001Good evening. I now call to order the regularly scheduled meeting of the Lake Havsu Unified School District for November 13, 2025. Roll call, please. >> Michael K >> here. Lisa >> here. >> David Matthew Houston >> here. >> We will now have a moment of silent prayer and private reflection. Amen. Would you please stand for the pledge of allegiance? >> I pledge algiance 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. >> This evening, uh, member Tinsley could not be with us. We would like to congratulate her and her family on the birth of their newborn baby, Brooklyn Tinsley. Oh. >> Um, at this time we will have uh governing board monthly awards. All right. So,
002our first award for this month is the board award for the teacher of the month. Please welcome Renee Cypress, teacher from Thunderbolt Middle School. [applause] >> Rene has been with our district for a very long time. Incredible teacher. loves her students and she's passionate about education, passionate about making sure her students are successful and thank you so much for all that you do. [applause] >> You'll go over there. >> The next board award is our community member of the month and this month it goes to Michelle Diaz. HABISU'S LOCAL [cheering] [applause] Habsu's local business, Natural Tease, has been serving Lake ABS Unified School District for many years with student uniforms, staff attire, club attire, shirts, and anything we are we have need of. A few years back, Michelle Diaz bought the business and continued with
003exemplary services. We're grateful for all that she does for the Lake Abvis Unified School. [applause] The staff member of the month goes to Barbara Green. [applause] Barbara is the face that you see whenever you come into the front door here at the Lake Havasu School Board uh district office and we are so thankful for her service to the school district and all of the the things she takes every call every emergency call and uh without her the district office would have a difficult time. So thank you for all that you do. [applause] And our final award this month goes to our administrator of the month, Scott Becker. Scott has been with the Lake Habsu Unified School DISTRICT [applause] for 24 years and he has served as the principal of Lake Hapsu High School for 13
004years. He leads with service and excellence and is an example to what leadership looks like. We are very thankful for him and THIS [applause] Smile together. >> Awesome. Yeah. Sorry. >> All right. At this time, we would like to welcome Carol Noacowski with the Lake Havasu City Education Association. Please come at this time. Yes, you can have this. Good evening, President Rose, members of the board, Dr. Stone, directors, staff, students, and community. It's November, which means next week is American Education Week, uh, with kickoff being on Monday. Wednesday is Educational Support Professional Day where we encourage our leaders, teachers, students, and parents within our district to recognize the support professionals at our sites. LHCA will be providing treats at each site to say thank you. Educational support professionals are vital members of our school staff
005who support students and ensure schools run smoothly. We would like to recognize all of our ESPs. Our par educators who work directly with students in the classroom providing extra assistance and support. Our health and student services who support who promote student well-being. Our Taha food service who provide nutritious meals to ensure students are ready to learn. Our custodial and maintenance staff who keep school buildings clean and safe for our students and staff. Our skilled trades and technical services who maintain and repair our school facilities and equipment. Our transportation department who ensure students arrive at arrive at and leave school safely. Our clerical services who handle administrative tasks that keep school offices running efficiently. And our security services who help maintain a secure environment for the school community. I know there are a few of you
006in the audience. if you could stand and we can recognize you. Um, so some of are already standing so and we appreciate [applause] >> I also want to sincerely thank the board uh for your ongoing efforts to recognizing the value of our staff, our previous and our present. Your willingness to come to the table to discuss the needs within the district is much appreciated. We continue to see your commitments to our district and community through the delegation of funds and the upgrades um at all of our district campuses as well as considering the agenda item for this evening. You have committed staff, many who have been here through many ups and downs, and many who have opted to choose LHUSD and Lake Kavasu as their home. It's important to recognize that each person is valued,
007every certified and every support staff. And a yes vote tonight on your agenda item will show just that. Thank you. >> YES. [applause] >> RIGHT. At this time, item 3.1, call to the public. Good evening, members of the board. My name is Sarah Ramos. I'm the parent of a former Lake Havsu High School Spirit Line member. I'm here tonight because I've made multiple attempts to address serious concerns within the Spirit Line program through appropriate channels, but they have remained unsol unresolved. On September 12th, I submitted a formal written complaint to the athletic director regarding the handling of bullying concerns raised by my daughter and another team captain, as well as unprofessional and retaliatory behavior by the coaching staff. I spoke with the athletic director by phone that same day and was assured that follow-up a
