Special Board Meeting 5-15-25

001Microphone. Microphone. It's working. I can hear you. All right, this device in my hand is new to me, so I went ahead and called the meeting to order at 5.03 p.m., and let's go ahead and begin with the Pledge of Allegiance, please. Ready? Salute. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. Thank you. And this evening we'll be reading the land acknowledgement and the equity statement and the Board of Trustees agreements. Can I please take volunteers for the land acknowledgement and the equity statement? All right, so I'm going to go ahead and pass the microphone to Trustee Rodriguez-Hongica for the land acknowledgement. We should take a moment to acknowledge the land on

002which we are gathered. For thousands of years, this land has been the home of the Potwin people. Today, there are three federally recognized Potwin tribes, Katlodiki Band of Winton Indians of the Colusa Indian Community, Klitsodiki Winton Nation, and Yokodihi Winton Nation. The Potwin people have remained committed to the stewardship of this land over many centuries. It has been cherished and protected, as elders have instructed the young through generations. We are honored and grateful to be here today on their traditional lands. Excellent schools which are culturally responsive and set high expectations, high quality learning environment and equitable resources to ensure that they are reaching their full potential. WJUSD will be purposeful about providing equitable access to all essential educational opportunities for all WJUSD students, especially diverse and disadvantaged students who have been historically. who have historically

003been underserved by educational institutions. Thank you very much. And then the next item is our Board of Trustee agreements. We agreed to check in, remember our larger purpose, boundaries, it's not a zero sum, open, aspire to finding common ground, having empathy, and being respectful. And we're going to go ahead and move on to item B, which is approval of the Board agenda. Can I get someone to take a motion to take action to approve the agenda? It's been moved by Trustee Brubaker, seconded by Trustee Rodriguez, Mojica. All those in favor, please say aye. Aye. Aye. Any opposition? Any abstentions? Seeing none, it's been approved by the board to approve today's agenda for a special board meeting of May 15, 2025, beginning at 5 p.m. by all trustees present, which is five present and two absent.

004Absences are Trustee Richardson-Fowler and Trustee Valiz. And then moving on to item C, public comment for items on the special board meeting agenda. No public comment for the items on the special board meeting agenda. So we're moving to item D, facilities and finance. D1 is the study session focused on improving student outcomes. And I'm going to go ahead and pass this on to our superintendent. Good evening. Tonight we are going to be going through a process that's new to us, but we're looking forward to the discussion. The purpose of this special forum meeting is to have a request by Trustee Bojica, and the request was to have an opportunity to have a dialogue, a discussion with the trustees, an opportunity to learn more about our schools. dig a little deeper into the data and to

005learn more about some of the highlights of how our staff is working on improving student outcomes. She's also prepared a summary of some research that she's done to help kind of set the stage and help with the dialogue and conversation. And we're going to start first with Trustee Montero who's going to begin the summary review of the research. And then we will continue on with four principles today. But we'll start with this in the lab. We'll give a short overview from the district perspective. And then our four principles today. This is the first session we've had of three coming up. So we'll learn from this. And if we have to adjust for the next session, we will. But we're excited to learn together. So this is an opportunity because we are a very good organization

006from the top all the way down and down and up. We are about learning about people and about growing together. So this is a modeling map for our whole district. Thank you. Is it okay for everyone if I just sit or do you want me to walk and do my presenter thing? Sitting down? Okay. And I might stand up anyway. Okay. Perfect. So thank you everyone so much. I first want to thank the board for supporting this. I really felt like everybody is on board and wanting to focus more on improving our student outcomes. So as our superintendent shared, I've done a little bit of a review of the research to be able to provide just a little bit of context for what we're going to dive into today and then we're going to follow

007up in the next two sessions. Before I begin, I do want to share that in doing the research for this and looking at all of the articles I did the best I could but there is no way that I could include everything that is out there on improving student outcomes so if this were if I have my research I'm an education researcher and teacher educator so I this is part of my regular full-time job at the university I would have had full weeks or even months to conduct a literature review. But that is not what we have here. So I did what the best with the time that I had. And I made the decision to focus on meta-analyses, so articles that report on meta-analyses, because it really gives us the most bang for our

008buck. Meta-analyses, as you probably saw in the attachments, review a lot of research studies. So in just one article, they end up... providing an overview about the impact of a particular intervention or aspect of learning or teaching and they pull those all together. So in total, even though it was only five articles that I reviewed for this and it was, they were meta-analyses, they really do cover, I think it was about 185 different research studies all the way up until 2020, I believe. So it just gives us a really good reach of the research. But do know that there's other things that come into play and there was no way I could include absolutely everything. So I wanted to share that disclaimer here. So with that, I will get us started. I want to start

009us with an overview of the findings across the five meta-analyses that are reviewed. And it says elementary at the very top because this will look a little bit different for our secondary schools. So here I'm focusing on elementary. Some of these studies include secondary schools, but others do not. So I want you to keep that in mind. One of the things that was shown in these five articles was that extended learning time helped improve student outcomes. Also teacher replacements was an aspect of that in Schuler et al. 2022. Systemic monitoring of data, sometimes via PLCs, which a lot of our schools do, also helps improve student outcomes. Professional collaboration around data-driven decision-making, again, PLCs, is also helpful in improving student outcomes. And teaching experience was found to be positively and significantly associated with gains in

010student achievement and also lower absentee rates. And I have two more for you. There was one meta-analysis that focused on on principles on the time and the skill that they have to lead and this meta-analysis found that the time spent and the skill that the principles have in five different categories of leadership is positively related to student achievement but also teacher well-being and instructional practices and just the overall organizational health of the school. Linked a little bit to the extended learning time is also summer programs. Summer programs that are focused on math, increase math learning, and also improve some non-cognitive outcomes as well. So I'll go into each of these meta-analyses and just provide a little bit of a review. And just as a reminder, every single one of these articles that I'm going to

011talk about today is attached in the agenda. So you can find all five of those on there if you want to dive in a little deeper. The first article is titled Improving Low-Performing Schools and Meta-Analyses of Impact Evaluation Studies. This article did a meta-analysis of 67 studies that were published between the years 2000 and 2018. And they did this because, as we all know, a lot of educators, there were a lot of changes that happened after NCLB. So they wanted to make sure that they looked at those studies between 2000 and 2018. On average, they found that policies had a moderate positive impact on math high-stakes exams, but found that there was minimal to no effect on ELA, English Language Arts. Going a little more in detail about what they found is that turnaround reforms

012have resulted in moderate but not transformational positive gains in math high-stakes standardized tests. And again, no evidence or strong evidence for ELA improvement. They did find, however, that teacher replacements and extended learning time can help support and improve student outcomes. So with extended learning time, they're referring to additional hours that students are receiving of instruction. So whatever the regular school day, they added hours of learning time. Teacher replacements is where at least 35% of the teachers at a site were replaced or switched out, or where the study authors called out teacher replacements as a major piece of the intervention. I will note with teacher replacements, there's a lot of literature on there. This study did find that it was associated with positive school improvement efforts, but there's also other research that shows that it could

013disrupt the school community. Right, and we'll talk about that a little later as well. They saw greater improvements in context with students that are majority Latinx, so similar to our district. And they also said that it was possible for schools to demonstrate improvement efforts within one year of implementation, which is really fast. But really, the longer that the intervention is taking place, so not just changing it right away, can be associated with greater results. And they noted in this article that usually it takes about three years of trying something out for you to actually be able to see outcomes or improvements. So that's something important for us to know. And it was interesting because they also found in this meta-analysis that interventions made at the district level appear to be more effective than interventions at

014the individual school level. So that's another interesting piece as well. Board colleagues, I'm going to keep going but if any of you have any comments or questions, please feel free to jump in. So the next one I reviewed was written by Pace and it is more, it has a research brief on a longer report and this one was published in 2019 and it's titled Improving College Readiness, Leveraging Research to Inform Practice. In this one, they focused on key predictors for high educational attainment. And these were aspirations and beliefs, so students believing that college is an option for them and that it's possible, the level of academic preparation, the knowledge and information necessary for students to be able to make key decisions about college, and also fortitude and resilience to be able to navigate the college

015processes and persisting even when they have challenges faced in front of them. They did have some recommendations as part of the article and those were that systemic monitoring of data or really looking at how well schools are fostering or really recommending students to go to college and really developing that college going culture has a lot to do with things. How they're strengthening students academic preparation across the content areas and then also helping students develop resilience was another piece. So monitoring how schools are doing that. was a key piece of the puzzle here. And also the collaboration of professionals around data-driven decision making, which a lot of our schools do via things like PLCs. Third ARC article was published in 2019, and this one is titled, Does Teaching Experience Increase Teacher Effectiveness? A review of the

016research. In this paper, they reviewed 30 studies and these were published between the years of 2003 and 2016 and they focused on teaching experience. They were really looking at articles that had to do with what's the relationship between years of teaching experience and student outcomes within the United States with the measure being test scores, standardized test scores. And they found that teaching experience is positively and significantly associated with gains in student achievement. They found that more experienced teachers also have reduced rates of absenteeism. So the more experienced teachers have, the more that their students will be coming to school and coming to class. On average, teachers that are brand new are found to be less effective than teachers with some experience. And this was interesting because a lot of research in the past has told

017us that research, that experience in teaching, there's like a leveling off where teachers don't improve anymore. They actually found the opposite, that more years of teaching experience actually helped improve test scores. And they also found that teachers improve their own effectiveness when they teach in schools that are collegial, that are collaborative, and they're supportive, or as they increase experience in a particular grade level. So if they've been teaching, let's say, fifth grade for more than four years, more than three years, seven years, ten years, for single-subject teachers, this is if they've been teaching the same subject, like in science or in math, the same level of math. or the more that they've been in the district as well. Teachers who have more experienced colleagues are also found or were found to be more effective than

018teachers whose colleagues are less experienced. So this is really interesting too because it's not just the experience of the teacher themselves, but they're learning from their experienced colleagues around them too. So the number of years of experience at a school site also has an influence on this, not just the number of years that I as a particular teacher am teaching at that school. Not in this one. No, they just said that it was collaborative, it was collegial, it was supportive, but there was no number of hours. Not in that one. It's a good question though. So based on this, this article from 2019 has some recommendations for us. One is increase opportunities for teachers to collaborate because even if you have more experienced teachers at the site, but there's just not time or opportunities for

019teachers to be able to collaborate during the school day, then it's harder for them to be able to take advantage of it and learn from each other. It's also important to be mindful of research showing that teachers who have repeated experience teaching in that same grade level or the subject area, that they improve more quickly. And it makes sense, right? The more that you do something in a particular area, the more you're going to understand the content. It's not so much learning. It's more refining and tweaking things depending on your student group. They also recommend that building an experienced teaching workforce of individuals who are continuously learning, so open and professional development and maybe even seeking their own PD during the summer, as I know a lot of teachers do, is helpful. And they recommend

020districts looking into financial supports and mentoring to be able to maintain teachers in their profession, right, so that we can have more experienced teachers that are open to mentorship as well. Another article published in 2019, Lebo Wentz and Porter, I'm gonna read the title of the article because it's kind of long. The Effect of Principal Behaviors on Student, Teacher, and School Outcomes, a Systematic Review and Meta-Analysis of the Empirical Risk Research. So this one has a title that says focused on leadership, on principals particularly. And it reviewed 51 studies to be able to see what effects do principal behaviors have on not just student outcomes, but then also teacher well-being and overall school outcomes as well. The studies that they included in their meta-analyses were published between the years of 2000 and 2018. And in

021this particular study, they focused on both elementary schools, or studies that were in elementary schools, and studies in secondary schools. And they focus on key principal behaviors. And I put in kind of like a little bit of a definition for us to understand what this is. And for me, as a former school teacher, but never having been a principal, it really helped break down the many hats that principals wear. I know what hats teachers wear, but not so much principals. I hope you all find this helpful too. So they categorized principal behaviors into different categories. The first one is instructional management. And these are things like doing teacher evaluations, formal or informal, observing teachers, providing feedback, planning PD for the staff, and other things as well. This is not an exhaustive list of instructional management.

022And also internal relations. So these are things like helping mend or strengthen within school interpersonal relationships, relationships amongst the staff, student and family relationships, and also if they're present, helping to resolve any staff conflicts. Continuing with the categories of principal behaviors is organizational management. And this is where our principals work on facility planning, working on the budget, managing non-instructional staff, like not teachers, hiring new staff or teachers, and also making sure that the campus maintains safety. Administration is also another key principal behavior and these are things like compliance activities, standardized testing, managing the schedule, doing student supervision whenever is needed. For example, if they need to step in for a teacher that has to be outside of the classroom for whatever reason. And also the final one is external relations. So this is where they're

023communicating with outside folks. So the district office. community members, other partners, folks that are going to support fundraising, things like that. So when they looked at these principal behaviors in these categories, they found that there's a consistent positive relationship between increased principal time spent or the skill that they have in those categories and student achievement, instructional practices in the classroom, teacher well-being, and school organizational health. They also found that student achievement effects on the five principal behaviors. So everything that we just reviewed are statistically indistinguishable And this is important because a lot of times we think about instructional leadership, right? How are principals helping teachers become better teachers in the classroom? How much are they observing? How much are they giving feedback? But this meta-analysis actually found that, yes, that is absolutely important, but it

024is not more important than all of the other categories of principal behaviors. So the findings suggest that principals... need to engage effectively in all five of the behaviors and try to find a more equal balance of time across the categories. They suggest that that is valuable. So this is something that again I thought was really interesting as someone that's never been a principal before is that as principals we need to focus on all of these and try to assess are we spending more time on one than another? And it might be because the schools are just different and have different needs, but try to think how can they increase more time in different categories. The conclusion they offered in this article was that the findings imply the value of investing in either more leadership stuff,

025with the thinking of more hours spent on each category of behavior is helpful. But already in this article they shared that principals on average, based on a study, have communicated that they spend about 58.6 hours on average of work time a week. So way more than 40 hours. So what the authors were saying is we need them to spend more hours on these skills, but where are they going to get those hours if they're already working 58 hours a week? So their recommendation is to try to see if there could be an investment in more leadership staff to help them up those hours or in building capacity of current leaders so that they become more skilled at the different categories and it might necessitate less time for them to do certain things. This other article,

026I think this is the last one I'm going to share with you all, was published more recently in 2023. And this one looked at the impact of summer programs on student math achievement. So math specifically, and it's also a meta-analysis. This meta-analysis reviewed 37 studies of summer programs that were focused in math either entirely or in some aspect for students from pre-k all the way to 12 because they wanted to look at what resources and characteristics of these programs predict stronger academic achievement from students. And they reviewed studies from 1998 to 2020. What they found was that students who participated in summer programs that focused on math activities had significantly greater improvements in math learning. And they looked to see if there was any impact for students in different income groups because sometimes depending on

027socioeconomic status some students benefit more from these programs than others and they actually found no differences in the impact. So it benefited all students the same. They also found that students who participated in summer programs with math activities had significantly better average non-cognitive outcomes. So by this they mean their mindset about academics or schooling, their attitude about schooling, the effort they put forward, social skills, and academic behavior, and just regular social emotional behaviors as well. So that was an interesting piece as well, that it not only helped math, but then also more kind of interpersonal aspects of learning. And they also found that focusing summer programs on math specifically resulted in greater math learning, which makes sense. And a lot of studies do show, not in this one because this one focused on math, but

028the same is true for ELA. So if students are struggling in ELA, then offering summer programs that focus on ELA will also help their academic learning in ELA. So the recommendation from these authors is for us to try to match summer's programs areas of focus to the actual areas of need of the students. So if students are struggling most or need more support in math, then the summer program should emphasize math. Or if students are struggling more in English or in literacy, then focusing summer programs more on literacy, but being strategic in that way and making it different for younger students and older students if there's different areas of need. And I think that's all I've got. So maybe before we move on, does anyone have any questions or comments? Yeah, go ahead. And I

029might not have all the answers, so this will be more of a conversation if that's okay. One of the things that I thought was really interesting about the last study you cited is that they didn't find a difference in the outcomes for socioeconomics, but we have observed at least in our own test scores that there is a difference in the test performance of students with different socioeconomics that actually demonstrates. an extra effectiveness in the summer programs. At least the way I see it, correct me if I'm wrong in analyzing it that way. So I thought that was really pretty interesting. And then one of the other studies about... teacher effectiveness. I mean, and again, this sort of makes sense, but it's not something I thought about about having teachers remain at the same grade level

030for a longer period of time. You know, you think elementary schools kind of, you know, certain grades, obviously like first and sixth are very different, but having someone stay at the same grade level for a longer period of time adds a whole lot of value to their skills. So those are sort of my, what stood out to me in reading the research. Thank you for the studies because they're fascinating. Yeah, for me, definitely just reinforced a lot of the things. that we've heard in the past year at board members and especially around the college access in my field as well. So just again, reinforcing that the things we've been trying are being supported by research. It really comes down more to the intentionality. There was nothing really surprising to me that stood out. Again, more

031reinforcing. Thank you, Trustee Rodriguez. I just wanted to chime in and Just for the record, we're not following the protocol of two questions, two comments like we do when we're in the boardroom. Since this is a working session, feel free to speak as you can. Jump in. Okay? One more thing. Sorry. We do have allotted from 4 to 9 p.m., and if we could try to stay as close as we can to that, just out of respect to our staff that has work tomorrow, and then whatever obligations we here at the table may have. Go ahead, Justice. Sorry about that. Thank you everyone. I don't want to spend too much time on this. I just did want to do a little bit of a review to contextualize things. You'll see that some of these findings

032will be mirrored in the presentations that our schools have prepared for us. So things like how many years of experience do their teachers have, how long have they been in a particular grade level, things like that. And we did that intentionally in trying to get this information to be light up. So unless anyone else has anything else, I think we can move on. Okay, so before we start with our principles, I asked our executive director of teaching and learning to just do a little intro from the district level perspective. And because there's some things that I want to make sure we capture district-wide, and then we'll go side by side. And so we're going to try to stay within half an hour with each presenter. So I'll be on the timekeeper kind of to put

033us on track. Okay, so we're going to hopefully be done with your presentation in about 15 minutes and then about another 15 minutes for questions. What I'm going to cover tonight is... Are you on mic two or one? This is two. Okay. Oh, that's better. Okay, great. So tonight as our superintendent shared I'm going to do a brief overview of the information that the schools are going to be providing but from a district level. So here's our agenda. We modeled the presentations on the structure that was provided wanting to make sure that we addressed all of the information that requested and so you will see the format is similar across all of the schools we did that intentionally and i'm going to just provide an overview of the brief of the district information so these

034are the broad categories that are that are going to be included and then we'll have the principal share their their school level information Okay, so what we started with tonight is size of progress, so areas of strength in our data. And so in terms of progress at the district level, we're currently in the process of reviewing all of the metrics in our local control and accountability plan. And I've included some of the highlights here. On the left hand side, I've shared some of the signs of progress in the California State Dashboard. And you'll see this same type of data in the school presentations. I just wanted to explain the dashboard again is organized with these indicators and each indicator has a gas gauge like. like symbol with red and orange meaning low performance and then

