001Is it on though? I'm not sure. Yeah. Okay, perfect. >> Good evening everybody. >> Welcome our guests. Thank you for coming. Appreciate it. Okay, moving to uh any changes to the agenda? Anybody? >> I think >> uh any public comment? No. >> We're going to go right into the retirement recognition. So, Tammy, Mrs. Tammy Diaz, I didn't recognize you till you brought the the other ones with you. >> I don't care. >> Oh, great. Isn't Sabrina or doing this? >> Anyway, I'm have you come up and uh I have to say this is a new thing that I I don't know. Did you used to do this? >> No, we're on Sniped. Okay. So, we haven't done this in the past much, I don't think, but uh now we're going to start doing it going
002forward. And we want to thank you for everything you've done for the Grand School District. And I know your family very well. So, anyway, congratulations. >> And uh five more days. >> Five days, three minutes, and two seconds. Awesome. Then then then your next full-time job will start taking care >> keeping Charlie in line. >> 35 years. That's great. >> Wonderful. And it is somewhat new. Sorry, Dan. I sent you an email. >> I saw it. I was like, anyone tell us >> I just I felt so guilty that that there have been past retirees that I think should have an opportunity in front of our board um to thank you for your years of service. It is not easy being in a school district for as many years as you have been. And so
003we just thought it was really important to start this new tradition up with our retirees. >> Thank you very much. >> Absolutely. I'd love to you and >> Dr. family up here. >> Yes. Great. One, two, three. And I think just a >> couple that's going to be one of >> Thank you so much. >> Yes. Let me get a new >> How are you guys doing? >> Doing well. >> Excellent. Good to see you guys. family coming in. >> Great job. No, >> two season. >> Thank you so much. >> All right. Thank you. >> Charlie's like, "Where's my phone?" I just want to say thank you because I think this is well deserving of anybody who's worked and dedicated their life to the schools. >> Exactly. >> A lot of teachers and parents.
004>> It's a long legacy. >> Thanks for starting this tradition. >> Yeah. >> Are you gonna get her to start going out and working with you in the field now, Jody? >> Help out >> the hammers. >> Very nice. That's exactly what you need to be doing. Awesome. Thank you. >> Yeah. >> You guys do not have to stick around. If you do want to stick around for the business, you're more than welcome to. It's about as fun as you can get. So, >> thank you guys. >> This is the end of our meeting. >> Yeah. >> We're thankful to have those. >> Have a nice evening. >> Yeah. Bye. where he used to work. You can see >> the dad >> Charlie at middle school and he was our high school tennis coach for
005>> and at Sunny's >> and he did work in Sunny two years ago. >> Two years ago >> I think I think my first year was his last year. >> Okay. >> And the boy that showed up at the end I coached him and great kids >> back should have been given to >> nine or 10. Yeah. The other one too, wasn't the other one? >> Joey and the other one. I don't remember the other one's name. >> Yeah, we coached. >> So, yeah, that was a long time ago. >> Okay, we'll move on to the consent agenda. >> Make a motion we approve the consent agenda. >> Second. >> All in favor? >> I opposed. >> Motion carries. Okay, Mr. Dr. Darling. >> All right. Good evening, board. Um, I don't know if you
006had a chance to look through it. There's a I included the afteraction report from our the emergency drill that we held at the high school and even though nothing was like amazing we had a whole bunch of did pretty good and we were happy we did pretty good because it was the first time and uh I think that the biggest learning for us was we had too many um chefs in the kitchen in my office. We had Jose running point and then we had Chief Fuller there. We had Dell there from the fire department and um others and then Yakim County was in the room. So everybody had two phones, two walkie-talkies. >> And so they started repeating everything that Jose was repeating and then they came back and complained that they had too much
007information. Jose's like, "I didn't tell you to repeat all this information." And so it was really good learning for us because they realized they shouldn't have been up here. They should have been at incident command, not unified command up here because then they could filter what they needed to know and they just needed to know get a room clear, get them on the bus. But they got held up on how many kids are in the room, what room numbers, and it kind of got a little too much in the weeds. So, it was a really good experience for us. >> Yeah. >> But Jose did a fantastic job. And Chris Castillo, everybody sings Chris praises because Chris does an amazing job. >> So, he's the right guy to have and they talked about no matter
