001What a great way to start this meeting. >> I know. >> All right. >> Admiring the logos. Very nice. [Laughter] >> Alrighty. >> Well, welcome everyone. >> Um, I would like to um call this meeting to order in open session. Welcome to this evening's hybrid board of trustees meeting being held both in person and virtually. This meeting has been made accessible to members of the public on the link at the Morland School District website as well as on board docs. Any person who requires accommodations to access this meeting has been asked to contact the superintendent's office within 24 hours of the meeting. This meeting is being recorded and may be published online at a later date. And with that, we will go to tonight's flag salute. We have very special pink panthers to lead us
002in tonight's flag salute. Um my understanding is that that all of you all have people who work at pain as well. Is that right? That's wonderful. So let us know what do we need to do to do with the flag salute tonight. >> Put your right hand over your heart. >> Ready? begin to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Oh my goodness, I'm so distracted. Um, okay. >> We look at the flag. I think we did. Okay. >> All righty. Well, thank you so much for coming tonight. If you could please tell us your name and what you like about being a pain panther. >> And we can tell us what grade we're
003in, too. >> Excellent. Do that, too. >> What a great idea. >> Wonderful. Okay. >> He is our leader. >> All right. Harrison kid >> like about being a pain panther. Harrison >> and and this is Rosalie. >> That's totally fine. >> Okay. Rosalie, go ahead. >> And she's in Mrs. So she say >> that's not >> Go ahead, Rosalie. Today, um, I like to, um, because I like to be a queen pouncer, I like to see all my friends. >> I love that. All right, who's next? >> My name is Addie, and I will be the painter cuz I can. >> And who else? >> Want to introduce your Is your sister ready? Oh, why do you like being a pain panther? Because because I learn how to read Miss Chem Prep and I
004and I actually have a magical reading skill that can help others read too. >> Wow. Wow. >> And they can and they can help others learn. So they can read words only with their voice and without their brain they can say and then they'll know the word. >> Fabulous. >> What a cool. All right, let's hear from the rest of the group. >> My sister Cammy and she's a >> hi Cammy. >> Thank you for coming tonight. >> Wasn't even [Music] in third grade and this is my English class. I like being a paint dancer. So I want to do math and music. >> Oh, nice. >> My name is and I'm in fourth grade and I'm doing and why I like is because I think it's very fun. >> My name is Luke. I'm
005in fifth grade. My teacher is Miss Manundo and I like being a pain dancer because it cost. >> Fabulous. >> Thank you. >> Wonderful. Thank you for introducing yourselves. >> I think I'm for the first time. I have no questions. >> Questions. I'm overwhelmed with the cuteness of them. I'm speechless. >> Yes, >> we are. Sometimes we always do this to help people know us and need us too. That's wonderful. >> Yes. >> When do we need people? We don't >> answering questions even before I ask. Thank you. Thank you for >> language pathologist. >> Did you have any questions? >> Um, I tell you, thank you guys for coming. It's so cool. You have definitely made our the start of our meeting so fun and adorable. And um I just want to ask is
006there anything that you guys are really looking forward to in this upcoming year especially you have a fifth grader. Yeah. Go ahead. >> Oh >> know something about the fall. >> Oh yeah. >> But only one thing and I want to share. >> Okay. >> Yeah. answer the question. >> That's right now. >> Oh, science camp. Yeah. >> Anything else that you guys is looking forward to coming this year? >> I'm looking forward to a walkathon. >> Oh, yeah. Rosalie. >> Rosalie. >> Yes. He also stays candy in here. McKenzie, do you have anything that you're looking forward to? >> Yeah. >> Thank you. >> Really special. Ryan, go ahead. >> Oh, I just like to say thank you guys for coming in here. Uh I too have uh had students who went to pain.
007uh they're now in college, but they are doing very well and I think it was from a good great start over at Payne. Um so I I trust that you guys are having such a great time and you guys will lead the way become good leaders yourself and um enjoy >> SP you are. That's why you're >> I didn't doubt it. >> Dr. Todd, did you have >> Yes. Yes. Um, so I just want to say first of all, this is literally the best moment of the day of the week. I'm just gonna flat out. But I also want to say thank you to the parents who are part of the pain team. A lot to us >> for you to share your children with us um in the evening when you could be home.
008And so I just want to say thank you. And I just want to say to the pain panthers like just keep being you. Like just the world's going to be such a better place. Just keep being you. That's all I have to say about that. You did a really wonderful job tonight. Thank you for coming. >> Enjoy the rest of your day. >> Goodness. This whole meeting is going to be on a downward. I'm just saying. >> Yeah, exactly. >> Go back. >> What a tough act to >> Hillary and Larry. I I don't want to be in your shoes. >> Alrighty then. >> If you thought that was cute, wait till you hit our >> Okay, let's uh rain it in a little bit. Um, and I'd like to move Oh, no. Report action.
009There was no action taken this evening in close session and move to approval of tonight's agenda. We would like to amend tonight's agenda to reconvene in close session after the open session has concluded. Any other changes or questions to to tonight's agenda? >> Do I have a motion to approve as amended? >> I'll make a motion to approve the amended agenda. >> I'll second it. >> All in favor say I. >> Comments from the public. Members of the public may address the board on any subject of concern to you, including those not on tonight's agenda. However, provisions of the Brown Act preclude any action as an unagendized item. No responses 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
010to follow up which may or may not include placing the item on a fing 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 name is called, please come to the podium and state your name and organization that you're representing. Comments are limited to 3 minutes per board governance manual. I do not have any words with me today. >> All right. Thank you. >> Thank you. >> On to communications superintendent report. Dr. Cod, >> I'm not even quite sure how to
011follow that. I mean, and we're gonna add them. >> For whatever reasons, that was just a joyous, joyous moment. Um, I uh do have a few comments. I'll keep them short. We had our first MTA executive board meeting meets with executive cabinet. That was on Monday. It was a great meeting, full leadership team. I just want to say thank you um to the team, mine and yours. Uh very productive, collaborative uh space. So, thank you. Okay, let's see. Country Lane officially opened a new interactive garden with their ribbon cutting ceremony last Wednesday. The outdoor area includes eight raised garden beds, seating area, sensory path, and will serve as a new space for students to visit during recess. The outdoor learning space was spearheaded by first grade teacher Carolyn Sink night. We also want to extend
012a special thank you to CTA, Sprouts, and MEF, all of which provided grant funding and volunteers from Westgate Church and Christ Community Church who volunteered their time along with three Eagle Scouts who are Country Lane alums who also contributed to the project. So, very exciting day. Congratulations, Country Lane. And then the Morland Education Foundation is Wow, it's busy time of year. They're starting their fund drive. We've got the pumpkin patch. We've got the fall grant application opens tomorrow. And first time ever, we are having a Morland film festival for middle school students, which is on opening night, October 10th. Middle schoolers can submit their short films before this Friday to enter into that festival. And so, thank you to Emia. All of that is in motion. Earlier this month, the Santa Clara County Office of
013Education was over at EDS filming a video about last year's Morland Teacher of the Year, Teresa Zaglo. If you all remember, she was beloved by her students and her families and her colleagues. So, she will be featured in the county's annual teacher recognition celebration on Monday, October 27th. So, we want to congratulate her. They they will do a nice video. They always do such a nice job of each of the people that are being presented on that night and she will represent Morland very well. And then uh actually Heather and I, you'll probably talk about this, we went to Morland Middle School's first ever family funfest, which was staff was there, families, students, and a really big turnout for what was a very fun event. And hopefully that was the first annual so it will
014happen again and again. We also stopped by Latimer's what was it? The harvest harvest hop. So, thank you for inviting us. Always a fun um time of year. And then want to continue to spread the word about attendance and attendance awareness and being at school, how important it is to keep our students engaged in in um their academics and just talking to their students and their children about how important school is and how their day went and all of those things. So Morina supporting that campaign along with Lisa over in the ed services department. So we'll continue to see that attendance throughout the month of September and October probably. >> All right. And then next Friday is already will be October 3rd. We have a professional development day where there is no school for students
015but teachers will be engaged in professional development focused on our new SEAL curriculum character strong and also trauma informed teaching practices. So that's what will be happening on that day. And I think that concludes my remarks for this part of the agenda. >> All right. Thank you board members communications. >> So um I'll keep it short. Last uh last week, Heather and I visited uh Anderson for our school site visit, our fall school site visit. Um thanks to Jod and Jessica for hosting us. Um it was a little bit different from our uh usual school site visits where we actually go from classroom to classroom. We just got so uh deep into conversations about all of the things that um they're implementing and working on at Anderson, especially with a so much focus on reading
016and writing um that it was very very informative and um super excited to see what's going to come out of that. And then earlier this week, Ryan and I were at uh MMS and um Teresa and Carol walked us through one of the federal program uh grants that they got for star my star >> sorry >> star um program and we actually sat in one of the classes to kind of see how the teacher is using that program. It was very encouraging and we're really looking forward to seeing the results of that uh next year once once we go through it. And Teresa was walking us how through there's control and then there's control sites and I forget the name for the other site that she said but we are the we're an implementation site.