008follow-up conversation would occur the following week. As of today, two months later, no such follow-up has been um has taken place beyond routine district reminders and other general messages received via text. I have not received any correspondence from Lake Havsu High School addressing these concerns. My daughter was called in many weeks later to speak to the principal. However, she came away feeling that her concerns were minimized and the focus was redirected towards another student's situation. This left her feeling unheard and unsupported. And unfortunately, that experience mirrored what she and her teammates had already faced from the coaching staff. Dismissal, retaliation, and a lack of accountability when concerns were raised. Following the inaction of staff, my daughter made the difficult decision to leave the program. It's important to note that she not she left not because
009of the team itself, but because the adults responsible for her safety and support failed to take meaningful action. Since then, she has felt ostracized and discouraged from participating in other extracurricular activities. No student should experience this as a result of speaking up. I want to be clear that my intention tonight is not to single out or attack anyone personally. My goal is to ensure that student concerns are handled appropriately and that there's oversight and accountability when issues involve safety, bullying, and retaliation. I have specific examples and documentation supporting these concerns, and I'm willing to share them privately with leadership to support constructive review. I respectfully ask that the board um sorry I respectfully ask that the board ensure this matter is re reviewed independently and that the district reinforces clear expectations for professionalism, communication, and
010student safety across all athletic programs. Every student should feel safe, respected, and supported, especially in activities designed to build confidence, teamwork, and school pride. My hope is that by bringing this forward, it encourages a closer look at how we listen to and protect our students. They deserve adults who lead [clears throat] with empathy, fairness, and accountability. Thank you for your time, your attention, and your commitment to our students and their families. Thank you. >> And I I would just like to say it if anyone ever has an issue, there there is a chain of command that must be followed. Um, so it starts at the school level and if you feel as a parent that your your need has not been met at the school level, you then bring that to the district office. Um,
011you contact the superintendent's office and and then um the final step would be the governing board. So we're unable to get involved um until that it's it's come to our level. So just for everyone's information. Thank you so much. >> Thank you. >> All right. Item 4.1 consent agenda. I need a motion for an approval and a second. Please >> move to approve the consent agenda. >> I'll second. >> Michael, >> yes. >> Houston, >> yes. >> David, >> yes. >> All right. At this time, item 5.1, student achievement, schools, and goals action plan update. Please welcome Miss Olsson. >> [clears throat] >> All right. Good evening, President Rose, members of the governing board. Using Title One and Title Two funds, we've established tutoring programs at all six elementary schools and Thunderbolt. The number of
012tutors at each site is based on staff availability and willingness to tutor. All students are assessed to determine their greatest instructional gap, and tutoring explicitly addresses those gaps. At the high school, every teacher has office hours on Mondays, Wednesdays, and Fridays from 2:30 to 3:00 p.m. Teachers are also available by appointment from 7:30 to 8:00 a.m. The high school offers peer-to-peer tutoring in the career lab. Students complete an application and are paired with a tutor. To date, peer tutors have completed 42 hours of tutoring at the high school. Additionally, title four funds were used to establish a homework help homework help programs at multiple sites. at this time, the student achievement department and each site will give you an update on goals and action steps. This year, the student achievement department has developed four distinct
013action steps to strengthen teaching and learning across our district. Our first action step is to use PLC's and new teacher seminars to develop a collective understanding of the standards, create lessons that match the rigor of the standards, and reflect on how those lessons are working through common assessments. We've completed one full PLC cycle this far with 76% student participation and 92% teacher participation. We also facilitated four new teacher seminars with 82% teacher participation at every new teach and every new teacher's lesson was observed and followed up with feedback from a district coach. Our second action step is to improve lesson design and delivery. We have provided professional development focused on learning objectives, instructional scaffolding, and formative assessment. Our student achievement team has conducted 133 walkthroughs with administrators. Our new teacher seminar mini lessons have focused
014on objectives and the engagement cycle, helping teachers fine-tune what happens in their classrooms every day. Our third action step focuses on supporting our English learners and students with IEPs. We've held thought partner meetings at Havisupi and Thunderbolt to plan specific supports for special education teachers and students with IEPs. And in September, we provided professional development for EL teachers to strengthen their instructional strategies. Our final action step is about using data to drive instruction. We held a move on when reading goal setting workshop for principles in September and facilitated an AASA mimic data protocol that aligned that work with the integrated action plan narrative yesterday. Next, I will share with you each site's original goal and action steps followed by a slide outlining the current status of their action steps. Good evening, President Rose and members