008what emergency we have, it's always going to impact transportation. So, you have somebody there who's coolheaded, who's really forward thinking, and we're going to things went smoothly on that end. And I like the write up that you got where it did show the not very good things or whatever because that's the only way you learn. >> Exactly. >> You know what didn't go good that we need to get going. >> And we had a good debrief with fire department and police department and Jose and me and Lupe and everybody there and um we had a real good conversation about next steps and and Yakimal County. So they had a lot they took from module that we did well that they're going to replicate in other districts and other entities. So Jose, you want to talk
009about our calibrated walks? >> Yeah. So, one thing that we're doing this year is really trying to calibrate what good instruction looks like, it sounds like. So, when our administrators, and it was only just our principles, our head principles, myself, uh, Dr. Darling, Dr. Prito, and Mrs. Splunk, um, our TNL team, and we all went into two buildings, all the buildings, excuse me, two classrooms, all buildings, and really got a good idea of um, K12, what is what does instruction look like and sound like? And so we weren't there to evaluate, we weren't there to judge, we were just there to collect data, information on what students were doing, what teachers were doing. So we had one noticings, we had wonderings and next steps. Um to not to belabor the point, but at the end
010of the day, the principles have decided to do some peer observations within their buildings. Uh we we saw a lot of the the some really good teaching, and so they're going to take some of their teachers that need a little bit more support and to see some of those teachers who are doing a really good job. So, they're going to do that within their um their buildings. Um cuz they have coaches, they have other uh principles that can cover and so that'll hopefully improve practice. We're going to do these uh four times a year. So, we have three more where we're going to go through the buildings and and calibrate to get our lenses. >> Was it random on what classrooms you went in or did they know you were coming? >> They they knew
011we were coming, but some of them were random. They just take us to wherever. Um and so they took us to some good classrooms and that's great. And so, yeah, but I don't it wasn't because we I told we didn't want a dog and pony show. We wanted to see some authentic um instruction. Don't change your schedule. Don't change your day. We just want to go in and observe practice the way it is right now. Because like back to your point, that's how we get better. This is where we're at right now. What's the very next step you're doing wrong if you're ever going to change or do >> So, when you go back, will you go back to the same classrooms or will you go to different classrooms? >> Different classrooms. Our hope is
012and we'll we'll kind of coach them through this Rob and I is um Okay. So you so this step was that you were going to take some of these teachers over here and they were going to go observe good practice. So how are they doing? Let's go into their rooms and see if things have changed in their practice and stuff. >> That's the goal. >> What was kind of aha for me is we walk into a building and some of the principles like man it's been years since I've been in this building. >> Like how you share a field like Julie, how have you not been in the middle school for years and years? They just don't. So that was cool for them to set foot in different levels, secondary, elementary, for Derek to come
013down and see a kindergarten classroom, you know, in a dual language classroom. So it's pretty cool. It was kind of eye opening for me to see how eye opening it was for them. It was good. >> Yeah. Um along that line, kind of along that same theme, we've been partnering with um the Apple Cup winner center for educational leadership out of UDub. That's >> had to throw that in. >> Yeah. Is this so sweet? Yeah. Um, we've been partnering with the Center for Educational Leadership and Jose and I have been working with them for the last three years. And Jose, even before I came here, we're still partnering with them >> um around how are we becoming better leaders and we one thing that Jose and I heard a lot last year from our principles
014is we need to get in the classrooms and give good feedback. We just don't know how to give good feedback and what that looks like and how to initiate and how to keep how to create a cycle of feedback, not just say, "Hey, good job. Here's what I saw." And then you never hear back from them. And so because of that, we're partnering with Cell to give us some real good structure around how to formulate feedback, how to initiate those conversations, and how to gain momentum those conversations. And so all of our principles and our structure and our assistant principles are involved in this work. So far, we've met with them three times. Yesterday was our day three um with them and we meet with them again in November. Um but it's been some good