017We're not a control site. So we're actually using that. So very very excited to see what comes out of that. >> Um no updates for me. >> No updates for me. >> Um and I'll just add on to Shirum being with MMS site. Um thanks again for the um time to kind of look over the school and see how you can get middle schoolers to pay attention. Basically, you know, the biggest challenge and you know, walking in each of the classes and each of the >> teachers strategies uh um getting these kids involved um um excited every classroom they were bustling, they were challenging um and it's exciting to see. Uh I think there's there there there was a sense of like uh belonging. I think the kids were coming around. They would say hi
018to the uh Teresa. You know, it was just uh a much better feeling. >> And just seeing it uh all in action is always a good um feeling. That's all I have to add. >> Um I'll just uh piggyback on Latimer's Harvest Hop and MMS's family funfest. Um really terrific events. Um, I feel like a little bit of a broken record, but I want to recognize how much work is involved in putting those events together, volunteers, staff, everyone coming together. And it's really very clear how everyone is really focused on building community and it's really a beautiful thing. And so I just want to express my personal thanks um because I I do I I remember how much work is involved in hosting those kinds of events and um it's above and beyond and it
019means the world to families and to us. Um additionally with regard to Anderson site visit that was a tremendous conversation. We got a little sneak peek into their SIFSA coming up. Um, but it's always a wonderful opportunity to kind of dive a little bit deeper um and ask some, you know, different questions and have a different kind of conversation. And so there too, I recognize that's a couple hours out of their day um where they already probably don't have enough hours in their day. Um but it really it really helps um it's meaningful and it helps I can speak for myself probably the entire board inform us as to you know what we talk about here and what it looks like at the school sites in practice and that really helps inform hopefully the best
020decision making we can provide and so I there too want to express my thanks agree >> and that is it from me we'll go on to the MTA Union update. >> Good evening everyone. >> Have to use my >> So tonight we have the MTA shoutouts, the first of the year. Um Alex Munos, Alex, thank you for always lending your time, ideas, and resources to support your new kinder team. Your generous your generosity and creativity means so much. Heather Ketman paint all my colleagues. Thank you for to all my colleagues across the district for making me feel so welcome when I come to visit. Here's to a great year. Me MMS Andrea shout out to the amazing team on executive board. me MMS Tom Nuin and Tasia Seagull Ela Rules Michelle Edson MMS my collab
021teacher Ola Sareno thank you for being the best collab teacher ever hi a lens baneer thank you for being an awesome person and making my job easy Michelle MS MS admin team Teresa Melissa Yi Carol family fun night was amazing thank you for coordinating with our HSC to put on a fantastic community event. We look forward to this becoming an annual tradition, the entire MMS staff. Thanks, Julie Schumacher. Julie, you've been amazing working with K2 on helping us get UFli and ELA flexing into place. You tested students, helped us navigate problems, and cheered us on. You're the best. Chris Bean Latimer, Crystal Derki being an awesome grade level partner and helping me get back into the swing of things. Emily Deepenzy Pain one for me and a Faruda. Big shout out to my co- teachers
022for always stepping in with support and creative ideas that make our lesson stronger stronger. Allah piseno pain Steph. Hey Panthers, we are off to a positively fantastic start from the newbies to the vets. I'm so proud to see everyone support one another and share the craft night that is coming team. Joanna Simon, Harry De and Haley Allen. A huge thank you to both for supporting our students during the beginning of the year as it can be a difficult transition for our young learners. You too were always there to offer help. We really appreciate you. Stephanie Stillwell, Missy St. Anderson, uh, Rehea Morawa. Rehea, thank you for welcoming me, welcoming me into third grade, and helping me to get our year off to a great start. I am so excited to learn from you, collaborate with
023you, and grow this year. Caitlyn Harrington, all eighth grade teachers, thank you for the care, patience, and dedication you show every day in supporting students in your class. Ala Piseno, all MMS staff, here's to another smooth beginning of the school year. MMS is the best of all. Scott Ash, >> thank you so much. >> Thank you. >> Love all the rallying. Appreciate that. All right, on to action and discussion items for this evening. We have a public hearing on resolution 320252026. Um, do you want to introduce it first and then we'll open the hearing? >> Uh, this is an opportunity for the public uh to comment on an adoption of resolution number three 202526 certifying the sufficiency of textbooks and instructional materials in English language arts, mathematics, science and history, social science. Um what we
024do is we post this notice. We we did that a couple of weeks ago so that anyone that had any concerns or um wondering if there was deficiency in any of our textbooks had the opportunity to come forward. We did not receive any notice and neither did our school sites. Um but we also hold this hearing to allow people to come forward if they have any concerns about our deficiency of our textbooks. >> All right. Thank you. We will now hold a public hearing on resolution 3205206 certifying the sufficiency of textbooks and instructional materials in English language arts, mathematics, science, history, social science. The hearing is now open. Are there any comments from the public or the board? >> Question. Do we normally get a surplus if there's if the we're talking about deficiencies like
025not having enough textbooks? Do we normally purchase a surplus of >> books? Yes. In fact, we were just we were just discussing in cabinet what do we do with our surplus? Okay. >> Um because we redistribute them the next year. But that is um definitely we always buy a few more. Um, and then some some are, you know, the same every year, but we we always make sure we have enough for every site. >> Thank you. >> Anyone else? So, I'll close the public hearing and we'll move to um the approval of the resolution. Are there any any additional questions? Um, so for me in reading the resolution, I wanted to acknowledge first of all the postings. exceeded I think the requirements which is I think three postings or something like that. Um I wonder
026if they're like just moving forward if there's an opportunity kind of to do more outreach and and solicitation of or or notifying parents um kind of in a more proactive way. Um, >> one of the things we also do is with our um, DAX and also our title one schools is they also do an extra reaching out to their parents to make sure that they are fully aware of that. That's some of the title one and um, uh, title threeations. >> Okay. Thank you. >> Um, anyone else hearing? None. Do I have a motion to approve resolution 3, 2022 2026? >> I'll make a motion. Please go ahead. >> I'll make a motion to approve resolution. >> And a second. >> I'll second it. >> All in favor say I. >> I. >> All right.
027On to Latimer schools 2526 school plan for student achievement. >> You don't have two children to bring with us. >> Thank you. Um we're excited to present it tonight and just kind of nice um the next little preview of the SIPA. We have our board visits next week. So it's really nice tonight. We can actually talk about our SIPA and then and we are excited and happy to show that our data is moving in the right direction. Um we made a slight increase language and you're going to see in the next slide um that we made growth in all but one subgroup in ELA which is um which we think is a great accomplishment. We are setting our goal to 66% means or exceed standards for next year which puts us puts us slightly above
028where we were pre- pandemic. So we wanted to make enough of um a reach that we were really showing some growth there. So when you go to our next slide the first subs um we are really proud to show that our subgroups showed significant we would really like to highlight the growth in English language and our students with disabilities where they showed um double digit growth. We attribute this growth to a schoolwide focus on student academic discourse in alignment from TK through 8th grade. And it may sound very hard to have alignment from TK through 8th grade, but we're hoping to show you that tonight. Um we have had a lot of collaboration with um Avid strategies of collaboration and with our overall goal to increase student academic discourse and we're hoping to show you
029this evening that that has an effect on our math and our English language arts and you can feel free to ask questions along the way. >> Thank you. Um so our key actions for English language starts moving forward. Um what we are going to discontinue for this year um in our middle school we have had a study skills elective historically that has worked with our students that um have IEPs and students that are significantly below grade level. So two and three levels below. And historically that class was taught with more of a homework emphasis. So students were coming in, teachers really wanted them to um finish their homework and complete their homework, but they had deficits of two or three grade levels. So this year, our steady skills is really based on the skills those
030students need to um to bring them up to grade level. So it's a double dose for our students that are two and three grade levels below in both English language arts and math. And that includes our students with disabilities who have IEPs and other students that are two and three grade levels below. and we've um staffed that class with an RSVP teacher, an aid, and in our English language arts class, we have two teachers. So, they're able to really give students what they need to make that growth. Um because we saw growth in ELA for our students and subgroups last year, we're continuing a lot of um our strategies that we did. One of our biggest things is a schoolwide um a schoolwide emphasis on student talk. So student talk has been our main priority
031in all of our classrooms, TK through eighth grade. So our journey with that, we're not quite at the pictures yet. So our journey with that started um we read an article al together and we were going to bring you a copy of um but we read an article that was looking at an average classroom and in the the classroom um what they found was that students are doing 90% of the talking. Um and then I mean sorry teachers are doing 90% of the talking and in that time teachers are also talking about the concepts that they're teaching and not the students. So we read it as a whole staff and talked about what should our goal be what should our goal be in any given day for our students to talk and we came up
032with 50%. Students really should be speaking 50% of the time and um then we came to how do we do that? what's our steps to make that happen? So, at our staff meetings, um, our grade levels signed up to teach collaborative strategies. So, strategies like turn and talk, pair share, um, you know, you'll see we're going to talk about some credit seminar, um, ways to get them actively engaged. And so, the grade levels presented strategies at staff meeting throughout the whole year. And then we let uh teachers know when we're doing walkthroughs and we're coming through, we're looking for those strategies. We're looking that if we walk into a classroom and we're there for 10 minutes for five, we should see students talking. Um and then our small group differentiated instruction. So, um having small
033groups in English language arts has helped us really target where the students are so that we can provide extensions for our students that are working above grade level and then provide some interventions for those that are working below level. newly introduced this year. We're in year two of AVID. So, our focus this year is on writing in grief and reading for language arts. Um, and that's what our focus will be for all of our staff meetings that we have. Um, some of the strategies strategies we talked about was around um student talk. Um, but our reading strategies are around activating prior knowledge, making inferences, drawing conclusions, and synthes synthesizing ideas. And then our writing strategies include taking Cornell notes, analyzing and revisiting notes. Um, for any of us that have gone through school, we know
034that we take notes, but really teaching students how to go back to them. And we are using Cornell notes all the way to TK. >> Share a little bit about that. Um, and then in writing, um, doing quick writes, engaging in the writing process, and following our district, um, writing units. That's what Terry does for us. and then implementing our schoolwide writing units 10 flight in grades um K through two so that we can teach those explicit foundational reading skills with quantum meal. Um the other big change for us this year is that we are really pushing in our support. We started it last year and we think that's where we saw we are sure that's where we saw our increase in our subgroups. So our RSP teachers and our EL intervention staff are pushing
035in. So, they're teaching side by side in small groups with students so they understand the grade level um standards that need to be taught and then they are able to work with kids that need a little bit more help so that our our staff, our teachers can push our students and take them above and beyond where they are working. So, it really provides us with an opportunity to meet our students where they're at and then challenge those that are ready to move. Now we're ready to ref. So we wanted to just show a little image of what collaboration in in would look like. We've got a kinder pair share. You can see the students are turning and talking. They've just been taught a concept and the teacher is having them talk using that academic vocabulary