035green and blue being high performance for each of the indicators. So districts, schools, and student groups are all reported in this way. And on our dashboard for 2024, which we presented about back in February of this year, we do see signs of progress. So on the suspension rate and the English learner progress indicator, we've moved from orange to yellow, which is moving in the right direction. We do see significant increases at a couple of the secondary schools. We see many of our schools at elementary and middle declining significantly in chronic absenteeism. On the English Learner Progress Indicator, a number of our schools increased significantly. And then for suspension, three of our schools declined significantly. So we do consider those to be pretty significant signs of progress. Those are the California state indicators. On the right-hand

036side is some of our local data. So in our LCAP, we have the state indicators, and then we also have a number of local metrics that we use on a more frequent basis to measure progress. And what I've put here are some of the metrics where we've actually met the three-year outcome this year. If you recall, we're in the first year of our local control and accountability plan. And last year, when that plan was written, we set goals for three years out. And at this point in this year, at the end of basically the end of year one, we've met the goal that we set for three years out, which we really wanted to highlight. For example, the percentage of students completing both CTE pathway and A through G requirements. And our three-year outcome was

037to increase that by 3%. And we made that goal this year. So moving in the right direction on each of these things. And there are others. There's, I think, 85 or so metrics in the LCAP. And you will see that when we bring the draft LCAP in June. Moving into areas of growth, I've included the achievement gap that we know exists in our district. Chronic absenteeism continues to be a problem, although we have seen improvements, it is still a, we still have a high rate of absenteeism. And then we had a decline in the graduation rate for many of our student groups last year. I've also included some factors that impact student achievement including curriculum implementation consistency, staffing challenges which we see across the district, and then inconsistenteered interventions. So those are some of the

038factors that impact student achievement. I also included this chart which we shared when Joel Rabin and I presented about the dashboard back in February. This shows each of our student groups in a really visual way, the sort of aggregate performance on each of the dashboard indicators. And I like how visual it is. And so again, this was shared back in February. It just gives us some context for how overall a student group is performing. So the next big category of information is demographics. We were providing three years of demographics. This is racial, race, and ethnicity. And then on the next slide is by program. There's a couple of things we have. We definitely see an increase in the percentage, the number of percent of Asian students. That really reflects our East Indian families that are

039included in that group, and that population has been growing. You can see a decline in our total enrollment from 95-33 in 2022-23 to 93-58 this year. And the board has talked about that in earlier meetings. In terms of program demographics, we see actually our English learner population is declining. We don't have a number for long-term English learners yet. You'll see that in the LCAP in June. Our number and percent of socioeconomically disadvantaged students has been hovering around 74-75% for the last several years. And you do see an increase in the students who are in special education. That has been growing and that pattern continues if you keep going back in years. So every school has a chart just like this. We felt it would be best to have the same format. There's a lot of

040data here and so you'll see similarity there. Moving into the next category of information. This is about teacher experience So this is a reflection of the entire district's teaching staff the top Numbers are the number of classroom teachers So I've taken out what we call specialists. So that includes English learner specialists, RSP teachers, music, PE teachers, the folks that don't have a rostered set of students in their classroom. So taking specialists out. For classroom teachers, the average or mean years of teaching experience is 14.7 and the mode, the most commonly occurring number is one. And then when you look at specialists, the average increases a tiny bit to 15.1 and the mode is two. Same data will be shared by each of the school principals. What we know about So this data gives us some

041information about the teaching population that we have. When we have lots of new teachers, which we know we have based on the number of induction program teachers we have, the number of pre-service teachers we have, and the number of mentors that we provide, we know that new teachers need that mentorship support. professional development to support them. So that is definitely something that we are addressing with the number of new teachers that we have each year. In social-emotional learning, you will see this, a similar chart with each school presentation. I just wanted to explain what this chart shows. So this is a report that comes from our screener for social-emotional learning. It's administered in the fall and spring. of each year. This is for elementary students. The top section is the percentage of students that have

042low risk. And on this chart you can see from fall to spring that the percentage of students that are low risk has increased by 1%. We want to see that. We want to see more students moving from the pink and dark pink, which are some or high risk, we want to see more students moving into those purple bars. So that does show improvement. And you'll see a similar chart for each school. This data is used by our wellness teams as an identifier for students who need SEL support. Okay, and the next category is on professional environment. So what are we doing in the district for providing collaboration time for teachers to meet in their professional learning team meetings? So we say we're building a professional learning community. Teachers are meeting in professional learning team meetings.

043So this outlines the sort of big picture ways in which we're increasing the amount of time that teachers have. to meet together. So on average, teachers have two Wednesdays per month to meet in commercial learning team meetings. We also fund three full days for every classroom teacher to meet with their team. That looks different at the schools, how that takes place, whether it's... Six half days sometimes it's after school. It just it varies but but there is funding for three full days per teacher for collaboration and then individual schools also provide additional meeting time either after school or or during the day as as needed and then at the bottom I've included The sort of the trainings that we've provided at the district level across all across sites. This is not an exhaustive list and

044there are many other ways that we provide professional development. We have A lot of different opportunities for teachers to engage in professional learning through optional trainings after school that are not listed here, through trainings provided by the Yolo County Office of Education, which we support, and then through additional opportunities that individual school sites provide. And I just wanted to add, in thinking about PLC and why it's been mentioned several times and why we do consider it to be an improvement strategy in the district. We're in our essentially third year of implementation now when we started with administrators and PLC training. And that is how we're building collective teacher advocacy, right? Creating structured opportunities for teachers to meet together, to analyze student work, and to plan and collaborate around instructional strategies. Moving from that idea of

045my students to our students as a group. Finally, extended learning. Just a tiny bit of data about our extended learning program, which we call Expanding Minds. So we have almost 2,000 students enrolled in the Expanding Minds program across the district, providing homework support, intervention, enrichment, and recreation. So at every elementary school site. we have the expanding minds program. And that wraps it up for the district presentation. I have the last slide is just for the introduction to the principles. Question? Yeah. On the last one, the professional environment slide, two slides back. So Wednesdays, per month of collaboration, those aren't full Wednesdays. They're like a couple hours minimum days? Right. So after school, which is generally around 1.30, 1.45-ish, to either 3.15 for most Wednesdays, and then one Wednesday a month lasts an extra hour, so

046until about 4 o'clock. week to collaborate. Do we have any plans to meeting that requirement for effective PLCs? So next, great question. Thank you. Next year, 25-26, we do have a new Wednesday calendar negotiated with WEA, so there are additional, there is additional site PLC time. There may be There may be a month or two where like November and December where there isn't as much time available But it's because of the way the calendar works So we definitely are working towards having that available one more question. The difference between the high mode and mean indicates that we have high turnover in our first and second year folks. Do you know if that is more to do with non-reelect or do we have a lot of our new teachers just choosing to go elsewhere? I don't

047know if I could say. I don't have the data on why teachers choose to leave. It's a combination of things. Some of our teachers are not fully credentialed and so if they don't finish their requirements we're not able to hire them again. That's a big challenge. We're paying teachers charges. That happens a lot so sometimes you know it's unfortunate but that is one of one of a big challenge for us. And then sometimes, you know, it could be this combination of things. It could be non-reelects or people move or, you know, they decide to go to a different district. But I think one of the biggest challenges is the credentialing piece because there's a shortage, as Dr. Wojcicki is aware. And we try to be in the higher education. I'm not done with the credentials

048yet. But if they don't pass the test, we have no choice but to not renew their contracts. Yes. And you will see, just to add to that, you will see in the LCAP in June, we have a couple of metrics about teacher retention. And we actually are, we improved significantly this year compared to the previous year on the number of new and returning teachers. Teachers who are not reelected are not included in that because there was a reason for not reelecting them. But teachers who are eligible to return of those, we are improving in that area. We do still have a significant number of new teachers, and there are a lot of implications for that in terms of mentorship support and professional development. Collaboration that happens at the school site looks different when you have

049very new and then very experienced teachers. So there's a lot of considerations. Did you have another question? Induction for teachers that already have their credentials, so for them to clear it. Can you share what the rough cost of paying for that induction program is, and then also for the mentors? So for induction, we have a contract with Yola Solano. It's actually coming to the board, I think, on the 12th. And it's $135,000 this year. I believe we have about... I think it's about 80 teachers in induction right now so 1700 maybe a teacher contract wise and then for the mentor we the mentors receive a stipend of $2,000 each for each teacher that they provide support for. And then, I mean, there are other costs, like they do come to, they do receive training that

050we provide. They also go to training at Yolo-Solano, but we also, as a district, provide our own training to support that. So about maybe like 4,000-ish for new teachers in order to help them clear their credential. That's probably about it, yeah. I ask this because Having more experienced teachers like they're higher on the salary scale so they are more expensive right because we're more experienced But having newer teachers can also be costly right especially and we want to support them with their induction program But it also comes at a cost to the district Yes, yes, I think we we recognize and actually this last year or two we have been providing mentors for pre-service teachers so teachers on STSP, the different types of permits, provisional intern permits and waivers. We do provide mentors for them

051just knowing that they do need support. They're not even in an induction program. but they need support as well. So we made the decision to expand the rank of our mentors to include those baby brand new teachers. Yes. So I have a question. One of the students chose about the summer programs, math summer programs. So my question is this. So we used, the district used to have algebra academy. It was replaced by another program. And what are the grades were between 5th to 7th, something like that? Yeah, so it used to be called Algebra Academy. It still exists. It's called Enrichment Academy now. And it's for students in grades 4 through 8. 4 through 8. And that continues to be a part of our summer offerings. Okay. In order for students can be... Go to

052this they need to be referred referring for them by their teacher or you know you can't look like Referrals are for the regular summer school program for enrichment academy Anyone can sign up so enrichment is just math or it's more than one subject It's math. Okay, that's a really good information for the parents to let them know this is about math or I don't have any idea. Yeah, the focus for that academy is on math. Okay, that's what I'm going to do. It used to be a Google program. Thank you for responding to my questions. I don't have any additional questions. There was a follow-up that I have, but I'm going to leave that to you. It wouldn't be fair for me to ask you right now because it's involved. But again, thank you for

053responding. I'm curious whether the professional learning teams looks any different for our SDC teachers or are they included in those meetings every two weeks? So I know and I think probably some of the principals could respond even better to that question than I can. I think it varies by site and by the number of SDC teachers that are on the site. I know we do want SDC teachers to have time to collaborate with the other teachers on the campus. And so, but I can't say exactly how often that happens, but I know that at least one of our principals over there has SCC classrooms on our campus can share when she gets up here. Not all our schools have STC classrooms. Maybe the principals who are here today, if you have an STC classroom, you

054can help them with that. I do think that's an area that we can improve on. I think it's been challenging because of the different STC classes. One might be for a lower grade, let's say K-2, and another one, 4-5-6. So we have to think outside the box to improve. So that's an area for us to improve on. I noticed that the deadline to register was in April. Is there still spaces and what's the plan to make sure to get the outreach and notifications to families that still are interested? Because when I go on there, I'm like, oh, I missed the deadline. And I have to tell you, like, in April, I'm still trying to figure out what my summer plans are and where my people are. So what's the plan and strategy and what's the,

055like, capacity? Where are we right now? Just real quick off the tip of your head. What I understand is that the programs are now full and that staff are working on a communication plan to get that information out to families. So, okay. So it's May 15th, and we still have about 20 days of school. And if our programs are full, that means that there's still a demand for more space. So what can we do right now to open up more slots for families and students? Because if we have the money, like, there's a need, right? There's families out there that want to express interest, but if it's full or the deadline has passed. And we have kids that could take on this enrichment and help them. What can you do? We're also partnering with the

056city for students that are not able to get into our program. But those are full already. The cities aren't too. And that was told to us yesterday at CWI. Danielle, can you come up? Yeah. If you could go there with Lucia. Just gonna update that. Also, this particular year, this particular year we do have limitations on our summer school program because of all the work that's gonna happen with Measure Y. So we do have campus level of facilities limitations. Though we do have, we are also limited on funding for summer school, because this year's gonna be funded as ELOP. Before we were using all that one-time money. Well, all that one-time money is gone. And so right now we're trying to, we talked in November, December about planning within our current budget so that being

057able to count on the other funds. We also are being careful with our current reserves because we don't know what's gonna be happening in the next few months. So we're being very cautious. So we're kind of trying to balance all those things. Also in regards to the timing of registrations, we heard a lot of comments before, if I remember it right, that parents wanted to register sooner, that they wanted to have sooner registration. So that's what we did this year. And so I guess there's another balance in between. But that was the responsible feedback that we received last year. Ditto, ditto, ditto. Yeah, so we had our deadline much earlier this year just so families had options. knowing that they could apply to the city or apply to us or apply to both and they

058would have time to respond. If they did not get in, we do maintain wait lists for all of our programs. So if there's an opening, someone will be called, the next person available on the wait list. And again, a lot of our enrichment programs were limited this year due to measure Y and we are basically completely using the entire Woodland High, the entire Gibson campus, and the entire Tupoy campus to run our programs and we do not have additional space to be able to offer anything else, but we did partner with the city. I think we have at least eight students who applied and were granted scholarships through both the city and the Woodland Joint Unified. So we're really proud of that. If they have additional drops, students are so welcome to apply. I think

059we have space for another eight to ten students as well. I just wanted to piggyback off of what President Bautista Zavala was saying. I'm definitely one of the people who's always asking for the earlier registration, knowing that the UC Davis programs are basically full by March. But that being said, I think if there's any way we can, next year, think of doing waves, maybe another second call as we see things filling up. That gives our teachers a second chance to sign up for summer school and our students as well so I think it's a wonderful opportunity that we have so many kids who want to do an extended school year and enrich themselves I think that has great indicators for our district with our students and their love for learning. So let's just keep that

060up. Support is camp. One of the interesting things that we see, we get high enrollment. And then summer school starts, and we have low attendance. And so then, because it sounds like a good idea and planned, and then in the summer, and then parents decide not to send their students to school. So we like to pack it up and then have a way in this so that we're ready to go and fill those spots as they become open. I know you've been waiting just one second. It's the same. I just want to say, people on the wait list, be patient. My kids have gotten into the expanding minds every year. It's very last minute. We're still on the waiting list, and we're patiently waiting. But, yeah, people drop off. So if you can be patient

061and hold off on those summer plans, it will pay off potentially. My question is about a different topic. About teacher collaboration, is optional? Is optional for them? They can choose to attend or not? So, no, the Wednesdays, there are, I'll say there are nine Wednesdays in this school year that in the contract are... are controlled by the teachers. So they decide who they're going to collaborate with, what they collaborate about, if they're going to use it as a teacher discretion day. So there are nine Wednesdays in the year where teachers have that time. But the rest of the Wednesdays are directed, either staff meeting time, PLC time. PD etc and it's within the contract day. So that's mean they pay Yes, but they decide when they want to use when they want to collaborate. That's

062correct. So what Wednesday for sure or No, I wouldn't say that it's optional we have a Wednesday calendar district-wide that that tells folks what needs to happen on a Wednesday, on every Wednesday. I hear you saying what needs to happen versus what actually happens. And that's what I mean by, again, this is a way to enforce that it's happening and keeping track of it. Then to me, it's not a requirement. And I know that in some schools because of the structure, right, it's impossible for collaboration to happen and it doesn't happen, right? So to me, that's why there's no consistency across the district on how. it's being implemented or being exercised and again this is a place to make sure it's happening right or no my wrong I think I hear what you're saying and

063we'll take that feedback no I'm asking no I think we have heard stories I have no anecdotally that there are times when when folks aren't collaborating with I cannot say that it's happening consistently because of district those pockets There are some of our principals who are very good at monitoring and making sure they're checking in, and there are some that are not so good at it. There are some departments, and other people get very creative about what they report to the principal. So it's not all of the principals sometimes. Sometimes it's just some of our staff. And then we have schools like Dingle, where it's very difficult to have collaboration when one's teaching in English and one's teaching in Spanish, and that really inhibits to have a... There's still some level of collaboration, but it

064makes it very difficult to have high quality collaboration. And then I just want to do a time check. If we want to spend some time with the principals, I don't even have a lot of questions for them. And so we want to make sure that they have time to present. So I think we need to wrap this up pretty soon. Is it safe to assume that the Wednesdays, if there's a staff meeting or a PLC, there's a sign-up sheet? Sign-in. Sign-in sheet. I would assume that there is a sign-in sheet when there's a staff meeting. Yes. And then when they have their PLCs, I'm assuming that each meeting they have their professional learning objectives, right? And then their teams are supposed to collaborate and list what their outcomes are. So we do, in fact, have

065a mechanism for tracking the progress of the PLCs and making sure we can identify what's happening in their group. I just wanted to clarify to get to the root of what I think you were asking of is there accountability and we do have systems in place to track our accountability. It's just a matter of I mean as a SPED teacher I could take all the data I wanted to but if I didn't sit and go over that data and interpret what my students are actually doing what's the purpose of taking data? So I would also surpass If we are doing these things, I would assume that the principals are reviewing these documents that each group has to determine who's doing the work, who's not doing the work, and then to circle back with the components

066that you were talking about from the studies and seeing, okay, look, fifth grade is flushed on four pages. second grade you've got two teachers were you guys hanging out what was going on right so i'm assuming there's that level of accountability as well with the plc yes i would assume that principals are having those kinds of conversations as olivia said i'm sure there are there Times when that doesn't happen from the district level what we what we do to monitor the For the three full days per teacher so we are collecting the data analysis forms that the teacher groups are Are putting together there's a protocol for those discussions and we are collecting those so from a district office perspective We are monitoring That piece, the rest of it falls on the site principal in

067conversation with the teachers. Sorry, we want to move on, but I have to get something off my chest. In regards to summer programs, as it relates to your research point regarding summer enrichment in mathematics goes to show along improvements in student achievement. So in that regard, I am a full proponent and advocate for the early enrollment for summer programs. However, I'm inclined to now believe that we do need two cycles because Just this last week, just this week, we met with the Coalition of Woodland Youth, and we do have that collaboration with the City of Woodland for our students to be able to participate in their programs. And it's my understanding that our students have to apply for their programs through a campership program. And the campership is for low income, which requires their families

068to provide their last year's income tax information. And I had a conversation during the collaborative that I disagreed in the way that it was being conducted. Because if we have families that recently lost their jobs and are no longer making the income that they were last year, they're not eligible because they've made over the threshold in the last year. So that was one. And then second. If we are a public institution where every student deserves a free and public education and you have to be under a certain threshold income to be eligible for the summer programs at City of Woodland, that's not providing a free and equal opportunity to all of our students in summer programs. So I have a deep... deep problem with how we're participating with the city of woodland and it's not

069the city of woodland's fault i'm going to say that we need to do a little bit more work in finding out how we can open up this program for the city of woodland to all of our students not just all of our students that are you know economically disadvantaged Because you have to make under a certain threshold in order to be eligible for the campership. And that's the program that we're investing our public school dollars into, the campership program. So that's one. Second, if we were to open a second cycle of registrations for our programs, for our enrichment programs that we have at one of our school sites, We're talking about the families that have parents, students that have parents who recently got a job. So they're no longer going to be home with their

