, but it's trickier than think. >> Yeah, for sure. No, that's why I appreciate you calling it out. >> Yeah. Yeah, we we're always working on

087it. >> Sure. >> Yeah. >> Reality doesn't work like theory, >> right? >> Um the discontinued stuff for us this year have have been adjustments really. Um, we did have to reduce the number of intervention staff that we had. And to be fair, most of my intervention money is dumped onto into people. It has been for a very long time. And so when that money went down a little bit, it it meant that we had we were short of new people. Um, so we just had to be creative. Um, and one of the things that we did do was eliminate AVID um to get some money back to help with intervention. And the reason that we did that is because our AVID um class was not we didn't have the right population for to really

088do AVID like it's supposed to be done. It was a great class. They were doing all kinds of really cool little stuff but um the kids that were in that class didn't need a per se. They were getting it in other classes or they didn't they didn't really need it. Um so we have been able to take that money and put it intostead especially school. So that's uh ongoing. Uh we again have a really strong um K3 um intervention program that's pull in and push into classrooms and and um mostly push in in fourth and fifth. But we are using our Spanish teacher now to um do some designated yell with our Spanish speaking um kiddos which has been really she started doing them last year. So she's got books that she pulls out and

089for those brand new kids and why it's been helpful also is because some of those kids come in really with no Spanish. They don't have solid Spanish. So to have somebody who is bilingual that's that this person says um and uh >> so I'm curious about that. Can you just double click on it for just a second? So when you say that they're what is their primary language at home? >> Their primary language is Spanish but they're they're al up and coming with very limited Spanish skills. They don't read in Spanish or write in Spanish. >> Got it. literacy skills, >> literacy. >> A lot of the kids coming from there maybe did a little preschool but with the pandemic stopped going to school and never went back. >> Right. Yeah. Yeah. Okay. So, it's

090>> that English foundation to start building English on. >> Got it. >> So, they're kind of building Spanish and English >> simultyly they can communicate in Spanish quite effectively. It's just the literacy part of Spanish also the foundation >> that helps. >> And I'm talking about mostly older kids. >> Yeah. Forward. >> And for those kids, the challenge is magnified, right? Yeah. Because they have a lot to catch up. Lot to catch up. >> Um so, uh in our middle school program, we have uh really worked to have some electives that are double doses of language arts. um either focused on developing English as a second language or just reading intervention so just getting kids to speak with reading um we have an excellent teacher who does that um one of the most talented reading

091intervention teachers we ever beat and she's she's made great growth if you look at that e growth the kids that are making more the typical growth if you look for kids that have had her that's who it is >> um so that program has been very effective. It's for sure um dependent on who that person is, >> but hopefully if student's not doing it, can we be able to >> And you guys are still using the the devices that that are trans are they still have helpful >> when we need them. Yeah, sometimes they're helpful when um when a child just like cannot explain to you what they need, >> right? Um but but also we're we're taking care to make sure we're giving kids lots of time to practice using English and >> Okay.

092>> So, but we do use >> um so we've got an EL support elective like I said in middle school as well as a reading intervention support. Um, we've got aids that are pushing into classrooms to help. Um, our newcomers are getting that double dose of EL from our Spanish teacher and the aids that we've hired. Um, and then we've just been really intentional about purchasing materials and online resources for um, these kiddos. So, just um, again, every the money is tight, so you have to be very intentional about like what what is this going to serve? How is this? And then newly introduced um again really fullsight focus on writing through um the district PD. You'd be surprised. It's difficult. I always hear elementary schools saying like, "Oh, we have a full focus on

093this this year." Well, in a in a school of our size and and the breadth between TK and 8, that's kind of hard to do. You could do like an elementary focus. Sometimes you do middle school focus, but the writing has just really provided us a great chance to really just have focus, which I'm gonna say maybe is so um we're really focusing on explicit instruction um in language arts, getting the foundational skills that was happening, but now it's a lot consistent. So, you can go every classroom seeing the same thing, which is great. Um, we've got reading comprehension, all of those areas that we've been working on for the last few years, and now we have time to just kind of sit with what K was saying and refine it. >> So, that's what

094I'm saying. >> And I am loving the foundational stuff that's going on in K1, my heart is there, as you guys know. And, um, the stuff that is going on with funological awareness is going to be great. I think our first um shot in the arm, remember you were talking about, you know, what is going on? Why are our kids doing so well in kindergarten? Like TK, >> it's TK and this is going to be >> Yeah. This foundational literacy. I know. I know. I'm excited. >> Yeah. All right. We change to Madam. So, um, similar to what Janelle mentioned, you know, our district as a whole is is really focusing on ELA, which is fantastic. I do feel like math is kind of starting to sink in a little bit with um piloting some

095new curriculum this year. I know our middle school math teachers have been working um together over the last year or two in a cohort on you know developing math language and progressing our students further. So um I feel like this is kind of like the next step now that we've got a pretty strong foundation going in with PLA. So um these are our scores for math. Um we are you know continuing to make slow progress from you know 70 to 72%. Um we also have kind of a lofty goal of making it 79% but all of in the next slide I'll kind of go into it more but it connects back to what Sherry was saying about how the target of our students is kind of shifting. Um so we're pretty confident that we'll be

096able to make that bigger. Um if you don't mind going to the next slide as you can see with our sub data um our our EL they've go down just slightly from 29 to 27% um and our goal for them is actually to make it up to u 50 well 50% for Hispanics but 40% for EL so that's almost double a little under um for specifically and again the the reason we feel like that we can potent potentially achieve this goal is because when you look at the the I already projected growth D um report excuse me that Sher had mentioned for ELA there's also a version for math and when you get down and look at who those students are and the fact that a lot of them did come in with no language

097or very minimal English language and are already making 100% if not more than 100% towards their typical growth within one school year if we can hopefully again replicate that this year we'll be able to see that that data is progressing those math um the math foundation so that we are hopeful that we can achieve our um more lofty goals. Um our spend went up which was great. Um and then our socioeconomically disadvantaged that also went down. So that's going to kind of be one of our focuses of in addition to everything we're I'm going to talk about on um our key action items obviously will help all of these kiddos. Um so are you going to see that kind of go up to 12 to 45 years. So for key actions um discontinued it's the