015work and some real simple steps to the principles. And like Jose was saying, we go in and we don't focus on everything this teacher is doing poorly or everything. You figure go in from an assetbased perspective. Like, okay, here's where you are and this is your logical, this is your easy next step. Let's just build on your strengths, keep them going, and here's what you can build on rather than just coming in hearing, oh, this sucks and this sucks. Nobody's going to grow from that. >> And so, it's kind of flipping the the mindset about take them from where they are. And everybody needs to get better. Whether you're Tiger Woods, he has a coach, you know, a T-ball team has a coach, everybody needs a coach. And so it's that coaching mindset that we're
016getting into. And so that and then today, Jose, you want to speak again about the students that are teach coaching? >> Yeah. So students that are coaching again, it's an initiative that we have with our coaches where they come in and they learn how to give good feedback. There's books that they've read. We have a trainer that comes in from St. Louis um names Amanda Bergamand. And uh basically again going in classrooms, evaluating good instruction, um building relationships with teachers, building that trust so that they can get in there and observe practice. And they really get into the weeds. They they they go down further than our principles. Our principles have a certain layer of work that they're doing with our teachers to improve instruction. Um but then our coaches go deeper into the weeds
017where they co-plan, they co-e, they collect data. There's actually a form that they use and track. Um, one of the big things that we want them to do this year is how do you show impact? How do we measure your impact as a coach on student learning? And the whole focus is around students and not so much the teacher. Obviously, through the process, teachers are going to grow and change and get better at their craft, but the centerpiece is always students and their learning or lack thereof. And so, it's really supporting our teachers, supporting our um students most importantly. And so we have um actually we have labs tomorrow where we're actually going into a classroom where a coach is going to be modeling um a pre-planning session and a debrief session with the teacher.
018So again going back to Ro's points like we can all get better. We're creating this culture of continuous improvement and getting better and better flexing that muscle of what is good quality instruction look like and so that we all know what it looks like. our coaches, our principles, us at central office and our central office were embedded this morning with our principles. So we we firm little Rob and I that you can't lead what you're not willing to learn or what you don't know. So being there with alongside with our principles and our coaches um is really supportive of them. I mean just by us being in the room uh we give it to that executive sponsorship that this is really important work and we're going to support you as you go through. So a
019lot of good things are happening around the instructional realm. Uh really pushing the system and u we keep saying we're going to keep the main thing the main thing and that is students learning at high levels. >> Now is that all the schools right? >> Yes. All schools participate coaches. >> Yeah. >> And one thing one thing the research shows is if you're going to give a teacher professional development this is the most impactful form of professional development. And this also gives us our best ROI >> which is always great too. >> Yeah. In fact, right now we have Mapton who's reaching out who wants to be part of some of this work. Um, obviously you guys have heard some of their financial goals over there. And so their superintendent is reaching out to see
020how we can collaborate and grow. And I think pretty soon we're going to have pro maybe even Sunnyside want to be part of some of this work um around student center coaching around, you know, providing effective feedback to our our teachers. >> Yeah. >> That's great. >> And our coaches are sharp. They really are good. >> Yeah. That's great. If we can help the other districts out, especially Baptain. Yeah. They're >> Mhm. Yeah, we have a client. We Elise reached out and I gave her a list of three things that she could take advantage of with us. And so, we're gonna we're gonna partner with them. >> Good. >> Thanks, Jose. And so, you know, we have two our final two open houses this week. On the 1st, we have uh the big kickoff event