070kids. So they can't provide childcare or be with their kids, right? They're going to need that opportunity for their kids to be in a program where they're going to be sitting at home by themselves. Then we also have families that recently lost their jobs who need to be looking for work. They're not going to be able to take care of their kids, right? So their kids are probably going to miss the program. So people, what I'm getting at is that families go through changes between the point that we open up the enrollment to the end of school to start their summer. So there's a lot of different circumstances. And I want to reiterate, I was and continue to be a strong proponent and advocate for the early enrollment, but I think that we're missing some

071students that may... really really need it because of their parent circumstances and i'm also talking about those students who live in multi multi-home households so multi-family households right they live with mom they live with dad grandma and grandma they really don't understand where they're going to be this summer right and i'll speak for myself i didn't know what my child's summer program or you know what my summer schedule was going to be for my kids because i was still trying to negotiate that with their dad So I'm out. My kid's not going to be able to enroll in the program. And I have no problem sharing that personal story with you guys. So I'm lucky enough that I'm able to watch over my child. But what about other families that were in similar situations, that

072were going through those battles? We were really missing them. I did just want to make a clarification about the program. Please. Yes, please. Just to clarify, I just want to make sure everybody's on the same page. So the city of Woodland has their own campership qualifications. Our qualifications for providing the scholarship within the Woodland joint is whether or not the student is an unduplicated student. So you're talking about students who are doubling up. Those are our homeless students. We're talking about our English learners. We're talking about our low-income students. We're talking about our migrant students sometimes as well. So I just want to clarify that while they... The city of Woodland sometimes has kiddos that qualify for their program. Sometimes they don't qualify for ours and vice versa. So we are trying as much as

073possible to offer as much as we can to students based on the limitations of our funding source. Thank you, Danielle. I really appreciate that clarification. But when I hear this duplicated students that we're serving through the city of Woodland summer programs, it sounds very similar to those that are eligible for the campership program. I'm not pointing fingers at you or anyone, but I think that there's a lot more work that we need to do on our part. We're getting sidetracked on the topic we heard today. I also don't want to deliberate on the program. Again, it wasn't agendized either. As far as I understand, the entitlement to education is the academic year. Summer school is not an entitlement. And that's optional. We're not required to offer that. So again, I don't want to confuse the

074two. But again, I want to stay on topic so we can get through these presentations. And summer programming is not on the agenda for discussion. Even though it's important, I don't want to deliberate that. I just don't want to have deliberation on when, how, who, and adjustments, because that's not what's on the agenda for today. Thank you for your opinion, Trustee Villanueva. But as I stated from the beginning, as it related to your point and your research, I think that it's really, really important for me to get that off my chest, and I would appreciate the same respect as I do when I listen to everyone else. And I think it was really important in timing. Thank you. I also agree in the meta-analyses that I reviewed, extended learning time was a part of that

075and that could be a part of instructional day, right? Like adding another hour of instructional minutes, but it's also in the summer, right? Because there's only so much you can fit in during the regular year and then the study on the... the study on summer school, right, focused on math. So to that, I am curious. So it sounds like we're offering summer school at Tafoya, Gibson, and Woodland High? Yes. Just thinking about the elementary schools because that's what we're moving towards right now, do we have an instructional focus at Gibson at Tafoya for summer school? Is it all the content areas? No, we started last year with a sort of new way of offering summer school wanting to really target students who need support in English, language arts, and math. We revamped the model completely.

076And so what students are going to get this year is they have their summer day. And then within essentially the morning time, they'll get two. 45 minute sessions of English language arts intervention and then math intervention with a certificated teacher. So within summer school, the full day is with the ELOT program and tutors, and then we have certificated teachers that are going to be providing intervention in small group settings, specifically for ELA and for math. Is that summer school need-based or it seems like it's open to anyone? It is need-based. So not just any, if someone is not struggling in school, then they're not eligible or they can't get a spot? So students were referred for elementary school, elementary summer school, students were referred by their classroom teachers based on need. And then there's another

077layer of sort of verification that happens here at the district office. we need to prioritize those unduplicated students and then migrants and homeless. And then once that layer is put together, then they look at actually report card grades to make sure that we're really targeting the students who are the most in need academically. Just it's all we want to those students who need it the most and those who want to get invited first But like I said, we invite them to get registered to get enrolled and they don't show up at that point We want to put bodies in the seat and take advantage and we'll let students who are on the priority list consider all that but we want to fill in and take advantage of the resources that we have and i also

078wanted to add the what's happening the model that we've changed now the classroom teachers that we hire for summer school aren't necessarily assigned to a class they're assigned to do different groups of students and then we have the elop program running in richmond and students are pulled into groups and those are uh intentional um based on data we use our i ready data to identify groups so the elementary some school teachers develop the group space on me and targeting student skills and so that started last year we've Got a lot of great response from that Student parents felt as to these were being that it's just up that they're making an impact by focusing on that and then the students also got enrichment So we're trying to get this year. We're gonna track it and

079see the next three, two, three years to see how that impacts. It's a little difficult. I've had trustees ask, can we keep track? Well, students keep changing for some of the schools. So it's really hard to follow the success of that. I'd like to move us forward to have our first site principal come up. And that would be Stacy from Spring Lake Elementary, the School of the Owls. And she's going to be our first grade principal who's going to be doing this for the modeling, the first one with this. And I'm going to give you a time to see how much. So I'm going to give you a time now. I'll let the trustees know when there's 10 minutes left for Stacey. Good evening trustees, good evening to the group senate. Thank you guys so

080much for letting us be here and share with you some stuff about our school. Again, I'm Stacey Falconer, I'm the principal of Spring Lake Elementary. It is our newest elementary school in Brooklyn, Dwight and Clyde. So just to give you a little bit of background, the school opened in 2018 and at that time it was serving students in TK through third grade and only one class each in second and third grade. And then each subsequent year, we added two more classes at the bottom. until our school was full. So this is the second year that our school has now had all classrooms filled and our enrollment continues to climb. But I thought it was important to share that because when you start to look at our demographic data and our enrollment data, you see some

081big jumps in pockets of subgroups. That's partially why we were increasing by whole classes at a time for several years in a row. So... Alright, we'll start with our school outcomes and some strengths that I wanted to highlight for Spring Lake Elementary. One of our biggest strengths is our academic performance. Since we started testing students for SBAC in grades three through six, we've consistently shown high academic performance in ELA and in math. Consistently, our students have been in the green bands on the dashboard. And this year, one achievement that we're especially proud of... Our math scores have moved into the blue. And so we've shown significant growth in the area of mathematics over the last three years. And in fact, we have gone up a total of 18 points in math over the last three

082years. That was a result, I think, of really strategic and focused PLC time with our staff focusing on the area of math. That was our academic area of focus for the past two years. This year, as a result of our math and ELA scores kind of balancing out in 2024, we decided to shift our focus to writing, which is an area of need for our English learners, but also for all students. And so we're in the process of doing that this year and changing our focus, and we're excited to see what that yields on our SBAC scores at the end of this year. Our iReady diagnostic data also continues to be high. We just finished Diagnostic 3 in March. and 74% of our students in grades K through 6 were showing at or above proficiency

083in reading and 71% were at or above proficiency in math. So again, looking at that data consistently and strategically throughout the year, centering data as a topic for our PLC discussions and creating interventions and enrichments for our students as a result of that data has been really helpful for us. Another strength is our school safety. Our parents, staff, and students consistently rate our school as a safe place to be. The perceptions of Spring Lake Elementary is that it is a safe place to come to every single day. And our students and our families both continue to rate bullying as minimal to no concern. So we're really proud of that. And as you can see, our suspension rate also is quite low. Our chronic absenteeism was another area of focus for us. So for me as

084an instructional leader, I really do believe that focusing on a few things to do well instead of many things is advantageous. So the two focuses that we had for the past two years had been improving our math instruction and outcomes, but also reducing our chronic absenteeism. So three years ago, we were at 17% of our students chronically absent, and we've now reduced that as of last year to 6%, and currently we're sitting at about 3.5%. So we're feeling really great about that. Our reclassification rate is always kind of a strange one to talk about because depending on how many students you have at an ELPAC level three from year to year, we're not expecting all of our English language learners to reclassify every single year. But we typically are rating or reclassifying students at about

08520% of our English learners each year. And then another strength of our school is our teacher and paraprofessional staff retention. Teachers and parents who come to us typically want to stay and I think it's because we've established a really strong school climate and community. We're very collaborative. We have critical conversations safely and professionally to improve student outcomes and I think teachers really appreciate being part of that culture and climate. Some of our key challenges over the last three years, our English learner population is very small at Spring Lake Elementary. We're a small school to begin with, although we are no longer the smallest elementary school in town. A few years ago, we were. We're now comfortably sitting in the middle of all of our elementary schools when you look at enrollment. And we're really close

086this year to 400 students. And next year, I anticipate we'll be over that and getting closer to our maximum of 420 students. But still, as a small school that only has two classes per grade level at most grades, we have very few English learners in our community. One unique factor about our English learner community is that the majority of students in that group speak Punjabi, not Spanish. And so that's kind of a unique thing for our community over in the Spring Lake area. In addition to Nepali being another language that's dominant in our English learner community. So while our reclassification rate has been good, and we consistently see our students reclassifying before they get too far into the upper grades, we didn't see a lot of growth in our English learner progress in DePuter over

087the last two years. One year it dipped, and then last year we maintained. So that's an area that we've been focusing on. Part of that, I think, has to do with just some shifting and changing in our support service staff. While our teachers and our paraprofessionals are very consistent, we've had a lot of turnover and change in a lot of those support service positions, as you can see here. And it's not necessarily from people leaving, but from vacancies elsewhere in the district and then district leaders needing to shift staff around to fill higher need vacancies in schools with greater need. And so sometimes that results in vacancies or new staffing in our school. as a result so for example our english learner population is very small if we recognize that in the grand scheme of

088things there's a lot more english learners at other school sites that need staff we've had different learner specialists every year that i've been here for the last three years and so that does i think have an impact on our programming and the consistency of the instruction that we offer We're also a very small school that is blessed with low levels of poverty impacting our students and as such we have a very small budget and so when it comes to having additional funding to provide professional development, enrichment opportunities for our students, outside of school intervention, PD for our teachers, we really do have to get creative in-house to make sure that we're maximizing on the instructional leaders of our staff. that we are finding opportunities within the district offerings of PD to ensure that our teachers

089are developing and then getting very strategic with all the staff that we have to maximize every opportunity for instruction, intervention, and enrichment that we can during the school day. And so that's something that we work really hard to do during those collaboration times to find those solutions. Alright, so talking a little bit about our demographics, I would consider us to be a pretty diverse school. We have students representing just about every population and culture that you can imagine. And over the last few years, our three major subgroups, our Asian students, our Hispanic students, and our white students are slowly starting to equalize. And so we see our white population decreasing slightly over the last three years, and our Asian population increasing. And a lot of the families in that Asian subgroup are Indian, Pakistani, and

090Nepali families. So we have a lot of representation there. And then of course, students and families from all other parts of the world as well. With our student subgroups, again, like I mentioned, our English learner population is pretty small. We also have very few students, comparatively speaking, that are socioeconomically disadvantaged. So it's been climbing up a little bit as the new build area continues to finish out in that Spring Lake area. We do see a lot more multi-generational families moving in, and so that is impacting that demographic slightly. But for the most part, our demographics in our subgroups have been pretty consistent. For our social-emotional data, so teachers do these screeners for their students twice a year at the elementary school level. They answer a variety of questions about the social-emotional well-being of their students.

091Our students overall are doing quite well. So in the fall, 90% of our students at Spring Lake were rated as low risk by their teachers, with 8% as some risk and 2% at high risk. And then by the spring time, low risk increased to 92%. and each of the other two groups decreased by one percentage. I attribute a lot of this to a lot of great practices that our teachers have. We do morning meetings in all of our classrooms. Our counselor does tier one counseling lessons and social-emotional lessons in our classrooms monthly. And then we also have a lot of small group counseling services that we provide as well. For our teacher and teaching information, the average number of years of experience for the teachers at our school is 16. The most commonly occurring was

09211. Just for fun, I asked all of my teachers, hey, how many years have you been teaching? Just to kind of get a grip on where they all fell. The median was 16 based on their self-reported data, which means half of our teachers have more than 16 years of experience. The other half... have less and in looking at our current staff there's not a single teacher on our campus who has fewer than six years of teaching experience and I think that that's pretty significant. 62% of the teachers at our school classroom teachers and our one RSP teacher have been in their same grade level or assignment for the last 30 years consistently. But I also wanted to highlight that 81% of our classroom and RSP teachers on site have been at Spring Lake for the

093last three years. So there were some shifts as the school grew. Some teachers in lower grades took the opportunity to move up to openings that presented themselves as a school got bigger. And we also had some shifts in this past year of veteran teachers choosing, hey, I'm ready to try something new. Now I know what kids need to know here. I'd like to move down and be part of that solution to build them up. So definitely while I recognize that teacher experience in the same grade level is very important, it's also really advantageous when you have teachers who know where students need to go and can grow them there, moving around once they've attained a lot of teaching experience, especially in the same school where they're not impacted by a different culture that they have

094to adapt to, new community, new families, new administration, and those kinds of things. And then the average of the years of experience of specialists in our school is 12.6. And just to note, many of our specialists are shared at Spring Lake and other school sites as well. In regards to our professional environment, we offer opportunities for collaboration with our teachers and staff through the Wednesday collaborative calendar. The way that that looks at Spring Lake is I have control over site collaboration Wednesdays, and there's typically two of those a month. And sometimes teachers will have a teacher-directed collaboration day as well. And when it's under my control, those site collaboration days, my teachers have an agenda that we share through a Google Doc. And with that agenda, we're able to identify some have tos and also

095some may dos in terms of the things that those grade level PLTs are working on. And so that's one way that I calibrate and make sure that we're using that time effectively. And I try really, really hard to keep staff meetings to a minimum because we know there's not enough time to collaborate. And so we're trying to give teachers as much time as they possibly can during those guaranteed Wednesday opportunities. Our district has also provided several Wednesday collaborations that are district controlled, which are two hours long, to us as site administrators to further that PLC work, which has been really helpful this year. In addition to that, we all are able to use three release days for our teachers each year. And the way that we've been doing that at Spring Lake is that I

096pull grade level teams all together during the school day with the use of subs. And we meet as a grade level team to look at data, to analyze student achievement. We create a tier two, tier three student list from those teachers' rosters. where we identify kids with specific needs that are concerning that we want to support and help and we build intervention plans that we revisit throughout the year during those PLC meetings. And so at our site this year we were able to do that four times. We did several half day meetings and then also a full day meeting to make sure that we were meeting consistently throughout the year to case manage those students and look at data. And then I do want to note that our teachers in TK through third grade, because

097of their early release time at 2.30, their prep every Monday, Tuesday, Thursday, and Friday is from 2.45 to 3.15. And I do love that they have that common chunk of time. It's not a lot. It goes by fast. And I will admit that at the end of the day, we are all exhausted and tired and trying to process everything that has gone on. But it is really beneficial that they're able to meet together. consistently throughout the week to check in and make sure that they're planning together and in sync. In terms of meaningful feedback, we do staff meeting celebrations to recognize successes throughout the year that are centered around data, student achievements, teacher achievements. We also do PLC data analysis and collaboration meetings, those four times a year that I mentioned. During those meetings, we

098are drilling deeply into our grade level data. And we're talking about the strengths, but also the areas for growth. And what are we going to do as a team to support those students and turn up the dial in those areas. We do informal observations. I walk through classrooms. I check in on teachers. I provide feedback and written notes. And then formal observations and evaluations, of course, are part of the job as well. And then for opportunities for teachers to develop themselves and improve their own practices and craft, I offer to teachers the opportunity to go and observe their colleagues. So if there's something awesome happening in a grade level and somebody wants to go observe it, I will go cover their classroom so that they have the release time to go and do that. There's

099also opportunities for our teachers to highlight and showcase the things that they're doing during staff meetings or collaboration time. Our EELS will provide coaching to our teachers providing designated ELD by going in and observing that instruction and then providing feedback and then also just sharing. I'm sorry, attending district PD opportunities and site-based PD opportunities that our district provides in August and throughout the year. Occasionally, I do have funding to be able to send my teachers to some additional PD opportunities. So some of our staff have attended the STEAM symposium because we are a STEAM-centered school. We've attended the Q Conference and then also the PLCs at Work Conference in Sacramento. For extended learning opportunities for our students, our students have an after-school program supported by the YMCA. And so currently we have 181 students enrolled

100in the after-school program. We also offer an annual family STEAM night to all of our families and students to come and participate in STEAM activities centered around science, math, and engineering. And typically we get about 60% of our students and their families who come to that. But we also send our students to the sixth grade science camp. And we had a really high participation rate with that program. The kids love it, and most of the time, all the kids go. For learning enrichment, we have flexible groups for ELA and for math. We've been very strategic this year with how we use our literacy paras in grades one, two, and three. They travel as a team of two into each grade level one hour at a time so that we can do flexible grouping across four

101different adults so that we can get students what they need in a differentiated way for ELA and for math. We do co-curricular field trips. We do STEAM projects four times a year that are vertically aligned so the content doesn't change, but how each grade level introduces and challenges the students does. So each year they're building on what they did last year and strengthening and deepening their understanding of that science concept. We offer a career day and a college awareness week. cultural holiday traditions and exploration surrounding the cultures that are represented in our school community and then through either just student interest or my youth advisory committee students are initiating clubs and activities that they're interested in as well and we try to support as many of those as we possibly can with the help of

102staff and parent volunteers We also do, for an extension of learning, an ELD boot camp each year. And so two years ago, we were able to offer, I believe it was a 10-week program for students in grades two through six from January until March to provide some additional time for our English learners to develop their skills in advance of the ELPAC exam. This year, because of some strategic staffing with our ELS, we were able to actually offer that all year long. And so students from grades two through six had access throughout the entire year to some extended learning opportunity for English learners. Are there any questions? Okay. Thank you. You did a great job. Thank you. That was the first one. All right. Everybody breathe. It's okay. I've got this. Thank you. This was really

103helpful. I'm curious about the feedback you provided. It was really nice to see that you offer like informal feedback and walkthroughs and you drop in feedback. But how often do you find that you do this? Like, is it a few times a year? It depends kind of on the year. So I'll be honest, this year was a little trickier for me. All of my staff seem to be on the same evaluation year. So this year was a formal evaluation year for almost every single teacher on my site. So there was a lot more formal observation and feedback this year than the previous. Last year I was able to get into classrooms at least monthly, if not every other week, and provide feedback to those teachers. Thank you. I have one other question. I really appreciated

104also the colleague to colleague observations. If you step in and taking over the class while they go and observe a colleague, but how frequently do you find teachers are taking advantage of that? Thinking about this year or last year? Kind of infrequently, it depends. We see more of that happening when we have teachers shifting grade levels, or they know that they're going to shift to grade levels, so they want to go and observe what those teachers are doing to prepare for that shift. Two years ago, I had probably six or seven teachers take advantage of that offer. Last year, it dropped maybe to about four, and this year, maybe two. What are some of your takeaways that your PLCs have been working on and the progress that they've been making and the information you see