036that she just taught. So students get used to and understand that they're going to have to speak in complete sentences, explain their thought process. And then you go all the way up to eighth grade where this was two weeks ago. So week five um of school our eighth graders um one of our expectations is that from third grade and up students will learn and participate in a Socratic seminar. So, it allows students to talk about um an issue and they give their opinion and they back up their opinion and they defend it um and they give reasons to why they agree or disagree. And in both of these structures, they were taught during our staff meeting time and then the teachers are able to go and practice it and use it. And this year we're
037doing um talking about vertical alignment with inquiry and collaboration. So, what will we be taught in TK turn and talk and then in kinder turn and talk and then we're going to go one step beyond all the way to mid to 8th grade when it's philosophical chair socratic seminar um and really preparing our kids for high school. >> And if I could just add for the kinder example that we have up here, um this was something that we did with staff meetings. of middle school presented it and then kinder took it and adapted it to their curriculum. So it was really cool to see something that went over we did as a staff for them to make it happen in the kinder area. And then for the Socratic seminar I got to sit in on
038this. They talked about suspension for fights and whether or not that should be the case and if it's effective. What I really appreciated is students were able to ask uh level three questions where it might not be written in the text to provide a higher level of thinking. So for students who are more academically um able to complete or articulate they have opportunities to engage in the conversation at a higher level. Um while also students who maybe need to look at the answers and provide that as feedback had an opportunity to engage in those. So, it's it's great to see different levels being able to participate and not feeling like like >> what would be an example of what Thank you for that. I was going to ask what the eighth graders talked about. What
039would a similar not similar but what would a topic be for the kinder exposure? >> So, the expectation would be that kinder could participate in a Socratic seminar. Of course, third grade can though. Um all of this work started we went to um a third grade whole avid school right here in Spring Grove in Hollister and they showcased all of these different strategies and we took some staff with us and we walked into a third grade and there they are participating. They were doing philosophical chairs but they still once you teach the strategy you're going to have an entry point of um I think in that classroom they were talking about uniforms. Should we be be wearing uniforms at school or not? And then there's always um a piece of writing and then students are
040analyzing that and then they take a stance and they usually do it physically first where if you agree you're going to go on this side, if you disagree, you're going to go on this side. They talk through a couple reasons why and give the kids an opportunity to switch >> and then philosophical chairs, they wind up facing each other and then the students um share. I think that um students should wear uniforms at school because it helps with discipline. And then another third grader all the way through eighth grade would say well I disagree here in the article it says and it's really teaching them to go back into the card and back up their identity >> and depending on the grade level sometimes they introduce multiple sources so students learn about primary and secondary
041sources so then it's you know looking through different sources is really the best information to support their evidence >> and this is the topics are generally tied to some portion of the curriculum I'm assuming okay >> or social socially relevant topics that they want to talk about. >> Yeah. Yeah, makes sense. >> While we're on the topic, I I I'm curious. Um I know kids learn and are able to express themselves in different ways um and at different rates, right? And so um I've received feedback about Socratic seminars and how hard they can be on children who are a little more introvert. um and need processing time and the um the space to be able to share. Um and so I I wonder how you address all of those different styles of communication. >> Great
042question. So in the example, the nice thing is there's two different levels. There's the inner circle and then there's the outer circle. So everyone on the outer circle has postits. So ones who are maybe not big at speaking or vocalizing can write points that their person can make in the center circle. So the center circle is doing the discussion. The outer circle is actually finding the evidence to support. So if I'm quiet or maybe I'm not really on like stating my point or getting into an argument, I might be on the outer circle providing notes, but there may be an opportunity for me to move into the inner circle. I think too um starting at such a young age will help develop those skills, right? And so I think that's amazing. Thank you. >> Can
043I ask how's that tied to the I guess maybe it was in the article, but but what is the connection between these these methodologies and improved test results as an example? Like I get that this makes a better student. Does what's the connection? Well, hopefully we're making that connection because, you know, we're able to talk tonight about some growth in math and English language arts. And, you know, this is the first time I've ever been able to sit here in five years and be able to talk about that we that we're making growth, that we're moving in the right direction. And when we see students having self- agency and taking responsibility for their learning and they really um we're giving them those scaffolds they need but then also that push to go a little bit
044farther and that common language that they're talking about it really does make a difference in the whole environment and community of learning. And I think there is something really unique about having four-year-olds all the way to 14y olds talking about the same strategy. So when I'm moving from second grade to third grade, I know the expectation is is going to be high. Part of Abbott's whole um idea and philosophy is that we are holding kids accountable for rigorous standards. We're going to teach to the standards and then teach you how to at a really rigorous place. provide the scaffolds that you need but then push you. Um it requires academic language. It requires you to join in um to a conversation and have you talked through things before you do them. There is so much
045research behind talking. Um and and I think the other thing too is this is something we talked about as a staff. We will see growth in our English language learner population. It's just going to happen. We've seen it. We're going to continue to see it. Getting students the ability to talk and have conversations around academic language, especially when their first language isn't English, really opens up opportunities for them to learn both the English language and be able to articulate themselves in ways they've never been able to. And so I think that some of the growth we're seeing is because we know you talk and importance and because we see that we will always increase in our English language learners. We want to create opportunities for them to be able to engage and have sustained interactions
046with their peers. So I think that that has a lot to do with it too. >> Right. >> Ready? >> Yeah. Sorry, that was a gut reaction when somebody said ready for math. I said no. Sorry. >> Yeah, >> exactly. >> There you go. >> Again, you know, just very excited to see math is also moving. So looking at our graph, we can see a growth of about 6% for students who are meeting or exceeding standard. Uh so this goal that we have at 55% is really a little bit above our prepandemic level. So we really want to get back to where we could be. And so I think some of the things that we'll talk about in just a little bit is where we see ourselves going and ways that we can get. And
047and just to kind of uh remind me, I think last year when you did this, so the goal for this year was 52 because it was the 10% this thing, right? >> I'm I mean actually I'm very pleased to see that it's a 6% jump. It's um >> It's amazing. It's actually amazing. 10% the not 10% was like uh was a very huge stretch goal. 6% is amazing. >> So, all of our subgroups showed growth. So, we're very excited about that. The two that I'm going to focus on again are going to be our EL and our special education population. So, we have an 8% increase in our EL student group and then a 12% increase in our special education population. So, some of the things that we talked about was um student academic discourse.
048Again, getting students to talk about things in math, it's very easy for students to write and just do things. Getting students to explain their answer and talk through what it means is just another level of when I think about cost levels and sort of that level three, it gives students an opportunity to show what they know. Um the other thing I think is avid collaboration strategies which we've talked about uh small group. So we have been doing a lot of small group or English uh in ELA classes where students are pulled to the back and their support. We're trying to do that a lot more with our math and especially in middle school and so getting a being able to see what do students not know pull a small group together see how we can
049support them has been big. Um, other things I think we have our advanced math uh for seventh and eighth graders, but I think the other big thing that we're really excited about this year to see where things go and what we'll talk about later, we have a project lead for TK all the way through eighth grade. And so, we're giving students opportunities in STEM related activities um early on and then continuing these opportunities for students to get involved uh in both math and science fields. And so we're really excited about that. Um, and then like I talked about EL subgroup specifically, getting students to talk more really helps at building that vocab and having conversations. Um, so key actions, a lot of things that we talked about with math or with ELA with the study
050skills changing. Um, the added focus this past year was around collaboration and inquiry. This year we're focusing on all five areas. And if you come by our school, you'll have to stop by the walkway where we have different images of what people are doing around bigger. Um whether it's writing or reading or collaboration, we're highlighting all the best things that we're seeing. We talked about smaller differentiated instruction. Um but the only thing I wanted to say is they're doing exit tickets daily to understand what do students not know and then planning for what's what are we going to do tomorrow. So before students before the day ends for our staff in that program, they're going to know what students don't know and really work on tailoring their uh next day instruction around that. Um again,
051staff walkthroughs really around student talk. What are we seeing? How do we engage students in higher level thinking? Because sometimes it's easy to turn and talk and just give an answer, but how are we engaging students in text or being able to explain things more is sort of where we want to go. Um and then just the double dose of instruction for students who are two to three grade levels below. Um this is where the elective class really comes into play and how are we sort of intervening and having supports for our students who are below grade one. >> Um quick question. So for the study skills elective class is it are they following like a specific curriculum? Is it um and is it great differentiated by grades or how do you how does that
052Yeah. >> Yeah, it's six through eight. So, it combines all students from six through eight. We look at data to see students, you know, who are falling two or three grade levels below because that is a big catch up we need to help with them with before they go to high school. Um they're using maneuver in the middle which helps close some gaps the students have, but also using CPM. So, they're using both of them. nice thing is that our RSP teachers are pushing into the math class. So, they're they're co-eing and supporting the math teacher. So, they're there when that first level instruction happens. So, then in their in their elective, which is at the end of the day at sixth period, they can frontload with the students need for tomorrow. So, they can
053give them that opportunity to be successful the next day. So, that we think that's been really helpful. >> And this year, we've really reset with intervention. We've done a lot of like pulling kids out and we're really we'll see where the data is next year, but um we're really focused on keeping kids in the classroom and then pushing people in rather than pulling them out and having them lose um that instruction. >> We think when you come well we know when you come next week you'll see that you'll see it in action which will be really nice. Well, we didn't talk very much about it last year, but it's also important, I think, to say that we did do some changes to our master schedule, and I think that's a big piece of um moving
054staff forward. So, for our middle school, um we worked on it the year before last. We talked all year about um CPM lessons are set up for a 55 minute block. Um we had a 43 minute math period and it wasn't working. There was not enough time. So, we started in the beginning of the year doing some um having conversations with middle school teachers, talking about pros and cons, what this would look like. Our um reading for information standards needed to be taught in science if we were going to take that reading period away and assign that time to other classes. And in the end, we decided that that was worth it for the students. So, in looking at that 6% increase, we also can attribute it to time. um our math teachers have the
055time to teach those CPM lessons which are again set up for a 55minut period. >> So some of the images that you're going to see so we start um our math partners. So when we talk about the getting students to talk more, one of the things stage scribe, coach, player, however you want to discuss it, is students to be able to explain something and then this other student is explaining back to them. Um, it really works well at math because when they're explaining how to do a problem, the student who might not be able to understand is hearing it, but then now they're tasked with, okay, now I have to explain it and make sense of it for myself. And so there's a deeper learning and understanding that's happening. Um, in the bottom right hand
