September 9, 2025 Board Meeting

001Let me Well, good evening everybody. I would like to call this meeting to order in open session. Welcome to this evening's hybrid board of trustees meeting being held both in person as well as virtually. This meeting has been made accessible to members of the public on the link at the Morland School District website as well as on board docs. Any person who requires accommodations to access the meeting has been asked to contact the superintendent's office within 24 hours of this meeting. This meeting is being recorded and may be published online at a later date. And with that, I am very excited to welcome welcome up some Morland Middle Mustangs to the podium to lead us in tonight's flex salute. Come on up. Got to tell us what to do from the start. Right over your

002heart begin to flag the United States of America to the republic for which it stands one nation under God indivisible with liberty and justice. I can be seated. >> Oh, you can't. We can, but you can't. Thank you so much for coming tonight. You all look fabulous, and I look forward to hearing about all of your activities. Could we please start with introducing yourself and telling us a little bit more about the medical detectives that you are? >> Oh, sure. Yes, please. Wonderful. And tell us a little bit about what is medical detectives. Yeah. Um, except we don't huge economies. >> Did you have anything you want to add? >> Fabulous. Um, I was just going to ask, is there anything interesting that you learned while you were doing this? Um, something that you didn't

003know and now you know? >> Um, nonreusable thermometers. >> So, when I like saw them, I didn't understand them very well. Um, and then I was like, well, this thing is awesome. So, we got to use those and I thought that was really cool. >> Very good. Thank you. >> Was there a specific reason you guys wanted to take this class except maybe the obvious that you guys maybe possibly want to be a doctors in the future? But any other reasons why you were you found this class or it's a class that you wanted to take? something. >> Well, I really like the teacher. Yeah. >> Um I like learning about stuff like >> pretty cool. >> Very excited about that. I hear >> any specific reasons for you guys. >> Interesting. >> Yeah. I

004would too, >> Brian. >> No, I I do think the more we talk about lamb brains, the more I think that we are creating serial killers. >> So, slight concerns about where this is heading. Um, but no, I actually wanted to remind you u I don't have a question. I say this to all the students that come through which is that uh you know we really appreciate that you come and spend some time and put a face on the work that we do related to having students because every decision that we're going to make and the things we're going to talk about at Morland Middle School this this evening um we want to have the pictures of you as students in mind when we're having those conversations and so it might sound kind of trivial

005that you come here and present for a couple minutes and you go home but understand that you leave a lasting legacy after you leave this building >> where we're we're reminded tonight that the students that we're talking about are real students trying to learn real things to be prepared for high school, college, and beyond. And so, um, thank you. Thank you for being good ambassadors. Thank you for coming and sharing some time with us. And most importantly, thank you for kind of bringing a growth mindset into your learning environment to want to learn more. Um, because that's infectious. The more you guys want to work together, the more other people will learn around you. So, thank you. >> And I have any tough questions? Uh what I would like to say is um so I'm

006I myself have a job outside of this. I'm a physical therapist. >> Um I do work with a lot of doctors and surgeons and uh practitioners of all sorts and um I see some of them uh who've been doing it for years and I see some that almost look as young as you. I mean there are some very smart smart people out there. Uh and I always wonder to myself sometimes like their origin story where it can start as simply as this this interest this desire to kind of know more learn more. Um so keep that because this is the origin kind of the origin story for you guys. If in the future you decide to want to be a doctor or a surgeon or anything else it all starts from that spark or that

007interest from a good teacher or some other form of wanting to help other people. And this is how I ended up in in my medical field. And it's I hope you guys continue to find that. And even if you don't like it and you find out that you don't like working with blood or other things, there's so many thing areas that you'll be able to kind of find yourself to that kind of tailor to what you like. And so I appreciate your guys' interests. I hope it sparks new interests as you go forward. And uh when you start looking for referrals, you can always give me a call. >> Thank you, >> Dr. Cod. Well, thank you for being here. Thank your families for being here. Thank you, Miss Tisia Piers, your teacher, um for

008getting this class up and going. I think it is such an inspiration to hear from you about what is exciting about this class and to see you in your in your white coats, real doctors on your way. It's just very um really brings a lot of joy to me just to be able to be here with you tonight and I'm very proud of you and I'm proud of MMS for being able to bring this course to our students. So, I just want to say thank you very much. >> Nicely done. Thank you so much. You did a good job tonight. >> You're welcome to head home. >> I was just going to ask if you got their pictures because they look so nice. >> Oh, there she's she's already on it. She's on it. >>

009Thank you. >> Gives me so much hope. >> Right. Right. >> Very inspiring. Very inspiring. Amazing kids. Um I will report out that no action was taken this evening in close session and move to tonight's agenda. I would like to ask the board if you wouldn't mind and also Chris um out of respect for Morland Middle staff time that we swap the unodudited actuals 6B with MMS's SIPA 7A in terms of sequence >> problem. Okay. Do I have a motion to approve as amended? >> I'll make a motion to approve the amended uh agenda and >> I'll second it. All in favor say I. I. I. Comments from the public. Um. >> Okay. Members of the public may address the board on any subject of concern to you, including those not on tonight's agenda. However,

010provisions of the Brown Act preclude any action as an unagendized item. No response is required or permitted from the board or district staff. And as already stated, no action can be taken. The board, however, may instruct the superintendent to follow up, which may or may not include placing the item on a future meeting's agenda. If you would like to address the board this evening, please complete the blue public comment card within the first 15 minutes of the board meeting being called to order in public session. and 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 the organization that you're representing. Comments are

011limited to three minutes per board governance manual. And we have one blue card today from Adam Pollos. >> Yes. I hope I said your last name correctly. >> All right. Excellent. >> My name is and I'm the parent of a 5-year-old autistic child in Elliot's IEP clearly includes special education transportation both to and from school. This year, the district unilaterally cut those services without our consent. What they put in place failed to meet his needs and put his safety at risk. Last year, the district used Everdriven for both morning and afternoon transport, and it worked without issue. This year, afternoon service was cut when a general education bus became available, even though my son's needs have not changed. In just the first three weeks of school, there have already been two serious safety incidents. One

012day, my son Elliot was dropped off at the wrong house. Just one week later, he was left alone in the middle of a street with no adults ensuring that he reached our door. He is 5 years old, autistic, left alone in the street. We have a very busy street with lots of through traffic, blind corners, and if a car had been coming through that day, this might not be a complaint you're hearing. this might be a bit of a tragedy. So, we convened an IEP meeting to address the violation and try to collaboratively work through this. At that meeting, the director of special education flatly told us, "We are not changing the transportation plan." She made no effort to resolve the issue even after reciting the law. And this was after those two serious safety

013violations in the first three weeks. Her response was dismissive, trying to shut down our discussion rather than addressing those safety failures when what was needed was urgency and action to help keep my son safe. So on Monday, we filed a formal compliance complaint with the California Department of Education. Dr. Cog was CCD directly. The decision to reduce services was made by Fran English, your special education director. With her decades of experience, she knew this was a violation. Less than a month ago, this room, you approved $200,000 budget for great and everdriven transportation. You made the right decision then, but it's only a right decision if the district staff actually follow your guidance >> so Elliot can come look safe every day. Thank you. >> Thank you, Adam. >> Okay. Superintendent's report. Dr. Sure. >> Okay.

014Are we ready? All right. Next slide. So, we want to celebrate Hispanic Heritage Month that starts on September 15th and runs until October 15th. We want to take this opportunity to celebrate the achievements and the rich diversity of our community here in San Jose and highlight the voices in of Hispanic and Latino community members and leaders. Next slide. Last night was our first Morland Education Foundation meeting. We are excited for all things planned, including the pumpkin patch. There will be an opening night on October 10th, which will include the new short film festival for our middle school students are able to um submit their short films for that evening. And then we had a room full of volunteers. And I believe every school was represented with a site representation, >> right? >> And it's been

015a long time since we've had that. >> So, I was really excited. Um, also had a great First President's Council meeting last week. Again, a room full of volunteers. There's a picture of us there. Um, we uh noticed that many of our homeschool clubs, they're kind of doubling up. They've got co-presidents, co- vice presidents, co- secretaries. So, they're really sharing in the work and building out their volunteer rosters. They are focused on building connections and fundraising and just making sure that they um are ready to support the students that we serve this year. But, well, I'll talk about it a little bit later. Just this feeling of really needing some more connectedness really came through um in the in the president's council. >> Next slide. >> So, I am very excited. Uh you might be

016talking about this later. If not, I am. So, first ever family funfest at Morland Middle School this Friday. Latimer also has their harvest hop on the same night. There will be DJ, food trucks, games, prizes, all kinds of fun things. Starts at 5:00 PM. I'm not sure if I'm supposed to invite the whole community, but I'll be going. So, it says community event. So, it's community event. All right, next slide, please. So, Morland is in the news once again. So, we have the San Jose spotlight article about the West Valley Community Services Partnership and the expansion of Latimer. And there is I believe that is a photo of the Latimer site where we've expanded. So, that is our third site now for our parket market and our first mention in the media of the school

017year. There will be more to come, I'm sure. Next slide. This week, our teacher leaders are coming together to write the newformational writing units for each grade level, grades K through eight. Upper grade teachers are building off of the social studies and science content from our adopted curriculum, and our K through two students will be writing about topics of personal expertise. These units support students writing skills, but they also reinforce the non-fiction reading comprehension that is required of our students. And that reading and writing connection go hand in hand. And that is a picture from today actually in this room. Next slide. Uh MMS is the lucky winner. They are the first up to be our SIPA presenters. That will be followed by Payne and Latimer on September 23rd. Country Lane and EDS on October

01814th, Baker and Anderson on October 28th. And just I've been telling parents, it's a really great great way to learn about your school, what the plans are for the upcoming year, what what your strategies are to improve student achievement at your school. And Heather and I, these are these are our favorite presentations of the year. We're not quite sure anyone shares that moment with us, but we are really excited to hear what MMS has to present tonight. And then you'll also hear from us about the opening schools report from the cabinet level. And I believe that concludes my remarks for this portion of the agenda. Thank you. Board members, communications. >> Um, knowing that we have a pretty long evening ahead of us, I'll keep mine short. Baker back to school nights. Very good, exciting,

019full of energy. The end. >> Oh. Um, I also had the privilege of attending Baker EDS Middle School and then also MMS. thought it was great to see, you know, good buzz of excitement, siblings like sharing off their classrooms to parents and to each other. Um, basically um sharing how their classroom works with parents. It was great. Also very good. Double thumbs up. >> No. >> And I'll uh just follow up with that. Uh back to school night for pain was uh amazing. Good to see the energy. They brought everyone together into the main quad area. Uh they have great staff there. Got to meet a lot of the new teachers. Um got into some of the classrooms. They have an amazing home and school club uh represent their presidents and um I think they're

020going to have to be up for a good year. So it was really exciting to see all the anxious parents and the new parents their questions and just seeing what the culture that they're building there. So that was a lot of fun. >> For me it's been a busy couple of weeks. I feel like I've been hanging out with Dr. Cod a lot. Um So, I just wanted to comment generally about back to school nights because I think um for each of the school sites that I visited, they were all really well attended. Um they were all really positive and had enthusiastic staff and parents. Um there was a clear commitment to creating partnerships with parents. I saw that time and time again in and out of classrooms. Um, and on a personal note, I

021was very happy to hear actually in several places on different campuses reference to our wellness policy. I know that um it's it's been a path. Um, but I really appreciate the commitment and the work that goes behind supporting our wellness policy. Um, with regard to pain, I just wanted to call out their consistency as we went from classroom to classroom. They had obviously made a really big effort dis uh schoolwide to have a consistent message. I saw that in multiple places and I really enjoyed hearing more about their homework um efforts, their changes in how they're approaching homework. So I'm excited to learn about that over time. I was able to attend the EDS K1 and 23 back to school nights. Um there too positive energy really um terrific turnout. I I know that that

022having it over I think four nights for EDS is a real effort, a lot of extra work, but I actually noted how much um how intimate and um more personal it felt being there for the two different um back to school nights in the one evening. I also got a unique opportunity. I know many of our school sites do this where they um admit administration covers the kiddos while parents are in the classrooms and that is a herculean task. Um so we got to see a little bit in that in action both Tanya or Tanya why am I calling you Tanya? >> Right initial sound. um we had great support from your team um rallying kids and keeping track of them. And so that too is an extra effort to make back to school nights

023more meaningful for parents so they can really focus. Um and so I want to thank um our our teams for doing that. President's council, I was going to notice full house, a really full round table. I also really appreciated all the co-work that they're doing. Um, and I also heard several references from from different sites to the climate survey. And so I was kind of excited that our school sites are engaging with the parent leaders um and everyone's working together to um, you know, accomplish goals that are identified from the climate survey. Um, and then MMS back to school night. Boy, do you get your steps in when you attend that back to school night. Um, I do really, again, I'm just calling out kind of the unique things that I noticed. Um, really appreciate

024the effort for AVID in all of your classrooms. I went from classroom to classroom to classroom as did you and everyone else. um and really appreciate the work towards binders, organization, using a planner, and how that's all going to be modeled and students will be supported in kind of learning how to manage their time and their priorities. And so, I just wanted to applaud that. I know that too is a is a big task. Um, again, consistent messaging and the signage all over the campus really reminding our kiddos what's important and and how to, you know, be good citizens and and safe. Um, and then MEF last night. So, MEF there, too, a full room, which I really appreciate. That's not easy to do on a Monday evening. Um, they talked about their budget. They

025talked about the fall fund drive, which is kicking off here shortly. Pumpkin Patch, of course. Um, and I think Grants will be coming up soon. Music and Morland, they've got concerts coming up. And so I also um thought I should give Debbie a shout out because we had a lot of dates both in MEF and at President's Council thrown out. There's lots of activities, fall festivals and all that stuff coming on the horizon. So keep a keep an eye out in the Friday report for those and thank you for coordinating and keeping us looped in on that. And I think that's it for me. All right. So MCSCA or are we I don't think we're okay. Opening of schools report. >> Okay, that's us. >> That's you. We ready? So, the district office staff have