105trending? Sure. So like I said, the first two years that I was at Spring Lake, our focus was on math. And so year one, we spent a lot of our PLC time. identifying the endurance standards in math that we wanted to focus on, doing some vertical alignment by analyzing math vocabulary and academic vocabulary that we wanted to prioritize and some that we wanted to eliminate. We realized with our math curriculum in particular with the lower grades there was some math vocabulary that was introduced that was not helpful. And so we spent some time culling some of that out and making sure that we were using the same math vocabulary from sixth grade all the way down as much as possible. And then we saw the growth in our I-ready scores and our SBAT scores. This

106year in our grade level teams, we've been working on refining writing practices, teaching writing to students. So at the end of this year, and that was actually a PLC meeting I had today with TK and Kinder. We did half-day PLT meetings today. We were putting together our Google Doc of the common writing rubrics that were established with each grade level this year, the writing prompts for each of the genres of writing that they deliver, and then next year we're refining that process. So we have some evidence of the work that we've done. We don't yet know how that's going to correlate. We haven't finished our last final writing assignments for all of our grade levels, but we saw students improve with their writing with just that sheer focus. Okay, thank you for that. I appreciate

107that you guys are doing a lot of alignment with the grade levels. Are you also doing a vertical alignment as well? Can you speak to that? I can. So with our math vocabulary, that was one of the activities that we did early on in our PLC. Teachers identified by grade level their enduring standards, and then we showcased them on the wall. And in grade level spans, we walked around a bunch of commonalities and areas where we could align. correct things the year before to prepare students for the year to come. That's also part of the work that we did with our math vocabulary by limiting some of the gimmicky language that was happening in TK Kinder and FIRST and replacing it with the more accurate vocabulary that students are introduced to in 4th, 5th, and

1086th. So that was kind of our math work that we were doing. With writing, teachers got together during multiple PLC meetings. to look at rubrics together across grade level spans. So we focused in kinder first and second and third, fourth, fifth, and sixth to start coming up with rubrics that are aligned and look common as well. And that's the work that we're going to continue next year. So this year was creating the first draft. Next year, now that we all have something to work with, we're going to be aligning them further. I love it. I love it. It's like a guaranteed viable. rubric instead of curriculum. I just want to give you two blow-ups. I love that you're doing the meetings half day, full day with the grade level teams and going over your data

109metrics, not just once a month with the different grade levels. I appreciate that intentionality. And I put on my calendar at the start of every year two days to go and visit teachers. And it's not even a full day. It's like drop into Teachers I Admire and Respect and visit. Every time there's a takeaway. And I put something else in my toolbox and make it my own. And I feel like I become a better teacher by seeing what happens around my school site and then incorporating that as well. Thank you. For the reclassification of English learners, is there a target or expected percentage that you should be beginning per year? I don't have one of those. Typically what we do in those grade level teams at the beginning of the year, Look at our English

110learners. We see who is at eight mid to a high level three on the prior LPAC Assessment and those are the students that we are aiming to reclassify by the end of the year if the students got an LPAC score of one or two We're looking for LP growth, but they're not necessarily on our radar for that intervention and boot camp to accelerate them to reclassification so it depends each year and that varies where our threes are typically they're in our second and third grade and a couple times in our upper grades but that's kind of how we attack that so if a student starts in first grade there's not an expectation by a certain grade they should be reclassified? I think typically the research has said four to seven years, but if a student

111is at a level one, I'm not necessarily expecting them to reclassify in the next year or possibly the next two. But once we have students at a high two, low three, high three, those are the students that we're really expecting to make it within the next year and a half. And one more, Carrie, I guess. I'm talking about not the research or you, but from the central office, there's no communication as to expectations of either. For reclassification. Okay. Thank you. And then just to confirm, for your staff meetings, you have sign-in sheets? For the staff meetings, I do not because my staff is so small that as soon as I notice somebody's missing, I'm able to check that line and make sure that they're supposed to be here or they're out. Okay. So you don't.

112Okay. Thank you. I have a question. Yes, I would like to, if I hear correctly, you mentioned about this year you will be, you have a standard learning for English learner of your law. Can you tell me more about, I would like to hear about. Yeah, definitely. So our English learner specialist position this year was increased to 50%, and so we have our English learner specialist in the afternoons each day of the week. and because of her schedule we were able to work with a site that we share her with to FOIA to flex her day so instead of starting at 8 15 like most of our certificated staff she starts a little bit later which allows her to stay after school a bit at my school site and so during that after school part

113of the day she's supporting students with 45 minutes of extended ELD instruction So I would like to hear about the flexible groups for ELAC and math. For ELAC and math? Yes, sure. So teachers are using common formative assessments that they either create themselves, adopt from the curriculum, or using the iReady diagnostic data to create flexible groups of students based on skills. or performance. And then as a grade level team, they sort their students into groups based on the skill that needs to be taught or the reading level that they're at. And each teacher or paraprofessional during that hour of flex time that they're assigned will rotate the students through 20 minute sessions of small group instruction. During the school time? Correct. Does not like interventions or tutoring after school? No. Okay. My other question is

114about YMCA. So you always use YMCA instead of ELOP? We have. Okay, so you don't know the difference between YMCA and ELOP? It's just the after-school program that we have at our site, and I believe one other. We're just supported through the YMCA. Okay, so my question is that if you... There's all the principles know what is the difference between YMCA or any any principal can ask for different program No, we can't ask for a different program. We have to have one or the other what happened why when we first received ELOP funds And we were the requirement is that every school needs to be provided opportunities for extended day and enrichment You could either do your own program for the district or you can resource out. We were going to do ELOP across all

115districts, but there were two schools that already had YMCA. And the parents were really upset because they liked YMCA, they wanted to keep YMCA. And that was at Spring Lake and Samora. They've had YMCA for years. So at that time, I don't know if you remember, but there was a lot of emails sent to the board and the board asked me, is there any way that you can keep YMCA at those schools? And so YMCA is funded by ELOP. So we use ELOP funds for ELOP to occur at the sites. And so the school sites don't get a choice between one or the other. There's also limitations on YMCA staff and their program. They have limitations too on how many schools they can serve. It's saying, well, every class is different depending on the number

116of students. Some schools are bigger, so they have more students enrolled. Some schools are smaller, they have less students enrolled. And so wherever they have more students enrolled, we have more staff, so it costs more for some schools than others. So we know that most of our numbers are because of what we're doing at school, the improvement in the data. But can you also speak to the homeschool connection, the support that we give the parents? You spoke a bit about the, and I don't have mine up right now, but I think it was 60% turnout at, what was it, math night? STEAM night. But I know as a parent that we will weekly get letters. So can you just talk to the homeschool connection, how we bridge learning from school to home as well? Sure.

117So the expectation for our staff is that we are communicating to our students' families weekly. So all grade-level teachers are sending at least one weekly newsletter home. There's a lot more that goes home than just that, though. We're pretty tech-savvy with our parent community and with our staff, and so we utilize ParentSquare a lot for that home-to-school. communication. I send out a newsletter every single weekend as well to update parents on activities that are going on, highlight successes and events. And then we also endeavor to have a smattering of activities that families can come on campus to enjoy. So those four STEAM activities that we do that are vertically aligned from TK all the way up to sixth grade, we invite our families to attend and watch the demonstrations of those engineering activities and challenges.

118We have the family steam night. We have our VAPA sing-along night. Our PTO is very active on our site, and we're very blessed and grateful for our PTO and the various family-oriented events that they host on our behalf to ensure that families feel warm and welcome on our campus and part of our community. We do an Altogether Time whole school assembly every other Friday morning that families attend as well. And then again, we just we have a lot of parent communication electronically that we expect staff to respond to quickly and that's been a great resource for us using Paris Square. Do you have a STC class on your campus? EG Mont. Do you do anything with intentionality in your... PLCs to support your disabled students. Yes, so we're a tiny little school. We have an

119RSP program that is part of our school program. Our RSP teacher does not attend all of our PLTs because, of course, she supports students in grades K through 6, and that would eat up a lot of her time. But on those Wednesday collaboration days, she will rotate and work with different PLTs to check in and discuss goals for our students and their IEPs, progress in the classroom and needs. I also do a monthly check-in meeting with my SPED staff. So we have our own PLT where we meet together to talk about students that are pending referrals, students that we are case managing and watching, students that are not making progress, and students who are. So those are kind of some of the ways that we incorporate discussion for our students with special needs into those

120conversations. Also, whenever we're analyzing data as a PLT grade level group, we are calling out our English learners and our students with disabilities as we analyze data. Those students are always highlighted and represented so we can make sure that we're not forgetting about them and we're identifying that subgroup specifically and looking for growth and improvement. How would you rate your parent participation and how does it relate to the success of your student achievement? I have worked at a school, the complete opposite demographic of Spring Lake Elementary. And so I was a principal at an elementary school in West Sacramento that was on the complete opposite side of the spectrum. So I've seen a difference. Our parent community, they turn out. They come, they're present, they're very eager and interested in supporting their students in whatever

121way they can. They're very generous and helpful to our staff and to our school. So when we open up our campus, they come. They're very appreciative to any opportunity that we can provide to them in terms of parent education or just parent involvement opportunities. And I think it has a huge impact on student development and outcomes. Parents are informed, they're eager, and they're interested. They work collaboratively with our staff to help their students achieve greater and greater success. So I do think that the parent turnout is high and it has a sincere effect on our student outcomes. I just wanted to add a couple things. I've been to your school quite a bit in classrooms and just wanted to let the board know that one of the highlights that I'm always impressed with and the

122evidence of collaboration that I see when I walk into classrooms is the consistency of projects across grade levels. I can tell when there's PLC happening when I walk into third grade classrooms and they all have the same evidence of writing samples, lots of student projects, really focus on the same standards. You know, when they were doing all these math projects, making math tangible and... building things, real life experiences with the science and incorporating math. And so that's something that is very highlighted at Spring Lake. I also want to point out to the board, this is a very unique situation at Spring Lake. So in all fairness to all our other schools, this school started new and the teachers basically got handpicked. They started all together. It was an opportunity to create a culture from the

123get-go. And it's very different when you have other schools that have been here for a while. There's generational differences and changes, different leadership, things that get lost in places. So it's very unique. And also the population that she serves, the low-income challenges that come with that with families who work late in the evenings looking for those language barriers. and all those things and you can see it in a school where there's limited language barriers where there's limited on social economic status and those things you know those schools are going to tend to perform better it's not an excuse but it is a reality because the other schools have additional challenges that we need to consider as well But Spring Lake, I've just been very happy to see it continue to grow under your leadership. You're

124doing a great job. And the teachers are so focused and on the same page that I think we're going to continue to see great things at Spring Lake. So thank you for your leadership. Thank you very much. This concludes your comment. We're going to take a five-minute restroom break. So it is. Thank you, Ms. Walsh. Continuing on with Zamora Elementary now. Can you hear me okay? Yes. Okay. Stacey, it'll be a tough act to follow, but I'll try to do my best. I just want to thank the trustees for giving us this opportunity. We all love to chat about our schools and answer questions about everything that's going on for us. So this is pretty exciting. Thank you, Superintendent, as well. So my name is Amanda Walsh, and I am the principal at Samora Elementary.

125And we all have the same agenda, so I'll start off with school outcomes and the overview. I'll move into our school demographics. I'll talk a little bit about our teachers and their teaching information. I'll talk a little bit about our professional environment, and then I'll move into our extended learning opportunities. So school outcomes overview. So this is my second year at Zamora. I am very lucky to be the principal there. I've come into a site that is heavy on tradition and I have welcomed the opportunity to learn the Zamora way. So three things that I think that we can be proud of, some of which my teachers also really have given me feedback on through surveys and parents as well. One we'll start off with is chronic absenteeism. About three years ago, we were around

12624, 25% chronically absent. As of 2024, we're down to 16.5. Alyssa Perry just sent us our slide deck for attendance and we were down to 11 so I'm really really looking forward to this year we just won our little attendance banner so that was fun too chronic absenteeism we know we have to have kids at school if we want them to learn I think in terms of academic rigor being one area that I want to highlight, that's sort of Zamora's mission and always has been. Our teachers are focused on academic rigor. That is their kind of sole mission. When I got there, I went through the classrooms on open house and I was kind of blown away by writing all the way down to the kindergarten level. So a couple of things just to highlight

127our fourth through sixth grade for the last two years, we've just sort of started the PLC process, but for the last two years they've been looking at writing in fourth through sixth. Those essential standards and creating that in their professional learning teams, they're all focused on the same thing, reading the papers, saying what did your students do with this, how did your students do that. So that's been fun and I'll talk a little bit more about PLTs when we get to that. Another area that I'm proud of is reading. This year we started Reading Buddies. So our upper grades are working with our lower grades to read each week together and it's been really rewarding for both groups of students. And you can see that our reading scores continue to increase. And I was really

128excited. We just finished our last iReady, as Stacey had mentioned, our last diagnostic. And just kind of a little shout out to our third grade team. 73% of those students are proficient readers. So that was really exciting for me. The last area that was something that I saw when we came is just this idea of increasing positive student feedback, which I think increases student engagement and obviously then student academics. So I just kind of listed some of the things. I think some of the most powerful things that I've done is create a little bit of alignment for a site that hadn't had strong leadership for a few years. So I have a Walsh Welcome. The whole school watches it on Monday. I zoom into the classes. I talk about playground rules, so it's called Peaceful

129Playground. I discuss teacher shout-outs and student shout-outs. And we sort of are all on that same page at the very start of the week. And it's just been a great opportunity to get to know all of the students. They'll come up to me and say, oh my gosh, I saw you on Walsh Welcome that first year when they didn't really know me. And then our PTA suggested, you know, we hear about the Walsh welcome at home all the time, but we don't really know what it's about. So now I send it home on Mondays after my Sunday letter as well. So lots of fun things that I've sort of created for teachers to give positive feedback to students more often. So sending monthly postcards home. I have made a ton of positive phone calls home

130and teachers are doing that more as well. I have monthly character trait assemblies like trustworthiness, citizenship, honesty, and parents are invited to that assembly each month. And then of course Zuni Bucks and our Zuni store which has a long history. The kids love, they get Zuni Bucks for good behavior, for being safe, being respectful and being responsible. So areas where we could grow or challenges or opportunities where we still need to take another look at something. Obviously, I am new. My leadership is only two years old. And with that, we've also had over the last two years some changing staff, which is new to Zamora. So last year, we hired two new teachers. This year, we will also hire two new teachers. If you look at our demographics over the last six years, We've also

131had a change in student demographics. I think about 2017, I think is the first year that I looked up, but 2017, our socioeconomically disadvantaged students was somewhere around 34%, and now we're, I think it was, no, it was actually 40%. And now we're around 51 to 54% socioeconomically disadvantaged. With that, that brings challenges. Teachers need more trauma informed teaching. Teachers need to understand that all students are not gonna learn in the same way maybe that they have had students over the last seven years. So that's one key area that I think that we continue to want to grow in. Special education. So I've heard some talk about what sites have SDCs. We have four SDCs on our site. One K1, one what we would call a K1 autism class, a second, third severely handicapped class,

132and then a four, five, six severely handicapped class. One of the challenges is for those two younger classrooms, which also have students that are learning how to be in school and learning appropriate behaviors. We've had uncredentialed teachers, so I've supported a lot. This year we were blessed with one credential teacher who was a lateral transfer from another district. So that has taken some of the pressure off. That has been hard in addition to the fact that I am the LEA for over 200 IEPs a year. So it takes a toll on my instructional leadership as well. I'm in IEP meetings one full day and at this point in the year I am in IEPs all day after school. Unfortunately, we also have an RSP intern and an RSP sub this year. We did not have

133a school psychologist, so we had three rotating school psychologists. And you can imagine that they, while they are wonderful people, they aren't as invested in your site as they could be. And that brings with it some safety concerns. We've had some students in our SDC classrooms with pretty extreme behaviors and not a lot of support. So that's sort of where a lot of my attention has gone and quite frankly a lot of my heart goes to special education and how we can make that better. The last area that I think we need to have a conversation about at our site and to grow in is tier two interventions. While we can have high quality first tier instruction and then many teachers also know like RSP, special education, speech teachers, ELD, those might be considered tier

134three. We don't really have that gray area of tier two. So how are we closing the gap? How are we really looking at students like if they don't? meet tier one expectations, how are we supporting them? It can't just be, well, now we are gonna try to get them an IEP. So I'm really looking at what I need time. It's been very successful for grades one, two, and three in terms of using the FAUNA calendar survey, leveling all of those students, having all of those teachers support small group learning. I'm trying to think about that for four, five, six. That's one of our goals. as we move forward to the new year. And I really feel like we need to get tight on what those two-tier interventions are going to be. It can't just be,

135oh, I'm going to help Johnny with his homework, or I'm going to pull Johnny a little bit more in this small group. I think we need, as has been mentioned before, more data and more keeping track of what those interventions are. Okay, school demographics hasn't changed too much other than the socioeconomic piece. Our populations have remained pretty standard over the last three years. I would say our enrollment has gone up just about by 24 students exactly because we added a TK classroom this year, which has been really fun. And when we look at our socioeconomically disadvantaged students, we're right around half of our population. And I was right, about seven years ago, it was around 40. So we're about 10% higher in that area. Special education has remained the same. I looked before I came,

136we're about 101 special education students. This is again the same screener that Stacy showed you. You can see that on my site as the teachers finished their spring survey, we actually went up four, you know, we have four more, 4% more students who are falling in that sort of at-risk category. I would say that's more because teachers really know a lot more about their students now. and they see, oh, this student has a need here, this student has a need there. Teacher and teaching information. If you know Zamora, you know that we have had a long-standing staff. I can't tell you, they know more about the school than I will ever know probably, but the average mean years of teaching is 19.3. The most commonly occurring number of years of teaching experience is 28. And

13772% of our classroom teachers have been in the same grade for the last three years. That's pretty incredible for a site. I've worked at other districts. You know, obviously they know the standards. They know what kind of students they're getting at the beginning of the year, what that student should look like at the end of the year. They're very well versed with the curriculum. They feel very, very comfortable and they trust their grade level partner. So that brings with it a lot of success and collaboration. And the average gain of years of experience for specials at the school is 19.1 and then the most commonly occurring number of years for that. that is nine. We also have, this year we had our ELD specialist who is a retired teacher who also worked on our staff

138previously, which has also been a great experience. She has really helped kind of pull up that ELD program. She's going in and watching designated ELD, providing comments to teachers and then providing feedback for me. She's really, really amazing. So our professional learning environment. Like Stacy, I try to give our teachers as much time as possible. So that pretty much averages out to about three times a month in designated professional learning teams. I have many, many grade levels who are collaborating way more than that. This morning, I was actually trying to get just like a minute of a conversation with a fourth grade teacher. And she was like, hold on, hold on. I'm trying to explain this. how you do this and story works for her partner teacher. And for a second I was like, okay,

139but I'm busy. But then I just like stopped and I was like. That doesn't happen everywhere. So it often fills me with a lot of pride when I see the relationships they've built with each other. It can be challenging at times, obviously, but for the most part, I see it all the time. We have a copy machine in the staff room, and we also have a copy machine in the sort of office area, and teachers are back there sharing ideas. Oh, I got this. Oh, did you hear about this? It's pretty constant there and for me, I have come from sites where there isn't a lot of collaboration and to see that collaboration, I really appreciate it. We started professional learning teams last school year. We pretty much follow the district protocol in terms of