056corner, you see the students opening up a map. I don't know the last time any of us did that, but the idea is CPM can be really textheavy and very rubbish. >> This is I appreciate our middle school team for being able to take what they're doing in CPM and really make it life lesson skills things that students could do because we might be like, well, why what's the importance of looking at a map? Having these students be able to talk through, understand distance from one place to the other, explaining what would be the quickest way to get to locations was super exciting and cool to see. Um, and then in the top left that I'll mention, the students were measuring uh the height of a penny because they wanted to talk about how many
057pennies you would need to wrap around the world. And so just I really appreciate they bring in tangible things because it's easy to give a student a book and say look at it. But what our team does really well is like how do you make it accessible and make it so that students understand. >> I just want to say thank you. I really appreciate this focus on being able to show what a lay person like a board member would see as evidence um of like what what are we what are we seeing when we're in those walks and so for that education. Absolutely. >> I I know for me it's super helpful to now go okay now I know now I know what I'm looking for. Um so thank you uh first and foremost um
058how are you feeling about method you know all these things are one of your great gifts is you get you know TK through 80 like and you get to really play with that about what are the foundational things I'm always nervous that we kind of do something and then we just whipsaw into the next thing. So, we got math curriculum. All right. So, you know, we're going to about to do this again. How how are we going to sustain some of these pieces um in your mind or >> for me? I think being able to talk about common strategies like yes, we're going to use a curriculum. Yes, we'll look at what we're using to teach it. It's the how. It's the how that really matters. And if you can align that and you all
059have a common language that you're talking about, okay, I understand what you're saying. We need our kids to talk more. no matter what it is that we've all agreed that we're going to teach. Um that's where I think you see a difference. That's where I think it's um you know more palatable to adopt something you know because it is a lot of work you know and there are you know there's changes this year we're working on character strong we're adding reasons why um and so it's it's a lot um but I think it's giving time sometimes um you ask what what you can do having time like October 3rd to really dive into things we're doing some PV and then actually giving teachers a chance to dive into things like the narrative units or to
060look at some of um we're not looking at math adoption yet, but to look at some of the math that they're teaching. Just giving a little bit of time because that's where it gets worrisome if it's um something happening new every year when there isn't time to digest it. So that's >> I think it's amazing that you found time to add to math. I mean I I think that probably is very close to one to one for causing luck. Thank you. >> Agreed. All right. So, a initiative. So, this is our second year as an AVID school. Um, so we're really excited that all four teachers in grades TK through eight have been trained on AVID. Um, so we're very happy about that. Um, we've set some goals around AVID. Uh, last year we focused
061a lot on organization from fourth grade to 8th grade. um this year organization is going to be TK to 8. So you would see in TK to2 boulders that students are utilizing and in third and above it's usually binders. Um in year one we started with inquiry and collaboration like I talked about when I talk about classes levels it's different areas. is there's three different levels and some of them are just like easy, you can see it in the text, some some are a little harder and then the last one, level three is going to be more complex, maybe not explicit in the text. So, we've really tried to work on that and the collaboration piece piece, which was huge. This year, it's getting more in the writing, reading, and some of those other pieces
062that involve rigor um and doing more student walkthroughs. So being able to get as a team together, get into classes. We were able to do a couple of those last year. We really want to focus on teachers seeing what is happening in other classes across different grade levels to learn strategies, learn ideas because the best one of the best parts about being a TK through is you can be a first grade teacher and learn something from seventh grade or we're teaching. And so we want to use that toward classes is when we're seeing things like philosophical chairs or the turn and talks. One of my favorite parts is when they say, "Oh, I'm going to reach out to them. I'm going to ask this teacher for how they did it, or I'm going to go
063check out how this person does notes." Um, means that we are embodying what collaboration looks like as a school. Um and then we're hoping that this work will help us continue to move the needle on a common focus um really around sort of like uh Hillary mentioned the how. How how are we teaching students? We know the what we know the standards um but how are we going to make it connect for students is our big thing. >> And we didn't it's not up there but one other thing that we did this year around AVID is we we looked at our um committees that we have at school. what do we really need to keep the the school running this year? And one thing that everyone that went to AVID training said was, "We need
064an AVID team and we need a leadership team." The AVID team is going to work on the curricular part um and going to work on the walkthroughs and and make sure that we're all aligned and consistent. And the leadership team is going to work on the ins and outs of of running a school. And that has worked really well for us. we've um and we meet once a month so that we can um really focus on that curriculum that how in our avid meetings and then sort of just the running of the schoolship >> and the last thing I'll say we also started to talk about vertical alignment so it was really eye opening we did that um last year but we want to continue the conversations because a lot of people get used to
065teaching what they love to teach but when we look at standards we realize Okay, I might be teaching this um essay about uh what I feel or things like that, but if it's not tied to standards, what's the point of teaching it? And so, we've really taken a step back to look at like what are the things we can take off our plate rather than try to do everything? And so, it's been a great beginning conversation and we hope to have many more conversations like that. All right, moving on to school climate from academics. Um, our first slide we want to talk about is our kids around climate and as you can see we've made um some significant growth. Uh the top one to the left is our third through fifth grade and then down
066to the right you can see school belonging at the top and then student teacher relationships for middle school. So, our goal last year was student belonging for both. Um, I I know I think what our what really moved the needle here for us was that our leadership teams and three through fifth grade and middle school, they took on the data. So, the teachers that were running those clubs showed the kids the data and and they got they took it really personally, you know, and they actually were a little competitive with each other. So, middle school's really looking to bring it on this year. So that really set the tone for how we were going to do this work. Um this it came from the students. We think we need to have um activities at lunch.
067Um we need to um we do whole school activities. Um hidden hearts where we hide little hearts all around the school. Students bring them in and they get a prize. The same thing with ducks. And then we did a whole rock paper scissors the entire school versus each other. and it ended with culmination in the quad of a final rock paper scissors um and did it for staff too. So it was really fun. The kids loved it. Um but that those leadership teams really helped us drive this work um and help us talk about recognition, what what helps them feel good. We looked at our roarouts. Um we looked at middle school and decided we weren't really doing enough with um doing recognition for students that were showing academic growth, showing movement in their eye
068ready. So we started breakfast and brag and parents came. We celebrated students who were making movement um and they really loved it and we're doing that with elementary as well. So very happy. We still want to keep moving in the same direction. So our goal is for a 10% increase um in school learning strategies and rigorous expect expectations but also that school belong still will be above the school and teacher climate data. Um our goal has been feedback and coaching. Um and that you know it really does take um a lot of time. want to be we have a goal to be in classrooms every classroom every week um and not just do walkthroughs but also have a conversation um about you know coaching through what our goals are and is that what we're working
069on when we're walking through. So we made an increase in feedback and coaching we still would like it to be higher than 41%. So, that's our goal. Again, um we think that the staff walkthroughs are really going to help improve that because having your peers align with you on the work you're doing really does help make that change. But we're happy to see that the school climate um that went up as well. So, um we think that goes back to a lot of what we were doing with the students as well. >> And speaking of, I mean, I'm assuming that's why you put it in red, which is it's gone up, but not as much as you had hoped. >> Exactly. It's gone up, but we're still 41%. So, we still want teachers to respond
070favorably that, hey, that feedback worked and it's helping me um you know, you to be a thought partner with me about moving the practices. >> Um, >> and I think the biggest struggle there is really finding the time. You know, you you do the walkthroughs, but then you you really need to have that second conversation. And that's >> not to sound inception, but um what's the feedback on the feedback? Is it like I need more quantity or is it like quality? It's not actionable. What What was the general? >> It's really interesting because you look at it and we literally last year asked for feedback on feedback. So got the panorama survey and then we were like we need more feedback. >> People like feedback in different ways and I think that's our biggest takeaway.
071Some people say you know hey I'd like you to follow up with an email after we walk through that's really helpful. Some people they do not they don't want that. they would like to have a casual conversation um in the hallway and then we have to um kind of discern from that is it that you want more or a different kind of feedback. >> Right. >> So to me this one always needs like a secondary followup staff because it's it's a whole bunch of different questions as far as more or different. >> Yeah. And it's also >> common goal helps when we all have that common goal helps with that >> and you're absolutely right. It is extremely nuanced, right? It's different for everybody. Um, so I'll I'll be interesting. It'll be interesting to see
072how you guys make progress on that. >> Next time, I think I did it last year, but next time I'll pull out questions because that that's really interesting the questions that idea. Yeah. >> Is it more or is it different? >> Correct. Yeah. So we saw a slight decrease in our family's ability to connect with each other which the efficacy part. So I think just the pandemic where it's just bringing people together can be a challenge. So we want to provide for office and families to get together. So this is kind of like our goal for this year is like rolling out all the stops for how we bring people together. >> We started if you were able I think a few of you were able to come by to our back to school night
073family dinner. It was a big initiative to have a whole school and have dinner together. But we got lots of positive feedback from parents about getting to know each other during that time. >> Yes, we fed people and kept it sanitary. Um, other things, >> not to be like that's not a that's a that's a big deal. I was actually very worried about it like prior >> worried about the sanitary aspect of it. >> Can can you go back to the previous slide for just one second? Um, so when for the first question I just want to get some context on that. How confident families are with regard to key parenting skills? Is it in context of their kids' performance in school or what is it like? >> This one is more and I wish
074I pulled out the questions for you this time. Maybe someone who's doing an upcoming set. So, we'll pull out those questions because they're interesting. This one has to do with um how can I help my child at home? So, that's where that um that connection with the families and really giving them some valid feedback on what they could be doing at home. And then it's also their ability to connect with each other. So um what we found because they were feeling like and I think that is a little bit of coming back post pandemic coming on campus getting to know someone understanding the um you know the parents in the class and getting them those opportunities >> and and I think the big thing is like survey. Um, we did a parent night around technology
075people like a lot. So then I think one thing we want to do more of is like how do we create and tailor our family experiences to what they want >> and that's a moving target right I mean >> the other thing we're doing this year that we haven't done before we usually share the panorama survey um with our home school club and our ELAC and our school site council again this year they're looking at the data and responding to the data so um I think that's super key in making decisions heard. So, >> you know, you said that there are really two parts to that question. One is, you know, parents feeling like connect to other parents, which feels like the majority of kind of the ideas we have in terms of addressing it.