015of the governing board. I am pleased to share an update on Havupai's action steps working towards our instructional goal. Engagement strategy norms are established across all classrooms. We have completed three professional development sessions to ensure consistency in engagement practices with ongoing tips and reflection opportunities to promote continued growth in instruction. Teachers received aligned resources and professional development last spring, which we reviewed again at the start of this school year to strengthen connections in daily lessons and unit outcomes. The master schedule provides daily common planning time for all teachers. Weekly early release time is dedicated to professional development focused on best instructional practices and data analysis. Visible learning practices are implemented schoolwide with 100% of classrooms displaying learning objectives and success criteria. To monitor implementation, I have conducted 24 walkthroughs, seven formal evaluations, and two 90-day
016reviews. Monitoring for tier interventions occurs through planned assessment cycles. Grades K through six progress monitor every 10 days using Dibbles and recently grades three through six completed fall mimic assessments. Then grade level goals were developed during data meetings. These goals aimed to maintain proficiency for current proficient students and increase by 10% the number of students performing below grade level. To extend learning beyond the school day, we currently offer the following opportunities: afterchool tutoring, homework club, STEM club, acting studio, roicid club, student council, and national honor society. Overall, staff is making progress towards consistent data driven instruction, and we will continue to close instructional gaps, strengthen student engagement, and celebrate student success. Thank you. [applause] Good evening, President Rose, members of the board. Thank you for this opportunity to share an update of our five action
017steps toward our board goals. Uh number one, uh we finished our fall mimic assessments by October 30th. Data reviews were completed by November 7th to identify standards that individual students had not yet met. Um on number two, our proposition uh 301 PD presented was presented to all teachers in August uh with a focus on comprehension to support the science of reading initiative. Um teaching with fidelity um using our current system is supported by our essential elements of instruction series uh with three PD dates completed through our staff meetings. These dates and titles uh the dates and titles for each of the PDs are presented on the slides. Uh item number three, uh communication to parents about our academic goals and schoolwide weekly incentive program are included in were included in the September newsletter. Weekly tardy
018and attendance data are posted in our school lobby updated each week. Pictures of students receiving attendance award by grade level are put on social media each week. Um our local police and I have also made uh calls home to encourage attendance. Um and item four, uh we host after school book lab once a week, uh along with writing a writing lab and additional afterchool homework club opportunities, uh giving our students a chance to get uh to get extra reading work done after school. Uh we are currently running a schoolwide reading program, you know, during the month of November. The plan is to continue with varied reading incentives throughout winter and and spring as well. Uh the last item here, the last action step, our MTSS coordinator uh has been trained to set up and support
019our new online program. Um and she has presented the goal setting and interventions forms to all teachers uh in September. On December 15th, we have a planned uh grade level data meeting with our coordinator, readings interventionist, and each uh grade level member. Um this will ensure we are properly using our data for appropriate interventions for every student who who needs tier 2 and tier three interventions. Good evening, President Rose, members of the board. I would like to provide you with an update on the action steps Nautilus has taken this year to work towards our instructional goals. Teachers have met consistently to engage in common planning. They have met a total of 12 times during their specials period, once per week, and an additional four times during the designated early release Thursday common planning block unless
020they were assigned to other meetings. At the end of last school year, staff were trained on backwards design. To support their planning, a template was placed in the grade level teams folder as a model. We revisited this process at the beginning of the school year to reinforce its use and consistently use it across all grade levels. I have personally conducted 36 walkthroughs, completed nine three 90-day evaluations, and have completed 13 formal evaluations. These allow me to provide timely feedback and ensure alignment with our instructional goals. Targeted professional development has been provided to all staff consistently throughout the year. Staff have participated in four focused PD sessions covering different effective elements of instruction. In addition, every staff member this year has included a leader and me training component to strengthen our culture and our leadership framework.