140like that data sheet we use at the very beginning of the year to set our goals. This year we did a math goal and a reading goal. We're tracking it on the same form so every time we meet we see okay these are the trimester one friends that needed more support. These are the trimester two and then at the end of the year we'll fill it out for the trimester three. Teachers are going back to it because it highlights, like Stacey said, the English learners that need support and the students that are receiving special education that need support. So it has become a tool that I look at as well to see, okay, have these kids shifted yet? Has this group moved? I find it very valuable. And then in terms of meaningful feedback, I

141would say, you know, every principal has their gift. I would say my gift is just being visible. Teachers know all the time I'm going to be walking in. I'm going to be talking to students about what they're working on. I will be pulling kids to work that I see are either not engaged or need a little bit more support. Even in a quick walkthrough, I'll just kind of go in and kneel down and start working with students. So I think that opportunity to, one, model my own teaching and how I talk to students is very valuable for teachers. But then also in formal evaluations, they don't feel as nervous because I'm in there a lot. And I will say, I will be honest, in terms of how often I do that, I'm in classrooms every

142day. But I would say I'm in some classrooms more than others to try to support behavior. We are moving more students out of our autism, which is our mild mod, have been pushing in for inclusion. So I'm also there observing that and seeing how that transition is going. But for the most part, I think it's invaluable that teachers feel relaxed when you're in there so that you can get a really good idea of what their teaching looks like on a day-to-day basis. And then in terms of other opportunities that teachers have, obviously Stacey touched on a lot of them. We have district professional development. We have grade-level collaboration where they're listening to their colleagues and getting tips from their colleagues. I like to provide links and teacher tips in our weekly staff newsletter that I

143send out on Sunday right before I send out the parent newsletter. All of my teachers attend district action teams. And I have found it really beneficial for our teachers to attend things like E-LAC meetings and site council meetings and PTA meetings because they hear firsthand from parents what their students are struggling with, their students' experience in the classroom, and that really helps build that relationship, that parent-teacher relationship. And in addition to that, it helps those teachers know better how to serve the students in the classroom. Extended learning opportunities. I would say there's been a long history of enrichment after school enrichment at Zamora. This year we added chess club because I felt like we needed something else other than sort of more active things. So chess club has been very, very successful. We are actually

144second through sixth graders participating on two different days of the week. And this year we also have dance club, which just started. To have two clubs at the end of the year when kids are really not as engaged, it's really kind of just sparked some engagement and excitement on our campus. I actually got two emails from parents this morning just saying thank you for sort of taking the time to think of ways, creative ways, that we can have these opportunities that are free for students after school. We also have YMCA. We're currently serving 150 students. This year we've tried Homework Club and K-3 has been very successful. It fluctuates somewhere between 15 to 20 students from 2.25 until 3 o'clock. For the 4th through 6th graders, it's been a harder sell, but we do have

1455 students who continue to show up and give it their all. In-school enrichment, pretty much all of the same things that we talked about. Walker Creek, this year our PTA put on Science Day in the daytime so all students could attend. It was such a fabulous event last night and last year in the evening that I felt really sad that all of our students couldn't partake. So PTA worked with me and got all of the vendors to come during the day. It was amazing. The students had the best time. We're getting ready for our talent show. We've had over five assemblies this year. Walker Creek sixth grade has convinced me to try a field day this year. We'll see how it goes. I'm a little worried. And then in school extended learning, we have an

146intervention coordinator that we pay for out of our site funds for K through three to support what I need time. We have a combo paraprofessional, our literacy, paraeducators, and our ELD specialists and counseling groups. And that's my site. All right, questions. Thank you. Yeah. I mentioned the supports that you have. I did see cafe specialist. We have a cafe specialist. Okay. Yes. Okay. Just making sure. Yeah. That's my first one. Okay. Can you describe more of the what I need time? Yeah. So our first and our second, a little bit of our K students this year participated at the very beginning of the year. Essentially, they look at the Phonics Wonders Survey, and then they divvy up students based on that. And they have two first grade teachers, two second grade teachers, and our intervention

147coordinator. And all the students are split up based on need. and they go to those classrooms and work on their phonic skills during that time. It ends up being about 45 minutes. I apologize if it was on the slide. How many students do participate in that, or is that sort of they're opted into that? All students in first, all students in second, and all students in first and second. Kinder was, I would say five students from Kinder participated at the very beginning of the year, but they sort of... They stopped. It was just too much to try to manage that class too. Thank you. Yeah. Your chronic, decrease in the chronic absentism, what were your... Two top strategies that help you reduce it. So I've tried to tell students not perfection but progress so I

148provide rewards and awards every 90 days. That's been really successful. I also highlight the classrooms that have perfect attendance each week on our Walsh welcome and I think building relationships with families has made a huge difference so I just walk out to the car and I'm like hey we're at 16 tardies what's going on how can i support you um our cafe specialist has helped me with that um our we have a fabulous attendance clerk and she's notifying me daily like hey like just today she said hey have you seen this pattern of tardies and i was like No? And so then I looked on Aries and I was like, oh, so every Tuesday and Thursday he's late. So then I just went to the student. He kind of talked me through it a little

149bit. Then I went to our cafe specials. I'm like, hey, can you call and just find out, is there any way we can support transportation on Tuesday, Thursday? So I'd say key strategies, one. knowing your kids and building relationships with families and then two really talking about progress over perfection so not perfect attendance but just like each day we're getting better and then in our Sunday newsletter I have what's called like attendance matters a corner and Alyssa Perry has done a great job of creating slides and they're really easy I just copy them and paste them in there so parents can see like first grade has 92% attendance this month. Second grade has 94% attendance this month. So that parents know by grade level what it looks like. Thank you. You listed demographics of students.

150on the site have changed over the last five years as a challenge. Is there any sort of professional development or any training that you've provided to your staff? Well, I think one thing is that it hasn't taken off, but I really do feel like we need more SEL strategies in the classroom. So we have Second Step. It's a fabulous curriculum. I've used it in every single school district I've been in, and it's underutilized. I had our sort of head counselor come in and do a professional development at the beginning of the year. And I can actually track the lessons that teachers do. I go at the very beginning of the year, I go in and model a second step lesson. I'm gonna tell you, I feel like time is a factor and teachers feel like

151they don't have enough time to do an SEL lesson. I think it's really important, especially for students who have had trauma, who don't feel included in. site who maybe have difficult family situations who maybe just don't have friends like those lessons help teacher help students to feel heard and seen and I just think we have to make more time for it My second to last question. So you mentioned that teachers attend ELAC and then DLAC was listed, so they also go to the DLAC meetings? I haven't had a teacher go. Well, that's not true. I had one teacher go last year, but not this year. I do think it's important. No, no, I mean, the fact it was listed, to me, I mean... Would want it to be like more than once for you to

152be listed as beneficial. That's true. And then what have you noticed that they've done different after attending either ELAC or or Psy Council or other stuff because you mentioned that it's one of the things that has improved instructional ability of the teachers. Yeah, so this year I had two teachers that are what I would call like strong warm demanders so like they have high expectations for academics but maybe the relationship building is harder for them. So there was a parent on our site council who had one of those teachers as their student's teacher and just kind of expressed disappointment. Like if we're funding field trips as a site, which we do, we fund the bus part of the field trip a certain amount for each grade level, it doesn't feel equitable if that grade level

153doesn't go on a field trip. And I can say it to teachers and students might express disappointment to teachers, but I think it's really different when we're in a whole group and we're talking about the equity of it. I feel like it really moved that teacher to set up a field trip at the end of the year. And my final question, do you keep, are you signing sheets for staff meetings? I do not. I have the same situation. I have a small staff. So my question is about the clubs. So the clubs are running for YMCA or it's not? It's open for every student? The clubs? The clubs. We have a cap, so generally it's 50 students, but it's open to anybody in those grade levels. So like chess club would be second through sixth.

154And the same with the ones that are very interesting for me is the homework club. So homework club we did by recommendation by teacher recommendation. Okay, is your own old journal it? No, we started it in March March Okay. Yeah, so you just started it like two months ago. Yes I want to learn a little bit more about the SEL time you had mentioned given the school demographics. It sounds like it's something that you've recommended to teachers, but it's actually not, does not have instructional minutes in the day. So it's something that they need to incorporate. Is that right? Yes. Is that something that maybe you think would be helpful if even like, I don't know, 30 minutes a Friday or something to incorporate that into the instructional day? Do you feel like that might

155receive a little pushback that might not be helpful? as a strategy to ensure that all students are receiving seo time yeah i i do and in other districts we had that i would say um i talked to our site just about um us as a district us looking at the instructional minutes because also we're going to have to change them for data i mean that's going to have to be a conversation because that is a lot of money and we all are hiring teachers and we're going to need to find the time for it even though they're not currently listed in the instructional minutes So then you're saying that the instructional minutes need to shift anyway and you're planning on including in about the time but then also SEL time consistently? Well, that was something

156that I think we have to discuss as a district. It's not the instructional minutes are actually not provided by either. It's a collaborative. Okay. Thank you. So you have on your social emotional learning screening that there was a lower result of favorable and an increase in the unfavorable. Can you speak a little bit more to those benchmarks? In what way? I mean, I can speak when I can make assumptions. Do you have any correlation? Was there suspension rate? Did that go up? Were there increased fights or something that were happening? What created the decrease in feeling safe and comfortable in their setting? So this isn't about feeling safe and comfortable in their setting. It's more that teachers actually are... They are giving, they are, okay, so they're not giving it to the student. Right, they're

157assessing their students. They're assessing their students, right. So if you see a student in the fall, and maybe they have like a few behaviors, you know, they're in your first grade classroom, they come in, they have a few behaviors, and you're like, okay, well, that seems typical. But then you get to know them more, and maybe behaviors increase. Maybe they are academically really struggling. then I think that you would rate them higher for being at risk than you would at the beginning of the year. Does that make sense? I do. I get that. But I'm wondering, are you seeing any trends? Do you have any takeaways? I see that it's minor. It's 3%, but still. I don't see any trends other than the general spring trend, which is that behavior increases during the spring. And

158I don't know if that's correlated to teachers feeling overextended and tired at the end of the year. And then it's harder for them to maybe regulate. And then in addition to that, they have to regulate. student behavior. So I think that could have a correlation. I mean, as a former teacher, I know at the end of the spring you have so many deliverables that maybe you're not as patient as you were at the beginning of the year. I mean, personally, that's what I think. I think that they're rating students because they're seeing more behaviors as they get to the end of the year. For your SDC teachers, what does PLC look like for them? So they have joined one time with our general ed population PLT time. And then I have spent Wednesdays when the

159other teachers are in PLT. I have spent one Wednesday with our SDC teachers and our paraeducators, actually. um just to try to get what their needs were on our site because i often think They attend all of our meetings and they go to all of our professional development, but they have very different needs than a general education classroom. So I try to get that feedback. I did have them meet one time at just all four of the SDC classrooms, and it was beneficial. Out of the four that I surveyed, one said that it was beneficial and the rest felt that it wasn't. I think they're all at different learning rates. I'm going to be honest, when you have uncredentialed teachers, and then we have two that have been there for a long time. And then

160can you also speak to the support level? I know you said you spent a lot of time with your SPED. So what does that level of support look like? And I get that there's only so much you can do. There's a ton of training that needs to happen that's specialized. Yeah. But can you speak to how you support the SDC? Well, I'm in there a lot. I mean... I could go as low level as saying that like I change diapers when you know they were breaking people are being taking breaks and the classroom teachers not there I watch outside when they're with our general ed population in terms of like tangible support I think I'm in the I'm in the ear I'm in there all the time like trying to figure out okay What can

161I do to support to make this easier for you? Some of those classes are very very challenging in terms of just the emotional load and toll that it takes on the paraeducator and the teachers. I think the thing that I can speak to that's most tangible this year is that I created IEPs. SDC teachers did not use to hold IEP meetings on that Wednesday because it required two subs. but our district provided subbing, like paying our site for two subs. So then I also just threw in extra money so those SDC teachers didn't have to hold those IEP meetings after school because it's just a lot. It's a lot. So that has been one tangible thing that I can do to support, and it's been very beneficial to them. They have all expressed that they

162prefer that they have those on Wednesdays. As an SDC teacher for students with extensive support needs, I know a lot of times you need that period to pivot, to review data, and to implement plans, develop and implement plans. Are we getting the... teams that time to pivot to interpret data It's really hard for the STC's over the RSPs as the RSPs often have a lot of downtime without students with the SDC you're going triage triage trauma triage triage Yeah, and you barely have time to even take a break Yeah, I would say the one area that the district provided this year was that they got five release five paid release days to do IEPs or to look at data exactly what you're saying. So that's been extremely beneficial for our SDC teachers. I mean, all

163teachers don't have enough time. All teachers don't have enough time. But I think for, I would say for the four SDC teachers on our site, they have really rallied this year with not a lot of support, I'm going to be honest. We need more program specialists. I could go on. I don't think this is a district problem. I think it's a national problem. Paraeducators are not trained. We don't have a designated training program for them. They're being trained by the classroom teacher. So this year we had three new paraeducators start after the whole year started. So then I would go in there into those classrooms. so that I could relieve some of that pressure in those first weeks when they're still learning what the routines are. I found that just like the other day, like

164last Friday. I'm gonna get teary about this too, but just at the end of the year. But last Friday I went into an SDC teacher who's long-term SDC teacher and she just had a very difficult day. And I just went in and she was like, how did you know that I needed you to come in right now? And I was like, well, I didn't. Like I knew I hadn't been here in a little bit. So then she just gave, I just, all we did was like walk outside. I gave her a hug and then I was like, do you need a break? Do you need a moment? And she was like, no, she just kind of needed to vent. I think lots of principals, you're going to hear from all of our principals, lots of

165principals have lots of different gifts. I feel like my gift is just that piece of understanding what it means to be a teacher and understanding the needs of students and that they can't carry that load all the time. I have a quick question, I think. So thank you for everything you shared. I really appreciate it. The extended learning opportunities, I feel like they're really impressive, like the variety that you have for both the after-school enrichment opportunities, but then also the after-school learning opportunities. Who leads these? Are they teachers? Are they volunteers? Yeah. So I can go through each one and kind of tell you. So I have it in my budget, so I am paying a little bit for materials and things like that. Oh, I don't know if it's up there. But so choir

166is a retired teacher and we pay her just a small stipend on a VSA for her to do choir. Cross country is district wide. So we have two teachers who took that on this year as an adjunct duty. Dance club, I'm paying that teacher a small fee on Thursdays at her rate. Chess club, I'm also paying that. So I just created a pocket of money for that. I think that's it, right? Chess, dance, choir, cross country. Homework club. Homework club, I'm also paying both of those teachers. So I split it up. There's a primary teacher and an intermediate teacher. And we will start at the beginning of next year. And for primary, frankly, I think it's well intended because those parents don't have child care from 225 until three. Okay. I do want to just

167share that every time I miss a mora, I can never find you. You're somewhere in someone's classroom, and every time I see you, you're dead on your knees talking to a student. And it is noticed. Teachers comment on it all the time. I just received an email the other day. I should forward it to you of someone complimenting your leadership and the impact that you're making so that your parents are noticing as well. So thank you so much. Great job. Let's give her a hand. And I just want to clarify, just to add a few more things regarding instructional minutes. So we do have instructional minutes, and there is a... a guide that we provide sites and there is 30 minutes a week for instructional for SEL lesson a week. I'll be happy to email

168you the schedule but there's certain times that we are required for math, for ELA, ELD, social studies, PE, that squeeze in prep. There's a lot of things we need to squeeze in the day and sometimes it doesn't go perfectly by the minutes because of all the other things but We share those at the beginning of the year. The Maria Oro School, we use it with our principals and we do something where we have to keep communicating to our sites. And our teachers are the professionals, so sometimes they have to make adjustments based on what they know is best for their students. They're working with the students every day in the classroom. Also regarding paraeducators, as you know, that is a big challenge for us. So I just want to be very transparent that the parent

169educators and special ed is a huge challenge of us finding, we never have enough, we just don't. We have openings. We end up hiring people throughout the year. Sometimes it is difficult challenges in that area. We're not the only ones, but that is a challenge. So keeping a consistent training schedule is very challenging as well. But our behaviorist lead, Capri. provides training for them. So it is very likely, it is likely, I'll just say that, that some of our paraeducators miss out on that training because of the timing when they get hired. But it's an area that we are struggling with as a district. Okay, so with that, I'm gonna invite up our DINGLE principal, Laura Valencia. Let's give her a hand, give her some encouragement. Now, before she starts, Her community and school are

170very different. So I just want to be honest about that. And so it's going to be every single one of our schools is different. The culture, right? The population that you're serving. The history. The beliefs. We've heard of the research. All of those make a difference. And so that impacts some schools more than other schools depending on the challenges they have. And Dingo is a school that faces some challenges. And so I don't want you to feel, you know, I want you to feel uncomfortable today about this. We're here to support you. The board here wants to learn more about your school. But, you know, you do have a very, very different school than the schools that we've heard of so far. Well, thank you, Superintendent. Thank you, everyone. Good evening to everyone. It is

171true that my demographics, my data is going to look very different, but I do have to say that I appreciate this entire process from hearing the great reminders of the research and even having the time to work on this presentation with my colleagues because... I was able to go a little bit deeper into where we really stand when we compare our site to even other sites in our district. And I wanted to be honest with our staff as well. So I presented this to our staff in previous meetings just so that they kind of knew how we inherit a lot of what we have. It was not to any specific, you know, pointing fingers to any direction, but it was just what was created. And I'm grateful that we have this opportunity to go through

172it and learn and know how to move forward in the best interest of Tingle. So here we go. This is our same agenda that everyone is following. So we'll start with going over some of our school outcomes overview. We're going to start with some of our challenges that we faced as a school. I will share that one of our biggest, I'm sorry, it's all right, we're starting with strengths. So within our strength, when I went through this process and looking at what is going so great for our staff and for our school, I really had to give this a strength and say that our staff has worked really hard and... aligning our professional development opportunities and to have a common focus has been really helpful for everyone and I think it's been one of the

173good highlights for the last three years. And all of it has been with the intention to improve Tier 1 instruction. It has been one of our needs assessment main topics of discussion as to we need to empower and improve our Tier 1 instruction and what's going to be the best way to do that. empowering and educating our staff is going to be the way to go. In the last three years, we were able to work with that Promesa grant. It's actually a five-year grant and we are on year four. And we're looking at three years of working under this idea and it has aligned instructional practices for our teachers. So it was like that tier one instruction where everyone is aligned and understanding what are our common agreed best practices that we're going to implement

174with everything we teach. In addition to that, this year we added, or actually last year I would say, but for Dingle this year, we added an additional training with ABC Olay program, which focuses on early literacy. And again, it goes, the beauty of these two areas, whether it's that ABC Olay training and the PROMESA, is that it is just... taking back the research and knowing how to identify those good practices for early literacy skills or just general skills and for students who are learning a second language. It's not they're not tied to any curriculums or teachers are not learning how to implement a brand new curriculum for literacy. It's just what is the best way to identify when students are having those gaps in phonemic awareness and all those early foundational skills. And then through