021here at the middle school from 5:00 to 7:30. And on the 7th, we have our board listening session. You saw the agenda attached. Amy will be talking about meeting with parents, sharing about our communication platforms, getting feedback. Brad and maybe Rebecca will be joining him. Brad's gonna kind of do a here's a school funding budget 101 and a levy session on there and then get feedback. And then Alupe and Ben are going to talk about what the district's doing around safety and security and then get feedback from parents. And then we have an administrator at every table. We have a note ticket at every table. Then we'll have facilitators as well. So the last check I think we have eight or nine people that have signed up confirmed just through the link and so Amy
022will continue sending out more information as we get closer. So >> did you guys all get a copy of that link? >> The link to what >> the link to sign up if you want to go to that. >> You can send that out to people if you know people that may want to be interested, but it allows them to be able to get on the link and sign up for it. >> And even if they don't sign up, they can still show up. Yeah. It kind of gives us an idea of how many people to prepare for it. And then we are kicking off our annual um EES survey. We've done this two years in a row. We're ask students, staff, and families questions about how did you like your school? Do you feel
023welcome in your school? Are the is it we're thinking about the principal, the leadership, and it gives us some really great data. So, we're actually going to kick it off early at the high school because they have their conferences earlier and so we're going to let them have theirs open so they can have parents while their parents and students are there take the surveys, send a QR code, but Amy is going to work on the the district-wide launch on October 28th. And uh that's all I have for now. That takes us through to Halloween. >> Awesome. >> Go back up to my I jumped around a little bit. Anybody have any questions for uh Rob or Jose? >> You'll remember to send me a Zoom link for that night. >> Yep. We'll have someone follow
024you around with a camera. >> Put me in the >> Is there a camera over there? Because I don't think I could see last time. >> We have an owl that what we can do is we can probably rotate the owl from different stations and it picks up everybody. It literally it's a camera and a microphone and it sits in the middle of a table. Okay. And it literally has a 360 panoramic camera on there. So, whoever's talking, it turns this way and turns this way. >> Okay. I just would like to hear. >> But we have multiple groups going. It's going to be all over the place and you're going to get sick. >> I like it. Okay. So, we're going to move uh down to our um our performance board response to the
025monitoring. We have our uh ends for which I want to thank everybody for getting back to their responses. That was awesome. Did it all work out? >> Good, good, good, good, good, good. >> So, if we open this up and look at it, um just the first one uh on the students will meet state standards. Um, we did have some comments that came back and I have to say that some of these comments, a couple of them were actually mine also. Um, so I don't know if anybody has any questions on the comments um or wants to make a motion on it or whatever. I did notice there's some growth, but it definitely looked like we were quite a bit lower than state standards. So hopefully we keep seeing improvement. At least the what I
026was the way I was looking at it. So I don't know if anybody else has anything else on it. So you want to treat it as a group or you want to do each one individually or whatever. >> Just one thing if I may to the board. So if if you go on the OSPI website, the data is going to be a little higher. It's going to show 62, I can't remember exactly the percentage numbers. So the states actually changed um the way they they assess a smart balance assessment. So now they're calling fundamental um passing. So if you're a level two, three or four, that's considered passing um because you have the foundational skills to work towards the standard. And then if you're level three or level four, then you're on your path to
027be able to graduate with the skills, knowledge, and dispositions to go into a college um and not have to take any remedial courses. So, so I just wanted to that's that little caveat that if you look at the OSPI report card that just came out here recently, the numbers are going to be a little higher in that >> he gave you data based on threes and fours. >> Threes and fours. Yeah. >> The state's now saying twos, threes, and fours are adequate. >> Yep. That's so you'll see a discrepancy between what we presented what's now reporting and that happened like within the last week. >> I was going to say that is really new. >> Yeah. And they >> three and four before was you're you're proficient pretty much or above grade standards, right? And