021All grade level teachers and our reading interventionists have met together three different times to review and analyze data to move our students forward. I also met with Miss Weidman in August to review data for 28 students eligible to enter the enrichment ocean program. To extend learning opportunities, we held a tutoring meeting in September and launched tutoring in October for grades 1 through 4. Currently 32 students attend the afterchool tutoring twice a week. We also started a learning lab in October for grades three through six where students receive support completing homework and class assignments. So far 17 students have taken advantage of this new program. Additionally, specialist teachers push into classrooms four days a week targeting foundational skills in ELA and math. To monitor progress, students in grades three through six take a weekly DNA assessment
022during computer lab time. These assessments are preassigned and aligned to previously taught standards, allowing us to track mastery and addressing learning gaps quickly. Through these intentional action steps, we are working collectively towards improving student proficiency in both ELA and math, ensuring success for every student every day. Thank you. [applause] Good evening, President Rose and govern and members of the governing board. Thank you for the opportunity to provide the update for Oro Grande. Ora Grande staff is ensuring state standards are aligned to learning objectives with an emphasis on ELA. During math intervention, instruction is formed by DNA and data to ensure targeted and effective support. Tier 2 math intervention is provided 30 minutes daily within the classroom supported by general education teachers and paraprofessionals who offer retach opportunities based on the current standard. The fall mimics
023test is complete. Teachers are using the data to guide small group and tier time instruction. After school tutoring began on October 14th with an impressive 95% attendance rate. Currently 173 scholars, 49% of our student population, qualify for tier 2 ELA intervention during the school day. Instruction is focused on addressing individual achievement gaps using MClass first lessons followed by Dibble's progress monitoring every 10 days. Staff has even begun to introduce modeling and practice test taking strategies. Scholars in grades three through six are incorporating these strategies during their formative assessments and benchmark testing. Scholars are learning effective note-taking and becoming familiar with the environment and the expectations of state testing. Teachers have been meeting weekly with their cohorts to review upcoming lessons, analyze data, and discuss scholars of academic concern. Meetings include collaboration with myself, school counselor,
024and reading intervention specialists to plan retach lessons and determine necessary academic supports and the MTSS process. Our family engagement has already begun. On September 23rd, we hosted our first family engagement academic night um for title one literacy night with 108 families in attendance. During our site council meeting in October, our AASA test results were shared [clears throat] with parents. And additionally, 71% of our families attended our parent teacher conferences, reflecting a strong engagement and a partnership with our families. Thank you. >> [applause] [clears throat] >> Good evening, President Rose and members of the governing board. I appreciate the opportunity to share key updates on our action items at Smoke Tree. We have actively engaged in ASA and Dibble's grade level data parties to analyze student performance and inform our instruction. Third through sixth grade teachers
025have created their own goals and action steps which align to our schoolwide goals using their individual teacher data. After analyzing mimic data this afternoon, third through sixth grade teachers reflected on their progress and revised their goals and action steps. We will be check our teachers have common planning time built into the master schedule and plan collaboratively each week with their teams including their special education teachers to plan to support all learners. They're focused on teaching standards using backwards design planning. Our weekly professional learning communities continue with grades five and six focused on sharing and aligning strategies for tier one instruction. I'm included in these meetings which gives me the opportunity to coach and assist in vertically aligning our impactful teaching strategies. For the second quarter, we have shifted to include planning for win time that
026tier tier 2 tier three time as well. One cycle we focus on tier one instruction. The next cycle we focus on windtime instruction. We have completed six instructional cycles at each grade level. They're two week cycles. Teachers receive professional development on content writing and teachers are now implementing those strategies into the classroom. After school tutoring runs twice per week for grades one through four. Homework help is scheduled to begin next Tuesday for grades five and six. Third through sixth grade English language learners also receive English language tutoring twice per week. We had two sessions of professional development of reading fluency routines last school year. So rather than redo those, we did a fluency whipound and t with some targeted feedback with all of our grade levels. This allowed us to align the progression of our