175our PLC work, we've also had the opportunity to expand our PLC work and have our three dual immersion schools work together, especially for sites like mine where we only have one dual immersion teacher per grade level. for them to be able to expand their learning, collaborating with their grade level partners from the other two schools. And our focus, again, because we wanna be intentional and be focused on what we do, we wanted to focus that on writing. And so we met three times this year to work on writing alignments and calibration of rubrics and calibration of writing for... Teachers within their grade level so for example at Tingo we were able to host fifth and sixth grade teachers from all three schools every time that they met to collaborate and I do have to say

176that it's been really amazing to see how they've bond together and they've learned to take it to the next step especially this year when it was like well if we just collaborating calibrating writings and getting to the point of that like celebration piece of writing It's kind of late and we should have done some more of this collaboration in the planning stages. So this year that was more of the approach to be able to provide that. How did you get your students to get to that writing? Because we do know there's a lot of... knowledge and skills and abilities within our own staff. And so that sharing and collaboration has been amazing. We've also had, in terms of our data, we have had an increase in reclassification for our English learners. We do have English

177learners being one of our main subgroups that we support at Dingle. So seeing their... reclassification increasing over the last three years is definitely a great gain for that population. We have also an increase in our overall scores for language arts. We had a 7.4 points on the California dashboard. We were able to move one color from red to orange when compared to last year. So that was a good game to look at and celebrate and to make sure that our families and our teachers know that we are moving in the right direction when we stay focused. And we've also had a decrease of the chronic absenteeism. And our absenteeism rates or percentages are much higher than what you have seen in the other schools. We are currently at about 24% of our students were chronically

178absent. And we were still able to show a really nice decrease in percentage so it's always great even though we still have a way to go we are moving in the right direction which is what we want to do. And now we're going to go over some challenges that we face as a site. And again, looking at the last three years, some of the things that we have noticed is within our data, our main big area that continues to be out there, we continue to work knowing that this is how we're operating under, is that we are underperforming in both language arts and math significantly. We have had very little growth over, I would say, and I have a picture in a minute, but it hasn't been just over the last three years. And it

179hasn't even been as a result of COVID. We have been underperforming and no significant. indicators it kind of goes up and down depending on the year so again seeing the research of less now that we identified an area that the teachers feel comfortable that they need to know how to improve their practices with certain skills that they need to develop we need to stay there to see if that would take us in a certain direction versus trying different things every year or every other year without giving it the right time for things to be put in place rightfully. So the first bullet point shows our data statewide. Our second one is our more local data with our I-Ready scores. And they mirror our state data. We have about 33%, so I would say like a

180third of our students every year in the last three years are at grade level. So we only have one third. in language arts. And then we only have about 22% on average the last three years, and the year at grade level. So definitely good areas that we need to improve. And some of the challenges that we identified as staff was that We had a discussion about this and also Britain and I have talked about this the effective management of a program that school that has two dual programs has been challenging so for example one of the big challenges that we face is that we have We have the limited opportunities for for our teachers to glide collaborate with grade level partners that teach the top the same the same language and even though they Share

181the same standards and taught me to teach the same standards as a grade level partner it has a different layer of Understanding when they have to do it in a different language and when they have to understand translanguaging more Modalities and all this so it is really At some point they will be in isolation. So especially for immersion teachers. They can't collaborate with their English partner Find the entire time but the minute when we have to identify What does the dual immersion program specifically need? then it becomes that one person trying to figure out how and when to implement certain things. For example, this year we noticed through our PROMESA work that we needed to improve our assessments and that we didn't have something that really would measure how are they acquiring the second language.

182So we adopted a tool that would help us track how they're doing from the beginning of the year to the end. And that takes me to the next point that that required these teachers had to do an additional training on top. We called it a staff meeting. So we have two staff meetings that dual immersion teachers have to do. This year we did it one in the fall, one in the spring because there's just not enough time within our staff meeting schedule times because it's also limited just like my colleague shared. We're trying to eliminate staff meetings and allow more PLC and collaboration time for teachers so that it just had to happen at some point in the day. So I'm very grateful that we have a team of... dual immersion teachers were very dedicated

183and they just really believe in the power of the work they do and so I said we have to meet and we have to talk about this new assessment and how to calibrate it and how to assess it and when and all that so they they said like sure when can we do it so we were able to meet in the fall and then we just had our second um DI meeting but again it is one of the challenges that we do have to I do have to figure out like when can I really meet with my teachers that requires that extra work and of course our instruction that it is our reality is not fully aligned to standards which is really the main problem we have to understand Our teachers have to understand what

184those common or what those essential standards are for each one of their grade levels. We do have the process to get our staff to get there with our POC work, but we do have, in a minute we'll see my staffing, we do have teachers who are not fully experienced in the grade level. Some of them are not fully credentialed. And we are dealing with that as a reality of staffing. So it has added that complexity to the main problem of instruction, which is we don't have the right qualified . And some of the things that we reviewed as a site because there's a lot of internal work that we need to do and one of them was to we have been showing limited progress on those strategies that we identified as a promesa school. We

185said here are our six strategies that we are going to be committed to implementing and we do instructional rounds and through our instructional rounds and data collection. We don't see full implementation of that and this was one of the piece that I really wanted to be transparent with our teachers as to we are never going to move, get the traction going if we don't really understand how we are going to impact by improving in these areas. Over reliance on worksheets versus hands-on projects that again due to the lack of sometimes knowledge of the skill of the standards sometimes. Lacking the time to plan and organize their lesson plans. There's a lot of reliance on the computers. The students are more than they should be in front of a computer or just worksheets to get by

186the day and missing out on primary first quality instruction from the teacher. We have again we do we survey the teachers and ask them how are you feeling on you how confident you feel in the implementation of PLC's and my responses were fairly low from the teachers kind of they were feeling like we're kind of confused as to what do we need to do we need more guidance we need more support when we meet and I did notice when they meet us a grade level this week has been our PLC half day release for them and if it's a grade level for example sixth grade that doesn't have fully credentialed teachers if I'm not physically there with them guiding the PLC work then it's really hard for two long-term subs to be able to get

187the work done so it was reflected on our survey responses and I appreciate that because it's definitely an area for me to always keep in mind that if my teachers don't have that direct guidance from on my end they're going to struggle improving PLC practices. And we are going to, we are in the high need of improvement of Tier 2 interventions, which is what some of the other schools that are achieving higher than our site have described as a good area that they have improved, and they see a lot of benefit in that. we still need to align that tier two intervention happens systematically across the grade levels. And some teachers that have been teaching at the same grade level for a couple years are better than teachers who are brand new or teachers who

188have different grade level partners and they're trying to catch them up for the year and then before we know it's been already half a year and they haven't started interventions. So there's been some inconsistencies with that that we needed to talk us aside and identify that we do need to put them in our schedules and they need to we need to stay faithful to those times that the students need and so in here we i wanted to share just kind of because it was it was telling for me as the site leader to know that um we are dealing with an issue of under performance that has not been a result of the pandemic we have had low um achievements since before that pandemic so and that was a beautiful business helpful for me to

189share with my staff because it's not something that was created recently that we can quickly solve but it does require that we need to be committed and we need to understand how much we're going to impact this data and be able to change it and we can. Some of our demographics here's our student enrollment And we have been growing the dual immersion program which changed the enrollment slightly. We are full capacity at this point. We have two classrooms per grade level, one being dual immersion and one being English. Traditional sites are TK. We only have one TK and it is a dual immersion class. Our enrollment on our English classes is much lower than the dual immersion class. So our classes are a full capacity NDI. We have a waiting list and the minute that

190our students... move from third through fourth grade, the class size increases, so we're able to get a lot of our students who have been sitting in the weak list versus the other class that just has no students to pull from, and so our class lists are usually different. Our dual immersion are very full versus our non-DI classes that are much smaller. And in terms of subgroups that we serve, like I was mentioning before, our Hispanic is a majority of our population. It hasn't changed much over the years. It's usually in the 70s, with right now being high 70s, 79 students. 79% of our students are Hispanic. Our second subgroup is white students, and our third one is Asian, which includes... Pakistan and Fiji and some of the other Asian subgroups categories. Our next one shows

191one of the demographics. in terms of the subgroups. And our homeless has been one of the main subgroups that has increased the most. And of course that brings an extra layer of support that students need. And aside that, we have a full-time counselor, but other than that, our classified staff is shared, or our support staff is shared with other sites. psychologists to share our clinicians like we do have the partnership with Long Island Valley Indian Clinic and that has provided a lot of great support for our students in this category and their social emotional needs but when we do share this staff it limits when they are available for our students and that has been one of the main categories that has increased in the last three years Looking into our social-emotional, I am very

192proud of my Panthers because we are a very resilient group. And we're very much alike our district. We actually had a 4% increase in our Bristol, our survey, our Safer screeners that we had. Again, this was done by the teacher. They evaluate the student at the beginning of the year in the fall and then later in the year. So our students were moving in the right direction. And I feel that they're also very vocal about voicing what they... What they feel needs to change and improve for example we have our use advisory group we also survey them aside from this one because this is a screened out by the teachers and we also do a survey where every student has the opportunity to say what's how safe they feel around school and within their responses

193they're very vocal to say which staff members they feel safe around which ones they don't which areas in the classroom and as a result We were able to, again, with a little bit of luck, finding parents who wanted to take the jobs because also feeling vacancies is hard. We were able to put people for extra supervision in areas where they were saying, you know, it's really unsafe in here. We don't feel comfortable during recess in this space because there's so much telling or, you know, bathrooms aren't safe. And so we were able to hire two additional. new duties this year to be able to help students and provide that sense of safety and just having extra people now there's more flexibility for them to stop being like running back and forth trying to cover a

194very large campus and being able to spend time with students so they're jumping in there doing four square with them and and it just it has to be changed a lot of dynamics and what do you know the Issues with four square also decrease so exactly what the students wanted Let's look into our teachers and teaching their information of the years of experience Very different to what you have seen before we have our mean Our average of teaching experience on our site is about nine point seven years of experience we do have a you know, makes of, we have actually yesterday we celebrated two of our staff members who had been working with our district for 25 years. One of them just happens to be my mentor teacher when I was learning the credential, still

195teaching the same grade level. So we have a couple of staff members who have kept that consistency in grade levels, but by far the majority of our teachers are brand new or there's a frequent turnover in our staff, in our staffing with the mode being two years of teaching experience. And then when looking at teaching in the same grade level, our overall teaching staff is 15 teachers in the classroom. 46% of them have been teaching in gen ed and gen ed have been teaching in the same grade when 41% when we include the RSP teacher and the EL specialist. So under 50% of our staff have experienced the same grade level. And then we have 8.8 as our average years of experience when we add those specialists and which is their mean years of teaching

196the same area, whether it's special ed or being our EL specialist, there's only two years also. And then looking into their professional development. So the opportunities that they've had, very similar to what we've heard in the past, we have a half day of release time that they get three times a year. My site is doing their half day release time right now. So today we had... First and fourth grade being the groups that leave the classroom for half a day they come together and they collaborate with myself and our ELL specialists to look at their data and we've had again the opportunity to expand our collaboration with our partner teacher schools with Beamer and Prairie to really focus just on on those PLC writing units. And then our Wednesday collaboration, which after we remove one

197of the PDs that we have per month and limit to one staff. Meeting per month and then it's to about two staff to PLC Wednesdays and they get to just be together with a grade level We do have the agreement as a site that because we're so small we all come together so that There is that opportunity for our EO specialist and for our RSP teacher to be able to support and collaborate with their grade level Students in different grade levels versus running around trying to find them in different classrooms We just all come to the library and we all do our PLC in there Looking into meaningful feedback opportunities, I think our PROMESA work and instructional rounds has been the most impactful practice that we've had. We've done this practice, we do it three

198times a year. Three, right? I can't even remember. But three times a year we come together as a team and we go around in our classrooms. We talk about the same, kind of just give a reminder to my teachers, I usually do it on my Sunday message to them as to like, hey, this coming week we're going to have instructional rounds. Here's a reminder of what our commitments are to the six strategies that we identify as are successful with English or with second language acquisition. And we go and look for evidence. And we do this as a PROMESA team at our site, and it includes our extended support group, which is a coach from CABE and our support from the district with our TOSA that supports dual language schools. And then we try to include

199a different teacher every time, a couple of teachers every time so they get the chance to visit their peers and do that. sharing of like walking through the classrooms and even knowing oh when they come to my classroom this is what they're going to be looking for and this is what it means when they're taking pictures of the evidence and then every day after the instructional rounds we have a meeting and that's usually like the most powerful part because it's when we really debrief what went well, what was captured as evidence that is later shared at a staff meeting. Of course I do formal observations and because I have either probationary staff or teachers who are not tenure year, who have reached their tenure years, I do have to do evaluations on them, on the

200majority of them. Usually about eight teachers per year is who I evaluate and I only have 15 teachers so I'm constantly doing formal evaluations for them. Again we've had When they meet with their ABCLA trainer, only the kinder through second grade teachers, they also have the opportunity to meet with them one-to-one after their meeting. So sometimes they offer to come and model a lesson for them on a strategy, and sometimes they do. So the trainers ask the teachers, do you want to model or do you want to do it? And I give you feedback. But every meeting is followed up by a one-to-one meeting with the teacher where they just really go over any questions, like the things they saw during the activity and what areas they could, questions they have and areas to improve.

201And we started our work with the UC Davis math. project and it has a similar component. We have a coach that comes and she's working with our fourth through sixth grade teachers. She's done observations where she came and met the teachers and she's working. She met one-on-one with actually grade levels. So she met with two teachers and they developed, they worked on developing lesson plans because our main focus has been to plan everything they need to do. Nothing's going to happen. by magic everything needs to be planned and I share that with our UC Davis math project coach and she's taking that approach to come and meet with the teachers and plan lessons and units that they would co-teach together and then debrief the lessons. So some of our practices to improve trainings and workshop

202opportunities. I feel like I'm repeating myself, but we offer the ABCLA for Kinder through second. We have the UC Davis math project for four through six. We have a lot of PROMESA work that we've done. We meet as a leadership team here in the district office where we collaborate with the other three schools with their leadership teams. We also work as a site PROMESA leadership team and we figure out our instructional rounds and all that and then our PLC as well. Then our extended learning opportunities for DINGLE. This is actually a really exciting part piece to share because I feel Dingle has many many Beautiful things that happen on our campus and I think this this page really highlights some of them We have our ELOG program after school. We actually have a morning program

203and we have an after school program. And we do have about 40 students that come every morning. They participate in our before breakfast program. And then some of them stay at 181, stay in the after school program as well. With a focus to always continue to promote and improve social, emotional, and academic well-being for all students that participate. It is a priority needs program, so we give priority to those students who are with higher needs. And some of the programs that we offer during this after school enrichment opportunities include STEM science projects. We have Yolo Farm to Fork and various different activities that they do. We have one of the Best gardens I've heard I haven't seen all the gardens in all schools, but that's the comment I keep getting every time somebody comes and

204visits Dingle so we definitely have Programs after school that takes really great advantage of our garden and we have little heroes that does a lot of the movement and mentorship opportunities for them as well as some of the family engagement opportunities for families to participate. Within our school, part of our school program, one of the biggest highlights that I've never heard of anything like this until I came to Dingle is the We Too School project that is actually happening next week so you're welcome to come and be part of this event. It is offered to our fifth grade students as a incentive of all the extra science work that they do with testing they do at the end of the year but the the students do a full program of planting wheat. We have two

205fields in our garden. They see the wheat grow. We partner up. The program is in partnership with the Wheat Commission. So the commission comes, they harvest all the wheat, they take it to the commission, and they make a product that they take home that usually is pasta and tortillas. And they just see the entire process unfolding and a field trip is part of it. I know Andy has been one of the parents that... It is also a very highly parent-run program so we're super lucky to have families that are very invested in what we do and try to provide meaningful opportunities for students so that's super highlight this year we had a second program that was also um kind of pushed by our families and the the need of them to say like dingo needs

206to do some of this very high achieving opportunities that all these other great schools do. So this year we had the Missoula Children's Theater from the east, from the Midwest that came and we had about 60 students that participated in a play, Pinocchio. They had a blast and I keep sharing with my parent groups that that week continues to be our highest attendance rate that we collected when students were so excited and motivated to come and be part of the play. They got to do two shows for their families so it involved the whole entire family. It was a great opportunity for all of them. We have a career fair that we do every year to always continue to share with our students their possibilities and bring community members to continue to strengthen those partnerships

207with our community. We have... Field trips, that is one of our commitments to extend that learning experience for all students with a minimum of two field trips per grade level. And some of them are local field trips. They come to the library and we always encourage them to come to the library, especially the younger ones, and really learn all of the amazing things that our public library has to offer. especially as the summer times come so that they know there's a place for them. And of course we do the sixth grade. We did Walker Creek Ranch this year and just had an amazing, amazing time. We do the Youth Advisory Committee and it's probably one of the biggest highlights for me, coming from a background of teaching upper grade and being that one of the

208biggest motivators to keep students engaged. It's just my personal opportunity to still be connected one-to-one with the students. So that is our time together. We have also participated this year in the Civic Engagement Project. Our fifth graders and third graders participated in this. program and our students wanted to take on the project to redesign because we're also part of the full school final project to renovate our play structure and play area. They wanted to be part of it too and so they will be redesigning our blacktop area based on student needs, whatever the students want to have in that space. And I'm really excited that fifth graders were really taking the lead on that because I started calling them this year future sixth grader leaders. So I'm running around saying like, hey, future sixth grader,

209how's it going? And so they started to get like that. Oh, yeah, it's going to be us next year, huh? So I feel it's going to be very, very exciting for them to see their project come to a reality. I'll be having my first meeting with them as a class. They'll be presenting to me their project. We're going to partner up with our PTA to figure out what components will be doable and in what capacity to build up the whole plant. And that's what not these we have also clouds that we offered and some of them have been student initiated Some some of the clubs have been just what we know is gonna be beneficial for them But the yearbook has been one that was set by our staff by our school But crochet club

210was a super popular one last in the fall and it was a student initiated and student run and the soccer club Obviously, we are a soccer community. So the students really wanted to create that and that's run by one of my teachers. And I believe that comes to the end. This is our path of right. I wanted to check in. Yes, just a quick time check. It's 8.17 and we're scheduled, I think, to end at 9 o'clock. So I wanted to check in with the board if you all would be supportive of extending to 9.30. I don't think we'll need it until 9.30, but I think we will need more time beyond 9 o'clock because we still have questions and one more school to present. I don't know if I need to make a motion.