098same thing kind of we're all seeing funding of course is um a little bit less this year. So we've had to get very creative in how we use our intervention money even to the point of like making um a work calendar very strategic for cert employees to kind of almost like heavy pinch their hours. but in a way that is really maximizing the time when kids need to support like for example before lunch. We know that that's when they're most engaged and maybe you know letting go of some of the afternoon things um to to help with that funding. So it's just been a lot of like brainstorming trying this trying that um and getting very creative. Um, similar to ELA, we also have some pretty robust and successful um, math interventions going on. We've

099got great pull out intervention for second and third grade and also also some first graders in there as well that on a person who really focuses on those foundational skills, playing math games with them, getting them to really, you know, manipulate numbers. Um, so that's fantastic. And then for fourth, eighth grade, it's more of a push function than pull out. Um, but we've we've kind of revamped how our fourth and fifth grade is using our intervention staff within their math rotations and pulling them. >> Um, >> for a for a student like a pull out, I'm assuming is in you're going to take them out to a small group. pushing. >> Pushing is when like the teacher or excuse me, the intervention assistant aid goes into the classroom and helps by either pulling a small

100group within the classroom or walking around and knowing who needs the extra support. Um, it's like the person, the intervention teacher going into the classroom versus the kids coming out of the classroom. >> Out of the classroom. Oh, got it. >> Does that make sense? >> Yeah. Yeah. Yeah. Okay. Okay. >> So, how do you how do you decide which is going to be more >> Yeah. A lot of it has to do with the people that um are providing the intervention support and the age of the kids. So, for example, in middle school, what we find is that when you're pulling kids out of their classes, it it's almost more stressful for them because heavier, the expectations are higher. So they are so focused on what they're missing and having to make it up

101that the time that they're spent they're spending outside of the classroom is actually not really making that big of a difference >> versus if there's a person going into their classroom that's walking around that they can you know say hey can you help me with this or if it's just part of their routine that they go meet with that intervention teacher with a couple of other students during a small group time within the classroom. it's like immediate support in that environment. And then on the younger age side because the like the second and third and also the first their development is more foundational. Um when you're able to pull them out, it's not like they're missing a big thing in class that they would have to make up because it's, you know, more simplified academics.

102but also that intervention teacher can really target those um really important foundational skills that can kind of make or break if you're able to make it in a math class. Like for example, the one to one correspondence. If a kid doesn't know to say like one, two, three as they're counting an object, if they're just like one, two, three, that's really hard for them to be able to access the rest of their curriculum within the general education classroom. So, if they can get that support outside with a, you know, one-on-one or a much smaller um aid or a teacher, then they can master those foundational skills that then can translate into the general classroom and then be able to make progress um through the critical curriculum. Does that make sense? >> Yeah. >> And we've

103tried both. >> Okay. >> That's what we're finding is most successful right now. >> Okay. Um sorry to add a second to add in so when um if kids are coming out into a small group it's not during that same class. So like they don't come out of their math class. So when they come out is a double dose. >> So those are usually the kids that need more. Yeah. Right. And so they'll they go to regular math and then they have another in middle school they have a whole other class that's math intervention. >> Okay. >> Or um in elementary. >> Okay. But for the kids that just need a little bit of help, then the aids are pushing you. >> And in middle school when when it's a math intervention time slot and

104kids are being pulled out, the other kids are they self-directing or self-learning or is the teacher kind of helping them? >> Yes. an elective class. When all the kids are doing their electives, there's a group of kids that go to a math elective, okay, that are specifically needing help targeting those math skills. >> That makes sense. Thank you. >> Similar to the how Sher was talking about the ELA teacher we have that has made tremendous growth in reading intervention. Same kind of idea, but for >> Yeah, question. So speaking of the middle school intervention, actually um one of our newly introduced um action items is we were able to increase the number of electives we had. So last year we had two math math intervention electives. This year we were able to increase that to

105three blocks of math intervention. So we're able to catch more kids that need it throughout the day. And we have two teachers that teach that. Um, and they're both really great about figuring out what is the kids need, helping them set goals, helping them make that growth. I was just talking with one of the teachers today and um during our standardsbased um think tank meeting and talking about how even in eighth grade, how important it is to have those conversations with kids about why they're in a math intervention and the purpose of we want to help you. We're not just doing this because, you know, we're wasting your time, but we're helping you, you know, set up for success. We want to support you so that when you are in your normal eighth grade math

106class, for example, you can, you know, relate some of the strategies we're trying to adhere into there and help kind of bridge that gap a little bit. So, the three um study skill is what we call them, the three intervention electives of medical school has been great. >> Um, >> do you is that a challenge though? Is it to um obviously there's a lot of benefit to having that time set aside. Is is there a challenge to get kids to get on board with that versus a different elective? >> Sometimes yes. Okay. >> There are kids that for example like if a child has all of them been in band like music for example um it's sometimes hard to >> help them understand. We need you to be able to add and subtract and multiply

107and divide almost before you can take on an instrument. Not that you know we're putting one against each other, but with the constraints of the seven period schedule, unfortunately, they can't do both, but luckily at EDS, we are able to have other ways that they can kind of get a little bit of both. So, for example, a lot of kids want to do Spanish, >> um, which could be their elected, but then they wouldn't get to be in the math or ELA intervention. So we have a zero period Spanish that t kids could take. So they could come early to school, still get that Spanish, and then during the school day do the math or the reading intervention. Same thing with music. If they can't participate during the school day music, they might be able

108to, you know, do a jazz band or um a chamber of strings that h meet before or after school. So they still can kind of get a little bit of both without feeling like they're in. >> Yeah. >> But it is challenging. There have been a couple instances where kids are just kind of like plateauing, not really um trying and despite going off into the future really working with them. And then it's having conversations with them and their families kind of figuring out how can we support you so that you can start to see how important it is that you're receiving the help you need. >> Yeah. Can I ask if you so we talk about funding decreases and so this question is a little bit to Chris but if if you your inter you

109know I'll look at that that direction that guy um so if you move your interventions from four days to five from five to four >> or creatively use the hours I like I get that would you make more progress if you didn't have to do that >> if we didn't have to change the um hours >> it's a good question. Um I guess we'll kind of see this year because this is the first time we've had to become more um creative with the hours and the um amount of support. It it's almost like I I would correct me if I'm wrong, but I don't feel like we've had to remove any intervention support completely. Like we we didn't have to say, "I'm so sorry, we can't afford you anymore. You're no longer an intervention teacher."