027expectations and strategies while also getting our two new teachers up to speed. Each grade level now has established flu fluency routine supported by walkthroughs and feedback. Our staff completed our book study on the comprehension connections book. These strategies are being applied across campus to teach students how to have made a cognition. We will continue to work very intentionally in Cougar Country to move student achievement forward and we are excited to see the impact we have on student learning this year. Thank you. [applause] >> Good evening, President Rose, members of the governing board. My name is Jenny Sner. I'm the principal of Starline Elementary. I'm happy to share several highlights from our instructional and intervention work thus far this year. So far, we have completed 10 tier 1 professional learning community or PLC meetings. Those focus
028on aligning our standardsbased objectives, refining our pacing, and creating some common assessments to ensure consistency across our classrooms. In tier 2, we've held eight meetings so far. Six led by our student success dean and two datadriven sessions. Those are facilitated by our reading interventionist. These meetings allow each grade level to analyze progress and then plan responsive supports for students. During tier one instruction, we've implemented a co-e model during our ELA. That happens 5 days a week for 30 minutes. It's a total of 150 minutes of high impact small groupoup instruction weekly. Additionally, our tier three intervention teams provide around 600 minutes of daily support, ensuring that students receive individualized attention and skill development. Beyond the school day, about 110 of our students are actively participating in various enrichment and support programs. Those include our title
029one and English language tutoring, uh our homework clubs, read clubs, writing club, and study group. All of those designed to strengthen their academic skills and boost their confidence. Our staff is engaged in six professional development sessions covering objectives, instructional scaffolding, technology integration, engagement strategies, and PBIS or positive school culture and safety. Our family partnerships remain a priority. We've hosted two leader and me family workshops, and we've extended those into small group sessions to deepen the engagement that we can provide families at home. Finally, our student uh goal setting portfolios in grades K through six have been launched successfully with all students setting their own learning goals and starting to meet those goals. This is a testament to their ownership of their learning and to our teachers leadership. Overall, these are our collective efforts. They reflect
030our commitment to datadriven instruction, to collaboration, and to student growth at every level. Thank you. >> [applause] [snorts] >> GOOD EVENING, President Rose and members of the governing board. Thunderbolt students and staff have been working hard on our goals. We have supported tier 1 instruction by conducting walkthroughs with student achievement and ad partners to provide feedback on instruction. Schedules were audited and classes with high needs were assigned pair of professionals to assist. We set up one ELA and one math co-taught classroom to have two instructors available to assist students. Learning labs are available each period as an additional support. Our home rooms have shifted to provide more purposeful intervention. In seventh grade, we are focusing on math for this quarter by opening five home rooms all with math teachers based on math needs for the
031students. >> Yes. eighth grade, we have an ELA focus for home rooms where we have three home rooms open for students who are struggling with English. Additionally, we provided all of our algebra students with a math teacher for home room because algebra doesn't address all eighth grade math standards. So, we're going to fill those gaps during home room. We also have a specialized home room for our English language learners that provides that targeted English acquisition skills for them. For students with intensive needs, we have alternative classes available. These classes offer a slower pace to help meet their needs. Thunderbolt is offering afterchool tutoring. Students were placed based on last year's ASA scores with a priority on those kids that are right on the cusp of becoming proficient. For students who did not qualify for tutoring,
032we have afterchool homework help, which we currently have about 20 students taking advantage of. As teachers are crucial to student success, Thunderbolt is offering support in a variety of ways. First, Mrs. Noacowski is in classrooms daily. She models effective teaching and provides guidance on professional development that would be beneficial both individually and as a staff. We have conducted individual data meetings with teachers in ELA and math to focus on student need and to kind of help guide filling gaps. We are making improvements Thank you for your continued support. [applause] >> Good evening, President Rose and members of the board. Our teachers have been hard at work to this date. Um, we have three different goals in science, English, and math. So, I'll address the science and where we're at first. September 4th and October 23rd,
033PLC's reviewed scores and interpreted data. ACT like questions are utilized weekly in tested areas. ACT mimic data with specific data question group was reviewed on October 23rd and ACT mimics the first round of our testing will be administered 20 the 24th and 25th right before Thanksgiving break. In our English department, on September 4th and October 23rd, PLC's reviewed scores and interpretive data. Uh, English teachers are having students engage in targeted weekly practice and our English teams meet weekly to review where they are at in pacing so that all students are exposed to the same content and provide built-in mentorship for our newer teachers. in our math department on September 20 or September 4th and October 23rd just as in English and science PLC's reviewed scores and interpreted data. EXL is being utilized in algebra 12