076But I think that idea about parents feeling connected to what's happening for their kids and how to support their kids is is a really interesting one. As a parent, I really feel like that was really never great. I I had some self-s served kids which was helpful in some ways but um surprised by their academics over time uh because I just assumed that what they were doing in school was kind of working. Um and so my question is were you investing in the other half of that equation or you know how are you getting that feedback to parents about how their students are actually doing and what their students actually need? That that's actually a great question and we we've been doing a lot of talking around it both at leadership and at our site
077because you're you're quoting a good point that um students may be performing academically like on an I Ready diagnostic or a CAST test not really where you think they would yet they're getting if we're looking at at grades you know for middle school. So it is a an important conversation to have through more than just a conference. We we send out the I ready information but but we need to sit down with parents to go through it because it's also very nuanced and um we need to explain to parents explain and help them ask questions and then give them that feedback of what students can be doing at home. So your student is communicating and participating really well. they are still working too great with the role and this is what we can do to
078move forward. This is what we're doing at school and this is how you can support your at home and really giving our teachers the space to have those honest conversations because they are sometimes harder conversations to have. >> I'm sure they are. Do you think those are happening today or those are aspirational to have those conversations? those happen. Well, we talk about those happening often. Um, not just at conferences, but um when parents, you know, teachers reach out to parents to talk to them or email them, have them come in, it's casual conversations and conference times. Can we do more around it? Yes. I think that's um an area that we need to really help because it's it's important to look for diagnosis. >> Do you think that's really only happening in for students that
079are two and three grade levels behind or you think that's happening for students that are at grade level? I >> think it's happening for both. Is it happening enough? probably not because it's also important to talk about students that are above grade level because we really, you know, we don't want to focus just on on our students that are below, but also let parents know where we can push and encourage students to um really move farther especially as they're going into high school. >> Can we go to the next slide because I think there's one thing I want to point out too because I think students are more grade levels below or they're dealing with trauma or lots of other things. we only see a snippet of their day and there's a lot going on
080outside that we don't see. I think things like the parket market where students can come and families can come and get groceries and needs really gives families an opportunity to one come to campus but then two like how can we solve some of those other things because schools are more than just providing education. we have to provide everything. And so we are looking at different ways of how we're intervening and being a, you know, like a buddy with our families and really working together as a collaboration instead of well, you take care of that, we'll do the academics. Um, and really like if there's reasons students aren't accessing their education, what are things that we can be doing schoolwide to provide opportunities to lessen both of that? an ethics trust, but that takes this school
081climate and inviting parents in and um you know having those family events, having opportunities for them. >> And we want to start a book club for families. So where we want to target anxious generation and talk a little bit about students on tablets and cell phones and stuff because I've met with a lot of families on you keep their Chromebook at school and it's like well it's bigger than just a Chromebook. So we we want to really focus on that so we can have communal discussions and problem solve together. >> Sorry. So this year at lab um what we want to highlight um is our our project lead the way. We've taken our prop 28 money and put it into project lead the way for everyone. Project lead the way for TK through 8th grade.
082Um, we really want to prepare our students for high school where there are lots of project lead the way opportunities. We want to give them experience in math and science and technology and engineering and start it early. So, our we have two middle school teachers that are two periods of the day teaching project lead the way um to our TK through second grade and then our third through fifth grade in a rotation similar to what we used to do in starting arts. um still providing our students with uh opportunities to act. We've got a starting arts after school production. Um and MEF is um providing some school um some TK music throughout the school day also. But we're really excited about Project Lead the Way for everybody because it again provides that commonality for our
083whole campus and really helps to um focus our students on science, math, technology and engineering. [Laughter] So lots of >> gosh. >> So I have a couple of questions and looking at reading through the SIPA itself. Um, one thing, first of all, I say this always, it's one of my favorite documents to read from cover to cover because, um, it gives me an opportunity to hear in your words how you're assessing the data that's in this document. And so for me, um, I was really interested to read about, um, the difference you noticed in the ELPAC and CAST data. >> Um, and so I'm intrigued by that. I don't know if you want to give a little more information on that, but I heard a lot tonight about E work, and I'm sure that's the
084result of that. Um, and I also, um, was really intrigued by all of the work being done around school attendance. And so, um, I, you know, I see the data, but I also really appreciated how you're approaching that. Um, and so I was, I was curious if you wanted to share a little bit more. It wasn't um, in this presentation, but your the SAR, is that right? The >> Yes. Could you dive into a little bit more about I um the efforts you're making to improve student attendance? >> Yeah, so last year when we did our presentation, we were um in the red for student attendance and uh really working on getting our students to school. We had this sort of change from co times where if our student is sick, we're going to overcompensate
085and keep them home. So, our big push was um it's okay to bring your kids to school. We want them to be at school and attendance is important. So, we had our March Madness um attendance challenge and um all of the different first period classes competed against each other to see um who could have the most improvement in attendance both because on time attendance also matters. And if you've ever been been at a school, the first 15 minutes that school starts, you'll see that that's also really important in starting those habits early with parents. Um, so we did our March Madness. We had a competition and our classes that won, Mr. Lopez and I came through with um hydration station for the class and snacks for the other class that got second place, but really
086a lot of language around why it's important. We put articles in the parent weekly newsletter that talked about um the importance of attendance and actually dropping out of school because there's a direct correlation between >> Yeah. >> And early on we did a uh I worked with one of our counselor with a to presentation for families because those are the grades where they're like oh well they're not going to miss >> anything. It's not a big deal or we could plan. So, we had a long conversation about looking at how attendance starting as young as TK has impacts on high school, college, where what you're going to major in salaries and stuff. And so, we had long conversations and it's like, well, they're in TK, but we also want to talk about if this trend
087doesn't change where they could be. And so, that was eye opening for a lot of families. And I think also just be out and about. Um, it makes a huge difference when you're greeting people at the gates and when you see kids where they're walking really slow and they have two minutes to class and you can chant or yell they're going to run a little faster. And so, okay, it's little things like that that I think make a big difference. >> And we start right now, we just met this week about our students that are showing already a little bit of a direction of missing too much school. So we started our meetings this week and then started with the reach out to families. We have them come in. We we prefer for them to
088come in, but we also have those phone conversations of what are the barriers, how can we help? Um and sometimes it is like getting connected with a counselor, getting connected with our park at market, things like that. Um helping with an alarm clock. We have a lot of students that are getting themselves up from third grade all the way through 8th grade and getting themselves to school. Sometimes it's connecting with the district about transportation. Um really just having those conversations to figure out what the barriers are and again we did make some great improvements um when you look at the dashboard. >> Absolutely. >> In the past, you know, I think one thing that's been helpful helpful is the curriculum and development team has helped us in getting target reports >> on knowing like where
089our standards were missing. And then we've had conversations looking at the CASP blueprint to talk to teachers about like what they're actually testing in. So one of the big ahas that I will probably bring up every meeting is for our middle school team 75% of reading isformational text, not on um fictional. And so they're used to I didn't know this. I had no idea. We're so used to teaching all the things we love. But really, if we're not assessing that or that's not going to be what the state is looking for, how can we change in providing more non-fiction for our students so that they feel more able to do more capable of doing well on that test, >> right? And you were asking about the I think the first part of your question was
090about the ELAC test. Yeah, the there was comment there was a note about um the that the language level of the CASP assessment being more challenging than the language level of the um ELPAC. >> It's more challenging. The ELP test is also quite challenging and I think one of the things we've done that I think has really helped with our students is presenting the that um ELPAT test to our teachers >> because they don't want to they don't administer it. So they don't know what is asked for our students as far as speaking, listening, reading and writing. So we um do a meeting where we share with the teachers. They go through the different questions and our EL support staff, our aids that social classes, they analyze those ELP path questions and they look through
091and see what are they actually asking students to do when they're asking them to speak or listen or read or write. It's also pretty challenging. Um, for sure it's really important that everybody understand what's being asked of them because getting our students to be fluent English proficient or to get them to be um to pass that ELP test before 8th grade is vital because otherwise they are not on a college trajectory. So with our focus that is very big for us um working with those students and so we do after school and before school classes for students that are sitting at like a three and really need to um and for them it is increasing their verbal answers. it's increasing. Um there'll be a question like um explain what's happening um with the dog and
092the boy in the picture. And if they just say they're sitting, we've already the score is already going down. So that's where that verbal articulation and academic discourse support in our classrooms really helps with our our students becoming English proficient. Also, >> I um appreciate all of the work that goes into the reclassification. Um that is obviously something worth noting and celebrating. Um and so thank you for all of that too. It all is I always think a after we've heard and I'll probably say it again there's so you're doing so much there's so much work and so many students that you are providing very individualized attention to and so I just I want to applaud that work. I know it's not easy. Um, but it obviously is making a very big difference and you
093should feel very good about that. >> Anyone else? >> No questions for you. >> Yes, please. Um, I know we're about to take a vote, but I would just say, um, I really believe in in the importance of principles and assistant principles having the autonomy to make strategic decisions for their school that will have a direct impact in student achievement. And while it is very important that we have alignment and curriculum and things at a district level for equity and access um you have taken that to heart over the last several years um and great teamwork on this because you are moving the needle and you aren't just working hard, you're working very strategically and I just want to give an extra thank you um with the Socratic seminar. I have been looking for excellent
094examples of goal two in our strategic plan, which I know people, you know, think it's a nothing goal, but it is a very important goal. Um, for our students to engage in discourse in civil ways where they're having debates and taking on other people's perspectives in a structured, safe environment. >> Now more than ever, our students need to be taught how to have these kinds of conversations. Um, and so I just want to thank you for that because I do think um, it while it does hit those, you know, listening and speaking standards, it is so crucial for our students to be truly listening to one another and then having those conversations in in a very deliberate um, way. So, thank you. It was a great example. >> All right. >> Thank you. So >>
095with that >> it is it is recommended that the board of trustees uh approve Latimer schools school plan for student achievement. >> Thank you. Any other questions? >> No >> motion to approve. I'll make a motion to approve the Latmer Schools 2025 2026 school plan for students presented by Gilari. I'll >> second it. >> All in favor? >> I >> thank you. >> All right, patiently waiting. Thank you so much. We'll move along to Payne Elementary School. SIP SIFSA. >> Sorry, I'm just standing. >> Okay. Well, good evening. I am principal of elementary school where I play and we are very excited here to present you today in year two. We made it. We survived. we came back. So, here we are. Um, so we're going to start with our English language arts um data.