026been working really hard to get ready for the start of school. There's a lot of behind-the-scenes work that happens, some of what you'll hear tonight. This report also is a look forward into the 2526 school year. So, that in in a way, it's sort of the district SIPA. Here are our plans for what we're working on this year. I like I do like to ground ourselves in Morland 2030, our strategic plan. This is our north star. Next slide. Our vision and our mission are our promise to our families, our students, our staff, our entire community really about what we believe and why we do what it is that we do each day. Next slide. So, we operationalize this promise through these five goals. These are big. These are bold and they're not very actionable in

027this way, but the LCAP is the way that we as districts operationalize our strategic plan. That is our accountability document. It outlines each one of our strategies and our intended outcomes and our targets for each year. And so that is important for the community to know. This is what guides our work. It guides our work plans in all of our departments. And then we hold ourselves accountable through the LCAP. Next slide. So last year we talked to you a little bit about the opportunity myth using this as a frame from the research out of the new teachers project the uh TNTP and we looked at these four key resources where research is saying these are the most important things that need to be present in our schools in order for students to have the opportunity

028to learn, opportunity to have access. And so we really think about this as our equity agenda and this was last year's frame and last year's work. Next slide. So fast forward to this year. TNTP has put out a new study and this one's called the opportunity makers and this is really the um the new teacher project. They studied schools all across the country and they found that there are these outlier schools where they consistently receive excellent results for students and I'll talk just about that in a minute. But in these schools there are three consistent pillar practices that were present in the schools that they studied. So there's belonging which is really about students being known by their name, their strength and their need. not just social emotional well-being but also their academics and where

029students are. These schools had consistent instruction at grade level grade level content tasks assignments for all students regardless of where the students were in terms of performing at below or above grade level and then coherence. So there was coherence behind what was happening in in the classroom which sometimes we call tier one or core instruction. What was happening outside and intervention that there was clear alignment between what was happening between classroom and um also few priorities but going deep. So having principles kind of clear the air so that we're not working on all things but we're working on a few things and doing them really well. Next slide. So the study looked at 28,000 schools which is the the data set that they started with and out of those 28,000 schools they found 1300 which

030is only 5% that they considered outlier schools. So 5% of schools K8 across the country across the country excuse me making a difference for kids. So then they took out of that 1300 and they studied seven in depth and those seven schools are listed along with their demographics. Next slide. So what makes these schools outlier schools for trajectory changing schools? These schools made 1.3 years worth of growth in one year for each year of learning. So over a three-year period of time, students were able who were maybe one full grade level behind were able to be at grade level by the end of that third year. So imagine a a third grader who was one full grade level behind in these schools by the time they entered into sixth grade were on grade level. And

031so again only 5% of the schools trajectory changing. Um next slide potentially making these sort of lifechanging shifts for our students. And so this is the frame that we're using for this year with our leadership team and our site leaders. Um, and as a result of of what we've been studying last year, what we were studying this year, there's a few key shifts that I just want to bring to your attention before we turn it over to um, each of the other assistant superintendent. So, next slide. So one of the shifts, so coming off the pandemic, it is no secret we spent a lot of time building school climate and culture, putting in in place wellness programs for our students, lots of support for student behavior, student social emotional well-being, as well as our staff.

032That has been our focus as we came off the pandemic. And this year, we're we're we're not going to stop doing that. Of course, we're going to continue to do that. We're going to shift our focus a little bit when we are working with our principles and assistant principles and we're we're implementing an a district-wide strategy called instructional rounds. Now, instructional rounds are kind of taken from that medical field, but we as principles and assistant principles will be in each other's schools. And we're calibrating our shared understanding of what highquality teaching and learning looks like. and we're focused this year on really explicit instruction on grade level content assignments and tests. So going back to some of what we've been learning over the last couple years and so those will be our look fors. We

033have our first one this Thursday. We will be at EDS and Anderson as a leadership team. And so that will be a new kind of switching of focus for us as um instructional leaders. All right, next slide. Okay, here's the big one. You ready for this, Brian? Here we go. So, really big key shift is our approach to reading in kindergarten through 2 grade. So, we have been um a guided reading district for a very very long time, which is which is a good thing, but there's been some pieces that have been missing. So, if you look on the left hand side, there's what we call the simple view of reading. It came out in 1986. This is not new. And what that equation says is that if you can decode and you have some

034language comprehension, you'll be a successful reader and you'll read with meaning. That is sort of on the opposite side of maybe the whole language approach, right? That's where the reading wars kind of came to be. They're on different sides of the of the reading wars. We don't like to think about reading as wars. That's kind of silly to us. So in 2001, Scarbo's reading rope came out, which is actually a much more comprehensive view of what it takes to be a skilled reader. So on the top half of the rope, what you're talking about is building that background knowledge, vocabulary, language structures, how language works, vocabulary, reasoning, um, and really like understanding literacy and the knowledge and all that comes with understanding content, having discussions and small groupoup reading. That's sort of the the basis

035of what we do in guided reading. You're using real books. You're reading real content. You're having real discussions. It's real vocabulary. It's lifting the level. And we are building comprehension and meaning. Then there's a bottom part of the rope which we call word recognition. But that's not just phonics. That includes phological awareness, phonics, decoding, and sight recognition. And so in Morland, we have and I was taught this way. You kind of tuck in the bottom part of the rope during your guided reading. That's how you teach reading. You you're still implementing those components, but they're sort of tucked into your lesson. But what the research is really clear and what the science of reading folks are coming out and saying now is that well actually you need to systematically teach phonics awareness on a scope

036and sequence that's not just connected to what you're doing in guided reading but actually outside of in a systematic way. Does that make sense? And so we are doing that in Morland this year. This is a new approach for us. We're not getting rid of our small groupoup guided reading instruction. we are adding this additional component of word recognition and Jen will talk a little bit more about the curriculum aspect of that. So I wanted to make sure that I put that out in the public so that people and teachers and even our union understands why we're making some of the shifts, why we're implementing some of the things that we are because it's based in research and we know that our kids need um both parts of the rope in order to be successful

037readers. And so that is the inquiry that we are on for this year. All right, so that was a lot. Let's turn over to the next slide, which is our district-wide outcomes. All right, next slide. So, every year we give the Panorama survey. This is where we ask our families, our staff, our students, their perceptions around uh school culture, instruction, and rigor, school leadership. These are nationally norm results. One of the things that we found out from our families in this last round is that they are feeling a bit disconnected. They are wanting more connection with other families, but they're also feeling less confident in how they support their own child with being successful in school, whether it be with friendships or their academics. Our scores did drop a little bit and we heard this

038was echoed in our president's council meeting. We heard some of these same things keep coming up. So the data that we got on the survey and the the data that we're hearing at the meetings is actually aligning which is a good thing that it's in alignment but it also means that we have some work to do with our families. Next slide. >> So our elementary school students were actually feeling quite positive and we uh perform pretty well nationally when you rank us against other school districts who are also taking the same survey. Our students are feeling more safe. they are feeling like there's more belonging. They feel like the rigorous expectations are going up. Um student teacher relationship stayed the same, but you can see they're in the highest um part of that. So we're

039in the upper quintile, if you will. And so pretty pretty good. Always room to improve, but pretty good for our elementary school students. When you go to the next slide, our middle school students are not feeling the same way. So uh our middle >> a quick question. >> Yes. >> Uh when we say compared to other schools nationally is there a consistency of the schools or was it you know schools in similar demographic backgrounds like ours or like in s or urban schools rural you know what I'm saying? >> It's like a nationally norm standardized test. >> Okay. >> Right. So this is a nationally norm standardized perception survey. Okay, if you will, it would be this very similar uh to that. >> So thousands and thousands of school districts, thousands and thousands of students

040and families, okay, >> take this, staff take this and so that would be we'd be benchmarked against the Okay, thank you. >> Yes, you're welcome. >> So middle school students, we did make some gains last year, but we've got a lot of room to grow. uh we are needing some work in terms of school belonging, safety, rigorous expectations, student teacher relationships. There's a there's a lot of work, a lot of room to grow. It also makes sense, you know, sixth through eighth graders are a little more disconnected than our elementary. And so, you know, our families are feeling disconnected. Our our middle schoolers are feeling disconnected in some ways. And so, this is where we want to put our energy and our focus. And I think you'll hear some strategies from our middle schools um

041as they present tonight and in future nights. But this is definitely an area that is of concern for us. Next slide. Our teachers were actually feeling pretty positive which was a bit surprising with the number of changes in leadership that we had last year. there was a significant amount of change and yet our teacher perceptions now it didn't go up that much but I like to see green there's no orange green is always good when you're looking at these and so it did inch up just a bit always room for growth but it was a little bit surprising given the amount of change that we had I I didn't expect this but so we were we were pleased with with this when it came out next slide so this is not a Happy slide. As

042a district, we made no gains overall in grades 3 through 8 English language arts. So, this is a, you know, all third through 8th graders on the CASP assessment. We really are stuck. We've been stuck for the last four years. We have not made any progress. There were some bright spots. So, some of our schools made gains. Some of our schools fell behind. uh couple one of the biggest bright spots in reading was Anderson grew their reading scores by eight points is a huge achievement and they have closed the preandemic gap by beating their scores pre- pandemic by two points. So we are really proud of Anderson. I just wanted to highlight them as one of the schools that did a really really standout job in ELA for this last season. And then in math

043if you move forward again we made no progress as a school district. Some schools made gains, scum, some schools did not. A couple of bright spots, Latimer and MMS who will be presenting tonight. So, Latimer gained uh by five points and MMS by four points. Those were some bright spots. So, you'll hear a little bit more about that tonight. But again, as a whole, again, very spotty, not consistent up and down. And so, as a whole, just no movement. So this is very disappointing because we know how hard people are working and just moving the needle is so hard. So in those schools where we did see the needle move, it's for us to look and see what they're doing and make sure that we are learning from each other about what we can do

044differently to um ensure that our students are successful. Next slide. And this is probably the slide that breaks my heart the most. Our subgroup performance is relatively status quo. We've not closed the gap. Certainly, we're not closing the gap. We're not minimizing the gap. Uh we are making some gains with our students on IEPs. Students of special education, you can see are getting closer, very close to where they were pre- pandemic. Um which pre- pandemic we still have room to grow. So, a lot of work needs to be done in these areas. Almost half of the students in Morland fit inside one of these or one or more of these categories. So these are our students, right? These are our students and so they might not have been the population that we had 10 years

045ago or even five years ago because our population is shifting and that means we also have to look at ourselves and make some shifts. So I talked about some of those key shifts that we're making as a leadership team that you'll hear from the school some of the shifts that they're making as individual school sites. So, I'm not here um very excited about the data, but this is our current reality and all we can do is is grow from here. Um and with that, I just want to stop and ask if you have questions before we move to education services. I guess the question that I have is or maybe I'm trying to kind of connect the the three uh the three-legged approach that you talked about which has clearly seen pretty significant improvements in

046u other school districts. Are we going to address that in other uh next set of slides in terms of like how that would you know what's the approach for MMS or not M for the school district in general? >> Yes and yes and no. So I I'll I'll say mostly no because what what if you look at both of the studies the opportunity myth and the opportunity makers one of the most essential core pillars between both studies is kids have access to grade level content grade level tasks assignments and that they're they are being pushed into and towards grade level work so that we're not engaged in remediation and constantly filling the holes and going back and trying to fill holes that maybe students missed during the pandemic. So that is a consistent thing through

047both these studies. So that will be the focus of our work with the the site leaders when we're doing our instructional rounds and we're observing in classrooms and we're looking for explicit instruction. Is it on grade level? Is it standards aligned? So that is going to be the work of our observation just thinking about the teacher, the content, the student, what is happening during the school day and being able to observe and give the principal another set of eyes when we're in their schools. So that is a core of our focus for instructional leadership. So that's the yes. Um when it comes to belonging, you will hear a lot from schools about the the the strategy they've been putting in place for belonging. So to me that is a place where we actually have been

048doing a lot of work when it comes to coherence. We have been talking as a leadership team about you know what's happening during our intervention time. Is it aligned? Is it remedial? Is it accelerating? Is there communication between what's happening with the intervention teacher versus the classroom teacher? And so we're just starting those discussions. I don't know how much you'll hear about it in the SIPAS, but that is an an inquiry. But I would say our main focus this year is on grade level content, tasks, assignments, access to those opportunities, and what is the the level of explicit instruction that's happening. That's where we're going to put our focus this year. Okay. So, uh, I'm I'm not an educator, so I apologize if this question sounds, um, dumb, but, uh, I I did want to

049ask it because up until now, if, as you said, our focus has been on remediation and kind of like helping the kiddos come forward, but the one of the key findings out of this study is present the kids with the content that's relevant to their ear. That's a pretty significant philosophical shift in approach in our in our district, right? I don't think it's going to it's going to happen overnight. I don't think, you know, somebody's going to go walk into the classroom and say, "Okay, this is how I used to do it all these years. Now I'm going to do something different." Is how but the journey is important too, but I'm assuming that we're taking the f first step on that journey. >> Yes. And and principles have been doing this. This is not

050new. So they have been focused on which is why I said I >> standards aligned content instruction. What does that look like? You'll probably hear some things from Morland Middle School. Certainly our AVID strategies in the middle schools are really also attacking those same strategies. Our writing units that we are in that we are writing and implementing this year, those are all grade level aligned and making sure they're getting more and more complex as the years um go on. So, it's not new, but we're trying to put a renewed focus on it so that we can accelerate some of that learning. We're learning ourselves. We're focused. We'll be talking about it. We'll be calibrating our conversations around it, giving feedback to teachers around it, designing professional development around it. That's how we'll approach that work.