034classrooms for formative uh purposes. Mini math is utilized on a daily basis in all math classrooms. The statistics PD has not happened to this point. that is planned for January [clears throat] and then the pacing guide has been adjusted to ensure the statistics is being taught before our testing. Thank you for your time. [applause] >> Uh thank you once again to the principles for sharing those updates on your site action steps. Give them one more round of applause. [applause] And next, I'm going to provide information on school letter grades. >> Yes. Item 5.2 >> to comment on the I I just want to say thank you all for taking the time to do that 90-day check-ins. This is a wonderful opportunity to see what's going on. Very excited to hear what the actions you all
035are taking to see the engagement of students in the tutoring and the homework help. many of our goals are you know 10% 20% that it's a small number of students and your actions and these tutorings and these homework helps and the engagement I have no doubt that we are going to hit these numbers so I I just want to encourage you thank you all for working so hard thank you for coming being willing to present we'll do another 90-day check-in but I hope you all feel encouraged in this as well that you are making impact so I I thank you >> all right President Rose, members of the governing board, the Arizona Department of Education released school letter grades two weeks ago. School letter grades are one way the state helps us look at how
036we are performing overall. They combine many different measures like test results, English learner progress, attendance, and graduation rates into a single score. While that gives us some useful information, it doesn't tell the full story of what's happening in our classrooms every day, especially when it comes to the quality of our tier 1 core instruction. For K8 schools, the letter grades are calculated using four main indicators. Proficiency, which measures how well students are performing on state assessments. English learners, which looks at their progress towards English profic proficiency. acceleration and readiness, which considers things like attendance and preparedness for the next grade level, how much and how much students are improving over time. There's also opportunity to earn bonus points. For K8 schools, proficiency is one of the main indicators in the A throughF letter grade system,
037representing 30% of the letter grade. Schools earn points in two ways. either through proficiency, which measures how many students reach each performance level on the test, or stable proficiency, which recognizes students who maintain their proficiency from one year to the next. The school gets to use whichever produces a higher score. The proficiency scores for ELA and math are combined into one overall score for the school. Only students who have been at the school for the full academic year are included. Alternative assessments like those for students with significant cognitive cognitive disabilities are included as well. Each student contributes points depending on their performance. Partially proficient students earn half a point, proficient students earn one point, and highly proficient students earn 1.3 points. Growth is another major part of how K8 school letter grades are calculated, representing
03850% of the letter grade. Growth looks at how much progress students make from one year to the next. Growth is only measured for students in grades four through eight since those are the grades where we have two years of test data in that subject. The state compares each student's score from last year to this year. Then that student is grouped with other students across students who had the same score last year. From there, each student's progress is ranked within that group, giving them a student growth percentile or SGP, ranging from 1 to 99. [clears throat] Growth contributes up to 50 points toward a school's letter grade, half from ELA and half for math, and is designated to recognize schools for helping all students make progress, even if they haven't met proficiency yet. The English learner
039indicator is worth 10% and it measures how well our English learner students are progressing toward and achieving English proficiency on the AELA which is the state's English learner assessment. This indicator looks at two factors. How much students grow in their English skills from year to year and whether they have reached full proficiency. Schools only receive points for this indicator if they have more than 10 English learners tested. If a school has fewer than 10, the state doesn't calculate an EL score. Instead, the school's total points drop from 100 to 90. So, that denominator changes. Acceleration and readiness is worth 10%. This indicator looks at how schools are preparing students for future success. Schools earn points by keeping chronic absenteeism low by making sure fewer students are missing 10% or more of the school year. They
040can also earn credit for reducing absenteeism from the previous year. [cough] Students can also earn points for giving students with disabilities access to general education classrooms, for ensuring third graders meet literacy benchmarks, and for showing growth or proficiency gains among historically underserved groups such as English language learners and students with disabilities. Additionally, schools can earn bonus points. Schools with special education populations at or above the schoolwide average can earn one or two bonus points. Schools that test at least 95% of their eligible students on the fifth and eighth grade science assessments and then score above or well above the state average can earn up to three points. Yes. [laughter] For the growth component. So it talks about it applies to grades four through eight with two years of data. The standardized tests themselves have changed.