096And the way that we've structured our presentation is we'll review the data and then at the end we will share our action plans for each area. So, first pain experienced a decline in our ESPback proficiency. Um, our goal is to go back and meet surpass last year's performance and then just keep on going up from there. Um, so we would like to move more students into the meeting and exceeding standards. Uh, we also experienced a slight increase in some of our subgroups and then a decrease in some of our subgroups. So really our subgroups are performing significantly below the overall student population. And while the English learner group is a little more fluid with reclassification, our other subgroups are they remain a little more consistent. So our goal this year with the support of our
097TOSA is to take a deeper dive into identify like who are these children exactly? What services are they being provided? How are we supporting them in the classroom? And as we revamp our intervention programming to really target these students for that personalized instruction. So looking at ELA, we have a lot of new strategies that we're putting into place um to strengthen our literacy program and to provide consistency across all grade levels. So in the primary grades uh teachers will continue to use integrity which is for phmic awareness but they are now also implementing Uly which is a systematic phonics program. Research shows that explicit phonics instruction paired with guided reading is critical for our developing strong readers. Um in the past staff use a variety of phonics resources and what we determined is that this
098creates gaps for students as they move through the grade levels. So this year all K through two teachers will be using UFly. And then students in grades three through five who are performing below grade level will receive UFly during their flex or intervention to hopefully have this systematic phonics approach to our instruction. And then the next component is providing daily small groupoup reading for our students who are performing at or below grade level. Our new teacher on special assignment, Nancy Raldan, brings her expertise of reading recovery um and her strong passion for literacy to our team. She is coaching staff, especially our new teachers on foundational literacy with a focus on the UFly and the guided reading practices. um to ensure alignment across all grade levels. Teachers will also be using the literacy footprints guided
099reading program which is um authored by Jan Richardson who you all know that I love very much. Um these lessons provided a structured approach that includes phonics review, word work, reading comprehension, and writing. It's all mapped out for them as they go through every letter from kinder all the way up through fifth grade. Um and it also includes fiction and non-fiction text. So, as the students progress, they receive consistent systematic reading instruction tailored to their individual reading level. We've also redesigned our intervention model. So, previously intervention was embedded within the flex um but it varied widely across the classrooms and the grade levels. So, some teachers used LLI which is level of literacy intervention. Others included had a rotation um between teacher and interventionist provided guided reading or alternative activities. So to in to address
100this inconsistency, our new model includes that daily guided reading with the teacher then followed by a double dose of phonics instruction at the student level. So they'll be getting the grade level phonics with you, the guided reading with the teacher, and then the phonics at their level with the interventionist. intervention and RFP will also pre-teach and retach grade level content to support students within the classroom. Um, we will use the combination of Hegy, youly and Jen Richardson's phonics and word study to teach phonics and free anemic awareness to our students. And then to round out our literacy program, teachers are incorporating the use of the daily five structure into their flex. Um this includes reading to self, partner reading, listening to reading and word work during the literacy blocks. We are also moving away from
101multiple online programs that I am affectionately calling our tech diet and we are focusing on I Ready personalized learning to support student growth. Fine. Um so that's our literacy block there. But then tying in adding another little block of time is our the newly drafted writing units. Um we are using the writer's workshop model to build student voice and confidence in writing. So this is a separate block of writing allowing students to focus on how to write while completing like a response to reading writing during the literacy block that was provided during flex. So alto together these practices form a comprehensive and aligned literacy program that we are eager to see in action. >> Questions on bla >> just a comment it's near and dear to my heart. So, thank you. And I think the
102idea of getting back to the basics makes a ton of sense >> about like, hey, we this isn't a program. We are going to get back to having teachers or our most important resource teaching students um our most important topics in many. So, thank you. I really hope >> um that you know really curious >> if we don't see really meaningful. Um, just to kind of drill a little bit into the inconsistent practices, is there an example of something that you that you saw? Is it between teachers or is it sitewide? >> Um, it was different at every grade level really. Um, so some were having like 30 minute long guided reading sessions and only reading with students twice a week. And really what research will show is like a fif attention spans are going
103down with technology use. So having four 15 minute groups in a day and reading with every student and also like carrying that on like if I met with the teacher on Monday and then I have to kind of remember what I'm doing on Thursday. That's a pretty far gap for a kindergarter. Mhm. >> So having that consistency across grade level, second grade where we saw the most growth had everyday reading >> and had the second day of the second round of intervention. And so that is really what we're focusing on. That's one example. Others was intervention um it seemed to me as a newcomer coming in intervention was doing a lot of different things. So some like, "Oh, well, I really like LLI, so they were doing that." And then some were doing the guided
104reading, and then some were doing word work. So it's really just what we found is when we have inconsistent practices, we end up with holes because it's like who picks up from where, like, so that's why we're really getting on board here with consistent practices. >> Okay. Thank you. that helps because I'm pretty sure that for this for the child themselves as they go from grade to grade >> it confuses them too if if it's inconsistent. >> Yeah. >> It's like relearning a whole new system every year which is difficult. >> Yeah. >> What does that look like in terms of um shaping and directing everyone on the same >> to get everyone on the same page? what how are you accomplishing that? >> Uh well, you'll see I kind of was just thinking like
105while we were talking like we should have started with the student or like the the climate data >> um because you're going to see some growth there. >> Um but I think really our goal last year, the two of us, was to get to know our students and staff >> and to really show them we're here for you. um to show fair and equal practices, to show professionalism, and I think that we gained their trust. Um we didn't just come in and change everything like we kind of let things play out for a little bit and now we have the data to support. We show them the data. We're honest with the data so they see where we're starting from. Um, and then we're speaking to our expertise of what I'm also a foundational literacy
106lover, so I'm speaking to that. And so I think we've earned their trust and they are ready to go and they are the dream staff for me. So it's going to be a really great year. >> And we'll just add because I like kind of brought up how are we doing this? time during our leadership that started last year with our staff leadership. One of the things that really we heard strongly from our grade level leads was yes, we want consistency. >> So all of our teachers are very aware of polls that come in from inconsistent practices and the lift that they have to get kids understanding academic language. So I would say it is a very sort of surprisingly easy conversation for teachers to lean forward and say yes. So what what are your
107consistent practices? >> Great. Thank you. >> Thanks. >> So when we look at our data we see where we were last year where 39% or exceeded math standards. You will notice that is a dip. So I really appreciate Vladimir sharing that it took five years to be honored to come here and share with you growth. So when you think back to the conversation we just had on consistency, this is something that we saw as a major opportunity for growth for us as a site to lean into using Eureka consistently from kindergarten through 5th. So our students really do have that academic language, understand strategies, be on standard thought of how can they really lean into that and have the conversation not just writing it down on the worksheet. So you do see that we have
108a goal to get back to 1% from where we were to get to 59%. And we'll take the next one. You'll see BIP and all of the subgroups set as the one subgroup that stayed closer to where they were the year before. So, I want to take you through, we have ambitious goals, but we really believe in our staff and our students. Fully committed to making sure all of our students have success. And as you know from the work you've done, giving students the opportunity to have on grade level tasks and giving them the support to get there is really where we're moving conversation in terms of math. So for us the next one um within math we're also looking at that tech. So really thinking where students are spending time and how is that
109actually meaningful and where are we going to see that growth data. Um, a big cultural shift that we have laid the foundation for is for our staff to be comfortable with looking at data and talking about data not as a reflection of performance but to get curious and say how do we use this to move students to go forward. So to meet our goals that best support all of our students, we're really renewing that commitment to Eureka. And when our staff are implementing different programs and strategies, just like we saw in ELA, there are major gaps and holes. And then students come into first grade not understanding what a number is. And having that fluency and success between makes it really hard when they start the foundation and second grade for a raise and then
110third grade for multiplication. if they don't understand how to be comfortable with numbers and to say do I need support with this. Um so looking at Eureka allows us to have strong and coherent foundation in math all the way through and we understand with the math adoption that will change but what won't change is the consistency of having a site that really lean into the same curriculum and understanding what are the students need to have as they move up through their time with us. During our data collaborative times as mentioned teachers are really looking at data having that hard conversation of this is interesting what's happening here or why is second grade having that shift and that increase and what could we learn from that grade level as noted earlier we're streamlining our online programs
111and really what we're looking at is I ready our research shows that if students are spending 40 minutes a week on I Ready it will move them into their own grade level and a little more pushes them as a stretch. One thing that pain is also doing this year is we're implementing homework. And so we've reclaimed that as something that is very exciting because home and we've actually seen parents really being on board. Fifth grade launched it before anyone else where worksheets are going home whether it's exit tickets or problems. So there is the opportunity for parents to see oh you really need help with this or how can you do that and then it's coming back into the classroom every day. So teachers have that opportunity to see where are we and where do
112you need support. So that has been a really nice shift for us. In addition, we also have our TOSSA who's primarily focusing on supporting students, supporting teachers in literacy, but also working with all of our teachers and structures to really maximize that instructional time and how to pull small groups and make them very meaningful for our students that need that lift and are a couple of grade levels behind or maybe really need work and understanding how to organize addition and subtraction to get them to the next level of being able to do long division. In addition, many of our veteran teachers have expressed a lot of appreciation for spiral programs. So you may remember that it's something that was around more than before and we're looking for ways to keep the conversation coming back so
113that we noticed in our data students were really laughing in geometry which typically happens towards the end of the year. So, how do we keep these conversations going? So, where it's not just you hit a topic once and you never come back to it and keeping it alive through conversations, maybe table projects or individual projects where students are revisiting those topics. Um, in terms of other strategies that we're looking at, it's really about making sure students feel confident and proficient and understand their individual goals for where their growth is in the math. and teachers are using problems of the day, fluency of practice, and math games to really build that consistency for our students. >> Before you move on, I just want to applaud the reclaiming of the homework. Um, obviously families are juggling a