051>> Yeah. And the thing then I I will I would uh uh encourage you and all the site um site leaders also is please highlight uh and I apologize if I speak for the board but I highlight to us the challenges that you might have to get to that and what we can do to support that journey. >> Yes. >> Because I I think it is important for student the teachers to feel as supported in this journey as possible. And what can we as a board do to do that? Is it is it again you know within the finite world of resources etc. Is it reallocating resources? Is it like looking at our priorities and changing things or is it like you know as you said more PD days? What is it that we as

052a board can do to support this? This is pretty critical as you can imagine. >> It's it's the lever. >> Yeah, it is. It really is. >> It's a critical lever. >> Yeah. >> Thank you. Any other questions for me before we move on? >> Can you talk a little bit about So, um I know this has been a tremendous effort already and and it's going to continue to be. What um what support looks like for the kiddos to kind of when they are working on grade level work but maybe are a bit behind. what kind of support is being provided to help bring them up and bring them close that gap if you will. So that's where we talk about this double dose where you receive the content grade level instruction in your home

053room or with your grade level you know your regular teacher and then you may go with an intervention teacher be in an intervention program that is a second dose of that topic. So second dose of math, second dose of reading. So you're getting twice the reading in one day than a student that is at grade level, if you will. So that's how we're trying to catch students up is not by pulling them out of the grade level content and filling the gaps, but by making sure they're in with their grade level peers doing grade level tasks and assignments and getting a second dose on top of that. That's our intervention strategy. >> Okay. Any other questions? >> I think it's important to to express that that's not good news. I mean, I know you said

054it, but you know, there there's a group accountability as a leadership and governance team to say, you know, our our efforts are, you know, to move this forward for students and we believe it's doable. Um, but I still don't hear I hear some kind of pieces of it, but I'm still nervous that we don't actually have a plan for it. And it's not an account like I don't not look I'm saying this as an us conversation and not a not a you conversation was just because it's it's so disappoint I lose sleep over looking at these slides and thinking to myself like we've gone round and round on some of these topics um and what are we really going to meaningfully do different to to to change it and are we having the right level

055of honest conversations that would be necessary and and it touches all kinds of things grading policy there's There are a lot of third rails in this when we talk about it, but at the end of the day, we need to see we need to really be unified in seeking growth for our students. And this report card says maybe maybe we're not doing that. Um, and that shouldn't shouldn't feel good. >> It doesn't feel good. >> And it can't we can't roll by the next slide and be like, well, you know, it's we're gonna >> because it's year after year. It's the same data. You really could. It's the same data for the last three years. It's the exact same fl. >> Yep. >> Right. And I know people are working hard, but somehow we've got

056to work together in a in a different way. And so we are trying strategies that are researchbased. We are changing our reading, our approach to reading. We are focused on the right levers. You're going to hear a lot from Morland Middle School tonight about what they've been doing to change the trajectory for students. But are we are all of our schools there? Not yet. And so that is a hard conversation that we need to have as a leadership team and as a governance team and you know all of our principles all hands on deck all in together and I do feel like we've got the right leadership team in place to do it. We've made some changes over time and I feel really good about those changes and I feel like we are definitely headed

057in we've been headed in the right direction but I do feel like there's a renewed sense of urgency around the work with some of these changes and so I'm hopeful that I mean I keep saying this is the year this is the year but the work we're doing is the right work. There's there's no other strategy out there that would say you know that we should do something different. It's just we've all got to be working together um in this and you know what are the tools what are the supports that teachers need what are but we don't have finite you know we don't have resources that just go on forever that there is a fixed amount of resource and we can only do so much and so um not an excuse but we we

058do have to be on the same page the the principles have to be in it the assistant principles have to be in it teachers have to be in it families have to be in it the board and leadership has to be in it we have to be doing it together I think uh the other thing that I' I'd encourage uh everybody to look at is you know sometimes we get caught up in what are the additional things that we should be doing um that sometimes and it's important in especially as I keep going back to that world of finite resources. There's a set of things that we should stop doing. >> That's right. >> Right. I don't know what those are. I'm not the expert at all, but I'd love to kind of see are

059there certain things that are just not giving us the momentum and the forward progress that we'd like and it's time to just, you know, to your point, it's it's a third rail and we should we should not be afraid to tackle that. So, please advise us in terms of like, hey, these are the things that we're just going to stop doing. They're not they're not working. And >> you will hear some of that in the presentations. We definitely have built that in some of the things that we're going to stop doing, some of the things that you know we're working to keep doing and some of the new things that we're adding. So, you will hear that in the presentations. want to echo um Brian's comments and also thank you for using the word urgency

060because that definitely um obviously sparks a sense of urgency and so um to Shiron's point I I fully agree whatever resources or however we as a leadership um board can support all of those efforts please do you know let us know and we are not the experts So, we are looking to you for that um guidance so that we can support all of the work that's happening. Thank you. Anyone else? Okay, we're going to move on. Right over to Jen Educational Services. [Music] So, I think one of the foundational things that we needed is if there are coming out of co was looking at uh our student support uh across the board and we would hear about behaviors and situations throughout our district and the struggles that that folks were having and we found this

061need to have a universal roll out this year of the Morland uh student support model so that we would all be on the same page. This uh kind of was born out of our inclusion collaborative last year and and we we as a team worked together to come up with what are the key components that we need as a district that we all will agree to. Um that the concept that we're stronger together if we are all practicing these same same things. And so some of those are the PBIS uh trauma-informed practices um to have quiet corners. Uh so we we were able to establish everybody agreeing that we will do SSTs in this way and that we will do the SEAL curriculum and we will make sure that we're delivering this many lessons. So

062having that um coherence across our district um to make sure that this basic fundamental support is there across um for all for all kids and um and and ultimately our goal is to have a safe responsive supportive learning environment for all schools. Uh and along with that is our new Morland behavior support model which is the model where our uh new behavior texts and our BCBAS um are distributed as you can see uh out to the sites and to support our students uh but also really support our staff. They're there to watch students, to understand students triggers and un understand them well enough that they can then teach our staff about them and what we can do to help support our students better. And we are already seeing uh noted um differences and we're really

063excited about the future. I think we will have to continue to adjust it and um and and hear it if it if how we set it up is working best and and so forth, but we're really excited about um the prospects of of the difference it can make. Um when we had Pacific Clinics, uh we appreciated their work, but we have a lot more control of this model because we are directing their work. Um, and our principles have a lot more flexibility um, to work with the staff how they need, how how need be. Next slide. And Clover already brought this up and and I can't even tell you how excited uh, we are to bring forward the the K2 Foundation of Literacy. Um, we really believe that this is fundamentally important to have that

064growth like Clover talked about that have it strong for our youngest readers and that we believe that all students need to be reading proficiently by third grade, right? Well, hopefully as soon as possible, but third grade is is the the key indicator. Um so we have compiled these components into um our foundational literacy program and the first one that you approved uh was our dibble screener. The dvil screener is being um given and and delivered right now. Tomorrow is the last um day that they are delivering that. And the screener provides us um indication of reading difficulties and it provides our teachers information so that while they're working with their students in small groups they understand some of the challenges and it provides information that we didn't have before um specifically around phonics and phmic

065awareness. Um, Heerty is our phmic awareness um curriculum that we are um now routinely uh hopefully in the next couple of weeks routinely delivering to our kids on a daily basis. Um UFly and Sunday is at Anderson and UFly is going to be at our other elementary schools. Uh that is our structured phonics curriculum and we had had a amazing training two weeks ago um on foundational literacy that was given by advancing literacy. Um, Miss Beth Hickey was there and she trained up our leaders of our staff and they um, it was so exciting to be there and just watch the lights go on and that how empowered they felt that they were given tools that could make a difference and a difference in a way that maybe they hadn't been able to make previously.

066And so they were planning and how are we going to roll this out to our staff? And it was just the excitement was palpable. Um and uh and they are doing that right now. Um as we speak, they are rolling the the new UFI um curriculum out and we have also um added supports and ed services. We created um a website to support our staff. Um we also sent them a kind of a hyperdoc that they can access a lot of um the supports. We are providing materials uh as well as also optional trainings on our end for people that want more support. Uh so it is really an exciting time uh to see uh teachers feeling that empowerment to make a difference for their their young readers. Um and we still have a very

067strong guided reading program. We are still completely supporting that in every way and um we we see that if anything it will just become stronger um with this added component. And then we also have an emphasis on ind independent reading. Uh that is such a key component to student growth and so um in this training she also discussed that and we are rolling that out to our sites as well the the importance of continuing to embrace that. So, sorry I got a little excited on this, but I when I can feel like we're making a difference, it is exciting. Next slide. All right. Math collaborative and adoption. So, last year we um had the math collaborative meeting and we um met six times and it was great. We looked at the math framework. We learned

068about it. um we went to a conference and brought those things back and we really grappled with uh some of the new things that California has put together in the math framework. Uh some of those things especially are around rigor uh and building students capacity and very similarly aligned with what Clover was talking about is in terms of coherence um is really having grade level uh and rigorous expectations for kids. Um so this year so that was last year this year 202526 um we are piloting uh the new math curriculum and the same team uh which is an outstanding team um they will be um a part of this adoption and uh we have a whole process set up that they will be um going through and exercising that curriculum in the classroom with the

069kids and Then in May, hopefully, I'm sure this will happen, we will bring a curriculum before you um to share hopefully your approval uh to adopt um for the next week. So that is kind of our um math collaborative work this year. And then I want to also emphasize um kind of next steps from that. Uh this is something that um when I was um a site administrator, I also started uh was an algebra bridge program. Um which is there there's a couple different ways you can do that, but I think without getting into too many details, um there is a track that's very important when you get into high school that sends you on a trajectory towards calculus or not. Um and it's very important that all of our kids have the opportunity. And

070so I think there's a couple of different things that we can do. We can do something to accelerate kids so that they can get into our compacted math um program and and so that um we can have offer that in several different ways. But it would give the kids the opportunity to accelerate and get into um the the compacted math. But then also another opportunity would be how do we prepare kids for high school and ensure that they have all of the tools they need um to access IM2 and be prepared or if they're going to a traditional track geometry that they have actually covered all of the standards that they need to. Um and in my experience this um we did this and we just we actually did exactly that. we don't get into

071which what are the standards that they're missing and then making sure that we cover those in that summer course so that we can accelerate. So that's that's a kickoff from this um work that we would like to do. Um and really overall our our goal is how can we align our vertically across our district to just strengthen our math program. So that's math. Next slide. Um, so, uh, this is I'm not going to read you all of the the details. I'm just going to give you a couple of highlights, um, that I'm excited about. And that is that, um, there there were several assemblies, and I don't know that you I know you guys are going to think this, a wildlife assembly with rainforest animals. See, I knew I did a smile. um a mad

072science assembly and a BMX assembly. I see this summer um was a lot of fun. But you see the numbers there. We served a ton of kids. It was just a a great summer and I really thank um our ED services staff, but also Mariah was principal um and our site supervisors. It was it really was a successful summer. No hiccups um at all. And it it just uh it it just show you again how many kids that we can service. And again, like I said, I'm hoping that we can extend this to this math program. Um and then our last teacher professional development. Um again, uh this is uh the bread and butter of ed services of what we offer and how we support teachers. Um, and I want to highlight some of the

073things we talked a little bit already about the foundational literacy. So, I'm not going to go into that again, but that is such an important component of what we are offering. Um, but we also are continuing our work with Stanford SET. So, our math teachers um at the middle school at math and science teachers at the middle school level will still be working um with Stanford and what they are going to be focusing on um is really implementing some of the things they were presented last year and so um they will meet uh monthly at our district collaboration and build that. In addition to that, we also have our entire staff being served by CES set in um two of our district collaborate collaboration days. Um so everyone will be exposed um to the new

074framework and start preparing us for the roll out of our curriculum next year. Um communities of practice um I'm also um looking forward to this. We start this next week. Uh the communities of practice is um it's it it's researchbased. I don't know if you've heard of Winger because it crosses over out of education, but Winger's research um basically talked about how important having people actually be in the social and physical context of learning and learning from others. Learning from multiple others in a community is one of the most important things that you can do um in terms of professional development. That's how you learn and take in information. And so in this model we have created grade level teachers um who will be leaders and we train them this summer and they will be

075leading um professional development. But really what it is is they will be looking at student work. They will look for a problem in practice, identify that and then using what we've learned the last few years, especially the last two years, um they will apply what they learned um together and they will go and work on that, try it and then come back and talk about it and did it work, did it not work. Okay. And then we will also be looking at um uh our writing because we have rolled out our writing units. And so they will be looking at specifically the scheme writing. Um and we will be using our rubrics and to really dive into again what are the points of practice, what many lessons do we need to come up with that

076can address those things. So there is that. Um and I'm not going to go into the others because we already kind of talked about them. Um and then um our optional professional development. Um those are just highlighting a few of the things that we are offering. Again, I already mentioned the UPLI um and excited to talk about AI. Um our new TOSSA is very um talented and she knows a lot of foundational literacy, but she also has a lot of tech um skills. And so she's going to be offering the the AI kind of the next frontier in education. how we navigate that um and learn some tools and uh and I'm going to be doing the mindset training. So really looking forward to um all of the options have >> you want to take

077questions? >> Yeah, I just have a um question. So, and just with like the new mindset shift, we you've also shared that we we are implementing a lot of new programs, character strong, matt curriculum, dibbles, a lot of those. And um I was wondering do we have like a loose plan because I know we can't do like a program evaluation for all of those but a plan or some checkpoints that we do have to know that these programs are you know effective or really you know helpful for our students. Um and I know like it's really early on but yeah I was just wondering if we just kind of have a way even internally to ensure that the new programs that we are implementing is yeah is being really affected especially because we are talking

078about you know finite resources and just so I just want to be very mindful of that. Yeah. So, I don't know if you have a answer now, but I just Yeah, just thinking of that. >> Of course, the dibbles is required by this is as a screener. Um, but I think that is what our LCAP is for. It ties all of our data points um to our money as well. And so, it it really needs to be that transparency through there. And I think that's something I will definitely work on this year is to make sure that there is that strong link between what we're doing, what our scores are, what money we're spending on that, and is that actually a viable connection across the strike. >> Thank you. >> I wanted to say thank