041Are we comparing the scores from two different tests? >> We're comparing where where they were in their band. So all the students who received a a a like score, I'm going to say in fourth grade, then all of those students are compared against each other the following year and what growth they made. >> Does that make sense? >> Yes. So it would be so one year if it's two years and one test was different than the other one. >> Yes. A fourth grade test versus a fifth grade test growth. >> Yes. >> All right. All right. Next, I'm going to share each of our elementary and middle schools data so you can see how many points they earned in each of the four indicators and their letter grades. I've also included some information about proficiency
042to give a clearer picture of how our students are performing across the district. So I won't talk through each of these slides. Okay. So as you can see the letter grade is there on the left. The proficiency is on the right. Um, as I mentioned earlier, the letter grades give us some useful information, but they don't tell us the full story of what's happening in our classrooms, especially when it comes to the quality of our tier one core instruction. Our proficiency scores on the right paint a clear picture of how well students are mastering the standards. So in addition to the number of um proficient and highly proficient students, I also included data showing the number of students who are currently in the partially proficient range because we know with high quality consistent core instruction,
043we can move those students to proficiency. So I'm going to click through these, take a breath, and then I'll So I'll just give you a minute to look at each slide. Let's go. Yeah. >> A tree. Go, man. >> YEAH. >> I'm sorry. I'm proud. It's okay. more talking. [laughter] >> Okay. All right. So, for our high school, the letter grade is calculated a little differently. The indicators are proficiency, English learner progress, graduation rate, growth, and college and career readiness. Together, these measures show how well students are performing academically, and how well we are preparing them for life after high school. Proficiency measures the percentage of students who meet or exceed state standards on the ACT. Students earn points based on how they perform. Again, partially proficient earns 6, proficiency earns one point, and highly
044proficient students earn 1.3 points. The English learner indicator measures how well our English learner students are progressing towards achieving English proficiency on the AELA. Again, a school must have more than 10 English learners to get those points. The growth indicator looks at how much students improve from one year to the next in English language arts and math. It includes students who have two consecutive years of valid test scores and who have been enrolled for the full academic year. Growth is measured in two ways. For all students and for the bottom 25% performers. This helps ensure schools are recognized not only for overall improvement but also for accelerating learning among students who need the most support. The graduation indicator combines two parts. The overall graduation rate and graduation rate improvement which looks at whether more students
045are graduating than in previous years. The college and career readiness indicator shows how well schools are preparing students for what comes next, whether that's college, military service, or entering a career pathway. Finally, schools can earn bonus points for going above and beyond. This includes helping more students move into college, military, or career programs than the year before, performing significantly above the state average in science, maintaining high participation in required assessments like the ACT, and helping special education students succeed at a higher rate than average. Okay, so here you can see how many points like Kavasu High School earned for EACH OF THE INDICATORS. Along with the bonus points that were awarded again, >> I've also included proficiency data from the ACT, >> including the number of students who are partially proficient, knowing we can move
046those students forward. >> As you know, Havsu online is utilized by students in the middle school and through high school. However, it is not a separate school. All students graduate through Lake Havsu High School and can access athletics, clubs, and on-site courses as they remain students um enrolled in LHUSD. We have not presented letter grades for Havasu online as we are working with AD to gain a better understanding of how they view this program at the state level and ultimately make adjustments um so they can contribute achievement scores to the school the student is associated with whether it be Thunderbolt or the high school. So we'll keep you updated as that conversation continues. Um, looking ahead to January, I'm excited to share a deeper look at how our students are progressing towards proficiency. At that
047time, I'll be happy to share um, data from our Dibbles middle of the year benchmark as well as our fall AASA mimic results and any information from first semester finals to provide a more complete picture of student growth and learning. >> Awesome. Thank you, Miss Al. Great. Great job. [applause] Um, first I want to say before questions, is there any questions for Miss Olson from the governing board? [laughter] >> I just wanted to make sure that I heard correctly. So the um students who are enrolled in the online program, even though they might be a high school student or a Thunderbolt student, their scores were not included in these graphs. >> Okay, awesome. I just want to take a moment to say congratulations to all of our principles, all of our schools. Great work. Thank