110But instead, what we've done is we've taken our pool of people and said, "Okay, can you work a little bit less here? Can you maybe do middle and elementary? Can you not work on Wednesdays when the middle school blocks are shorter?" Um, so we'll see this year if it makes a difference. It's kind of a year of trying it. >> Think we'd love to hear like again sometimes operating under constraints makes people attentive to, you know, decisions, review things like the the software services you're using. like, "Oh, I should go take a look at those. Are we really using this thing?" So, so I don't want to like that tension should exist and that's I mean, we have limited resources, but I also don't want to be, you know, Penny Watson pound foolish, which is,

111hey, we have kids that really need uh an additional support. I want to make sure we're having that conversation about, well, do we need to come back and >> take a look at that? >> Yeah. So if you get further along in your your process, we'd love to pick up that conversation to hear that we're serving kids well as well because it is. >> Yeah. Then thank you for being creative. I mean, we understand that we we push those constraints down. >> Let me pay attention. Yeah. >> I guess that's >> I understand it. >> Thank you for that work though. I do. I do want to make sure we're having we don't find ourselves in a position because we were trying to do the right thing and we lost sight of >> right >>

112the thing the thing. >> Yeah. >> Those kids. Those kids. Yes. Yeah. Um, I guess lastly I'll just mention that one of the other things that we constantly at EDS are thinking about is we we kind of have these two bigger pools of kids really high highs that are overachievers that are meeting the um extensions meeting challenges and then we've got those intervention kids that we've just been talking about. So, a lot of our key actions are targeting those kiddos, but we also find that we've got kids performing, you know, multiple grade levels above what they're just assigned to and what are the ways that we can challenge them, help them, you know, reach their potential. So, some of our ongoing and newly introduced um action items such as math olympiads, the MAA math competition,

113which is also called AMC Math. Those are um projects, excuse me, not projects, programs that are a lot of parent run um that help give those high achievers a chance to kind of excel. They participate in these math competitions. There's ongoing like weekly meetings with parents to help train them and practice these assessments and these mass, you know, big kind of more widespread concepts. Um, so we also are are trying to make sure that we're not just forgetting about those but you know reaching everybody else. >> I find that you obsess with kind of getting parents. I know math Olympiad is a pretty >> it's a tough ask. >> Oh 100%. >> Okay. >> The parents are like always can we bring this back? Can we do this again? When can we start? >> Okay.

114>> So it's great. We're very very fortunate to have such dedicated parents that they they're coming at like 7 am on a Wednesday or something to before they go off to work for the day. So I think it's a passion for them too. So we love that they're >> that's amazing. And then we're also trying this new thing this year called um peer teach which is an um it's an online program but it's like it's actually targeted for intervention but it's like good teaching and good um student collaboration and communication. Basically it teaches kids how to like coach each other in math. >> And um our second grade theme is piloting it this year. Um, and it's it's like this I was watching a video on it and it's like teaching how to kind of

115coach someone to get to an answer without saying here's the correct answer and what kind of language you can use to help guide them and then they switch. So, and it's got like very purposeful partnerships. Um, so we're excited to see what that's going to look like. We just or one of our teachers just submitted an MEM grant to help kind of pay for that for this year. So, we're looking forward to see if that's also something that um can help kind of with our math work. So, yeah. >> Before you move on to the slide, I did read struggly in in your SIPA and I was like that was another pop out word for me. >> Yes. >> Can you expand on that? >> Yeah. Um Okay. So, Struggly is also an online program.

116It comes from the world world of Joe Bowler. Okay. who is the math mindset, math math foundations um kind of person who um really believes in like the bigger concepts of math instead of just teaching kids how to solve algorithms. It's teaching them, okay, how could you um take this math concept and how does it apply in the real world, but also how do you take something as simple as like a a grid that has different rectangles and having a math conversation about how many different rectangles are there? Small ones, big ones all together. So, Struggly was designed by those people and it's an online program that helps build number sense, deeper understanding, and math resilience. So the reason it's called struggly is because kids actually get like points and stars if they struggle, keep

117going, and then make progress. >> So it's like very abstract concept. It's all about like I remember one is counting ducks, which again sounds silly, but it's all about manipulating numbers and they want you to kind of be like, "Oh, I'm struggling. I can't figure this out." And then it teaches you that math verse answer. Okay, this isn't working. I got to try something else and then you know the reward of now I get stars kind of struggle. >> So they're living in that uncomfortable nature to help build their resilience and our kids love it. >> That's do they? >> Yeah they're struggle. So I think that and even the low like the highs you can understand why they would enjoy something like that. But we found that even the low achievers that are struggling

118uh enjoy being unstruggling >> because it's at their level too. So they're kind of manipulate within their realm of >> what? >> Right now we have it uh >> No, you're good. You're good. I love it. >> No, and you're encouraged to talk to and collaborate. Yes, please. >> Yeah. Don't. >> You're very welcome. >> Any other? >> I have friends, but no. >> Well, I'm I'm very curious about math top. We chatted about this. So, we'll be interested in your your team's perspective on upcoming math adoption work. So, >> I'm gonna be right in there. >> Awesome. >> Lucky us. >> All right. >> Uh, school climate, I get to join in on this one. Okay. Um so our school climate data we're starting with the student climate data and um the student the

119upper grade students all those students filled it out because they were filling it out in their classrooms. So a large population were really excited to see such growth in the perception of the students because we have been working very hard to work on inclusivity and um belonging respect. Um so some of the things that we really focused on last year um were respect agreements across the campus. So every classroom was doing respect agreements regularly throughout the year really talking about restorative practices and discussing issues and who's affected by which behaviors. So, um guiding students into participating um that's through PBIS and restorative um practices. Our counselors also spent a lot of time doing outreach. Um last year they were in fourth and fifth grade classrooms doing full class presentations on, you know, um peer behaviors.