079you. I think I think trying to utilize the time we have with students is really important and I um I think from personal experience your idea of the the algebraic uh summer algebra is right on we are sending there are two two things that are happening we're sending students that are unprepared um and that's even after we say they are prepared and I think that's a concern and then secondarily students that had gotten off track somewhere along the way there aren't a lot of on-ramps to get back on track >> uh And I just really appreciate I appreciate that work and hope that it really is wildly successful. And I think the summer programs where you really are offering that let's call it double dose in a grade-free environment about trying to get you know

080students in standards. I would love to know if that cohort of kids really actually was better off for the time they spent with us this summer or did we do daycare? Um and I don't mean that in a bad way. I really mean it more like did we use our time really well. Um and so any to to any degree that we see that cohort go through and go like oh we really did actually we saw a little bump and if we could push a little harder we might be able to utilize that time well for students voluntarily coming to us um who might have higher needs in some cases. So I thank you um it's a lot I I would go back to every year I I every year I see this is a

081new program that we are doing and this is another new program. I don't ever see the slide at the end that says we're no longer doing these 10 these 10 programs. We stopped those stopped that license. We stopped teaching that methodology. We stopped utilizing that because if I were a teacher, I would think that I'm just always in a catcher mit like okay. Do I ever get to return the ball? Okay. No. All right. We're still we're still catching. Um and so I just would love to see that same not just from a dollars and cents perspective, but the next new program I don't know is going to be the thing that >> Yeah. that changes it and we all get attracted to it. I know you know this so I'm not um but it's

082what I when I see this I go just you know full points of like and we're doing this program we're going to do this other program we do this program and you're like okay uh it's a lot. Um so thank you and I'm really excited about you know the efforts that you're putting in for kids on that services side. Um it's a hard job >> a really hard job. Thank you. I'll just add I mean I agree with Brian, but I did have um you know that was sort of something I had discussed with Clover was sort of my daughter starting off from to high school and getting good grades in eighth grade and then kind of feeling not necessarily confident, but she was looking at the IM2 but not really sure if that she

083that was for her and not having that confidence even though she had the grades to to show it. but not having confidence in it. But the the the thinking of a bridge program for many of the kids who have maybe confidently felt like they passed the class in eighth grade but then not really having the confidence that high school brings along another entity or you know and um so she you know for for that type of reassurance coming out of a maybe a bridge program for many of the kids like just feeling that level of confidence to go in and go okay I think I am ready to take on that next step because a lot of it the conversation was I don't know are you you know she didn't know until the teacher to

084to um surprise him with like a a test from 8th grade and she's like I I knew this but I don't remember it and not having that conflict. So, you know, the summer the summer lag and then when they start off in high school, but I do appreciate thoughtfulness and the thinking of how to really bring along these kids and vert vertically align it with the high school and trying to make ensure that you know these kids are ready certainly ready. So, thank you. So um as a as an exineer I'm always pleased and interested to see a consistent approach that can be you know kind of like rinse lather repeat but I what concerns me is that we are a district within several districts like literally within 3 miles of two schools they're wers

085apart part. So what challenges do you anticipate in kind of like trying to take a consistent approach and applying it at one school district at sorry one school site and then taking it and trying to apply it at another school site where the challenges are very different very real. I'm I'm that's my concern. It's like it's a balance, right? It's a balance of having a standardized approach across the district, but at the same time recognizing that, you know, um, not all not all school sites are the same. >> Clever may want to chime in as well, but I think really that we perhaps maybe even aired on the side of having a little too much freedom too at times. And I think when you do that there is that consistency isn't there and you're not

086ensuring that common viable curriculum across the board. And so I really feel like this um with our youth and ensuring that every student is receiving um their heardy and and their youth Sunday um we are raising the level. Now, where I think the flexibility still comes in as a site administrator, you know your your staff, you know your students, and then you know what adjustments you need to make. You know how you roll it out. You know, um when to check in, you have the accountability measures set up perhaps slightly differently. Um some people may need more time. It may need to go slower to go fast, right? And so that's where that flexibility I think comes in is is and we have such strong site leadership uh that I I don't have a doubt

087that they will take on that lead and they already are taking on that leadership to ensure consistency and flexibility. >> Okay. It's going to be a fine balance for sure. >> Thank you. >> What is the um I'm trying to figure out how to ask this but obviously there's a lot of committee work. there's a lot of um collaboration that happens with various leadership groups and all of that. What is the mechanism for um feedback or dialogue from the classroom on up and back and forth, right? Thinking about some of these things that are being implemented or that we're, you know, trying to iron out. Um, obviously we have a lot of really talented um, folks in the district. What does that look like? Is there an opportunity for everyone to engage in that conversation?

088Does it happen in PD? I'm just curious. We do always um, receive feedback in every professional development. We send it out and it's in the end it is reported in the ELCAP um, annually. It's one of our um measures. Uh I think the other thing is um in our committees we always take feedback um from them and and I just had a standard space writing um meeting a little bit earlier with Michelle and a fantastic group and they are going to all go up their sites, gather feedback and then bring that back. so important um in my at least in my leadership to make sure that we hear what people are saying and and really wrestle with that because in order to move forward like was saying you really have to understand where people are

089>> and um so I think that that is something that's really built into these committees um that's the point of them really is that they are kind of representative of a larger populist one. So, I'm I'm worried about the math adoption. Um, really only because I've sat here long enough to watch curriculum adoption, how it traditionally transpires, which is it goes to committee, they look at two curriculum, they pilot one, we approve the piloted like just and I don't that's a gross generalization, but but kind of the process that's that's come this way. And then there's a pretty common reflection on that curriculum that goes, um, well, it wasn't the right one. So, so I guess my question is from this, what advice would you give us? Because we're already, we're mid-pilot now, but we're

090not fully done. So, if there was ever going to be a change, a change still conceivably exists. How do we ensure the right curriculum adoption? And if you were non-educators up here, what should we be thinking or asking that would be helpful? Because we want to support the leadership that's gone through the work to to look at curriculums like we know that those are subject matter experts. Um how do we add value to that to that conversation? Does that make any sense? Like if you were us, some advice would be great before we get all the way down to men. >> But we do pilot too, right? at the same time. >> Yes. >> Okay. >> So, we will be we will >> but the question is still% but >> it's a totally great >>

091I think it would be very relevant to also bring a couple of participants from the committee to speak to you and give them who actually piloted an opportunity to answer questions. We historically have. >> Yeah, we one of the things that I've asked Jen, one of the things I've asked Jen and her team to do is to um go out and find out from surrounding districts that have recently gone through a pilot or are currently going through a pilot that maybe we admire some of their scores. Um what what programs are they trying out? What are they using? What did they find? some of the strengths and weaknesses of what they did pilot or or are piloting to give us a little bit of benchmarking with some surrounding districts to so that we're not just

092going into the pilot dark, but we've kind of have some feelers out there about what other districts are saying or some we like this one or we don't like >> a couple years down the road. I love that. Um and I then it always comes back to fidelity like how do we adopt it with like legitimate fidelity and sometimes we adopt curriculum and then we come to find well I never actually used it. Um I mean again every you got to remember this a board member like these are snippets but my point is like >> those are related. So if we're going to go through curriculum, how do we make sure >> completely agree Brian and and that's something that we have already been discussing is we have to focus on the implementation of this

093next year and I've already been in in talk with CEST who has received 100% positive on all of their work that with our staff um if they would be willing to help us implement our curriculum next year uh and they are um willing and able that the the conversations that they have around of the support of staff and the implementation of of a new curriculum um excite me and it also um to me aligns with what Clover's talking about in terms of the coherence um to those levers that actually make a difference. And so that that's so important to us that we're not just oh yeah we're just throwing a curriculum over here that it's actually tied to our bigger focus of how are we making sure that we're teaching standards and we're accelerating students.

094>> Yeah. Thanks. I just would be interested as we develop and and go um those are going to be key considerations for me. But how do we get to a good conclusion on it and how do we have fidelity across the implementation execution? That's just me. >> Thank you. >> Sorry. >> Thank you. We know the number one way to uh support student achievement and growth is by hiring and retaining highly qualified staff um and human resources that connects directly to goal five of the strategic plan. Um down there at the bottom there I'm just going to highlight a few areas of this slide. Uh this year one of our big goals is to explore options for the substitute system where people are calling in make sure that's um working for us and our evaluation

095system not changing the evaluation but the actual system where the t the admin use to like log evaluated where they actually type in is that the best system what are the other districts around us using so more like an inquiry like what are other people using. Um we already updated the classified job application this year. Um, we're going to look at looking at our interview questions and updating them, refreshing them, making sure they're relevant and still working for us for all the different categories. Also looking at our reference check process and the questions we use for reference checks. We're going to also be working with technology to optimize kind of the processes with substitute systems and all these things. the counties also looking at QSS which is a system we all use and trying to

096really get a new system that integrates all this together with time sheets and so the CBOS's HR we're all putting input in there so lots of things that will hopefully come together to um reduce um all of our normal attracting retaining staff stuff that we're famous for in Orland will continue but in terms of recruitment we are going to um attend the county office job fair for classified this year, which we haven't done in many years. So, we're going to go back out. It's October and we'll be looking at substitutes and openings for all positions. So, just trying to get some fresh classified people in. We're always classified is an area that always has turnover throughout the year and also build up our sub pool for classified positions. will also be going back for credentialed

097as always. And we're going to look at our colleges around us to attend their job fairs toward the end of graduation and try to talk to those young candidates who are ready to graduate and the special ed departments and all the different departments and uh from there. Then we have um negotiations this year with CSCA completely open contract MTA. It's the contract language is um been been agreed on but we have benefits and compensation that can be open. And our next slide is all the people we have welcomed so far this year. 76 empires for classified and um certificated. >> That's a lot of people. A lot of people that's a lot of people. questions, comments from the board. Um I think one of the things that I uh 76 new hires that represents uh

098I don't know what percentage of the total staff 10% 20% >> 13 >> that's I'm assuming that you know we have good plans in place to kind of make them feel as integrated as quickly as possible into into more land of them attended the welcome back like the right >> educated people attend the welcome back the cockified people um or just kind of welcomed by their department by maybe the teacher who they're going to be working with in the classroom they've gone through our HR where they've explained kind of welcome to Morland here's our procedures here's our process here's how you fill in for a substitute and all the front offices you know giving people swag we give them kind of some swag in the district office trying to get them you know their t-shirts

099their lanyards >> very let them fit right in and make them feel at home. Yes. >> Okay. >> Thank you. >> It's such an important job because really that is where we can identify um the best of the best, right? And so I just um when I say that's a lot of folks, it's a lot of folks and a lot of work in identifying the best of the best in that group. And so I just want to thank you for your attention to those details. Um I um >> team effort our admin like our school site people interview and select. It's definitely a collaborative effort of all the supervisors who are hiring and selecting. So it's a it's a big team. >> Fabulous. One of the things that we don't put in this PowerPoint because

100we take it for granted is that all of our classrooms were filled on the first day with classroom teachers. So in a lot of districts you there might be 5% of the classrooms don't yet have a classroom teacher. They're filled with a sub. In Morland, we almost always have 100% of the teaching positions filled by the first day of school, >> which is a huge achievement. And so we don't put it up here because that's just how we do this in Morland. But in many other districts, that is not a gift. So, I just wanted to call that out that we had a 100% bill rate on the first day of school for for all of our classrooms. Um, and so just it's not here, but I thought it's something an important data point that

101you should know. >> That's a good call out. Thank you. >> Thank you. >> I'll go fast. >> Wait, wait, wait. You got two speaking parts. this preparing myself. So the reason we have all the PDS and the staff students so we need them here. So I just want to thank our enrollment department since we open enrollment in January busy classrooms. Even as you can see our 10day projection started off the school year with 37 10 uh dropped a little bit but then went back up. So they're constantly enrolling students. So first day 3,710. Current enrollment as of when this was created was 3,728. We're actually up an additional five students. So we're at 3,733 as of today. >> So are these like just uh new families moving in or >> families move in? The

102the trend on the 10day is normal. Um, I think a lot of >> families still think we start after Labor Day. >> Why, but it's it's a trend. I look back the last year or two. We did it and then we kind of went back up. So, we're constantly looking at it. We're back up to 200733, which is good. We're trending upwards. So, we continue to look at that. uh when we look at our >> this might come up in your budget presentation but for 2025 26 are we funded on 3748 still >> no so we well we don't know what we're funded for this you're talking >> yeah our projection >> yeah so our project come on the next slide >> okay >> so we projected >> so our ADA so our projected ADA

103is is uh 95 5.77% is what we're projecting. So depending on what our enrollment is two, that's when we'll we'll do the calculations. >> Okay. >> So we'll we'll get there. So we don't really know. We reject our funding, >> but throughout the year we're constantly looking at So this is kind of our 10day average. After 10 days, we're at about 97%. As of today, we're about 96.5% which is normal. and we projected about 95 cents. So that's what we used as far as we we did our budget back in June. >> Okay. >> All right. Then summer projects, uh we didn't have a lot of bond projects this summer, but you'll see next summer we'll start ramping it up with ours as you go. We did get uh some HVAC units at Anderson completed.