028now they're saying two >> now they're saying actually that was a misinterpretation. Two means you have the skills necessary to graduate from high school. Three and four means you have the skills to succeed at college level. >> It didn't look as good. So we had to change the abrasive. >> So let's change the goal. I'll just tell you exactly what it means. So level two, >> you only need eight yards now instead of 10. >> Students demonstrate foundational grade level knowledge and skill with a limited range of complexity. So that's a two. A level three, students demonstrate consistent grade level knowledge and skills with a broad range of complexity. And then a four, students demonstrate advanced grade level knowledge and skills with deep understanding and a full range of complexity. So basically that's kind of
029the way the states define it. But basically saying that if you graduate with the three or four and you go off to YBC Eastern or WSU, you're not going to have to take any classes that are below 100 level because you have all the skills as position knowledge to be successful in those classes if you get a three or four. If you get a two, you have the basic fundamental skills, but you may have to take some remedial courses when you get to college. >> I'm assuming that this is to be in alignment to support the different pathways that are not collegebound. >> Yep. Yeah. And there's like 17 different pathways right now currently. Yeah. So >> yeah. So that just yeah like Rob said that's come out recently. So >> I make a motion
030we approve E4 question one and two. >> I second with >> with comments. >> Yes. Would like clarification on that? >> With comments >> as written with comments. >> Yep. >> Do you second based on that? >> Yes. >> Can we make an addition and and to add the additional information that with the recent change we will see these numbers? what what would be the word we would see these numbers um >> that just happened within the last week that didn't happen when we did this so it'll reflect it next year >> okay >> if you want we can send out the the current numbers based on two threes and fours just as an FYI >> okay >> yeah I mean we we were looking at this based on what it was at that >>
031the time yeah the snapshot in time >> yeah based on the I did bring so we can pass these down if you want to look at this this is um longitudinal data and I don't know if the board wanted or not but so here's ELA did I get the >> this will give us further this year and last year >> yeah so it it shows this one um it really actually shorts cohort data so third grade going to fourth so it just shows the cohort longitudinal data that's okay and then this one is so there's two of them one is English language arts LA and the other one is math so you can peruse that at your leisure. But that's um >> longterm data and how we're doing. And you'll see the the ups the
032arrows and then you'll see down. So it's got visuals and it's got the data scales for us. But at least it'll show you kind of that we are making progress on the upward trajectory and some levels downward trajectory. >> That's where we're at. >> These aren't the same. >> No. No. One's math and one's LA. >> Okay. Perfect. fourth grade all the way through 10th grade. >> Okay, we have a motion on the table. All in favor? >> I opposed. >> Motion carries. Okay, we'll move on to uh where's this next one I'm on? This is doing the board. This is us evaluating ourselves again. >> And I have to say that I get the comments and I'm glad we haven't had to do any of these pretty much. So, that's actually a good thing.
033Guess if we actually had to say yes, we've done it and we did it well, I would be embarrassed. So, >> uh, so anyway, >> all right. >> So, if anybody wants to make a motion, >> what is this one called? >> This one is the GP1. >> Yes. >> I'll make a motion to approve GP11. As written with comment. >> As written with comment. >> Okay, perfect. >> I second. >> Comment. >> We have a second. All those in favor? I >> opposed. Motion carries. Excellent. Okay. Um our miss evaluator. >> Oh, you just started. >> She's cramming. >> I was waiting for the end to decide. >> Well, this is we are this isn't the end, but >> Okay. Good. you don't get to evaluate the next session we go into. >> Is
034it possible just while she's doing that to have this type of data too? Because I know we can scroll and we can go back and forth, but this >> has more than just the two years. It's helpful to see the visual. >> Do you like this next time? >> Something like this. I like the summary that I just said in general, you know, this is happening X, Y, and Z. seen these growths in some areas of decline by school, but this was this is really helpful like the way it's laid out. >> Yeah. And that's why I brought it on honestly too. We'll transparate it. Um I was I was going to link it into the other but you guys already have the information so thought I'd bring it tonight so you guys have it.