120So we were getting the tier one kids with outreach from the counselors as well as the kids that need more more intensive work. Um we have student driven lunchtime clubs in middle school and we also have husky hangouts during um 2, three, four and five lunch where kids have some chances to play games and to um practice um game behavior as well as sports. Um so we were really happy to see that there was a lot of growth with that. We're shooting for 75% of students feeling that they're valued me members of the school because that wasn't quite as high as we we wanted to see and we want them to feel safe at school and that their teachers care about and have high expectations for them. So that's kind of that rigor that the

121teachers really expect them to work to their potential. So we're going to continue with that. Before you move on though, I do want to highlight those are some big gains and that's not an easy that's not an easy task. So, congratulations on that. >> Um, teacher climate data again not quite as as great of growth, but looking at the school leadership, um, we're feeling pretty good about >> as you should. So, we noticed that the teachers want more feedback and coaching. Um, they're looking for more input on what they're doing in the classroom. And we're really excited this year about the new district focus on PE because for the last two years we had um teachers college and Jan Richardson. We had a lot of learning, learning, learning, learning. And this year the PD is

122really about okay now let's get together and let's make this work for us. So the teachers are really having a um a chance to talk to each other, work as groups with teacher mentors guiding them, but really how is it working for you and what's the best and what could we do better? And so we're really excited about that PD because the teachers are feeling kind of like they can take a deep breath and take ownership of the learning time. So we're excited about that. Um we've also been listening a lot to the teachers during collaboration days. We're trying to empower the teachers as well in their groups to come up with um things that they're all trying and then getting back and revisiting and talking about how's it working um how can we make

123it better. So, we're really encouraging a lot of team conversations, which we've always had very strong grade level teams at UPS, but we're really empowering the teachers hopefully, but giving them the coaching and the feedback and helping them to coach one another. >> Um, we have a couple of new teachers that have joined in um the school in fourth grade and second grade. Chelsea's been spending a lot of time in supporting them in guided reading looks like this and classroom management looks like that and giving them a chance as well to go into the observe what's going on. So, we're um working hard to empower our teachers but also to help them expand their their skills. Um, we go into classrooms regularly. We talk to teachers, we leave the notes, and um, we want everybody

124to feel included in the group. Um, so we're shooting for 75% of staff that feel that they receive regular quality feedback and that their professional skills are growing through PD and collaboration. So that's our goal for teachers and family fun. Um so we we were doing quite a few things to support families. Um and we want to do a lot more. So go to my notes. Um so the PTO is using Pella um as well as Country Lane. We're finding that there are a lot more avenues for um parents to take ownership to create groups. We've already been using it for the pumpkin patch and for the sports teams and it's really easy for parents to chime in to share pictures to do all kinds of things. So Pinella has been um really successful. It's

125not quite as easy to use as they say it is, but nothing ever is >> good for us. We just don't get it. >> Um, so we use, as um, Chelsea mentioned, the AMC8 and the Math Olympiad are run by parents. So, empowering parents, reaching out to parents. Um, the AMC8, I help them gather the materials, but they present the lessons with the kids. So um that's really nice. Um we have like lots of opportunities for them to see the kids are getting enrichment. We have diverse music opportunities. Um we have a rock band that's going to be playing in class on Saturday. I already did in my voice. >> Okay. um a self-directed student rock band but uh supported by our music teacher. Um we have choirs. We have elementary choir and middle school

126choir. So we're giving the kids lots of opportunities to follow their passions >> and supporting them in that. And parents are also supporting every day. You see the parents bringing their amplifiers from arms. They have to cart it to and from school. So they right they're ready. Um so again our counselors are doing a lot of outreach. Last year the counselors did a number of parent meetings in the morning in the MU um with parents of different languages. They provided in Spanish. We had some Russian outreach. Um giving parenting skills. Um Chelsea does love and logic every year in both English and Spanish. Um so we're giving um we're trying to incorporate the families and empower them and build their parenting skills. Our counselors as well in some cases when we see um families that

127really need parenting coaching they've done one-on-one with a few families to develop those skills of the parents and help to support the kids which helps to support us in the classroom of course. Um, we do evening events like family math night and um to help develop strong problem solving skills and to show parents that math is not just worksheets and drill and kill because a lot of the kids when I was in the classroom, a lot of the kids would bring their um Chinese class homework or their math tutoring homework to my class because they'd get in trouble if they didn't do their homework and they had to have 100% Um whereas my class they do the work but I guess I was nicer than their other teachers were. So they said well I just

128need to finish this my class is my class time but um to encourage the kids to expand their knowledge and to understand that problem solving and thinking is what's important not just that number on the top. So, um, so we're looking for 80% of families to feel that their EDS is a good fit for their kids needs. Um, we were thinking that more families would feel that way because we are a popular school. With the family climate data, you don't get as broad a a spectrum of people who fill it out. It's optional. Um, >> but we really want to offer a lot of different opportunities so we can meet the needs of the community. >> And we're hoping that 75% of families feel that they are expanding their capacity to be parents and to

129help their children grow into productive adults. So the last one I'm just gonna kind of summarize. Um so just getting taken again we're kind of refining. Um we've had lunch clubs um for middle school kind of as kids wanted them. They came up with a lot of interesting lunch clubs um throughout the years. Some are a hit, some aren't, but it was pretty much if they could find a teacher to sponsor it. And this year we had to hone it in a little bit because we had a lot of clubs going on. So this year they're creating halfyear clubs. So a few get to go the first half of the year and those who didn't get the first half can go in the second half of the year. And that way those that kind of