211Formally? No? Trustee Beall, are you okay with that? Everyone okay? Anyone oppose 930 extension? I'm okay. Trustee Garcia? Okay. Can we go into questions then? Perfect. Okay. I appreciated everything that you shared. It's clear that you have a lot of really, really cool things happening at Dingle. So that's super exciting. I wanted to ask about the instructional rounds. And I know some of it, I'm not sure if it all is happening within Promesa or are there instructional rounds happening outside of Promesa as well? So as of right now, they're just happening within that Promesa time. So they're only three times a year. Okay. And Promesa is only for the Dulu immersion teachers. No, it's everybody. It's everyone. So not just our Dulu immersion. No. Our leadership team is made by, because we're so small, I

212have my EL specialist, my RSP teacher, who's not bilingual, one teacher from the non-DI, and one teacher from DI. A follow-up question. You mentioned formal observations, and I understand a lot of the staff at your site are newer teachers, right? Like you said, they're on probationary. They're not tenured yet, so you have to do quite a few formal observations. Have you had an opportunity to do any, like, walkthroughs or informal observations with, like, little feedbacks, even if it's just a – yeah, can you share a little bit about that? Yeah, so whenever I'm in the classroom, I try to leave the positive note. As we clearly are in – If I just go in and highlight everything that needs to improve, morale is going to be very, very low. So I try to go with

213that mindset of like, what is that glow in here? Oh, there's a glow. And so I leave that quick note for teachers. And sometimes, many times I'm there because I follow the lead of one of my colleagues. And every time the teacher sends a student to the office and check in with the student, we figure out what happened. I never send them alone. I want the student back to class and sit with the student until I'm like, okay, let's see how this transition is going to go. And so I take the time to be like, okay, this is my perfect opportunity to . So whenever possible, I do that. We also talked with our Promesa, one of the Promesa instructional rounds, changes that we wanted to include is to We provide feedback at a way

214later time and the feedback is great, but if it wasn't delivered at that moment when we saw it, it was a missed opportunity. And many times it's not like a negative thing, it was just like, that was a perfect moment for that collaboration that we want to see and for that strategy that we are really in need to improve. And so what we determined that we're going to start doing is... As soon as we are done with the instructional round, our teachers know the practice, everyone leaves the classroom, we're outside of the classroom debriefing what happened. And in our next round, which is gonna now have to be next year, it will include the classroom teachers. So the teacher will leave with the team and I will stay in the class and that's gonna be.

215the whole team providing feedback for the teacher but aside from like those quick notes of like just positives teachers really need to know immediately when you know how that would have been like perfectly set out for like that extra step that we can all improve. So I know you've got a challenging campus with it being bifurcated the way it is, but I want to know if you can speak to the parent activity level and seeing a common theme with the PTO activity level and the ELAC activity level. And then with that, can you speak to the homeschool connection, how we bridge academics that we're doing at the site and give the parents a little hurdle help so that they can help their kids as well? And to that element, I'll circle back because I don't

216want to give you too much at once. Okay. So I definitely see a difference in certain activities. So some of the family nights such as back-to-school night, open house tend to be more, our attendance is higher in dual immersion classrooms than non-dual immersion. And that has been... That's that's even my experience in my previous school that first rule for whatever reason That that happens. I do have to say that our star families show up if we have a family event They're always there for that You know job a bomb that we did we had plenty of volunteers over there cheering students on if we have a family event same deal We do struggle with the participation when it comes to the academics And that's the main piece that we are working on. We need our

217parents here to sit at the table and talk about what's the reality of our scores and how do we need to work in partnership to improve them. So I started meeting with my... Partner groups with our ELAC with our PTA with our site council and we were talking about grade level expectations that we want parents to know and so I have this idea of we need to have a brochure something that's very quick and easy for our families to know for them to identify this is what the expectation is for our grade level and we are working with our partner groups to figure out like what's too much for you, what's doable, what would help you, because the end goal is that we need to educate you on, we need to let you know what

218the grade level expectations are so that when you have a third grader coming into that grade, you have an at-a-glance note of like what do they need to know by the end of this grade level and for you to keep in mind of that. My goal for next year is that I want to include a variety of, because I know they will show up for fun, but I also want them to show up for our IREADY data chats and for them to really know what does it mean when you see a arrow pointing in the right direction for growth. That's great, but what does it mean in the overall scheme of grade level? academics, are they at grade level? Are they still far below grade level? And that's the main piece that I really, really

219want to bridge with our families too, for them to be able to understand. I don't think you used the wrong word. It's definitely we need to educate our families. I think that some of our ELAC programs have so many wonderful parent tools that I just wish it was available to all of the parents in a form of a parent academy. It's so important to let the parents know what the expectations are at each grade level. That being said, What kind of supports do you have for your DI students, specifically the students who are learning Spanish, the English households? I wish I could say that we had more. The main thing that I want to continue to improve is students knowing that it's not a choice, but it's an expectation that they acquire the second language.

220I was just sharing today with a parent that I have my youth advisory students do daily or weekly messages. And a staff member asked me, like, who did the Spanish? Because we do English and Spanish. We need to get to the comfortable space where everything we do, everything we publish has to be in Spanish. And anyone in the Blue Immersion can be picked. And as a student, I will present that in Spanish. And so she was really highlighted. Who was the student saying the Spanish messages? They sounded so great. And it was a fourth grader, English-dominant student. And so I shared with the parent. The parents said, you know, the comment was like, well, we are not bilingual. So I hear her sometimes speaking Spanish. And I'm like, that sounds great. But hearing that in

221the bilingual community, she was recognized is like that opportunity that we just need to have a lot more. And we are going to have tools now to help us identify which students are not making growth in Spanish so that we can do an academic support. And so right now we don't have that. But it's a very clear area that. that our students are not using as much Spanish as they should be. And some of them are feeling really nervous about middle school. Like, can I drop out of dual immersion? And the husband is like, no, we're going to close the door because we need to think of the long-term commitment for that COO by literacy and what it means to really be by literate. So we're not going to say it's going to get hard

222and let's close the door. Instead, let's figure out what do we need to do to get you ready and for you to not feel afraid about the jump into middle school Spanish classes. I think you bring up a good point, you know, that transition between elementary and middle school and high school in terms of our bilingual programs. the dual immersion programs because for our students in TK through six, they're learning with one teacher. So when you move to middle school, you're learning with six, seven, eight teachers and you're learning it by subject. And I think our students in elementary school when they're in the dual immersion program, they don't see it necessarily by subject because the transitions between subjects are very seamless or simultaneous. So I think we need to try to figure out how

223to move away from that stigma of thinking like, oh my gosh, it's going to be so different, or I'm going to have new teachers, and maybe strengthening that transition, right? Just want to encourage them and foster that a little bit more. But I just wanted to thank you for bringing that up because I think that's something that we really haven't thought about or talked about when we think of, you know, student performance and achievement past. you know, in past middle school or past elementary school. I've been touching a lot on parent engagement and the summer programs, but I think for me, for Dingle, specifically what I want to hone in and ask you on is are there any challenges that you see with having two different programs, the English program and the dual immersion program

224at your school site? Is that posing any challenges for you as a leader? They are definitely few challenges. There are challenges. So I was triggered by what you were saying about one of the challenges and research that says that well-implemented dual immersion programs will succeed. There's no... It is what it is. There's tons and there's years of research that shows that. So if a program is not succeeding, something is failing in the implementation. And I go back to even some of my own experience as a dual immersion teacher, and not having that side of mind, my teachers don't have a language partner or a grade level partner that they can do language practices where you are the English partner and I'm the English model. And so we switch our students so that students really get

225used to like, when I come to you, it's that language that's practiced versus when I go to that person and become a more grounded idea of like more abstract idea of like concrete of how the language works. They don't have that, there's not that flexibility for them to be able to share. So that's definitely a challenge. of a site that is that small. And then I wouldn't say it's a huge, it's a good challenge for me to have that, you know, it's the shifting mind of everything we're gonna do is gonna be bilingual. It's gonna take double and it's okay. Our presentations will be bilingual. Our assemblies will be bilingual. Every Monday morning announcements will be bilingual. Everything will be bilingual because we have to preach what we want students to do. And if we

226continue to say we're a bilingual school but we only foster one language, then that's what they're going to follow. So it's challenging when not everyone speaks the same idea of being biliterate. But I guess I'll take that as a good challenge. Well, mainly the collaboration. And I find that one very challenging as we are implementing more innovative ideas. I can think two off the top of my head. One of them is the new assessment for Spanish levels that we, oral language acquisition we're going to be measuring. And another one is a bridging opportunity for translanguaging. we again know that they need to be able to really know how the language works when it moves from one to the other at that word level and then on the sentence level and so those are two new

227areas of like knowledge for teachers to be like when am i gonna plan and schedule for like that bridge to happen within my unit planning and they need to do it in isolation because there's no great level partner to even like there's not even someone to even understand that new concept to bounce ideas with unless I'm having them do more articulate collaboration when their kinder teacher would be partnering up with first grade and something that is a little more creative because that has become a little as we are learning new practices it's like how do you collaborate they don't have anyone to collaborate with those could be some of the main challenges that I can think right now I'm curious, one of the things you listed was the science camp for sixth grade. Is that

228generally well attended or is that part of it? It's really well attended. We tend to have our Asian families be one of traditionally families that haven't been participating or we have very little participation, especially from... We have our family, our few students, we have very few students from Pakistan, from Fiji, they did not participate in this field trip. I'm also curious what kind of intentional things you do to incorporate the special education student needs in your PLC. In our PLC time? We have one RSP teacher that supports our campus. And when we have our PLC days, he actually is not part of our half-day release to collaborate with teachers. And that's usually when they look at standards and all that. But when we meet just as a Wednesday PLC time. We meet in the library,

229similar ideas here, and they just move. So they know, like, we have a high number of students with the RSP support in fourth grade, and so he'll be spending time with the fourth grade teachers talking about the students that they serve. But other than that, I think that's our limited time right now. And I do have a new RSP teacher, so I've been trying to support other areas for him as well. This is his first year, so I'm trying to figure out kind of the components of both programs we serve and just our campus in general. So I have other meetings with him, but him with the teachers, that's usually just on our Wednesdays. Okay, so my question is... What tools do you think help to improve the chronic abscess? Absentism? Absentism. What tools help

230them? I think the main thing that has helped us has been like the tracking. Like for us to know like which subgroups are the ones that are chronically absent. And we have a tab that every Wednesday when we meet with our wellness team, we talk about like who are those students and did you call them? Who called those students? We have like one specific case that we have like. Here's your chart. Every day you need to come and check in with a nurse and she's going to give you your little chart and even identifying what would be an incentive for a student. was really like they just changed that but I would say that absenteeism is not just checking in with the student and making that student very excited about the sticker because it's gonna

231take her to that extra that other incentive is really working with the families and we in some cases we find out like our families don't understand that impact of, you know, they think it's just TK and it really doesn't matter if they show up or not and helping us help them understand, like it's more about that, the expectation that you set for them. So we've had a lot of one-to-one meetings with families. And we do incentives. We have every Monday we incentivize the class with the most improved attendance. And we call one student from that class. They get to come and they take the Panther for the week and they're excited about that. They spin the wheel. They get a prize as a class. And so that's an incentive that motivates them as a whole

232class to kind of like, but again, it's just for us to like really, for them to know like we're always looking and considering attendance as an area to improve. My plan is to continue to support our families because if our families don't support that, then it's hard for students to be there. I totally agree. Yeah, that's where my question. Once you identify these tools because it's family connection that helps you to improve in this area in particular, you can use those tools to improve in other areas because now you know the formula. where you can see how because always is where you're the families and the school are same team and my other question is I don't know superintendent I got some ideas from Zamora where you say opportunities to feedback so I wonder if

233dingo is some like a prairie to have two different models is that correct so my question is if you there any time for collaboration with that one principal to another principal to visit the other school to see those there's there's just with promesa just one inversion program Yeah, I know that the dual immersion teams and the principal are like a sister and I hear a lot of good things from them but I would like to see if you some schools who looks like the same they can collaborate more close with that like a Prairie and Tingo who has the two programs in the same school. Do you understand my question? Okay, so that's happened. Specifically between Prairie and Tingo? Specifically? No. because I don't believe that Dingle and Perry are the same. So she's got

234a very different challenge. Yes. Can I share something that we do currently do? So our school has similar demographics and similar scores as Whitehead. So our kinder through second grade, they are all part of ABCLA training. So they come together, they've done the training three times a year. And even the trainers, they go in the morning to Whitehead, they come in the afternoon to Bingo, and vice versa. So they kind of see the teachers themselves, they haven't traveled to the other schools. They've only shared the same coach, and they come together here at the district office to be trained together. We're often tired. I just wanted to thank you, Laura, for everything that you're doing at Dingell Elementary School. You have a very... diverse areas of needs at that school, but I really appreciate your

235passion and caring for all of your students and your commitment to the bilingual program, commitment to all your families. I know that it's been tough. I just wanted to share something that maybe not necessarily the board may not realize that Dino is the elementary school with the highest homeless population. So it's a very unique school because you have high achieving, high income families, and then you have the school with the highest number of homeless students. And then you have, you know, your... Pakistan families, you have your English learners, you have a lot of migrant farm worker families. There's a lot of low income, there's lots of apartments and you have some really beautiful homes. It's just a very diverse, not just in ethnicity, but social economic and different challenges at the English elementary school. The

236other thing I wanted to mention is that several years ago, I think in 2016, At that time, that board made a decision to approve a one-strand dual immersion program. That was right before I left to Lodi, and I really advocated against that idea. I'm going to be turning back to the board soon to advocate for a school-wide. But just how it took time to build the dual immersion program. It's going to take time to... to build it up into a school life. And it doesn't come out, it will not happen without controversy. It won't happen without, you know, we're going to have to take some time to work with the school community to explain what's happening to the teachers. There's going to have to be a training. So I'm going to be proposing a timeline

237for next year. That's going to be coming up as one of the things to support a dingle. And so we will have an opportunity to go through that process. And then there's some other recommendations we'll be making later based on another report item, but that's not for today's discussion. Anyway, thank you, Meloda. And I can tell you that they are panther pride over there. When I went to go deliver the attendance of the month, they were so excited. the students are excited the teachers were excited and then they showcase their panther because there's a panther that they pass around the classrooms um and who gets the best attendance what is it for the week oh yeah and so this is a challenge between the classrooms about who's gonna you know they want to keep it

238for the whole month um so a lot of amazing great things going on at dingle we just need to re-look at the structure so that the the that we set up the school for better more success thank you for your hard work okay So Lynn, are you our newest principal at the elementary? I'm the baby. You're the baby. I just want to share that about a year ago around this time, there was a meeting happening here with principals and administrator team. And I was trying to figure out what I was going to do regarding finding the right leader for Tafoya. And I had tried out, we took a whole year without being able to identify a candidate through our regular recruitment process. So I started looking internally. That's usually my process of learning. I'm not

239able to do that, so I'm looking internally. And I just kept going back to Lynn. And she was a vice principal at our high school. And I knew she had no idea that I was watching you. I called her in the meeting and she was like, what happened? She was all nervous. And I said, don't be nervous. And I asked her to take on this role that we needed her at Tafoya. She was in shock. I told her to go ahead and take a moment to, you know, I told her why. I told her she was the right match. And then I told her she could take the weekend to think over it. And she said, no, I'm ready now. I'll go when you need me. and it was the perfect match. And so thank

240you for taking on that challenge. A year later, you survived. The first year, let's give her a hand. So my presentation is probably really different because I am a brand new principal, also brand new to elementary. All my experiences has been up until now. at the high school level. So I'm learning every day along with the students. Sorry, I'm not using the mic correctly. I'm learning along with everybody else, me and the first-year teachers. We're figuring it out. But it's been, for me, a very gratifying experience. And I also wanted to thank you all for the opportunity to do this. We're so busy this time of year, we wouldn't have taken the time to sit down and lay out all this data. Because, again, I'm still learning, this was an educational experience for me. And

241I want to use this in the fall. My plan is to present the same data to staff in the fall and also to site council and ELAC and our youth advisory council. So this was really a good experience. So I want to be very honest because, you know, Tafoya has, like all schools, it has a lot of strengths, has a lot of challenges. So I'm going to try to be very honest about where those challenges are, but also, you know, give credit where. where we deserve it. So five key areas, as you know, we'll look at student outcomes, demographics, teaching staff, professional culture, and the extended learning opportunities. And hopefully this will give you a good picture of where we are. So I want to begin with strengths. So one of the things I think

242I'm most proud of, but I really have no reason to be proud, because I really inherited this culture when I walked into that school. It's a place where every teacher feels that every student is theirs. And that was always in place. And it's really kind of extraordinary because it is a huge school. We're the biggest elementary school in the district. And when a kid is in trouble, or a kid is having challenges, or needs help, every single teacher swoops down and just... It's amazing. And I've never really worked at a school like that before. This is the first time. So I think this is a tremendous strength. So deeply collaborative school culture. Teachers always work together. But like I said, I can't take credit for it. But I'm going to try to nurture it and

243continue that. And I think we will be able to for sure. So we do, they collaborate, you know, as usual, those around three times a month, as much as we can give them. But it isn't just these meetings that teachers have. They're not just scheduled meetings. These are, this is the way we do school, right, at Tafoya. When a child is struggling, that burden doesn't fall to one teacher. It becomes a team effort always. And I think really that's the purpose of a PLC, is that every staff member, not just every teacher, but every staff member is committed to every single child. And you can only do that when you work together. We also have a staff that has actively sought out learning, and they ask me for, like, can I go to this training?