035But yeah, you'll have this next time. LinkedIn and that was kind of the I was trying to figure out how much data to to give the board or and how much was too much how much is too little. But now that's good guidance that Yeah. and we can link them so you can access as much as you want. >> Yeah, the other data was great. It's just, you know, as you're looking through, you scroll up here, then you got to scroll back down and then go back up. But, um, this seems to be laid out very well with the visuals, >> but the data was really good. Thank you. >> Yeah, >> definitely. I'll get more links. We have two information. >> Yeah. flavor only to go down to the summary. But I love the
036length of >> um I have to say we have our first poor rating. >> Oh no, >> I'm just kidding. >> Doesn't mess around. Yeah, it's by the letter. Anyway, we got all all goods with no comments even about all I got. I don't know. I'm not sure how to dig into those too much, but uh so we'll go from the board. Um I have one thing. um the thing on the 7th um kind of been working with Rob a little bit where we came up with topics and I think we got the the gist of what most people were kind of asking for as topics and we kind of limited it to three for our first one. Um but I do think they're good topics and they're definitely things we want to know. Um
037that's why he told me there was seven people that reached out to do it. I'm like boy I'm hoping we get at least a few more. So, that's why I was saying make sure everybody gets the link and sends it off and or at least tell people uh uh especially honestly and I've actually told a couple people that sometimes are a little negative towards school. >> Yeah. >> Uh because those are really the ones I want to hear from. >> Uh you know, I don't I don't want to hear Well, I take that back. Um the cheerleaders, I want to hear from the ones because they're the ones that we need to change their mind when it comes time for the levies and being able to support our schools. So, the more information we can
038get out to them, in my feeling, the better. So, I've actually reached out to a few people that were kind of on the fence about, oh, vote for a levy. Oh my gosh, that's a lot of money. Oh man, this and that. But I think once they understand it and what it's used for and how it's done and kind of how we do things, I think they'll understand it a lot more. So, anyway, I'm just bringing that up. >> Anybody else have anything from the board? >> I had a question kind of going back to this. I don't know if it's if it has to really do with this or not, but I guess for you. So, when I went to my um open house this last week, um the very first thing that all
039the fifth grade teachers said was that um 75% of our fifth graders are reading at a three or below grade level. >> So, is that kind of shown in here at all for the ELA? >> Yeah, ELA scores would reflect that. Yeah, >> that was scary. That was scary. But I was just kind of I don't know what the solution is. I don't know what they're thinking or what. But that kind of freaked me out a little bit >> if their ELA is prepared for college still or they're on track to >> grade level. Not not >> so fifth graders are reading at third grade level. >> Okay. I thought you meant a three a third grade level. So it had it's just their their their reading >> in school. It's not it's not the
040testing, >> not the testing scores. >> Yeah. So probably they're probably looking at their my ready scores and they they take a test to kind of see where they're at. It's like a diagnostic test and like okay like Jose's reading like a third grade level, >> you know, Rob's reading at a fourth grade level and you might be reading at fifth grade level. So it's just it's just data. It's like here's where we're at and here's where we got to get to just >> so as parents do we have should we worry about that because that's a big that's a significant percentage 75% >> out of your you know what I mean and then we fifth graders going into sixth grade how is that and I have a fifth grader so it's kind of why
041I'm kind of like >> bringing that up >> but I don't like for me how do I better prepare him for that and other parents who are asking me too like when they when they heard that what do I tell them? >> What I always tell parents when they ask me that question is you have to read. Your child has to read. >> To become a better reader, you have to read. To become a better soccer player, basketball player, whatever you want to put in there, you have to practice and practice and get better at that, right? >> And know that you're not you're not all going to be Michael Jordans, but how do you that's you're always achieve or aiming for that and you're and you're always going to grow. We don't expect perfection.