130dwindle out go. We also have our um regular year-long clubs that are going to continue. Um second step has gone away. Character strong is the new character curriculum which I was going to mention over here. Um I was talking to some of the kids the other day and they really like character strong. They say the activities are much more engaging, the conversations are good. We had had our advisory classes which were sixth, seventh, eighth doing second step >> and we found the conversations were not quite as deep in the very grade level classes. >> So with the character strong we made pods in our advisory classrooms. So it's all sixth, all seventh, all eth going through the activities and the teachers are saying that they as well are observing that the kids are much more

131engaged and much more willing to participate. Um so let's see. Oh, attendance coming up. Um attendance we have not done anything um >> fancy with our attendance. Um we find that really outreach I spend a lot of time making phone calls, visiting with the families to talk about attendance. Um we have an amazing attendance clerk who knows everybody and you know we have some kids who have ongoing health issues. So we have a girl who um was just recently diagnosed with celiac disease who was missing a lot of school because of her disease. Um, we have another one who um was just diagnosed. She started in kindergarten demonstrating symptoms and she's an eighth grade now. Was just diagnosed with and I do not know the name of the disease. It was crazy. But um something

132about her joints being too loose >> and um her movement, >> but that was like an eight-year process and she missed a lot of school throughout that going specialist here and there. Finally at Stanford they were able to diagnose and give her treatment which for the family is relief. Finally they kind of know what's going on but she was missing school because of things like that. So Christy is really good at prioritizing these are families that really just need to get a clue they need to be here. Um, one thing that also helps with the attendance is we have some families who want to take vacation um and go to India or Asia and with the 7day leave if they're gone 8 days then they're dropped from EDS and they don't always get back into

133EDS and those conversations happen with the community. So some people change their vacation plans which is important. They need to know school year isn't the time for vacation. Um, we do a lot of newsletters. Sherry does her weekly um message out to parents. She tries not to inundate parents with messages all the time. So, you get the one message with everything. So, there's a go-to place for where to go for information. Um, volunteers. We have amazing volunteers with the PTO and everybody at school. So, um we encourage and celebrate the volunteers. Um we have a lot of field trips and assemblies. I think the number is 71. >> Yeah, I think it was >> field trips last year that we are able to provide because the PTO pays for the bus. So um that support

134at the ETO really makes a lot of things that we do possible. >> And the big thing that I think we three really want to celebrate is our care team meetings. We started these last year. Um the care team meetings are the counselors and this year the CBA and us and the psychologists meet weekly to really talk about the kids that are struggling to talk about the kids of concern and we get a full 360 degree picture of what's going on with these kids. Um this year we have expanded it to talk about attendance and um uh academic concerns as well as behavioral concerns. >> And we feel that it really just helps us understand what's going on. Um and that's mostly mostly where we are. Oh, I was say overall this is fluid. It

135keeps going. A lot of the things we've been doing, keep going. We're just tightening, changing a little bit. But our focus is really on building community and supporting families and students to be the best thing. I think we have one more slide. Sorry. Yep. These are just kind of um the well some highlights, but they all go around the same theme of um making pieces of our of our very large number 1,00 million trillion piece puzzle that is ads. I always feel sorry for people when they come they're just like what is happening here? um fit together and I think um that is a key to the success of everything, right? The success of our community, the success of our kids, obviously the success for staff. So, character strong has been a great um way

136to refocus on character education. We we were using the specifically second step, but it was rolled out in kind of I'll admit kind of just like a peace mill way when we started using it. it just was kind of like, okay, we're using this and some people were using it and they were adding on. But this at this time, we're like, okay, we're moving to character strong. Let's look at the theme, see how this works. And so it feels much much more consistent. Um, more across campus. Um, conella, I think one of the cool things that has touched down for our families is that you can create loops in there. And again, I don't really understand how to use it. I can't really figure it out. But um so I join group but there are

137lots of groups and they've made like pickle ball groups and like they have a safety convention and they yeah they have all these things that people just can join a group and then they just they send something out. Um we obviously have groups for the sports teams and groups for the walk-athon and Olympia and that kind of thing. But all of a sudden there's you know pickle ball and there's something like a hundred people in this pickle ball group. >> Oh wow. >> Yeah. you know, then every you know, we're going to our parent volunteers go while they're all making we're like we're eliminating that. Um anyway, it's been great. I think it really will help with community building, I feel. Um and and then I just wanted to to kind of highlight what Maria

138was saying, the consistency with which we are addressing our um those those tiers. So primary um you know instruction and support for kids in social emotional learning. Um and then that secondary kind of intervention piece of the top um because they need more intensive intervention is very very cohesive and very well done right now and and I'm super proud of that and I think it's because we have our counseling team. Um we've done a lot of talking. One example is in our counseling um it used to be at the beginning of the year teachers would get to know kids and then it started to be like referral referral referral you know these kids all need counseling and we it wasn't a good use of their time and so we started last year and it's continued

139this year with they start the year and until about January they are just doing classroom lessons. So, we take all those things that kids need. Self-regulation. I was in a um in her class today and she was doing a self-regulation lesson. It was hilarious. But the kids were like self-regulating. It was so. But I was like, "Oh, you can do that. Okay, I'll remember that on the playground." Um anyway, but so they're going in, they're pushing and they're doing these lessons of things that kids all need and then they won't start having small groups until like January. So anybody that kind of didn't get it and still need those people with and that's been a better use. And then our care team on this has been really a great way to get out and follow

140up with teachers and I think teachers feel better. They know what happened there. We're really transparent about it. um so that everyone's engaged and then um I know I said this but I really just I'm excited about the the consistent writing program and how that's going to give us an opportunity. Fabulous. Okay, we have questions, comments. >> I mean, this is, as I said, you know, EDS is a complicated beast and it takes a long lot of work to uh do what you guys do. So, thank you for for that. Um, clearly I I also appreciate the cander with which you talked about, you know, where your challenges are and how you're going about it. I think that that's always appreciated. Um there are a lot of pretty exciting things that I see in here.