244Can I, I really wanted, like, they... The response I got during one of the data meetings that I had with them about, you know, what would we want to spend our money on? And they were like, GLAD training, we really want it. Because a lot of them had, or not a lot of them, but some of them had been to that training. And they asked for it, so I found the money and put it in the budget. And we're sending six teachers to GLAD training this summer, so I'm really happy about that. But they ask for it all the time. They have asked for more PLC training, so... At the end of the summer, we'll have seven of our department leads, the members of our guiding coalition. They will be PLC trained at the big

245solution trade conference. So I'm really happy about that. And I'll go with them. We have high parent involvement. That's another big strength of DeFoya. DeFoya's like, people are really loyal to that school. It's like school spirit that I had never seen before in all my years. The PTA is just like, they are so ambitious about fundraising. And they fund all of our field trips, with the exception, of course, of the science camp. But they fund everything else, and they make sure that every grade level can go. to at least one or two field trips every year. And it's equitably distributed. And they really work hard for us. They also set up, am I in the right slide? Yes, I am. We did like trunk or treat. We're about to have the Spring Festival on the

24623rd. I hope everybody comes. I missed because I was working on, sorry, I don't want anybody to feel bad about this, but I wanted to help judge the Spring Festival talent show auditions. How many students, can you guess how many students auditioned for the talent show? 50. 50 hits. It's like amazing. Anyway, I was nervous about this presentation, so I wanted to sit and prepare, so I didn't go. But Becky, my vice principal, was there, so that's good. These events are not just fun. Of course they're fun, and I think that's really important, but it also is part of this bridge that helps us stay connected with families. So the other thing I want to talk about is our academic progress. And again, I can take no credit for this because these are numbers from

247before I joined. And I'm just hoping and praying that I can maintain those numbers. We do, our population is over 80% socio-economically disadvantaged, but, and over 30% of our population, I mean of our students, are English learners. Those are high numbers. So, but despite that, our students are making a lot of progress, or they have over the last three years. Mass scores increased in one year by 14%. And our English Learner Progress indicator is up nearly 16%. So we are in the green for English Learner. No, we're in the blue, I think. Yeah, we're in the blue for English Learner Progress. And according to our data guy, Joel Rabin, he said that we are number one among similar schools in the state. So if you look at all this data. Which means I can only

248go down, right? Challenges, let's talk about challenges. So we do have persistent achievement gaps. And so GILA remains in the orange. This is all despite the fact that our math games are pretty encouraging. We still need to look at these gaps because I think they're important. And we only really improved by 1.9% in ELA too. And that I think for the teachers was quite an awakening when they saw that number because they worked so hard on math the last few years because we had been very low in math. And they worked really, really hard. And then they were like. you know, we worked so hard in math that we kind of dropped the ball on English. And so that was, that's something that we're going to be focusing on a lot in the next couple

249of years is increasing English. And I'll talk a little bit more about that. So. I think these numbers also reveal, these gaps also reveal that we need to work harder on the strategies that we know our kids need. So student talk, more student talk in the classroom for one. All the instructional systems that are designed for every single learner, these need to be shored up. And that we will be doing. The other big challenge that we've had is our rising SPED needs. And I know probably this is true across the district. So 14.4% of our students now qualify for special education. That's a really big number. That number alone though isn't really a concern, but what is a concern is that we've had staffing turnover in RSP. And I know a lot of you have,

250like from what I've heard, this is not uncommon in our district, it's not uncommon in our state, it's not uncommon in the nation. But it has made service delivery inconsistent. It's a little destabilizing, I think, but we're working hard to rebuild that team. I'm handpicking people. I plucked one of our para-2s and got her signed up to be an RSP teacher. She's going to be phenomenal. I mean, she's like the best para-2 you've ever met. So we will have a fully staffed RSP team next year. So I'm really proud of that. I don't know if I'm the only one, but it's happening. So I feel really good about that. We do, because of the high number of SPED students, we do, both myself and my vice principal, we spend a lot of time in IEPs,

251and that's tough. That makes it hard for us to do all the other tasks that we need to do. You talked about the five things that principals need to do and balance that, but we're spending a lot of time in meetings, which is a challenge. The other challenge this year was our site managers. Two of them were not on site. We had our program specialist who had to case manage because we had a rotating sub and we had huge numbers that couldn't be handled by just our regular RSPs. So we also had a virtual case manager doing some of that. And that's really hard to manage a case for a student that you don't actually serve, right? That you're not actually teaching. So writing, I want to talk about writing a little bit because this

252is something that's just come on my radar. I've noticed that recently that our writing scores are kind of lagging and that 41% of our students in grades three to six are below standard in writing. And to be honest, and I know this as a former English teacher too, writing is often the most neglected skill in schools. and I want to fix that. So it's hard to teach for many people. It's difficult. It's hard to assess. It's a challenge and it's rarely prioritized in PD. So like in our PLCs... Teachers focus on reading and math and writing kind of goes by the wayside a little bit. So I really would like to work harder on that. I've looked into, actually we're subscribing to, for next year we're going to be using a writing fluency program online,

253which the teachers are really excited about. They've already tried it out. But I also would like to do more vertical alignment with writing. for next year where the teachers are working together so we have like a writing program on our site so kids know what to expect and I think that's really going to help. It's helped me as a secondary English teacher. Chronic absenteeism, it's higher than any of the other sites that presented today. It's really high. It has gone down though. It's 25.6 overall, and it's considerably higher for students with disabilities. It is an improvement, but we need some solutions here. I'm working on that for sure. We do have, we are doing some things. We have our attendance liaison. We reach out to parents in my communications. I talk about the importance of

254attendance. But we need to do better. So I think incentives are probably something we're going to try. Climate. So 52% of our students report name-calling, teasing. This is from the Healthy Kids Survey. Our SEL screener shows that 22% and I'll show you that slide a little bit later, 22% of our students fall into the high risk category, well above the district average. That worried me when I saw it. And I know it's... Some of this is subjective and it is teacher reported. And I think our teachers are really proactive and they know the students really well. They know all the students really well. So some of it might be because of that, but it is alarmingly high. It tells me we haven't built, fully built a culture that... where every student feels safe and seen.

255And so we will respond. We're going to continue with what we're doing now, but we're going to build more supports for this. And we're going to add the anti-bullying unit to our second step program, which that's something added as an added expense, but we put it into the budget. Clear behavior systems, I think, is going to be really important. I've been working really hard on alternatives to suspension. We also have plans to, I'm going to hire an additional new duty supervisor. Actually, no, I'm going to clarify that. Instead of hiring a brand new, one of our new duty supervisors who's really, really good, I'm using site funds to add three hours to her schedule, so she will be on campus all day. We're a campus of almost 800 kids, and it's big. And just having

256that support on the yard is not enough, so she will be on campus all day. And she will be a campus supervisor, just like we have at the middle schools and the high schools. And I think it's really going to help a lot, so I'm excited about that. Also looking at Areas of need where students feel unsafe, the cafeteria is one of them, the areas where kids eat lunch. These are sort of low structure environments, the restrooms, that kind of thing. So I think having our campus supervisor who can supervise the restrooms, not go inside obviously, but be circulating in those areas. And then working on a system for Tafoya that I. did at Pioneer an incentive, a reward system for the cafeteria that really transformed the Pioneer lunch environment. It was amazing. We started

257out with five adults having to supervise that room and it was always unpleasant anyway. Kids were leaving huge messes and then by the end of the year, well, no, it took about three months, I think, two, three months. And the place was orderly. The kids were cleaning up. It was chill. Teachers who hadn't been in the cafeteria for a long time, they visited. They would come in to buy lunch occasionally and be like. This place is chill. It didn't used to be like this. So it really helped. Those positive reward systems really work. And so I was trying to think of what to do for Tafoya because these are elementary kids and the incentives for the high schoolers where they got to cut to the front of the line. That was their reward and they

258loved that. Those VIP passes to cut to the lines in high school are insane. We're going to give them a VIP recess pass as a reward, which means they can go to recess five minutes early. They just hand that ticket and then they move on. So I'm excited about this and I think it's going to work well. All right. Demographics, we have a very diverse population and it is every year it becomes more diverse. The fastest growing population is the Asian population. It's mostly South Asian students from India and Pakistan and Nepal. The Hispanic population is actually dropping and the white population is dropping, but the Asian population is rising pretty rapidly and the African American population is also rising, though a little more slowly. So we are becoming more diverse over time. So more

259than 75% of our students qualify as socioeconomically disadvantaged. I know the neighborhood looks like, you know, Oh, you guys are flipping for me. Because I forgot that I had this. I'm sorry. Thank you for doing that. The neighborhood looks very nice, but we actually have a lot of families in that category. And a quarter of our students are English learners. We have one and a half English learner specialists. These numbers are important because they tell us something about the opportunity gaps also that our kids are navigating at our school. We have seen also a notable increase in students experiencing homelessness, as you can see. We have, hang on, that's the next slide, right? Yeah, 12, which is not huge, not a huge number, but it is significant. And of course we know that that affects

260behavior, attendance, access to homework. We do have a really robust site wellness team that meets every week and we keep data on everything we do. So I feel like we respond really quickly and compassionately in these situations. All right, so the next slide. I guess I can do this myself. So our most recent screener showed some improvement. Fewer students are in the high risk category, but I do feel that 22% is still way too high. And this was kind of new. When I looked at this data, it was for the first time. So I didn't know that we were that high. And it tells me we haven't yet built a tier one system that's strong and consistent enough to support every child. So that's something that we need to definitely work on. We have some

261amazing supports, though. We have the Hawk Hangout, which is our alternative recess room. I've given our yard supervisors active supervision training. We work with NVIH. We work with Victor Services. We have 1.5 counselors who run groups. The teachers are all doing morning meetings. So we have a lot going on, but we need to do more, clearly. So teacher experience, as you can see, we have a pretty stable staff. Our teachers on average have over 60 years in the profession. Three out of four have remained at the same grade level for the past three years, and most have been at Tafoya for at least that long. But as you can see by the mode, we do have a number of actually very... a few first grade, sorry, first year teachers. So mentoring and retention is definitely

262a priority for us. Good news, this year we've all had to hire two new teachers. I've hired one. So that continuity is definitely a gift. It means our teachers know the kids really well. They know their families. They know their standards deeply. As you know, experience also requires us to stay curious. And I feel like our teachers really do rise to that and keep learning. So next one, professional environment. So collaboration, I talked a little bit about that already. Teachers have weekly, I think I mistyped that. It says two times per month. I should say three because teachers do meet in PLCs three times, or PLTs, three times a month. So I have a lot of plans for PLC. I know it's a long process to get teachers used to it. I do feel really

263proud of the fact that teachers rated themselves quite a bit higher this year in how well they're doing with PLCs than they did in previous years. So I think this year has been a kind of a watershed of improvement, but we have a long way to go. They are they have agendas all the things that we talked about in here we're doing all of that and I think I think it's working We are going to be sending three more teachers to I think I mentioned that already we're going to be sending three more teachers to PLC training. And we're going to start using spreadsheets for PLC data because I got some really great ones that I think the teachers are going to appreciate having. It'll make it really easy to track where the kids are

264and where we want them to be. Next year, I want to have more peer coaching. Using I want to be able to use the site funds really strategically to support Teacher led PD that is a lot more meaningful. I think for educators then kind of Although, of course, we understand the value of bringing in experts, we also need to keep in mind that our teachers are also experts. And so I have got this whole plan for it. I'm really excited about it, actually, for next year, having conferences, mini conferences, where our own teachers are going to be presenting everything that they're learning in their PD sessions and everything they're doing in their classrooms that is working. So that way it's not just PLTs working together at grade level, but they're able to disseminate and share

265what they know with everyone. So I've also budgeted for peer observations. So we'll have a couple of sub days, release days for teachers to go into each other's classrooms and see what those lessons look like. Well, I guess next slide. Everybody looks tired. And you can hear my voice is all raspy because I've been talking all day. I'm almost done. So student extended learning opportunities. We've got our expanding minds. I think it's the biggest one in the district. We've got 250 students in our expanding minds after-school program. We've got Sorry, there's no number for how many students are doing the after-school intervention groups But our teachers are running after school intervention groups regularly and they use the data to figure out which kids should be coming in there inviting them to come they're coming so

266that's really good we've got we have our sixth grade science camp we do have a very high as i said population of students from south asia typically those families do not feel comfortable having their their children go on overnight trips away from the home so it's a hard sell for that those families but we're going to work on that harder because this is the lowest percentage of kids that have attended so far, 74%. Lots of field trips. We have a youth advisory council that is enormous. I think it's going to be smaller. I'd like it to be smaller next year so it can be a really productive group. Student council, very active. They do the weekly update videos every week and present them. Every kid sees them and every kid's a movie star. They get

267to be in there and it's really exciting. My pride and joy really among all of these, you can read... I don't need to read them out loud, but my pride and joy is the book club. Our library tech, Suzette LaGrady, kind of thought of it this year and she started doing it and it's a huge hit. It's like the most popular club on campus. We have like 36 kids, grades four to six. They come out of there like buzzing and glowing, holding their books and they get to keep their books, right? We're using site funds to pay for them. And so they get to keep their own books and build their libraries. And they're talking about the books, the book that they're all reading together. And it's amazing. So I put it in my site

268plan for next year to continue this because I think it's the best thing ever. And it's so nerdy, too. That's why I love it. All right. So any questions? I thought this was only going to take 10 minutes. I apologize. And I'm going to try really hard. I'm going to apologize in advance because I don't know, I won't know the answer to everything because of my newness. I'm just going to start with saying thank you for these many conferences. I cannot wait to hear how they go. I love the idea of idea sharing, best practice sharing, collaborating like that. I had another question but I just wanted to start off there. With such a large campus and you have an active engaged PTO, school site council, ELAC, what is, it's similar to what I've asked

269everybody, your homeschool connection, how do you make sure that your parents know how to support their students and what they're learning? It's a good question. Just communication. I mean, I get out there. I'm very visible and accessible to parents as much as possible. That's just, you know, that's one way. I know it's sort of anecdotal, but regular communication home. We share our successes and our challenges. The teachers communicate with parents every week. There's an expectation of that. And I check. I always read the newsletters that go home so I know what's happening. And yeah, if you have more ideas, let me know because that's definitely a goal that we want to increase. that communication and open it even wider. I also love the idea of an alternative recess room. Can you speak a little bit

270to that and what it serves for the students? So we have students, and I think I would have been one of those students because I was kind of nerdy and quiet and not very athletic. And recess would have been very stressful for me as a kid. And we have kids, like we all have kids like that, right? At our schools, they go into the room. It's like a little room. It's a classroom. But one of our new supervisors has made it like a little homey place with books and games and art supplies. you know a couple of stuffies which we hide during the fire inspections um sorry i didn't say that um Actually, she got rid of all of them. This is the truth. No, actually, she did. It's true. And we don't have any

271more now. But we did before. She had a bunch of stuffies in there. And then I sent out the sheet, like, this is what you've got to get rid of. And she actually auctioned them off, not for money, but like prizes to all the kids. The kids had to take home the stuffies. So we actually don't have stuffies in there anymore. But it's a really great place. The noon TV supervisor who works in there, it was her brainchild. So it also works if we have a situation where two kids cannot be together at recess. We can have one go to the Hawk Hangout and one be outside. So it solves a lot of problems. We had a kid with autism in TK who just was stressed out by lunch, stressed out by recess. Sarah, our

272Hawk Hangout supervisor, she would walk her to the Hawk Hangout and she would be there for that 40 minutes and was very happy there. Now she actually goes to lunch with everyone else, but she needed it during that transition time. So it serves a lot of purposes. As a nerdy kid, I would have totally looked at that. Yeah, me too. Also, the book club sounds amazing. So I want to say it sounds like you're doing amazing things already. I can't wait to hear yours coming forward. What else do you do at your school site? But I'm glad that you are where you are because it sounds great. That being said, what do you do intentionally to support your special education students? What do we do intentionally? Aside from, do you mean aside from all of

273the usual things like the IEPs and the, yeah. So there are a lot of layers, of course, to serving special ed students. We involve teachers as much as possible in the whole process. They are at our IEP meetings, but they also give feedback before and after. We have a whole SST process to find out if students need to be in special ed. We have ERMs, which I think every site has that. How else are we supporting them? We have RSP. We have great para-2s who serve those kids, especially our TK through 1 population who have a .5 RSP. And so the full-time parent, too, really is there for them more often than the teacher is. Their IEPs have other supports in them, of course, that are anecdotal, but we try to be creative about how

274we can help them. I'm trying to think of one now. You're doing great. Yeah, I'm just pulling everything in. But if you can think of anything else that I'm leaving out, let me know. Thank you. Of course. I just want to say something. Even when you start this elementary new for you, I would like to hear how you implement the things you see is working at the high school implement elementary. Yeah, one example was the lunch thing. The VIP pass. Yeah, the VIP pass. And there are a couple of other things that I'm trying to think. Oh, escort. So there was something we did in the high school, which was... Certain kids need an escort to the restroom. Like, you know, go in with them, but you walk up from the classroom, stand there, wait

275till they're done, walk them back to class. Otherwise, they might disappear for the day. So we have a couple of kids at Tafoya. I don't think other elementary schools do this. Do you guys do it? So there are a couple of kids that need that. So either Becky or I will escort them and then wait. We have one kid that really needs it. It's working. It's keeping them out of trouble in the restroom. Thank you. I just want to commend your excitement. I notice your presence and I hear all the positivity that comes through your voice. And I feel that you're somebody that our students and families could just really relate to and just feed off of your energy. So I'm feeding off of it right now and I love it. But I do have...

276I appreciate all the questions that my colleagues asked but I do want to ask you about you know being one of the largest elementary schools is a lot of responsibility you have a larger campus a larger student body more staff and teachers more families so you know Are there any challenges? Are there any additional supports that you foresee needing? I just, you know, I want to ask. I have the same needs. I mean, we proportionally get. what everybody else gets. So whatever my needs are, probably the needs of all the schools in the district, I would think. I don't think we need anything extra. I mean, the one thing that I think is really going to help is having that full-time campus supervisor, which I think, who is... It was due. It was time. And

277it was one of the first things I noticed when I joined was that we really need somebody out there all the time. And I couldn't be that because as an administrator, you're being pulled in so many different directions. I couldn't be just walking. I mean, I tried. I got a little wheelie cart like this, and I tried doing that. But there's so many meetings and other things. You want to get inside classrooms. But yeah, that's really the only thing to think of because of the size. of our campus and the number of kids it's almost impossible for us to have our eyes on all of them at once so just having extra new duty supervision is really helpful also we need more subs but i think we all do i think that's our biggest problem

278really my biggest stressor in the morning and i have a staffing chart that i created to make it a little bit easier for everyone to know what's going on it's like command central it's like a it's like a pretend virtual whiteboard It's like, here's who's out and here's the subs we have. So that everybody on campus can see, we don't have coverage for this teacher. We don't have coverage for this staff member. Here's the big things that are happening today that we need to know. Fifth grade is gonna be at the planetarium today. So that when parents come in, we know what's going on. So yeah, we need more subs. And I'm sure all of us, I mean, I know this is, everybody does. Everybody needs more subs. I appreciate that answer, especially when you

279mentioned that you wouldn't want to receive anything that any other campuses have. I appreciate that. And I just want to clarify that I'm not asking to single out your campus or to try to give your campus more. I just want to make sure that I understand the difference from a smaller campus to a larger campus. I think your campus is very unique. You guys have an outdoor amphitheater. We do. And I would love to sit down and talk to you about that a little bit more and see the success stories about that. And especially as we go into these new projects at other school sites that are getting the outdoor learning spaces and hearing from you, you know, what's working and what can be improved as we transition into these new campuses with these new

280outdoor spaces. So I'm excited. Thank you. Thank you for everything that you've shared. Thank you for growing within our district. I think that you're a great example of that. And not that I'm trying to, like, you know, shed more light on you, but I just want to encourage you and support you. Thank you. I appreciate it. Okay. So, Lynn, thank you. Thanks. I just want to add a few things. You know, this is your first year. You're doing really outstanding first year. You know, starting with relationships, still learning, and getting buy-in, and asking the right questions all the time. So thank you for everything that you do. And just to address the difference between a small school and a bigger school, a bigger school gets a bigger budget. In this particular case, she has a

281full-time VP, vice principal, which our small schools do not have any vice principal because they're smaller and they don't. So they receive more because they have more students, and so they receive more resources. Yeah, yeah, she's got a very also Every one of our schools even though we're in the same community of Woodland every school has its own challenges and their special life communities that we need to adjust in and Support so thank you for everything you do and to the principles that are here I know that Fridays are always hard because that's what people because speaking of subs Right? People like to call in sick on Fridays. So I hope that you're not stopping tomorrow. So thank you for the time that you put in. I know this is a very, very difficult time

282of the year. You're already exhausted. And so thank you for being troopers and getting through this and the work that you've done. I hope that you feel this process that you learned, that you felt supported, that you learned from each other. and that you feel safe, that this board supports you. And again, like what I said at the start of the meeting, we are an organization from the top down and down up. So let's get moving forward and rest tonight. So we just have to adjourn this meeting. We don't need a motion. So I'm just formally adjourning the meeting. 9.24 p.m. Thank you very much.