114lot of uh commitments and obligations and, you know, a lot of moving parts in the evenings. Um, and so I know it can be a challenge to kind of balance, right? But it's such a it's such an important way to engage parents in like Brian was mentioning in their stu their children's education, right? And so um I know it's a balance balancing act for sure. Um but I I'm excited that that's happening. >> Our teachers are really on board and I think it really helps when you want to have a level set conversation of actually where a parent's child is performing. You can say, "Oh, what have you been noticing at home? How the whole life has been going? Well, let me show you what I'm seeing in the classroom." And then it's not so
115much the gap where parents and their child is looking here, but really they don't yet. >> Do do parents know this data? Like, so I mean, this is so I know when we're talking about data and we all immediately kind of get a little bit clumped. Um it's really tough data like so we can't blow by and be like wow this is hard. >> Do parents understand kind of the state of affairs and how do you invite them into that because one of your ways to move kids forward is to really get parents energized around it but there's also a concern about well how energized do I want parents to be around this topic. So, how are you how are you navigating what is >> what's your strategy? Because on one hand, it could easily
116be like, hey, this we all got to get in the room and we all have to talk honestly about what this is. >> I think we could show the data. I didn't show the exact numbers. Um, but I could, but not the truth. It's there. Anyone can find it on the internet. So, I feel like we could share with them, but I what I did do was show them all of this. So, I didn't necessarily show the numbers, but we had our we're going to talk about this in a moment, but we had our first coffee with the principal and what we used opportunity as was we introduced ourselves as like moms and humans and people and we get how life is with homework. But then we shared like, okay, now we're here, it's in
117year, two, and here are our goals. And we talked a lot about the consistent practices and the homework. And as I was speaking, I could see a lot of heads nodding along. So, I think they're with us. Um, but I I actually think that that's a great idea. It just didn't occur to me to share the actual data. And so, I um am I have a homeless school meeting tomorrow morning. Um, but I'm totally happy to talk about it and share. And actually, one of the things that we were just talking about today is how at our next staff meeting, I wanted to share the SIM stuff with the staff because like this is what we've said. Like, you know, like we talk about in a data collab, but I think this is a little
118more comprehensive and so we wanted to share with them what we've done. Um, of course, the this the school site council that approves the SPSA is aware of the data. Um, but I think getting it out to more families, I would be definitely I think that's a great idea. >> That's not a recommendation. I'm simply saying like if you want people with urgency, this data says >> it's urgency. >> We have we have urgency in what we need to do on behalf of kids. >> Um, so how do we get the right tone of tenor uh for the community to understand that for students, teachers, students and parents to all see it somewhat similarly, you know. So anyways, that's that's my only perspective is that >> yeah, I like it. Thank you. >> So um
119from my point of view, yeah, as um as Brian said, you know, it's tough data, but I also want to recognize that, you know, you guys are being straight up about it and it's like this is this is it. But it's also a first step >> in a journey, right? We all recognize that it's not going to be, you know, snap your fingers and things happen. It's it's not it's not that at all. So, couple things that I see that are encouraging is I don't see like here's a laundry list of everything we're going to do, right? We're going to try these seven things and see what sticks. Mhm. >> I kind of like a that focus on few foundational things that that are either tried and tested or you know that'll have the biggest
120bang for the buck. And I think it's important for you guys to keep that focus because I think otherwise it's very easy to kind of get distracted by all of the noise. And I think I I read I read ahead a little bit. um the student and the uh teacher climate data I think is kind of like a leading indicator right when you look at a lot of things in terms of like the students want to be there they they everything is in the uptick that's positive direction it's like okay data will come at least the key people who are important there one of the three which is the teachers students and the parents is two of them are showing green which means that you know hey at least there's positive direction in there and
121then the data will follow because results will follow that now if if there was a lot of red on these two pages that's a bigger cause for concern right so I'm super encouraged that yes you know we all have our work cut out for us but at least we have the wind behind us to be able to get the support that we need kids want to be in school. That's the most important thing. >> I think you have summarized exactly how we feel. Um we feel that when like we've talked a lot about inconsistent practices when there's so many things like you don't know what's working, what's not. And that's why even down to the guided reading, we're like I want you guys to use literacy footprints and then in the upper grades these short
122reads that we have. But uh because I want to see like Jam says if we use this like they will grow you know but if we're all using like six different guided reading programs how do we know which one's the one that work and so that's why we are focusing in and narrowing our focus and on that tier one and those consistent practices and then next year we can see like okay this is what worked and this is not what did not work and how do we adjust from there not even next year but even next trimester you know like as we keep going through like what's working, but sticking true to the course because change also takes a little bit of time. And so um but then that's why last year our true goal
123was gaining the trust of the people so that they they can make the change. And so that is where we're going to go next to share. We're excited about title. Um so as you stated um as new or as we stated as new principles last year our primary goal was to strengthen the students sense of belonging and to build positive relationships with the adults on campus. We know that students cannot fully engage in learning unless they feel supported and connected to their school. So we are proud to see significant growth in our student climate data. Um, this is reflecting the progress we've made in creating a more welcoming and supportive school environment. And we'll talk a little bit more about that later. Um, we are very very I mean like 84% of rigorous expectations like
124it's just let's just keep going. But it's really great to see >> huge leaps ahead. Congratulations on that. Absolutely. Um in the teacher climate data we also saw an increase. Um as leaders we know that positive teacher climate is essential not only for staff well-being for but also for its direct impact on the students. And so this is why we've set even more ambitious goals um in this area because we remain deeply committed to supporting teachers and I mean like we were just trying to keep our heads above water last year. So even to see this amount of growth I just we have really high hopes for this year as well because we have been far more present this year than we even were last year. So we're already on the upswing here. And if
125I remember correctly, when when I when I was uh at the fall site visit last year at paint, I think you guys had the most number of new teachers. >> We still do. >> Yeah. It's it's new last year and we have six new this year. >> Could be a double-edged sword, right? Yeah. You know you it could be you know hey you could get this establish a new culture but it's takes a little bit of time to do >> yes we are all excited >> awesome >> here we are >> on that front though when we were at I think back to school night feels like forever ago I really appreciated how you're tapping your um talent >> on the campus to provide them an opportunity to serve in more of a leadership role
126um and also to just kind build a bigger community. So, um that too is also very exciting. >> Our our staff is well, you'll see in a little bit. >> Go ahead. Um so we too saw a a slight decline overall um in our family climate data with the most being in the family efficacy piece much like Vladimir was speaking to. And so our next slide will outline the improvement plan that we have in place to support families. Um, so Mariah and I are just beyond thrilled with the growth that we're seeing in the climate for our students and our staff. Last year, like we said, our focus was on building relationships, trust, and a sense of belonging for everyone, students, staff, and families. Having laid that foundation, we are now streamlining practices and expanding
127on this work to continue the me momentum moving forward and to help families feel connected and equipped to support their students. So for students and staff, we are continuing our PBIS model positive behavioral interventions and supports um by aligning our monthly themes with our character strong curriculum which is the new curriculum. While the previous administration implemented a pause and ponder sequence with similar topics, our team felt it was best to integrate the SEAL curriculum into our scope and sequence for the year. Um, in that process, we've also examined our school rules. Um, and we've removed those that we felt were unnecessary or overly restrictive. So, like also showing reciprocal trust to our students. And so, for example, now we are allowed to sit with their friends at lunch and that has been like a game
128changer for them. Like we get quiet a lot faster. We pick up our trash because we know like, you know, so they've just been loving being able to have a little more freedom as well and earning our trust. Um, to further support positive behavior, we now have a part-time BCBA, which is in alignment with Morland's new behavior support model. Um so we are using his support to really help with strategies in the classroom and then we also are implementing ripple effects which is a social emotional learning platform designed to build skills and um for mental health behavior behavior and academic success. So we received the strategy from MMS. They had seen some success with this program and we are going to go through similar growth um and accountability for our students. So family feedback on
129the panorama survey shared a desire for more tools for supporting learning at home. So in response we are expanding our community efforts with family learning nights um with focused on reading and math the first one coming up here in a few weeks. We are also hoping hosting monthly competitor catchup sessions. we already have a scope and sequence for the year of what we are um presenting. It's not just coffee like it's also getting to know us as people but then hearing about us and our like so like I shared the last one was our overarching goals for the school. The next one is focusing on creating routines at home to support your student to be successful like morning and night routines um with our counselor present for that one. Um, so our first one this
130year had 19 people whereas last year we had two. So we are very excited about the growth >> and I think our families are very eager like they love saying this is great. So I think they're really eager um to get a little more involved as well. >> So another significant change this year is the implementation of structured homework at pain. Previously homework was optional through choice menus. However, both staff and families noted a disconnect between the classroom learning and the home practice. So, this new approach includes daily reading, the projects that we all love, um, and a Eureka math practice page to strengthen skill development and provide parents with a clearer window into the grade level content and how their student is performing. Homework will not be punitive. um rather it is designed to
131help students develop executive functioning skills and responsibility before going to middle school because that was another thing we heard. They were going off to sixth grade and they weren't sure how to manage homework. Um while giving families meaningful insight into their child's learning. So early feedback from both families and staff has been overwhelmingly positive. Who knew people loved homework so much but they do? And so, um, we're very excited about continuing on with our climate and our growth there. >> What is a family learning night look like? Like what what happens? >> So, we're doing we're having multiple um approaches. Very even told me last week that I was too ambitious in my goals, but we're going through teaching your child to read and we have two teachers that are going to be hosting that.