104Uh, we upgraded the sewer in Anderson, which if you recall last summer was postponed. Sorry I brought that up. Got it done. It's done. So, we got it done on time. Ready to go. Uh, we're doing the final punch list of the fencing, which is great. Almost on time. I was six months behind, but we're good. Uh, still waiting for some signage, but it's they did a fantastic job, the contractor. So, >> a huge undertaking. >> It is undertaking. I think you did a great jobs >> and every site it looks great at every site. I mean obviously we all were a little bit nervous or maybe I shouldn't speak for everybody. I was a little bit nervous when they first came on board but it looks great each and every was supposed to be

105December but they did a great job. The contractor worked for all of us. It's good. Uh, as far as districtwide, finished up some campus beautifification projects, some landscaping with the fencing, some asphalt improvements. Uh, we deep cleaned all the campuses for the start of school. All HVAC units were inspected, cleaned, filtered. So, uh, one of the highlights was our playground project. If you remember towards the spring, we're like, it's done. So kind of fasttracked it and did a great job to my first day of school and kids love. So >> looks great with three three different playgrounds. So it's great and this is just want to acknowledge our tech team and our food service team. You don't hear anything about him, but he's doing the job. >> That's right. >> So this is really just

106to acknowledge them. They did a good job. school year started off smoothly with tech and students are getting fed >> and then Morin's going to give a quick communications update and then we'll turn it over to MMS. Sorry MMS, >> now you know all about the district. >> Real quick, did anyone have any questions for Chris or we >> I just one quick question on the >> Sorry. No, you're good. You don't you don't you don't mean to step away. >> Food services. Um during co times we had opened it up to any student. >> It's still open. >> Yeah. So we still have universal meals. California is supporting it. >> Okay. >> Federally some of those funds are gone but California is committed to university. So amazing. >> That is awesome. Thank you. >>

107Sorry. >> That was it. Sorry. Sorry Marine. Yep. Um I'm gonna do really quick update just to show you some of the things we're doing in the communications department. Uh mostly tied to role four and as you know the opening of schools happens months and months before the first day of school. Uh social media just going to start here because this is an ongoing 365 days a year effort really to get promotion out there about all the good things we're doing. The numbers I'm going to highlight really quickly are from July 24 to June 25. was a really last year. And I'm going to start with our reach because we're really proud to look at the reach of both Instagram and Facebook going up 171% for Instagram and Facebook 75%. And reach, in case you're

108wondering, is the unique people and accounts were reaching. So that means 38,000 people saw our content on Instagram and 63,000 people on Facebook saw it. >> Amazing. >> And it's interesting, you start to look at the numbers, I won't go too far down, but just how Instagram, you'll see, is growing faster. Our followers grew by 20% last year whereas Facebook has a much higher reach but the followers are slower 5% growth in terms so and you'll see Facebook SK's a little older Instagram skews a little younger and then so we're kind of trying to meet all of our audiences with their ads which is why that's really what it's tied to goal for and our goal is to increase our followers um across both just by 5%. So that's really the focus on social media.

109Any questions on that? Before we go on digital marketing, um, this is for our enrollment campaign. We launched some digital ads because we wanted to make sure obviously enrollment is important. So, we did a big push before January 13th. Our enrollment center, we heard some really good feedback about, we got the message out early about enroll, enroll, enroll. Here's when it's starting. And we started that, you know, December, Jan, kept hitting it hard. So, we heard some really good feedback that they were inundated right at the start. >> We like it when they're busy over there. >> I love when I get the response saying, "We're really busy. It'll take us a day. Please bear with us." That's always a good sign. So, um that said, our digital marketing, we launched in April through June

110because we wanted to hit it harder. We wanted to see, okay, do some paid ads. So, these are the ads we did. We focused on enrollment and hiring. And for a few months, we did that. You can see that breaks down who we targeted, how we did it. Long story short, the TK Kinder ad performed really well. Our general enrollment, not so much. We also did um Next Door. So, it was interesting to see what performed well, what didn't. And because TK did so well, we took a little pause because it started to get a lot. We start you want to take a break when summer people are traveling. And three weeks before school, we started doing TK kinder one again. And we were happy to see the boost that we saw in enrollment and

111having to obviously TK expanded and then having to add classmates as well. So that was really what we had some great takeaways from that um hit the target audience and also some takeaways of you on the forward list of kind of who will target next. >> All right um campaign takeaways this includes this is just a few notes. Okay so really quickly CTR is clickthrough rate that is how many people see your ad and click on what you're serving them. We want to serve them via moment enroll here or enroll or apply here right and join. So, we had a really good click-through rate where I think Benchmark gets like 3%. So, Google search had a 9% clickthrough rate and that's the percentage of people who clicked it. And then our recruitment, the hiring ads

112did great. A lot of people were really excited about that. So, we had about a 10% clickthrough rate on that. So, we're happy with that. And like I said, just about the intended parent demographic. It was interesting of who we targeted. And also we saw that 65 and up demographic in Morehead which we actually think about the grandparents and what how Morland and look at extended families. So um that is pretty much that comes with our benchmark. So just wrapping it up real >> quick. Sure. >> Is this Google search a combination of paid search and organic search or is it just uh all organic? >> That is I think that was I'm not sure. I'll have to check. >> Okay. >> Do we do paid search? >> We do. Well, that's why I think

113it's paid search is what is because we actually have and in the report we have all the um >> the search phrases that were used and hiring were actually some of our desk but like public schools looking for kinder for my >> right >> so I believe it was mostly paid but let me get back to you make sure >> because this was the paid search for the paid digital >> and I don't have the stats on our we have to look more at Leo at our website we do have some stats necessarily to look at more organic. >> Okay. >> Yeah. So, this is all >> and and just curious again, don't need to answer it now, but uh I'm just curious if we have a strategy for like um either display ads or

114anything like that on very specific site like Red Fin or Zillow, especially in the zip codes that we serve. just kind of say, hey, thinking about 95130, consider it more. >> More housing is going to make sure one of the things that I so for this campaign we partner with strategies 360, which is a firm that owners work with in the past, Morland has used in the past this year. >> And so they targeted, they helped us with the target really. It was more location based as you can see kind of how the ads were served up. That said, I do think there's room for growth, especially working with realtors in the area. Yeah. >> Um because we know how important um when it comes to the listings and uh how >> when you're looking

115at a home and how it shows the schools and I think it's important to have that um touch point with those realtors. So, actually, it's more beyond the numbers as well. >> It is. And I'll I'll tell you exactly why. 25 years ago to the date when we bought the when we bought the house that we live in right now. We based it purely based on an San Jose Mercury article that said Morland school district a hidden gem in the Silicon Valley that was like my wife was like that quote >> that I've heard about that quote >> I and I remember that headline we bought our house based on that. >> So I I know how powerful it could be. Well, and not we did we have added to our enrollment forms. We've added

116some questions to find for our new enrolled families. This is new I'm really excited about in the last year to say how did you hear about enrollment? Yeah. >> And a while unfortunately we got more others than we want. Other doesn't tell you much. We actually saw school websites were >> okay >> the second most important. So we actually just met with a lot of the school admins to talk about and I'm working with them to make that homepage how important that is as a recruiting tool less for the internal community actually and more external. And the second one is word of mouth and how much that matters. >> Cool. Thank you. >> Sure. Any other questions before I go on to the last one? >> Um for um community outreach just continues to be

117a focus as you know for goal four relationships. It's all about relationships um and that connection. So we're last year we were proud that we had um a media mentions were up 125% year-over-year. We're going to hope to continue pushing um our great stories out there. We're going to be doing an annual report out to the entire Morland community, which has been in the past to show the statistics about Morland, how the bond money is being used and its further connection. Um our Morland insider newsletter, hopefully everyone subscribes to that board update so it happens here. That is now going out to our parents through parents square which translates it which it wasn't translated. Amazing. And we really got some wonderful feedback from our principles and assistant principles about meeting our families where they're at.

118And that's one thing we're going to do that. And just lastly, is the West Valley Community Services, we continue to partner with them as you hear. We keep letting people know about the park market. And that's it. Any questions for me? >> No questions. Yeah. I just want to say like thank you. I know you're like always behind the scenes and snapping pictures and like doing and I think it's so important especially now that you know media is everywhere Mark even and so we're in the digital age. So thank you so much Meen. It's really important in connecting all everyone in the district in the community. So thank you. Yeah, I love getting the notifications and checking out what you've put up and and getting that sneak peek into what our students are experiencing, you

119know, on various campuses. And I think that is just it is so important, right, to be sharing all of our successes and highlights. And so, you know, we think of that sometimes, we've talked about limited resources, we think about that sometimes um as an extra. I don't actually feel that it is. I think it's critical that we're sharing our entire story. Um, and so I just want to thank you for your your efforts on that front and for all of the data. I actually enjoyed reading the report that you put in the Friday report. I didn't understand a lot of it. I'll be honest. But it was really it was really interesting um to see what you know when you in invest and you make an effort what um what the results can be. So

120thank you for that. >> I'm happy if there are any questions. >> So many questions but that's okay. Okay, I think we've taken more than enough time and I know MMS has been very patient, >> very patient, >> very move on though, I do want to acknowledge this is a tremendous amount of work >> that involved absolutely everyone in this school district. It's a lot of moving parts that um again I just want to thank and celebrate all of the work that goes into making sure our students are well supported in a variety of ways. Um and I wanted to call out that you had mentioned at the MEF meeting that this was such a successful start to the school year and that I can't emphasize enough is because of the people. >> Yeah. y'all

121working together make it all happen. And so I just wanted to acknowledge that work and thank you for it. Sorry it took so long. Um please um we're on to the MMS SIPA if you're still with us. I'm glad we do have a table and chairs now though that is helpful. >> Carol, Melissa and I are very excited to be here with you tonight and we have a lot of gems that we're excited to build with you. Um when we started having uh years ago and we really did implement the priorities that are around um closure share in our report. It was about alignment. It was about bombing. It was about consistency. And we will touch upon many of those things tonight as we talk about our testimony away with some of the initiatives we're

122implementing this year from previous years. Um we are excited which is there you go. We are super excited to share with you that um we were able to stabilize ELA instruction at Corland Middle. So in 22 23 our we had uh 57% of students score at um meet or exceed grade level standards and last school year we were all we were at 57% for the 23 24 because moral has been seen declining and so we were able to stabilize that 57% and in our 2425 data we show that 59% of students never exceeded ELA standards. So we saw uh a little increase there and are delighted by that increase. We are uh our goal for the 2526 school year is for 64% of our students to see or exceed grade level standards. Um >> um

123>> can I do you want this do you want me to ask questions as we go along or wait >> you know do you want me to get through our the ELA slides and answer all of them together? Sounds good. That sounds good. >> Thank you. And so, um, in addition to the overall 5% increase in schoolwide ELA, uh, for our goals this year, we are our goals are to increase each of our subgroups by 10%. Um, the the achievement of our um, subgroups is is critical to us. It's very very important and many of the initiatives that we have implemented will help support all students especially students learn groups. Um in terms of our key initiatives we have uh restructured and discontinued some of the way that we structure our elective courses to support

124our uh English l students. or English learners as well as our ELA intervention class. And so these were both intervention these are both interventions that we've put in place since we've been an administrative team at um Orland Middle School. So in terms of what's ongoing, we are continuing to have EL and ELA interventions, but we've restructured them so that they're year-long interventions. And so previously what we had done in ELA or ELD is we had students participate in this s uh one semester long class when they were uh new um new to the country less than one year and then from there we put them into our bridge classes. What we've done is we've eliminated that that first semester course and we have now a year-long bridge one class and a year-long bridge 2 class.

125Those two classes are going to both focus on reading writing, speaking and listening. But certainly in that bridge one class that speaking and listening component is critical because I can certainly sometimes hear and understand more than I can independently articulate even articulate with different supports and sentence frames and things like that. but really um making sure that we're we're strategic and um intentional in how we're supporting our English learners. And so we have uh language bridge one and we'll you we're using the language uh one program for that class. it's yearl long and then students could then go into language bridge 2 which is also a year-long elective to support students who have been in the country for more than a year but they're still very emergent language learners. Um and so that's been a

126big restructuring for us. Last year we implemented schoolwide AVID um and really focused on building strong tier one instructional strategies. We colorcoded those to be uh two different colors. So last year we really focused on writing, reading, and organization. We'll continue to focus in those areas, but we're also um currently increasing our focus on inquiry and collaboration. So, the idea of going deeper and the idea of um really building collaborative structure so students are able to um engage in academic vocabulary, discourse, debate, um all of those things so that they're able to apply what they're learning as well and do that in meaningful ways. Um our data collaboration days, uh we really worked on building some horizontal alignment in our data collaboration days last year. This year we're also focusing on that vertical alignment. So

127in addition to focusing on those instructional strategies that are consistent around the school site, also really ensuring that our um our instruction is aligned as well. Um we have a small group differentiated reading and writing instruction as well as um we continue to do goal setting with our students. So, it's important that students know what their data is, set short and long-term goals through that, and revisit that that data as the year goes along. Um, it's part of one of our school priorities is building that student agency, and that goal setting piece is a huge part of that. Um, in terms of what's been newly introduced this year, uh, our staff meetings are really structured around modeling an essential question, using that essential question and modeling different collaborative structures and really focusing on an MTSS

128model. Uh, at the heart of MTS is a strong tier one model. So, universal instruction that's standardsbased and rigorous for all children. Um and then this year we have implemented the started reading intervention program. So before reading intervention was a double dose for some of our struggling uh readers. We were able to um get become part of a research project um and it's called sorry. So we will collect different data along the way that that will be part of this broader study going on in the US. Um and story is really about teaching strategic reading strategies to um struggling adolescent readers. Um it it can be very difficult to intervene in strugg with with um struggling readers and adolescence, but there's a couple of ways you do it. You do it with real high interest

129uh literature. You do it with strategies that we know are effective. So, building comprehension strategies, fluency, um building in the coding, building in um academic vocabulary, and um what's great is it's all part of that story. You know, students will be participating in structured debates. So, they're just not they're not just reading about um this story, but then they're taking focused notes around that story, and then they're going to have to debate their stance with a partner. Um we're we're super excited about being able to implement that reading intervention and we have two different or three different teachers teaching it. We have six periods of story and as an intervention and then additionally we have been able to train one of our special day class teachers and she's implementing in her class as well. Um

130as I shared we've restructured our language bridge. So our language bridge one class is using the language launch one curriculum and our language bridge 2 class is utilizing language launch 2 curriculum. Um we have that four periods a day. It's an elective for students new of our um English learners. We also um restructured how we're supporting our ELTEL, so our long-term English learners. And instead of having them participate in an EL focus class, instead many of them qualified for STAR and what I mean's got all of the components of a really strong EL program. And so instead of um having them in a in a EL class, we can we put them into a reading intervention program that has wonderful ELD scaffolds, but it's also focusing on reading, writing, speaking, listening. Um we're very excited