048you for including that partially proficient because when you look at those numbers in the partially proficient I mean just in Thunderbolt you know 62 kids is 19%. So if we like you say target that area we're going to have huge growth. So I know all of our schools are doing that. So I I know you guys are hyperfocused on this and I have no doubt we're going to be seeing these these not A's bump up next year. So keep up the good work. Thank you. >> And to kind of go along with that, I mean, that is the point of having a school system that serves all students is that we are not just glossing over our partially proficient students. We are recognizing that they can level up as well. >> For sure. >> All
049right. >> At this time, item 6.1, the moment a lot of you have been waiting for, our one-time compensation. Please welcome Dr. Stone. >> Good evening, President Rose, members of the board. Um, the district continues to strive toward better overall staff compensation, and each year we look to provide a cola if possible, which is onetime compensation as funding allows. In consideration of the district's carry forward funds, we are proposing a one-time 10% COLA for all staff. The proposed COLA will cost approximately $3.6 million and will be paid out in the month of December. Um, This item has been reviewed by legal and is here for your consideration. >> All right. Thank you. And I just want to take a moment to thank um member Raman who has worked alongside me on this along with our
050CFO um our teachers like Habsu teachers association. We all came together along with Dr. Stone and and um human resources in an incredible meeting. Um you guys matter. We're very thankful for each and every teacher, staff member, um from our bus drivers to our clerks to our our um clerical staff. You all matter. Thank you so much for all that you do to make Lake Havis Unified School District incredible. Is there any questions or comments from the board? >> No, you've got to take care of your people. You are all the ones that make this move. Without you, it doesn't happen. You are all the ones taking care of these children and making sure that their education is excellent. and it's our responsibility to take care of you. So that's our intention today. >> All
051right. At this time, I call for a motion and a second on item 6.1. >> I move to approve item 6.1. >> And I'll second. >> Yes. >> Lisa Ran. >> Yes. >> Houston. >> Yes. >> David Ro. >> Yes. >> [applause] >> At this time, item 7.1, superintendent. >> So, I do want to thank our board for continuing to focus on our staff and ensuring that the tax dollars we receive go to the extent possible um to our staff salaries. That is very evident as you all work together for this. So, I know it's greatly appreciated by everyone. Um, in honor of Veterans Day this week, I also want to thank all of our veterans, both on staff, on our school board, in our community for their service. Um, that is also greatly appreciated.
052Um, I want to thank our student achievement um team and our principles this evening for the work being done both to support our staff and also in in the long run increase our student achievement. It's extremely important and I'm glad you were able to see the work being done this evening. And other than that, just want to wish everybody a happy Thanksgiving. >> Thanksgiving. [applause] >> All right. Item 7.2, governing board members. I >> I just asked Dr. Snow the with the call of the public speaker. I I just would like to follow up with that. I'm sure it was addressed. Um but I I just as public, I would like to get your eyes on it. >> And then for for Oh, go ahead. I was just going to say a thank you to
053all of our public partners who helped make Kids on the Out of Colorado happen um last week. That was always um a great opportunity for the kids to be connected to their surroundings. So, thank you. >> All right. And for me, two two items that um I want to speak about to add um hopefully next month for our governing board meeting. Two is number one is getting our calendar for the 2627 uh school year and then 2829. Um there's a committee that has been put together for that. Um so if we could try to get that approved in December for the upcoming school years, that would be incredible. And then also um in a previous board meeting, uh I brought up that we want to grow our own future leaders here in Lake Havsu Unified
054School District. So, one of the conversations um that member Raman and I had um with our with the Lake Havsu um teachers association with our CFO, the superintendent is fixing our administrative pay and in a lot of school districts are topheavy in admin pay. And I can tell you that that is not the case in the Lake Habitsu Unified School District. Uh, matter of fact, um, we we had this previous year, um, some positions that were available in some of our schools for administrative roles, and we had none of our local teachers apply because they would take about a $36,000 loss in pay if they were to go into administration. That's unacceptable. So, we are going to be fixing that. Um, so that and we're hoping will be on next month's board agenda. That way
055we can fix our admin pay and be in line with the rest of the state and take care of our people. We are so thankful for all of you and we want you to be able to stay here in the district and get into leadership as that time opens. >> And just to tag along with that, many districts have administrative float where they just have this balloon of administrators at the top and and you know the pay kind of funnels up there. During these audits that we've as we've done and come on, we've actually determined that Lake City, we are actually underadministrated. we don't have that many administrators for how much many students and teacher staff we have. Um so it is important to pay competitively to bring one our people within the district up
056to but to bring you know competitive candidates into those positions to improve our district. So um we're not just trying to bloat it but we are trying to make sure that we are paying people competitively for the market. >> All right. Anything else from the governing board? Um from on behalf of all of us have a very happy Thanksgiving and at this time I will ask for a motion and a second to adjourn on item 8.1. Move to adjourn item 8.1. >> A second roll call. >> Yes. Happy Thanksgiving. Have a great night.