141So love to kind of keep track of how they're progressing throughout the year. What challenges do they have? Anything from a support perspective that obviously we could provide to help mitigate those or anything. Yeah, that's that's our work. >> So for me, you answered all of my questions as we went through. So thank you for >> Wow. I know. Well, I yeah, I interjected, which I don't normally like to do, but um one thing that I noticed in reading your SIPA um is the reference to capitalizing on the diversity in EDS and that is woven throughout that entire document and I just want to celebrate that. Um it, you know, because it is a challenge for sure on all of our campuses, the diversity and the change in demographics and all of that stuff. But

142um looking at as it at it as an opportunity, it makes all the difference and and I see that all over the district. But I I just wanted to call it out because it really um shows up a lot in your documentation. So thank you for that. Should I find a question? Should I >> No, I I answered all those post. >> Yes, you did. All right. Uh, this is an action item. >> Well, can I say a few words? I'm so sorry. I would love to see. >> Um, so when I listened to this presentation and some of the things that popped out at me, we've been using this framework of the opportunity maker schools and thinking about how schools make 1.3 years worth of growth in a year and that over the three-year

143period of time eventually get kids caught up. And so when we were talking about those typical growth scores and digging down into that I Ready data and your goals around your subgroups are they're not just ambitious. I mean they're phenomenal goals but the fact that you really think you can get there tells me that you are creating and you probably have but you're like really honing in on being that opportunity maker school where we close those gaps but it's not one year. It takes a few years but to put your eye on that focus. I just want to commend you for that. I think it's really good work and I agree that the foundational literacy being consistent and systematic with that is a game changer is going to be a game changer for our little

144ones. I just think um that was a that was a good move that we made. Um so other than that, you know, I love watching the writing in action. >> So, thank you for hosting one of our first instructional rounds. That was exciting to see the teachers um in those units. And so just thank you for all of your work with the 950 kids that you have and the families that represent them and all that you're doing. It I you're double the size of our elementary schools. So, you know, that's a lot. And so I just want to say thank you to all of you. >> Now, now it is an action item. It is recommended that the board of trustees approve a EDS 202526 um school plan for student achievement. >> Fabulous. Do I

145have a motion to approve? >> I'll make a motion to approve >> and a second. >> I'll second it. >> All in favor say I. >> I. Thank you. Bye. >> Thank you. >> And have a great evening. >> Thank you. You made it safely from in sky. >> From the sky. Yes. My day started in New York and I had a stop in Phoenix. >> Oh, thank you. Sorry. >> All right. So, six C uh certificated assignments. >> Um it's my recommendation that the board approve our PIPS sticks and VLA emergency. Some of these are new hires that came in. So, we needed to add them again. Um add them in or people doing long-term sub positions. um they're all qualified to be and they >> um some are doing the project leads the

146way and avid so they don't have an actual credential in that and those were things that opened after we last brought this to you so I bring it to you again and some of it is with again I said people who have newly hired or put into long-term positions >> okay >> I just had one question I don't compare it to years past is this more or less is this a trend is it is there anything concerning about the sheer number of it because from a lay person's you're like well that seems like a lot but >> yeah it's about the same um we try to get way ahead of it and I think then schedules changed and then I gave you another one and then schedules changed and then we also had some long-term

147leaves and a teacher that we needed >> that to switch out so then they are on here um but yeah I think we tried to get ahead of it a little too Okay. >> All right. And they're still credentialed teacher. They just don't have that >> subject matter. Yes. >> T1s are just in that clad specific. They might be coming from another state or they don't have the clad embedded. So it doesn't mean they're not capable of doing it. They worked with language learners are just working on getting that clad clearance. >> It's just a timing thing. um so that we can get them in there >> and they're all in process of getting this. >> These people are fully credentialed. Yes. CLAD, this is an emergency cloud. They have a timeline Tik Tok and

148they've got to get that cleared. Okay. And then Holly Brown and Joel, they're doing AVID. They've been to Avid trainings. They've been to all the trainings, but you can't have a credential in Avid. >> Yeah. >> So, it's an elective. So, they're basically teaching outside of their credential. >> Got it. Excellent. >> So, you always are going to see these for Avid. I was going to ask so especially with the effort of going towards a schoolwide AVID program does that >> doesn't matter because they're not credentialed in that elective. >> Okay. >> So they're highly trained >> and so we feel comfortable bringing them here saying they're highly trained to do that. >> However, they don't have a credential to do that. >> Got it. >> Any other questions? >> No. >> Hearing uh any

149comments hearing? None. Do we have a motion? I'll make a motion to approve the assignments based on education codes, PIP, steps, internships, and emergency credentials. >> Nice. >> Thank you. I just wanted to say that. >> A second. >> I'll second. >> All in favor say I. >> I. All right. Action and discussion items. Resolution 225 2026 authorizing the Morland School District to enter into a transaction with the CDE. >> Right. Thank you. Um this is a routine annual item uh that we bring before the board but uh very important and this is um regarding our food and um our Morland state school contract um with the California education. It involves um our application. If you see it attached there is the CSA that is the official document that the state requires us to submit

150and also our signature page um and that contracts us um for the 2025 here and authorizes us the 26 27th. Okay. Any questions or comments? Uh hearing none. Do I have a motion? I just want to make sure you if you I'm just >> reading through it. No questions. >> Then I submit a motion to approve and a second. >> I'll second it. >> All in favor say I. >> I. I. >> Fabulous. Now I think it's barbarian. >> I was just going to say that. >> Let's start. We have some song and dance ready for us. >> Excellent. a couple hours say that I bring some caffeine for the portion of that. Thanks. >> Uh you want to just go? Okay. >> There's going to be six contracts. Um they all relate to projects.