131to implement the districtwide writing units at all of our grade levels. This year we're also um implementing world with wise which is a vocabulary program. What we saw when we were analyzing our data last year is that we need to do additional work around vocabulary development. Um and that's we'll be able to do that utilizing worldly wise. Um and then additionally we been very fortunate to to foster and cultivate a strong relationship the high school district and um the collaboration with our EL teacher with our ELA teachers um and eighth grade with the high school district around instruction expectation support um is continuing and I'm happy to answer any question but then goes on to math. where I can or >> that's okay. That's totally fine. I think it it was good for me to

132get the full story um to do that. So, couple things. First off is um good to see that there's a positive trajectory. I mean, I think that's definitely a good sign for sure. I guess my question is last year we set the target at 67%. And when we set that in this room we all acknowledged that it was extremely aggressive and I was one of the people who was like extremely also supportive of that because it's like hey unless we set a really high standard and goal you know we're we're not even going to have a shot at getting there. So I I totally recognize um and admit that that was a very very ambitious goal. Um we made qualitative strides to that. So congratulations to to you and and the team. Would love to

133kind of understand your thinking of that was a 10% targeted jump. This year we're trying a 5% targeted jump. How did just walk me through your thought process for that? So once upon a time when we used to do these sips it was 10% 10% and so really like for me I was using the framework and how we approached that when we set that target and and and honestly that this past practice and so as we set these targets we really use not only our past data from last year but we already have ready benchmark data and we already have ready benchmark data that has um projected uh goals as well as stretch goals. And so what we've been able to do is use last year's data, but now use the data that the kids

134took last week and and two weeks ago, right? >> Um to come up with these goals. And we really do believe that we will reach that 5% or exceed that 5%. And with structuring some of the interventions that we have in place, um we are positive that will help support our students. Like earlier, um Ryan mentioned about the forgetting piece and and oh >> last year we implemented focus not taking. We did a lot of work as a team around uh the forgetting curve. And we know that the more you engage with what the content you're learning, more you apply strategies, whether that's, you know, circling the central vocabulary or um highlighting like main parts of the what I'm learning. Um those are all ways to to help retain information. And so um that those

135are structures we put in place last year, we'll continue to put in place this year and and build upon. >> Okay. And in your assessment based on the um student data that you're seeing, do you feel like especially given the changing demographics, is it going to be a tougher challenge moving into this year or is it like, you know, hey, we know what we're facing >> with especially in the English language side. reality is is we serve the students in our community and children are always going to come and go and if we have strong tier one standardsbased instruction and uh supports in place to help any learner that comes through our door and and they all succeed and and that's what that's building that belonging to see that alignment >> and that's what we've

136been working on as a team and that's all of us our leadership team our you know PBIS team our every staff meeting you know these three uh priorities and goals that we have as a society you know they're they're from when we originally started as an admin and we've added to them like originally we didn't have student agency as part of that but we've added that into our priorities and goals around student law >> that helps thank you for good context. Thanks. >> All right, Melissa's chat. >> Oh, I'm sorry. I got Oh, sorry. I didn't know. Um, there things that strike me. So, uh, did I Ready actually help you? Like, you know, again, is that were you surprised by your results or did I Ready tell you predict the results that you received?

137>> You know, we are seeing a pretty strong correlation with Ready. I mean, we we really are. Um and we're also seeing it you know between um incorroborating some of the uh formative assessments that we're doing in the classroom. So um we we have seen benefits of using it. Now we're also not using it in lie of instruction. It's a supplement. It is not a replacement of strong instruction >> but it's working as intended. So you're you're able to go back into Ready, find the places where students were not performing, create those individualized plans, and then subsequently help close those gaps that that's still working in weight. >> It's been really helpful. And you know that I also have some really nice um structural grouping with boards as well as some suggested next steps that

138it's been really helpful as well. >> Awesome. That's great. the kids help with like parent recommendations as well as like how do I support my child at home and you're able to kind of pull that be like according to this like if they really need support in this giving them ideas of activities to work on at home and they've been really appreciative of that. >> I think that's a great it's a great feedback loop. I mean um uh um the next question for me is like if I look at what you've lined out um I still see remediation as a major theme in in these interventions remediations uh where do you see rigor or pushing um higher performing students as example within these goals and >> so one of the things that we've worked working

139hard at is ensuring that they have strong tier one standards waste instruction. And so I might walk into, for example, Miss Battles's um eighth grade ELA class and she's doing a writing activity. Um, and if I am a student that needs some additional support within what she's put on my slide deck for me, she might have some sentence frames there because I need that help, whereas Melissa doesn't. So for Melissa in her class, she's, you know, being pushed to uh start using that graphic organizer, start, you know, coming up with how you're going going to write your five paragraph essay. Hey, I really, you know, and then reddrafting that or I like how you um did acts. I I want you Melissa to go site build go build go build go build go build go

140build go build on some sites you know site your evidence and um infuse that into your writing and so it is really knowing where students are and then differentiating from there. >> Yeah. And you're seeing that in your walkthroughs. That's >> consistently. That's >> Yeah. >> And it's really performance. It's it's something we're really working on. >> Go ahead. Thank you. >> All right. So, similar to what Tica was saying, when we began administrative team a few years ago, um that first year of data was at 43%. Subsequent year was 43%. we maintained and then last year we did increase uh by 4% um that 47% met or exceeded that standard for math and so our goal as Teresa was mentioning earlier we've said set it to about 5% for this year's goal and we

141were looking at our data from I read today um and the projected if they do exactly what they need to will meet that however if we as a site and with our teachers look at really those stretch goals in I Ready which is really the push uh we will definitely exceed that. So that would be our our work this year for our math team. We can go to the next slide. We continue to have work to do with our subgroup data. So similar to ELA we have a target of increasing each of those subgroups by 10% um to achieve for their next year. If we go to the next slide and then these are the key initiatives we're really um working on. So we did not have a math intervention double dose last year. Um

142we did not looking at data the year before find that it was helpful with the structure um that we were utilizing. So we did change that though for this year based on the data and so I'll speak about that in a little moment. Um so ongoing as was mentioned before focusing on that tier one exception. So AVID consistently whether you're a math teacher for ELA PE um and all of our electives we focus on writing orientation and so really looking at that and what does that look like in the different content areas because reading and writing in math is going to look different than reading and writing um for a piece of literature or um in science. So what does that look like? And then this year we'll continue um with some APA strategies with

143inction schoolwide. Um data collaboration days are coming up for us this week for our math team. And so while last year we focused on horizontal alignment, our team is really ready to look at that vertical. Um and so we have most of our math data collaboration days. So we've paired our sixth and seventh grade team together because those are the standards that most directly align when you look at the math continuum. Um and then 8th grade um will be on its own. However, there are plenty of times in our other meetings where I um six seven eight to really support that collaboration and they're they're wanting this. They're ready for it. We've had years with CPM and now um as new teachers come on board, they're really seeking this um vertical alignment. We're going to

144continue with small group differentiated math instruction. So, I think somebody asked earlier, what does that even look like if you're teaching a grade level standard? Um, what does that look like if you're not remediating? Well, that's tier one instruction. We're pulling a small group. So, as a former eighth grade math teacher teaching Pythagorean theorem, for example, a square plus b²= c². Everybody's laughing. I'm sorry, it's late at night, so you might fall asleep. But you might have a student that needs a reminder on what square roots are or how to solve that equation or it's that application, but really you're still teaching them Pythagorean theorem to that fifth grade standard. And so who is it that needs a little bit of support before they can access that grade level mater? Let's talk about it and

145move on. So really looking at that to differentiate and support all of the learners and pushing them to achieve at that level that they need. Um continued goal setting with students so powerful for that student agency and then we're really able to connect that when we reach out to families when we share those I read reports as well um to make that connection and then we get to continue our course offerings for project. So we have 12 different sections of that which support math. Um medical detectives as you saw today all those future medical professionals in the room um robotics coding brain technology and then newly introduced this year we have a year-long math intervention. So instead of a semester long it was in the past it's a year-long um it's two periods and it's

146a double dose and it's content supplemental content that is at grade. So they're getting grade level instruction in their sixth grade math class and they're also getting sixth grade math content in this intervention class. So it is a double dose to really support and build that foundation for them in the short time we have them. We have them for three years. And so to build that foundation and I think it was Ryan maybe that said earlier that confidence building so many of them feel defeated in math when they come to us. they just whatever experience they have are this fixed mindset and the teachers that are teaching it are not only working on the math skills but their confidence building because if they can believe they can do math they will do math. So it's

147it's a lot of that. Uh, >> and is it the same topic in the intervention double dose or is it like or is it like this plus some associated >> comp as best they can in the past few weeks at least? They weave in as much as they can. One of the teachers is a sixth grade math science teacher so she knows exactly where they are and then collaborates quite frequently frequently with the other teacher as well. We teach seventh grade. Okay. So, and then it's great because they have that plan as well. What do we really need to do to help get them ready for something >> makes sense? >> Um, and then as Jen was mentioning earlier, um, that Stanford sees team will be coming back and so really intro not introducing but

148they were introduced to it last year but really focusing on implementing those like structures in math class. So what did that look like last year and how can we really implement it um and learn from each other and that Stanford sees work help support that leadership in that math science professional learning um we have focused note takingaking that we will continue we started it last year it didn't quite um take off as much as we would have liked and so really implementing two and three columns to really help the process because it's not enough to just do steps of a math problem, you really need to be able to process and if you look at it at home at night, do those steps actually make sense for you to be able to do your homework.

149Um, and then one thing that came up from one of our elective teachers last year is she saw a gap um and really wanted to teach a financial literacy elective. So, our Project Lead the Way teacher, one of them, um, is now introducing financial literacy. And when I was speaking with sixth graders in the past few weeks, they said um that is their favorite class right now. So it's about money. I mean, but um so that is something that is going to support. >> Thank you. I wish I had that financial literacy in college. >> For them to have it in middle school much better. >> Um I have a math kind of question. Um, talking about vertical alignment and I know Jen earlier we talked had mentioned the algebra summer bridge and starting from

150middle school students are kind of in a way set on like a yeah track. I just kind of wanted to pick your guys' brains on like what you guys see if you guys have get feedback from parents or students who do move on to high school. Um yeah and just kind of yeah just want to pick your brains just a little bit about your thoughts about that. Yeah, we've worked um really closely with the high school district um and specifically most of our students go to prospect um and so we work really closely with that administrative team just really looking at what is that and having if students or families have questions because >> we want to propel students but we also don't want to give the wrong information um of um accelerating and everything

151um because it impacts graduation rates and credits for high school. So, we really have that partnership with the high school and we reach out throughout the year, we have specific questions to support students um as well as families too of all the different pathways. And what is great is although we have one acceleration point in the middle school um at this time, it used to be it was one and done in middle school. And maybe eight or 10 years ago, the high school district also hasn't made an exception now that they've included. And so that is something we communicate to families. You can get to calculus and be at grade level math. I mean it is possible. >> And so really looking at those pathways high school district has really been helpful too to foster

152that communication because some sometimes students mathematically maybe aren't ready or mature in middle school and by the end of week three they ready and so what do we do to help them? Um but we have worked as part of the math collaborative. Um I'm part of that as well and so that has come up um of what some are offerings within No as they exit us. >> To help support that. >> Got it. Thank you. >> Um so this is the second year we're doing schoolwide AVID. I think somebody asked earlier, you know, do you find it harder? Um, honestly, I think on the other side is we find it easier because everything we implement, the kids already know what they're doing and we're gaining so much instructional time back that we're able to focus

153on those things. Um, it's some people think that AVID is a binder. I know it's very easy when we go, I never binders are so great. That's just one aspect of what represents AVID at our school. Um both of them have been talking about Avid things that we do but they don't specifically call them Avid. Like there's so many things we do with AVID but we don't go oh Avid focus note takingaking or Avid inquiry right those are just things that we're doing. So some of these things that we were talking about last year we really focused because it was our big first push on organization. So that was the big binder roll out. Now the plan and roll out so that we can make sure that time management that students are organized, know where

154everything is so that teachers are able to get through things quickly. Kids come out, binders are straight up on their desk and so they're already getting ready for the warm-ups and things like that instead of sitting there wondering, oh, should I pull out a pencil? Should I pull out a roll? Like all those things are working. The other things that we looked at was focused note-taking last year. Um because of our big push and it was a our second year with or our first year it was well schoolwide Avid uh focus note-taking was um not implemented to the fullest that we wanted to do. So we are revamping afterl lookinging and reflecting with our leadership team and the new the AVID summary people that we went to last year. And so really pushing that process,

155really pushing that deeper thinking, revisiting to store into long-term memory so that they're able to apply their learning. This year we are um continuing both organization and focus note-taking, but also looking at collaborative classroom structures and implementing inquiry. We fully believe and we say it all the time, the person that's doing the talking is doing the learning. And so um this really helps in terms of collaborative structures. We're very intentional in our staff meetings to bring two or more collaborative structures for staff meetings. So we're modeling. We are tapping on all the shoulders of all of our amazing teachers who are already doing this amazing work and showing off to what what it might look like in their classroom and it could be different from science to you know reading and writing and what that

156collab structure might be changed. >> Um students are working in small groups. There's people participation and those are some of the structures that I listed that we have talked about in our it really is you know gaining the deeper understanding of the material by then explaining it to each other being able to debate it and you know talk about questions instead of just regurgitating what's on the piece of paper. Uh the other thing we're looking at is inquiry. So really looking at those higher level open-ended questions, right? Again, not surface level regurgitating what they just take goes on, understanding what they're reading, kind of challenging what they're reading, even within all of the things that are being taught or like what they're being told. And it's guiding from teachers, not teachers going, "Okay, this is