042We expect progress. That's what we want. You know, not all kids are going to get a three or four. There's gonna be variance in everything, you know, the bell curve and and we all know that, right? So, just continue to to read with your child, continue to talk to your child about the book. So, if it's a narrative book, you know, who are the main characters, what's the setting, what was the problem, how was it resolved, you know, what do you think the author was trying to tell you about this book? When you're reading anformational text, as an example, you know, what what's the author trying to show you, tell you, you know, whether it be about marine mammals or whether it be about, you know, how to fix a motor engine, whatever, right? So,
043we're always reading for a purpose. So, reading and talking about it and then writing about it because a lot of times we forget about the writing and the SBA does um assess your knowledge, your readability, and how do you respond like in writing to your prompt. I'll tell you right now, majority of our kids, why they get a lower score, they don't write on prompt. They say write about NASA and the race to space. They'll write about their favorite astronaut and blah blah blah this. So, they're kind of on topic. Some are totally off topic. or if they say give me an opinion piece, they write a narrative. So they write a story about an astronaut versus >> actual information about astronauts. Does that make sense? >> And so staying on prompt, really writing and
044responding to what they're asking them to do. So it's it's it's a complex task. It's hard, but um we're always working on it. You know, it's kind of like the high school says middle school is not teaching the kids how to read. middle school saying elementary's not and then the elementary blames the parents. But it's it's just >> you have parents who either don't have time or don't so how do you how do you help that student who has a parent who is busy with work or has a language barrier or whatever. You know what I mean? Like >> so sounds like what might be helpful is how does the school communicate to the parents strategies and things they can do for their child to grow in those areas if that's what I'm hearing. >>
045And then what does the take that, you know, want to want to do whatever they can at home, may not have the, >> you know, the means to do it or whatever. But, >> and so that's just, you know, that that's the the paradox, right? We can't control the home. Yeah. And we know that, right? Everyone's sending us their very best and brightest. And our job is to control what we can't control. That has to provide high quality instruction for our kids in literacy and math. And so that's the work that we just described earlier is being in there observing, helping teachers get better and better and better, having kids talk, having kids write, having them write, you know, all those things I just mentioned. So that's what we can control is the quality of
046instruction, the quality of teacher we have there. So that's that's that in in lies our work. You know, we're always constantly trying to get better and better and better. >> Um and and I think honestly we're on the right path. We have great administrators. We have great teachers, great coaches. We have um you guys have approved some high quality curriculum for our folks and so I think we're going to start seeing some some really good gains here in the next couple years. Yeah. >> I think at the end of the year you're going to you're going to listen for this exact same thing >> at the end of the year and see now is it 60%. >> You know there is some change and some growth in there. That's what we need to see. >>
047Yeah. Now, if it's 70 again, then we've kind of lost because we haven't improved and we're always wanting to improve. >> Yeah. >> You know, and I think back to our efforts for the um strategic plan, ELA's one of our or all students, right? Um performing at at doing their best. But um if we're bringing up data, my question is do we tell the like I say strategies for the families, how do you help your child, you know, to increase? Do we talk to them about learning loss that happens in summer if they're not doing anything? Um do we help inform them so that if they are proactive, they know that they can do these things or they have these resources. So that's my question. Do we do that when we present data that shows
048that we are reading 75% at a third grade level? two grade levels behind. >> Yeah. Especially at elementary, they have literacy nights and math nights where they provide strategies and things that they can take home with families around games, >> questions they can ask for, you know, comprehension type questions, books, they can hand out books galore. So, >> um, but what you didn't hear Jose say was, "Yeah, we're fine with this." Because he, what you don't hear him saying is behind the scenes, he's like he is very adamant that there's a sense of urgency. Oh, yeah. For us to get these kids going. So, he's he's like a duck right now. He's cool and calm in the surface, but he is working his butt off making sure that's always cracking the whip on our administrators