132So it will go through kinder through second grade strategies and third through fifth grade strategies and they're chunked them in two different times but we encourage parents to come for all of it. Then we're going to be doing noodles and numbers. So, a pasta night and then going into classrooms to get grade level games for math fluency excitement. Um, we have other events coming up this year where we're going to do an unplugged reading night in and twinkle lights to really offline and connect text. Um, and homes love is partnering with us and we'll be surveying families at our fall festival which is coming up this Friday to find out what are other topics that they support in. And then of course our student leadership as well. >> How many of the family learning nights
133is how frequent is? >> So we currently have three schedules. Okay. >> Um the learning nights where those are we have this like multi-tered program where there's community events or just like belonging because one of the the things is like being able to connect with other families. So we have community nights. Then we have nights where we are teaching the parents and the kids are in babysitting. >> Uh and that's more like how to support your child with reading and or numbers. And then like the noodles and numbers nights is like a family night where the kids and the parents are learning green games together. So we're really trying to take the take this >> multi-armed approach here to bringing families back onto campus and supporting the bonds, getting to know us, getting to know
134just like it's a team effort. It takes a village and so that's what we're working. >> Absolutely. Thank you. >> I really appreciate the um providing some of the basics. If I remember back a few years um I didn't know how to teach my I I wasn't a teacher. I didn't >> still Google my daughter's dream. >> But just some of the basics, right? I mean, I read with my children every night and did all of that, but tips and tricks >> will go a very long way in empowering them to support the whole process. >> And that's what like we've shared is, you know, getting off tech, >> getting into books, and then even with Eureka, like I joke about it, but it's true. Like sometimes you're like, wait, what is that one again?
135And so, but then also telling families, it's okay just to teach them the way you learned it, too, because it's just another way. So like really making sure we're all supporting students in the way that we can. >> Very cool. >> Like so this is it. This is the dream team. Uh so as we look ahead, we know the success of these initiatives depends on the dedicated teams of teachers and support staff at Payne. Um this year we have intentionally reorganized our teaching teams. There are very few teachers that are teaching the same grade level that they taught last year. Um to ensure that each grade level benefits from a balance of strong veteran teachers and talented new staff. So our experienced teachers are eager to share their knowledge and expertise while our new hires
136are bringing fresh energy and willingness to learn. And together they are building a collaborative culture where everyone is growing side by side. We are proud, truly proud, I could get emotional right now, but truly proud of this team and the commitment that they've shown to the changes we've introduced this year. Um, they're not only embracing new practices, but they're implementing them with purpose and passion. They bring their balance of expertise, enthusiasm, shared commitment. Uh when when Michelle read um Joanna Simon's comment earlier, I just got teeyed because like yes, thank you. Um we are confident that our students and staff are feeling the positive impact throughout the year and we're excited for that. >> Um you know when we need to kind of rally around kind of a schools the question is really how can
137we help? um you know what would be most beneficial from you know board it would help to be in your community at this time. Do you have a sense for have to answer that right the second there's not an idea but there a way in which something comes to mind? >> Um personally I feel very supported by cabinet and by you as the board and I just like off the top of my head I just would appreciate the continued support. um last year. It's it's hard to be a new principal and a new assistant principal. Um and but I really truly felt supported by everyone and um that continued support and your ideas is truly what I'm looking for and I feel thankful. I'm a lifelong Morlander and I'm here forever. So I feel really
138thankful for this group of people to support us. So all of my comments that I made to Latimer apply um to pain too, your SIPA. Um I was interested in learning more about your family um education nights. So you covered that beautifully. I also dug into your attendance data and I wondered if you want to expand. It sounds like you're working very very hard um have a variety of programs and approaches. If you'd want to expand on that. Yeah, >> I will defers my partner here because that was for passion project last year. >> Actually a couple Fridays ago Santa Clara's attendance workshop which I was the only assistant principal there and people said how did you get here? I said well this is something I'm really passionate about. >> I think the biggest thing
139that I learned from our community and I said this in conversations too is just a witness. parents totally shocked when they're getting the letter, but my kids only been out three times. It's like yes, but they're an excuse. So, really educating parents. One of the things that we're launching this year is after the September data poll is pulling in all the kids that have had low attendance and inviting them to a lunch club to just talk about like why is attendance important? But it's really just having a fun lunch together and then providing resources. So, do you meet an alarm clock? Do you walk to school here? and kind of creating that conversation early to see if maybe it's something we learned some of our kiddos that are coming really early are second graders still
140welcome on their own. So if they didn't come back from their parents they're learning late so they're leaving the house for their days and therefore they're at school. Um another thing that we're doing is we have teachers and through the reward program we're going to be launching morning and an afternoon homework support. So really families all have that equal access especially through EL money to make sure that students get the support that they need but really engaging students in that conversation. We do rack tax for PBIS. It's another thing that we thought about for attendance in really celebrating what does it look like and then we're going to be using TK kindergarten students on what they're learning to send out a video to parents so that they understand TK and kindergarten attendance is really important
141because it does correlate to high school attendance. And when we tell parents in their first welcome meeting for kindergarten I think you can all agree you want your kinders to go to school they're like oh yeah it's like so they have to come to school >> I remember you mentioned last year you were doing a lot of proactive re uh community reach out are you continuing that this year as well conversations with parents and really just how can we partner with you what support do you need? We were able to get transportation for a couple of students last year and that really shifted them from being at the DA level of attendance support needed to rising above and attending school attending the school day. So for some parents that continued I'm going to walk forward
142with you what support do you need? We also have a third grader um who was chronically absent and late last year a lot and this year her teacher is really engaging her in these morning activities and so she's been on time and her twin brother has not and so we like we were like pumping her like we're so and then today he was on time and it was just like Larry was saying when you're like the bell's about to ring and he starts going to so we're also just supporting students and letting and know that we're here for them and they belong. >> Um there's reference to um a comprehensive attendance moni monitoring um system. Is that just looking at daily attendance and kind of watching particular trends and >> so and then the other
143thing that we're breaking down for parents is what percentage their student is at school. So, we have that within our Aries world, but it doesn't print out the automatic letters. And for a lot of parents, that visual tool of like here's the pie and here's where you're at. It's like, oh, >> that's what we need to be working on. >> That's great. It's so important. And so, I'm so glad to hear everyone is focused on that. I know it's a district effort. Um, it too takes a lot of work and time. And so it's, you know, something that is so important, but um grateful for your efforts on that as well. Anyone else? All right, I'll I'll chime in, please. I always want to defer before. >> Um gosh, I was trying to figure out,
144you know, what I wanted to say and how I want to congratulate both of you. Last year was a hard year. >> Elephants in the room. might as well just put them all out there, right? So, the data is hard to look at. Last year was really hard. I was actually very surprised when I saw the teacher climate data how positive it was. And it was a good reminder to me that sometimes few people make very loud noises, but the quiet majority was there with you. And so getting back to basics, getting the alignment. The fact that you're honoring the veteran teachers expertise and matching them up with new teachers says a lot to them as professionals. And I've talked to all of them. They are in it with you. Um it was not a
145hard sell for them. They wanted the alignment. They wanted the consistency. They wanted things to be fair and equitable across the school. And it showed up in the data in a way that I it was a good reminder to me to be like, okay, what's the data actually say about how teachers are feeling versus maybe what we might be hearing um sort of out on the street. And so I just want to congratulate you for >> uh respecting your veterans. I think went a long way. They are 1,000% in it with you. Um, and I'll just give a shout out to the teachers because it takes a lot of work to kind of turn this around and trust the principal and assistant principal to go in a direction that is different from where they've been
146before. And I love the back to basics approach. I know it's going to work. It it may take some time. I'm hopeful it will you'll see some results, you know, this spring, but just congratulations to both of you. It's been a lot of hard work and we are here to support you. >> Thank you. All right. It is recommended that the board of trustees approve pain elementary schools 202526 school plan for student achievement. >> Any questions or comments? Hearing none. Do I have a motion to approve? >> I'll make a motion to approve pains 2025 >> in a second. All second. All in favor say I. >> I. >> Fabulous. Thank you. Good job. I may get to go home now, right? Go, go. >> Nice job, you guys. Absolutely. >> Thank you. >> Michelle's
147guide, please. My goodness. Yes. >> Oh, that's cool. >> Oh, no. >> Not you. >> Byebye. Bye. >> The side dream. >> All right. You know, I I just have to say it out loud. We're so fortunate to have such incredible leadership at all of our school sites. >> Um I'm always impressed with the depth of knowledge and the care and approach. Just amazing. We're lucky. >> It could have it could very well be a doom and gloom kind of a presentation, >> but it it recognizes the severity of the situation, but also an optimism that is very necessary here like we could do this and we're all in it together >> and no smoke and mirrors and bells and whistles just like back to basics. >> And especially in Pay's case, I I really
148appreciated the simplicity of the path forward. can go back to the basics. >> All right, we are on to 7C, approval of a nonpublic school contract. Right. We're in uh we have a student who is in need of a a residential program and um without going into personal details because the privacy of the student um we are recommending the approval of the non-public school contract for Kasa Pacifica. >> Any questions or comments? >> Um just wondering if there was find an uh >> Yes, sorry. I do. There is an answer. Go ahead, Jen. >> Um, basically, we have a master contract with the SULPA with all of the schools that are under the SULPA and that it's a 30-day uh notification. >> Okay. Okay. Whenever it's Thank you for letting >> Yeah. Thank you. >>
149All right. Anything else? >> Do I have a motion? >> I'll make a motion to approve the non-public school contract for Castle Pacifica. >> And a second. >> I'll second. All in favor say I. >> I. >> On to the consent. Any questions or comments on tonight's consent? Hearing none. And do I have a motion to approve? >> I'll make a motion to approve the consent items in a >> sec. I'll second it. All in favor say I. I. >> I. >> All right. Closing items real quick before we go back into closed. Anything on future meeting dates? Nope. All right. Announcements, reminders, requests? Nope. Okay. Then we are adjourned to close session. >> Thank you everybody. This mean for the signature.