151So as you know back in um in May facilities committee the designs. Um so we're at the point of now we're going to move forward with the fields. So we have um six contracts. If you remember back in April in 2021 when we first passed Measure M, we entered into master agreements with both COD and >> so we have um three three projects that need um that are on the action and discussion. So I'll just go through them. Can can I pause you Chris on that because I'm because it feels like we now continue to hire co-ed and like if you're a lay person looking at you be like you guys just keep hiring these people and you're like yeah but we actually we made a decision a long time ago to hire these people

152>> for the duration of the project. Why do we have to keep rehiring them at each specific project >> because there are contracts every contract is separate so it's for the specific projects. Okay. >> So that's why we bring it to you. So, it's just to be transparent. But yeah, the master agreement. >> Yeah. >> Because you're approving the contract, the amount of the contract, like that's your part of your board duties and fiduciary duties is the contract part of it. >> It gives me something to do. >> Yeah. Well, I'm always worried about that actually. >> I want to make sure the speaking part >> just gonna keep bringing them to you. So, um, so we're in the we're in the beginning parts of the field. Um, so just real quick, um, these are

153for kind of the design phases. So we're going to start that hopefully by April, May, we'll be able to take it to DSA. Once it gets through DSA could be a variety of time frame, but it's we're looking at, you know, kind of between April, July time frame once we get it there, then we'll go out for the bidding process to get the contractors. So then we'll come back with more um contracts once we go through that process. And so we're hoping to kind of start the construction um sooner than later, but it's about September 26th for Baker project. Um November, December. So we're hoping we shrink that. Just depends on how quick we get through TSA and Swedes. >> Yeah. When we've had site visit, at least I know that I have. Um I've

154asked, you know, if I was on a campus that was having a project, like how do you feel about it? What do you think about it? Felt kind of squishy about like how they thought the projects were gonna happen like the design. So, do they get to see post a design like after the designs more finalized or do we feel like we have a final finalized design >> or the school sets? >> Yeah. >> So, once we get we so we brought you like a general >> that's right >> once we have the final designs then we'll bring it back to the principal so they can see about field. So, it's They just want to check. Well, I mean, some were like, well, I didn't I'm going to do half and half. Like, how's the

155half and half look? >> Yeah. >> And so, am I agreeing to, you know, we agreed to a concept. >> Now, it goes to this drafting process. They get to see a tangible rep, you know, representation about what that what our final idea is. >> Do they now then have a chance to provide some more feedback or >> uh limited scope? You have to be careful on how much feedback you you start choosing. And and part of it is, you know, we have to be within budget. So when we're looking at, you know, we're coming to them with like a synthetic field of this size. >> Well, if you, you know, one says, "Oh, I want it bigger." Well, that cost more money. So, you have to be careful on how much. >> Um, >>

156and you know, as far as fields, there's only so many configurations you can actually have. >> We do go to them and kind of say, "Okay, here's our design. Do you see anything wrong with it? Is there any like glaring thing that we might have missed?" So in the design phase maybe we're we're missing something of where the kids are coming out of issues. So we do come back to them after with the design. >> I think what we're thinking about just stepping back from the um construction side of it is the communication plan >> and the roll out of what that looks like. So right now we're doing survey work, right? And we don't we aren't ready to go to a school community and say this is what it's going to look like. this

157is how it's actually going to be. So when we get that, we'll be able to go back to the school community and you know put things on our websites. We'll have a communication plan around that to make sure and the principles are involved like during this design process here and there with limitations, but we are going to need to go back to the school community so they kind of know what's the where did we end up? What what was the final decision that was made here? >> Yeah. Yeah. I just want to make sure I understood actually the sequencing because sometimes you feel like well I made I approved this and then it's like well here it's done and you're like well is that really the phase we're at because it feels like we're still

158at like draft one. >> We're still at draft one. We are >> at draft you're draft draft one happens. It's now refined. There will still be some little changes about how that process works after you have now a more complete bid >> and you then you have a final plan that you were approving. I just want to make sure I was in the right >> you're right. Yeah. This is this is really the the go forward with the design. >> Perfect. That's always >> so from a completely naive standpoint. >> Uh my assumption I was it's a field. >> Is it a complicated design? Like is it really we're in October? You will tell me of course it is you know >> love that so much you guys tired >> grass growing and paint drying

159complicated things you don't know what you're talking about >> that's so so the first step you'll see like under under consent which is separate is is the u the topo surveys and everything so you got look at the soil so so that's the the first step is once we get through these contracts they'll do the surveying of the soils the drainage age, you know, what's the soil type, you know, if you have clay underneath, you have to go a different, you know, so they go through that. So, that's the design. >> Okay. >> As far as the looks, it's going to be going to be very simple. >> Green a >> as far as like in the synthetic field, it's the design, it's kind of the layers, what is the infill we put in? There's

160just where do we lay it out on the >> I'm always impressed by my ignorance, so thank you for that. seem like powerful. >> You want to make a platoon idea. >> It's a good idea. >> That'd be a massive improvement. >> Some sites. Yes, I agree. It's a be a good improvement. >> That's kind of an overview of the content. So, >> I didn't want to ask the same question six times. >> So, the first one um is >> and is this a sequence of how we're proposing to do it? It's where we're going to baker >> in that sequence >> all so they're all okay. So we're we're doing three fields at once. >> We're going to start three fields at once. The baker one will probably start sooner because it's a simpler

161smaller. Um the EES is just a field. NMS is bigger. So the design process the DSA is going to take a little longer. >> Um so we're going to start at the same time and then you know once we finish the design we'll submit to DSA. So they might start at different times. Um, as far as like bidding, >> okay? >> You know, we'll we'll continue to keep you apprised of like, you know, what the what the process is um are we bidding it um for contractors in three separate fields. Sometimes you can do one contractor for all three, but that's still a discussion. So, >> and one of the things that we talked about was when you have this multiple projects going on, where do the kiddos go for their planned activities, etc. Is

162that part of the design phase to kind of like do this test game? >> That's where the communication comes into play with the principles and so each each individual project the school site has to worry about during the day. So we're going to talk about on what's you know off limits and and so forth >> the logistics >> as far as the bigger picture as far as sports because that's one that affects middle school at EDS. Um we have other properties where we can go and do soccer, right? So we we thought about that and that's why we decided to do all three fields at once. Originally we were going to do two. >> Okay. >> And then it's kind of brought up like why can't we do all three and >> yeah we can't.