049and coaches is really pushing him, you know, because really the the antidote in my opinion and research supports this is having a high quality teacher in front of the kids for 180 days is and a good leader >> had the research supports that if you have those two things, kids can make they can close gaps and they can make um years of advancement. However, the the research also supports that if you have two years of an ineffective teacher or lack of a better term a bad teacher, kids don't recover. >> So that's why the importance on getting better high quality instruction, good materials, all of those things couple together and with the home you right because and the student and so we we want to really push the system forward. >> Do you pull data
050by grade level and also classroom? >> Yep. Good. And we compare how did this year's second graders do as third graders. So we compare cohort data not just last year third graders to this year surrogators because those are apples and oranges but how is this cohort doing as are they closing the gap as they move through the the system. >> Yeah. Yeah. That's what you have there in front of you tonight is cohort data. So you're looking at apples and apples. So when you do hear those types of comments too, of course, you know, you can share what we're doing, but like the family literacy nights, if they didn't make that connection somehow, you can encourage them to participate in those types of things to ask teachers for strategies to do those areas. >> Our
051open house, I don't know how the other ones have gone, but ours was in the gym. all three teachers in the gym. All the parents that did come in the gym, which weren't very many for three >> um teachers, I thought, but >> it was really just over um dress code, phones, that kind of thing. There was no other >> information given, but I think it's still kind of early, too. So, maybe nights and >> Yeah. So I think conf conferences too is is a really good opportunity to have a one-on-one time with your >> and it's funny because our conferences for my my son are he's giving the conference and I said that's great but I still need to talk to my teacher. >> Yeah. >> So I said I need both. I need
052and she's like okay we'll do that. And >> I'm that I'm that >> mom. Okay. Yeah. That's good. And that's that's the other thing of our kids to have that much. >> Yes. And it's it's it's just hard because I have I feel like we're like I've talked to you about this before. I feel like I just struggle with my kid with my son >> and I'm doing everything I can. >> Yeah. >> And I just >> No. >> And my daughter is the opposite. She's like ready to just be like mom like >> she's fine. >> She's a four plus. >> Yeah. There'll be a recovering knucklehead soon enough. >> But that's that's just the thing that I always tell parents too is don't wait for conferences. Don't wait for that open house. email,
053call, you know, teachers have 30 minutes before and 30 minutes after school every single day. Yeah. >> Where they can and if they don't, they'll make time for you to connect with them and ask all those questions. >> Yes. >> Teachers have I've been at Smith for both my kids and every teacher that we've had has been great. >> Good. Well, we tell teachers if the if the first time the parent is hearing how the students doing is at conference, you drop the ball if they need something much sooner than that. >> Good questions. Um, additional stuff from the board. Just wanted to share uh those who are running for WASA position have been announced on September 19th, voting windows going to open next week, October 1st. So, please make sure you guys take a
054look at that and vote. And I wanted to share community comment as well. Uh, about a month ago, three weeks ago, I'm losing track of time. I attended uh the little kids, they had their championship for soccer, one of our community leagues, and I just wanted to say how much they're doing out there for the kids, but how appreciative they are that they're able to use our Smith fields and everything to host those activities. There are so many kids that are going out there and families, you know, to participate. Um, and it was nice to see what they were doing. I mean, they even have little trophies and everything, too, for the kids, which back in when our kids played, they didn't have necessarily all the bouncers and everything. My grandparents played them. Yes. >>
055What a man. >> But, you know, again, it's a positive thing for our community. And I think back to I think it was about two years ago when we all sat here and listened, you know, to the um committee trying to utilize our gym space, which we did for a while, but they're out there using >> No, they're doing it again. They're doing indoor soccer again cuz my grandkids are playing in it. >> Okay. But they were very grateful. So, just wanted to share that feedback. >> Yeah, I had to sit through a lot of those games, too. It was tough. sometimes. Oh my gosh. >> Anything else from the board? >> Any other announcements? >> I did look at the um moving on to the FYIs. I did see the uh enrollment. >> That
056was very nice to see >> which is good. Um, now we're going to move to executive session for 30 minutes with no action to follow. >> Right. So, we're going to start with Josie. Then when Josie's done, we will leave and then you can all have time to discuss what the grievance. I'll go ahead and stop.