157the right answer. It's this, but there are so many different answers." And using those as the driving for class discussions and projects just based on like student interests. So wait, you have to go back. So this is the rebranding of our mascot. It all started with our web leaders and creating a t-shirt and then Marty's kind of taken off. He's all over our campus now. So referee um Thursday he signed. So there's there's a lot of different versions of what we're doing. We're continuing our PBIS rebranding as you noted. There's post there's a whole campus. No matter what class you're in, the expectations are the same. So we get this amazing student climate data. The positive is we learn so much. The negative is we get it at the end of the year, right? So

158what do we do with it now? And so last year in ILT, we had the opportunity to shadow students and really see what the Zoom experience is like, whether it was an EL student or an IEP student in gener classroom or just a general student. We also had the opportunity for IL um to create small groups of students and really ask them questions and dig in. And so thinking about that and taking this data, I'm like we want to know more. How can we increase our points because we want to create by 5%. But how do we do it if we don't understand what? So if we were to just focus on this one which is we want the school belonging to go up, right? And the question is how much do we feel that

159they are valued members of the school community? Well, what does value mean to? And so I started hitting the streets and asking students like very informally because we have this amazing opportunity at lunch to just touch base with kids in a very easygoing way and build connections. And when I asked students, I was kind of surprised at the range just of a small little group of students. Maybe asked 20. And some of them said, "Well, I feel valued because I'm a buck leader and I get to really support students at school." And one student said, 'I feel valued because you say the announcement in English and in Spanish and I feel like my language is valued. >> And at the end of the day, I was like, that is a lot of different feelings based

160on one question and it made me realize that we need to dig deeper and so one of the thing we're doing so many things what we think students, >> right? Creating connection with teachers and students like what we know works well. Uh so what we're doing is we just had suicide prevention education this week and see something say something and sitting with our counselors have said let's survey let's ask them how many trusted adults do you have on campus zero two three to four let's ask our student a few questions not so many heavy questions they're displaying but two or three of the most pointy questions you think are going to give us the most impact so that's the plan for us this year how do we move forward when we need to talk to

161our student whether that's small groups that we're pulling and just digging deeper um randomly walking around but then taking that information and being able to send out schoolwide survey. So just respond to two questions. Like I said, we asked these questions today through the suicide prevention and trust and training and we're really excited to start to dig into that data because it's just going to make us understand how students are and how they're experiencing being valued or sense of belonging. And like I said, I just thought I have 20 different answers. So that in of itself is really hasting data and being able to disagregate all that I think is going to really help us understand what are we doing well and what are areas we want to allocate maybe more resources more of our

162time to because this is what our students really want or really makes them feel valued. So instead of us just dictating what we're going to do and push harder, we're going to start to gather a lot of data and then the BBS team and start to really push in the direction that the students need to feel. Okay, the next slide was our feedback from the teacher climate data. One area we noticed as we um were lower was in um feedback and coaching. And what we thought about as a team since we're doing so much collaborative structures that we want to have in the classroom, every single staff meeting we're having, we're showing them a collaborative structure. They're getting into it themselves. They're speaking. They're talking. They're noticing the dynamic of it. It's all set in

163a slide for them. So there's the exact instructions and then we keep dropping those into one specific PowerPoint and then we're like try it. So you did it with us, you saw how it felt, you saw the flow and now take it into your classroom and try it out. I think so far this year we introduced five or six um and they have access to the slide deck so they can just try it out and see what's going on. I've been into classes I've seen them so it's super exciting especially when it's like one that came from me and I'm like thank you. I love that. I love that one, too. I I'm a strong strong supporter of collaborative structures and engagement. I think it's 100% involved when you're speaking or you're listening. So, that

164is definitely the vibe. So, we're going to continue with coaching cycles with our staff as well as um just continue to model the selective structures so they can really feel it and experience it instead of just giving them something to try this out. they're already getting experience with and then they can bring it right back into the classroom the next day. Okay, the next one is our family climate data. Um we were loving the fact that our parents are feeling really positive about us. One we want to focus on is that um how our famil family's perceptions of how well a school matches their child's de developmental needs. Um, one thing I would like to add is in comparison to our student data where we had seven plus students respond, we didn't have this enormous

165amount of parents responding. So, we do realize that we do not really necessarily have this over our chain representation. And so, that makes me think about how are we advertising this? Are we putting it in multiple languages? How are we hyping it up? how we um really continue to partner with families so they understand how important their opinions and their thoughts matter. So thinking about that um when we put out our student when we put out our staff and parent newsletter weekly, what are some maybe questions you could title one question in a Google form to parents just to gauge how many of you have been reading our um parent newsletter, but what are your thoughts on this where it's not heavy led because when you fill out a perception survey as a parent myself

166in Warland, you're there for a while. you know, there's there's a lot of questions and they're great questions, but it is if you're fully, you know, locked in, it's going to take you five to 10 minutes. So, think just starting with one or two questions to just see what do parents want as far as parent education. Last year, we did a really popular um parent education on technology, safe use of technology. I did it. I we got so much positive feedback from parents. The parents just welcome you saying, "I went to that. That was great. We're using those tactics." So, we're going to offer more times this year because we notice some parents have sick. So, um what are some other parent education experience? So, just how can we continue to partner with parents and

167understand um increase their confidence as parents and understand what they're missing from us and how we create more. So, some initiatives that we're discontinuing ongoing and newly introduced. um we've been really working hard to reduce chronic absenteeism and I think we've done a really a lot of successful things but it feels like we were starting you know a little further into the school year whereas this year we've started analyzing the data of all the students we've already had where we know that matters how can we get way ahead of this um so a lot more parent communication parent contact um figuring out what are the barriers um so that's been something we're starting started way earlier before the school year started started um ongoing. Our web orientation was very successful and now our web crew

168are doing more activities throughout the year to bring students together. They had their first meeting this Monday and they wrote postcards to all of their all the students that came in that they fed and ran a team of 12 students. So, it was really lovely. I mailed out tons of postcards um to our sixth graders written by our eighth graders inviting them to our funfest spirit week family night. Uh we have lots of leadership activities that are closely lines of course school spirit. Um we are sending one of those e-haw postcards. We just rebranded them so it's something new. Those are mailed to home to families monthly. Each set goes out too. So we're sending out about a hundred per month which is really exciting. So basically every student should get one by the end

169of the year. We are continuing with our quarterly quarterly pride celebrations. Those are being raised. We ended up ordering a gorgeous arch and that's going to be popped up at our pride celebration. We have Mustang Pride Fridays. Uh we're doing so much preventative education continuing with that. We're seeing the impact. We're seeing the reduction um in certain concern areas. We also have structured intramural sports during lunchtime. So many very lunch clubs. One of the newest ones we have which might bring more parents onto our campus is a Bollywood dance club um which we launched on Monday. It was amazing. mother was so nervous and she did so amazing. Well, we have our reflection room. It's been very successful. We use ripple effects. We use restorative practices. We continue to just update that and get the

170student feedback. Um, a lot of student feedback really helped me to edit and update his models this year and just our continued partnerships and our increased points of contact with students and families to reduce chronic absenteeism. help him families get connected to resources. We have an amazing community on who has such core and we're also for our families parents are coming. It's really nice. Um, we're doing inspiring morning announcements in English and in Spanish. I'm learning to speak Spanish. I'm speaking more every day with my students and their families and it's been really lovely. Um, and some newly achieved things we're doing which we want in our family. We're doing that family funfest. We're super excited. So many of the events are free at no cost. Um, so it's really inclusive to everyone. We want

171parents to meet each other and connect. We find this doesn't happen so much in middle school. Students really want their parents around. Um, we're relaunching our MMS wellness center with a focus on being open every single day in the morning, open every single day at break and open every single day at lunch. There's self-regulation strategies, healthy adaptive skills, connection with fellow Mustangs. Like I said, it's open. Um, we're also implementing character strong. One thing that's really cool about this program is it has what's called character dares. And these are schoolwide initiatives where you're just giving students a dare to do something, pushing themselves a little more to take what they're learning and adapting into their real life. And it could be something as simple as um asking a teacher, something about, you know, wanting to

172learn more about your teacher, like tell me more about yourself, you know, just creating that connection between students and adults and feeling um closer to the people that are educating you um and having conversations that are outside of just an academic. This is a person who I see as my teacher, but also someone who I trust and wants to know better. Um so we're super excited about launching that. Um, one thing we noticed about our counselors is that they're working maybe more with tier two and tier three students. And so we set as a committee on here and said, "How can we take your content services and bring them into tier one?" We talked about hosting uh table at at lunch like monthto month. And so they're now looking at the character strong program, taking

173things from that and then hosting tables. and we have an enormous um Mustang yellow covering that you could see the sports team but it really brings the girls a lot of attention and we have tables set up and we've seen a lot of students joining in just curious to um connect more we also have an enrolling behavior support team like I said we have the Bollywood dance club at lunch so just that family partnership and promoting culture and we ran a mascot party and so if you are ever out on our campus um we are trying to give our students more um autonomy, more independence. And so something for example that is tough having intramural sports that are overseen by adults, but we do have students who play calm soccer who have rep licenses and

174so you will see them out there with neon vest um that says they're a referee and they have a whistle and it's just awesome to see it. I have some pictures. Um, and also we have students taking apply for in our community and we have like a campus cleanup group though and it's just a great way to say like I appreciate our community. I respect our community and I want to keep it um and I get to give him high fives. So that was really fun and especially since we have one to 87 students. So kind of walking in his shoes has been really enjoy that and it's nice just feel more connected to the community. [Music] >> Yeah. >> All right. And we are super excited to share two other data points with you.

175So our English learners also debate the LROCK assessment and when you look at the California dashboard middle school is in the career area for our student achievement around LPAC and 6 to 6.4% of our students in progress we increase by 3.7%. um that is significant. It's huge. But then when you couple it with how um our LP levels showed 95% of Morland Middle School English learners either maintained or progressed in their LP level. And then we were very very proud last year at the end of the year to host uh our reclassification ceremony and we reclassified um 36 Mustangs as um reclassified language learners and that was a really really emotional ceremony and and quite an important accomplishment especially for our eighth graders was at Milton High School. It it is huge. Um and then

176additionally the work around absenteeism is a heavy lift because unfortunately what happens is sometimes these um behavior patterns are pretty entrenched with some children and so when we're getting them um where they've already struggled with school dependence and now they're also >> um you know teenagers also exerting a lot of opinions maybe with family members. it can become that much more difficult. So we actually um have reduced our chronic absences as trading from you know 18% down to 10.9%. Um it was a reduction of 17.1%. Um and we are now in yellow. So we are you know moving that barometer and we're super excited. I mean, we truly cut chronic absenteeism to half >> and, you know, we're not even the first month into school. We're already having our um absenteeism SST meetings because we've

177already identified that really supports in place for their children are new to us this year and and some are returning students. So, we're we're really excited about the work. Um there's many lifters that are doing this work at Pol, um we're proud of our team, our our team of students, staff, families. Um we're we're really working together to to improve the outcomes for Mustangs. So, we're happy to answer any additional questions you might have. >> Start by um thanking you and congratulating you on your efforts. Um the reclassification is a huge accomplishment. Um and all of this is really pointed in the right direction and so I know that takes a lot of coordination and a lot of work especially grades 6 through 8. Um and so I just want to thank you and acknowledge

178that. I um also want to um um appreciate the honest look at the data everywhere and um the a shift in how you've decided to um identify your goals in that they should be lofty, they should be a stretch, but they should also be attainable, right? And so, um, I'm very excited to hear that you're confident about those numbers and I'll look forward to seeing how that all works out. Um, and lastly, I just want to highlight, um, kids can't learn if they're not in school. And so, um, I know that can be a real real challenge. I know it's a district um, focus to make sure our kiddos are showing up, they're on time, and ready to learn. Um, so I just want to applaud you um, for recognizing that as well. Um, one

179last little point I didn't mention earlier at back to school night. I really, really appreciated seeing the wellness center and all of the brochures and all of the paperwork and the calendars and all of the support being so readily available and easy to access. And so I know too that's been a real significant effort. And so I wanted to just applaud your efforts on that front too. >> Thank you. Being a teenager is not easy. >> It's not easy and it's not easy right now. >> Right. And so asking them the questions that's a very valid um approach because certainly the challenges I faced when I was that age are were very different than what kiddos are facing today. And so I I appreciate the the the close look and the willingness to listen. >>

180I think uh I'm not an educator and I keep saying that but I was a professional student for 14 years. >> Going to school came down really to two parts to it, right? One is you know you're made to go to school and the second part is you want to be at school. think those are the two things and I'm really really happy to see that both those numbers are trending in the right direction like you know just physically being in school is one part of it but kind of like being there want being having the sense of belonging being able to say that I'm part of this community is huge so um for me MMS you also have the challenge of not only teenagers but just three years you have them just for three

181years >> a lot needs to happen in that three years. So, um it is a very unique challenge for a purely middle school uh team. So, I just want to applaud you guys for um everybody here for for the amount of progress that has been made since last year, but also recognizing that there is still more to be done. >> Yeah. Again, just piggy back off of what everyone said. Um just thank you all for I know making presenting all this took a lot of work. So thank you and I was at back to school at MMS and I could already see a lot of the like initiatives you know that you guys are have touched upon you know the web leaders the aon like going around leading everyone the autonomy that they are showcasing

182um posters and just really the pride everywhere and then going to every like every classroom. I was like, "Yeah, we hit every single classroom." Going to every single classroom and kept hearing a all the teachers aligned on Avid like this is what you do with your binder. We are we are modeling how you write in the planners like it was I know that was probably that was not a easy task and just the way that everyone is aligned. Um you know I just want to really applaud and I think it highlights the amount of work that teachers and and you guys have really put into that and that just only helps to serve our students who from sixth grade to eighth grade. it's just that consistency will just only help them. Um, so yeah, I

183just really think it's something to really work on. Thank you guys so much for all the work you guys put into it. >> Yeah. >> Um, I think I'd say like you you really had a turnaround story. >> You had a tough assignment. We added resources to come into that. And I really think you've you've directionally changed the course of students and student lives. And I think that's really cool. I think you should be really proud of that work. Um, I think that the next, you know, if I got if I had a dream about the next kind of iteration of the students that that we see coming out of Morland, that they felt they were really uh they r they rose to really high standards and that they're more capable than they think they