163So we have other fields to be able to still >> do our after school sports. Um it is going to be an impact major projects fields are going to be shut down. We're going to work on that communication plan to the community to the staff all the families making sure they understand and we'll see the numbers. >> Awesome. Construction won't begin until late summer on at the earliest on any of these. >> Yeah. >> So, we have some time >> before we are really planning the logistics of the recess and the lunch activities and the where the sports go and and all >> or even things like bakers having their >> catwalk. Catwalk. Yeah. next year if this >> very loose timeline because we don't know the process but >> yeah we do have time

164to to make sure we're >> sounds good >> I I really appreciate that there will be or is a communication plan I imagine um there will be a lot of questions and a lot of you know um anytime you plan something something always comes up right and so being in touch regularly will be really important I'm antic anticipating because the topic of natural turf versus artificial turf is a little bit controversial. You know, people kind of fall on one side or the other. I just want to make sure we're kind of planning and communicating and giving folks the opportunity to feel heard. >> Um, you know, the impact that has is to be determined, all that good stuff. But um I just want to I want to thank that through in advance. Um so folks

165don't feel caught by surprise. This is the biggest thing we've done. I mean certainly since I've been superintendent it's bigger than the the gate the fence and yes I was the same thing. It is bigger than the fencing project and that was a big project for us. This impacts community members neighbors how they think about their toddlers play during the day. Right. Then you've got just our students and the school logistics. Then you've got the city who also uses our space. You've got all of the renters who lease our space in terms of um you know the fields for the different sports teams and all of that. This is massive. Yeah. >> And so we have some time to put the communication plan together. Marina and I started talking about that. I've been talking about

166it with the project team. So it is it is not falling on deaf ears how big of a communication plan this needs. >> Okay. I just was wanting to call out that turf versus natural because what I have found is that people who um and I'm obviously generalizing this is not everybody but people who are passionately against artificial turf are very passionate >> um and so I just want to make sure that we're engaged and listening and um you know communicating our choices right our choices around more envir environmentally friendly infill and those kinds. >> Exactly. Yeah. >> All right. Do you want to go down the list or you want to >> The first one is agreement between co-ed architects for the architectural services for Easterburg Discovery School improvements amendment. >> Any questions or

167comments? A motion to approve. >> Submit a motion to approve. >> Second. >> I'll second it. >> All in favor say I. I I >> I >> All right. >> Okay. Uh the next one is to award the agreement to go for construction management services for the Easter Discovery School improvement. >> Is this for the actual construction or this is more for the >> construction management? They oversee everything to make sure we're within budget. Okay. Everything is in order. >> Any other questions, comments? A motion. Also made a motion to approve Gilding Building Company >> and a second. >> All second. >> All in favor say I. >> I. Once we get through the design and the DSA, then we go out for the project. >> Okay. >> Construction. >> Um. All right. Um, so

168the next one D 7D is to award the agreement to co-ed for architecture services for Baker Elementary building improvements. to recommend the board approve that. >> Make a motion to approve for Baker. >> Second. >> All in favor say I. >> I. >> Uh 7E. Award the agreement to Gil Bane for construction management services for Baker Elementary field improvements. It's recommended that you approve. >> I'll make a motion to approve for Gilbane for Baker. >> In a second. >> Second. >> All in favor say I. >> I. I. >> F. >> On 7F. Uh this is the agreement for architectural services for the Morland middle school field agreements. We recommend that you approve that. >> We're not going to break up the bantry. I might >> All right. Okay. I wanted to give somebody else

169an opportunity to do that. Uh Baker's my baby. So I made a motion for Baker, but I'll make a motion to uh award the co-head architect for MMS. >> Sorry, was my last showing? >> You're the lead singer apparently. Yes. I went off I went off script. Sorry. >> And a second. >> Have one job. >> All in favor? >> I >> the triangle here or cowbell, please. >> I did you vote Ryan? >> Yes. >> Okay. >> I >> All right. 7G is to award the agreement to go for construction management services for more middle school build improvements. I can feel s I'll make a motion to >> uh to award the agreement to Gilbane for the from MMS. Hi >> second. >> A second. >> I'll second. >> Thank you. >> All in

170favor say I. >> I. >> Okay. >> On to uh change order number one. >> All right. So, this is the last I have for today. >> Um, so this is actually a deductive change order. This was the Anderson Sudar um project. We're just not using the full amount. So, >> excellent. >> Yeah. >> Anything change? Just >> No, they just didn't use the full amount. >> It's rare. So, it's >> Why not approve? >> So, we recommend that you approve the ticket. >> Okay. I'll make a motion to approve. >> Okay. >> And a second. Well seconded. >> All in favor say I. I. >> I. >> On to cons on to the consent. Any questions or comments on tonight's consent? >> No. >> Hearing none. Do I have a motion to approve? >>

171I'll make a motion to approve the consent items in aggregate >> and a second. >> I'll second. >> All in favor say I. >> I. >> Closing items future meeting dates. >> Uh FYI, I will likely be attending the November 18th. Not likely. I will be attending the November 18th uh remotely. >> Anyone else? >> Um I may not be able to attend the October 28th uh meeting. I'm going to be a parent and witness my daughter's last volleyball game. I prospect. >> Well, I have an actual problem on that, too. I'm actually out of town on the 20th, I was going to say. So, I don't know. I'm in Seattle. I guess I could do that remotely if necessary. >> Okay. >> We have a quum. >> Yeah, >> we have a conflict on

172it. >> Okay. Um, do so obviously we've got a couple weeks, but you think you can or you're thinking maybe maybe you can. >> I think I can attend remotely in the evening. Uh, but at a minimum, I'd have to do it remotely. You'll be here. >> I will be here. Yes. >> All right. I'll be here. Okay. Announcements, reminders, requests. Sorry, did you have anything? Okay. Set time. >> Announcements, reminders, requests. >> Nope. All right. We are adjourned to close session. >> Thank you.