184are. Um, and that they were tasked to be more capable with higher expectations. Um, that they're proud that they raised two. And I and I recognize that circumstances you rolled into were about things like as basic as safety, as basic as about being at school and feeling good about being at school. >> And you're creating culture. And I just I I guess my my hope dream would be that the next generation of students that standard is so high that that they that they really are not just confident because they're capable of skills, but they felt they were called up into kind of a new expectation of what they can do. Um, and I think you're trying just very hard to create a school culture and I'm appreciative of the work. >> Yeah, I'll just add

185um not much more to add it, but um again the teenagers uh most difficult of times middle school um I you know what stands out to me is the implica implementation of the AVID. uh you're trying to change behavior and this that type of behavior it's not set in the books but just how they prepare themselves and that preparation goes a long way and how you've implemented it across the board really stood out to me and how you instead of like sort of in the passive sense them learning but then having them become an active learner and then actively speak you know debate you were talking about like structured debates and like being able to master what they are learning and then being able to reiterate it back. Um, I feel that those are the

186right levers that you're pulling that you see that need that needs to be done to make the the needle move in the direction that you want it. And I do hope that you not only, you know, with the with all the key um uh interventions that you have that not only that you achieve but hopefully surpass your your your goal. And I can see that that all the all the thought processes across the board that you guys are pulling all of those levers and it's going to be, you know, it sounds, you know, lofty but still attainable. >> And I I really hope that that we see this next year is, you know, yeah, we could have gone higher, but um I'm really excited. Very excited. >> Did you want to come? >> I just

187want to say thank you to the team, the whole team that's here. just all in spirit. The MMS staff um they have been working really hard and I think if there's one word that really resonates with me, it's the alignment across the staff and that takes a lot of leadership um and dedication from the the teachers and the staff to say, "Okay, we're in it with you. We'll we'll we'll go there with you." That is not an easy task to pull off in a comprehensive middle school. And so, I just want to say thank you to the team. I I am proud of the work that you've done. um you are we are seeing the results. Sometimes the results come in test scores, but sometimes it comes in chronic absenteeism rates and reclassification rates and

188students who are in medical detectives class and financial literacy classes and talking about how excited they are about what they're learning. And so, um you can see what's happening, right? You can see it. And I just I know that those scores are going to come. I know it. I know it. I know it. So, I'm just really proud of all of you. And I just want to say thank you. >> Nice. Nicely done. We're very We are very excited about the work you're doing. So, thank you for your patience tonight. >> I told you guys it was long September October. >> So, we actually need to take action. We do need to take action. >> Yes. Uhu. >> Excellent job. And I just love this bill across the board in this house. It is recommended

189that the board of trustees approve the middle school 2526 school plan for student achievement. I'll make a motion to approve MMS's 2526 full plan. >> All in favor say I. All right. Hi. >> Hi. >> Great job. >> Exactly. Although I will say the de the distant >> is like they're just still doing everything. Were you guys leaving the in order to That's the best part of the evening. >> I mean, >> Chris, what's going on, man? >> Yeah. No, that's I mean, I love I was just commenting to Clover how much I appreciate the discontinued >> I'm not that some of them were discontinued. Um but but I appreciate the effort and I appreciate the attention to that because I do see these I agree. I see these long long lists of new and

190and tweaked and so I I do appreciate that effort. >> It always comes down to a question of focus, right? Because it's like the more you keep adding to >> you can do anything but you can't do everything. >> So it's nice to know what worked >> didn't work is like can we do this? >> Okay. Go ahead. Go ahead. >> It's like two hours. >> Excellent. >> Forget about Chris. >> Never. All right, let's hear the unodudited actuals, >> right? The unodudited actuals. So, as you know, we started way back in in June 24 with the front. Throughout the year, we have the first interim and second interim always adjusting our expenditure revenues. So our unaudited actuals is closing the books and kind of where we ended up. So um general fund overview general

191fund summary review of unrestricted restricted uh we'll look at the components of the unrestricted ending fund balance look at some revenue expenses and the other fund reviews. >> All right. So this is a general fund summary of both the unrestricted and restricted. So you see it's broken up into two columns with totals on the rights. Our unrestricted is made up of our general fund, supplemental parcel tax, lottery and really is unrestricted for the most part. Gives us freedom to use it where we see fit. Then we have our restricted which is more routine repair categoricals. We have some state funds like ELO, UPK, B, prop 28. And so those are truly restricted. There are certain categories we cover. So looking kind of overall, I won't go through every single number. Um you can see some

192of the highlights though. You can see that the net increase decrease and are unrestricted. It's a deficit of spending of about 4.2 which we knew about. It's actually gone down. We're up to about 5.2 earlier in the year. So we're able to adjust and do some adjustments. Uh ending balance um in our unrestricted about 8.5 a 13.6 six when restricted. So total between the combination is about 22 pending funds. So this is um of that 8.5 and the unrestricted these are our components some small revolving fund prepaid expenditures but our economic uncertainties that's our 3% so we're able to meet that. Uh we have still have our enrollment decline mitigation of 2.2 two. Um, as you know, our enrollment is still in decline. Last year, kind of steadied out a little bit. It was only

193one year, so we got to kind of keep an eye on it. Und designated and income balance was about >> uh this year. What are the columns? What are the two columns here? >> Unrestricted and restricted. >> Right. Okay. Because the title said unrestricted, so I was assuming that this Never mind. >> Well, okay. So, go back this way. Yeah, this one. So restricted ending fund is the 13.6. >> So you don't break that up. Kind of stays there. It's and then we broke up the components in the end. >> Okay. >> You'll see the slide again. It repeats just because I talk about the restrict. >> Got it. Thank you. >> All right. So here it's kind of this is just kind of seeing where we were. We did our estimated actuals to where

194when we actually closed the book, you kind of see how close we did. The far column, the percent difference is where we were as far as adjustments. You can look at our LCFF sources. Uh federal revenue, we don't have any in the unrestricted category. Other states dropped a little bit from what we anticipated, but our local revenues went up a little bit. Uh the interest came in a little bit higher. Lease revenues. >> Is that is that interest that the county is in essence uh crediting us? They changed their crediting rate. >> Yeah. >> It changed from what we anticipated. >> Yeah. So it'll go down next year. >> I mean just >> Yeah. >> Okay. So you can see our total total revenues. Uh we're up about 1.74% of from our estimated to what

195we actually ended up. So here's kind of a breakdown of our expenditures. You kind of see where we were. We were pretty close in all categories as far as our estimated audited. All the salaries classified came in a little bit higher. Employee benefits slightly lower which was good. The 20% it's a pretty small number that was just C other output was our 6,000. So we had to buy like a extra freezer. So went up a little bit. So, but you can see the the bottom. We were able to reduce our expenditures from when we estimated our actuals. We reduced it from 850,000 down to 350. So, that's in our favor expenditures. We look at our other financing sources. Again, we're pretty pretty close from our estimated 2 audited. We were ending balance. You can see

196that's a positive 328. So, that's a good thing. So, we're able to maximize our expenses and kind of some of our restricted funds, our grants. We're able to kind of transfer different expenditures to maximize our unrestricted fun. Again, this is a similar one just kind of ending. The only thing that changed was our economic uncertainties went down a little bit. So that's based on 3% of our expenditures. So our expenditures were a little lower. So we're able to lower that rate. Everything else pretty much stayed the same. But you can see >> just to be clear, if you lower that rate, that just means we keep more in the general fund balance. we lower or save >> the amount of our mandatory like our our >> Yeah, it's so the the economic uncertainties is 3%

197of whatever your expenditures are. >> Point is we don't actually lose the money. You're transfering it from the right hand to the left hand. You're saying I I don't I don't have to keep it in that designated fund anymore. I can keep it in my >> bre that my point is for board members like this is a the good news about that is you're moving it to the hand that you can use it. >> Yeah. >> Gives it more creative. So uh we did from our estimated actuals to the unodudited we did see an increase of 350,000 which is which is good because it helps with the overall deficit we kind of general fund but these are unrestricted and restricted where we get our money from LCFF resources uh federal states and local. Uh the

198next one is expenses by category. You can see we have certificate classified benefits make up kind of our people which you know question people. So that's close to about 80% and then the other and again this is our unrestricted restricted this is now just the unrestricted. So where we get our sources revenue is from. So notice like federal revenue we don't get any. So, it's just another another graph to see where our money's coming from. >> Has it always been the case or is it >> right >> since I've been in this job? >> The federal government wants wants to always have restrictions on the money they give you. >> Yes, sir. >> It's always cate. It's always categorical. >> Yeah. Categorical spending. >> It doesn't mean they didn't give us any money. It just

199means they didn't give us any free money. >> Yeah. Yeah. Yeah. >> Restricted general expenses by category. So again our service are people supply and then we have the next one I think is by function. So we have our instruction instruction related services and pupil services that is kind of overall support for students that includes our like I saw psychologists, nurses, transportation. You can see a bulk of our money is spent on obviously support students. Um the rest is kind of the general administration services maint our our ending fund balances. were positive in all other funds. Um, so you can take a look questions like answer if you want me to read >> the columns are just unrestricted and restricted or these are all >> sorry. So the column col columns are all one. So

200the fun um >> these are all fun. So if you notice 513 that's your overall amount and then I broke it down into the program categories. Gotcha. >> Yeah. Yes categories. >> Thanks. >> Sorry I had I I adjusted my presentation >> late in the game. >> Attendant might have seen a presentation at another school district superintendent. I was looking over her shoulder and then I came back and said, "I want that." >> Nice teacher. >> I >> Theoretically, >> it's not a blue card where you have three minutes. You got plenty of time. uh the so when we talk about the uh on the previous slide when we talk about the ending fund balances for this >> yes >> like just take an example building fund it's that the ending fund b that's earmarked

201for spending next year >> it's it's our ending fund balance moving forward not necessarily earmarked okay >> that one is because that's our bond >> these are bonds that we actually the balances we have okay >> um So like uh fund 40 is our sale site. So we like we used that this year for the lava playgrounds because we needed to get a jump on it. But for the most part that sits there that's that's >> okay. >> We want it to sit there. That's kind of our sort of enterprise is our leases and extended care kind of what's left. So that's what we're starting the year with. >> Yeah. Okay. >> Moving forward. >> Chris, the bond though, these are bonds that we issued. >> These are right. Yes. Yes. >> This isn't confused

202with what we have left on the bonds. >> No, no, no. This is what we currently have been issued in our bank account. >> We have not issued the third base yet. >> Correct. Correct. >> This is money in the bank. >> Yeah. That we're paying our bond holders interest on and receiving less interest from the county on right now. This is like a funny little But my point is like this isn't all the bond money. This is just what we want. Exactly. >> All right. So, the road ahead um so we have the audit which actually is this week. So, we're in the next the audit. So, um they asked us early so we process doing that. Uh in December, you'll hear the first interim. So, we'll adjust our budget from 2526. We'll get

203in the governor's budget in January to do our second intro many revise and then we know in June and doing >> Have you ever thought about doing this as a circle >> and not as a road just comes back >> just a rinse and repeat >> rinse and repeat. Exactly the >> I mean I would have given you I would have given you that feedback two weeks ago if I'd seen I'd seen it two weeks ago said circle >> you would stop making fun of me. that I got a chance. >> So, what the heck has the years changed? >> Go back in time. >> You never reused a slide. >> Well, think of Angeline on that, by the way. >> No, I'm have the road just be more like a ball. >> Yeah, but

204but we never have we really at this point these are unudedited. We've really never meaningfully had a difference between our unodudited actuals and our actuals that we get from the father, right? >> No. No. Audit. No. Yeah. >> This is the end of this calendar. >> This should be the end of of the the 24. They'll come in and do the auto report in January. >> Thank you, Chris. >> Thank you. And I mean that's impressive in a relatively short period of time you you have really grown into that. Thank you. >> It's fun. I mean I think Efron has done a great job. He's took a whole vacation or four times. >> And then he came back and I said, "Can you change everything?" >> He thought he was done on he was on

205his way out. Here he is. And then he came back. Oh, >> I think it is though. Thank you. I mean, you've gotten tremendous command of this in a relatively short period of time, >> which is no small feat. >> Um, so this is not an action item. >> It is. Oh, it's in the >> place. Okay. So, you'd like us to approve? Sure. Go ahead. >> Thank you. Do I have a motion? I'll make a motion to approve the 2024 2025 unudited actuals finance reports >> and a second. >> I'll second. >> All in favor say I. >> I think we're getting a little punchy the later it gets. 7B the GAN limit. >> That's me. Um so this is our annual GAN limit which is basically back in 1979. Details but it's allowable

206growth in government spending. And so the gam limit is allowing spending to grow at a rate faster than inflation grow population. So uh we recommend that you approve this resolution actual project >> questions comments. >> Uh I have many but none that will be useful this conversation. >> Yeah. >> Okay. Do I have any >> I'll take I'll do a motion to approve the legally but legally required GAN limits that I have no other choice but to approve. >> Yeah, >> that's true. >> Yes. >> And I will second that. >> And all in favor say I. >> I. >> On to the uh onto the consent. >> Any questions or comments on tonight's consent? >> Hearing none. Do I have a motion to approve in aggregate? I'll make a motion to approve the consent

207items in aggregate >> and a second. >> I'll second it. All in favor say I. I. >> I. >> Closing items, future meeting dates. >> I don't know yet, but due to unexpected situations, I may have to miss one in Ober. Okay. If you post it, give everybody plenty of heads up. >> Thank you for that. Anything else? I previously said that I wouldn't be able to make the 14th uh meeting. I'm trying to fly back for that. I may be able to make that, but I won't know until the travel day. >> Okay. >> Thank you for the heads up. Anything else on future meeting dates? >> Um, no. >> Announcements, reminders, requests. >> I think we're done. I think we're tired. We are adjourned.