001I now call to order the regular session of the Lake Avis Unified School District on Thursday, August 14, 2025. Roll call, please. >> Michael, >> here. >> Evelyn Tinsley >> Here. Houston, >> here. 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. That's awesome. >> All right, welcome. Thank you for attending tonight. Our first item of business, item 2.1, student achievement, Miss Olsen, welcome. >> All right, President Rose, governing board members, Superintendent Stone, and guests. Tonight we have the distinct honor of recognizing a remarkable group of students. Those who
002achieved a perfect score on the AASA, the ACT Aspire, or the ACT. Earning a perfect score is no small feat. It represents not only exceptional academic ability, but also perseverance, focus, and a deep commitment to learning. These students stand out, but none of them got here alone. First, we want to acknowledge the families behind each student. Their encouragement, routines, and support at home make powerful a powerful difference, and we're grateful for their partnership and learning. We'd also like to extend our appreciation to the teachers who have supported these students in the last school year and the teachers who taught these students every year prior. Student success is built through the dedication of many teachers over time. [Music] All right, so let's get started. Please join me in celebrating these extraordinary students. We're going to call
003them up one group at a time along with their teachers. So students and teachers, when I call your name, please come up to get your certificate. And families, let's get th those cameras ready, shall we? All right. >> All right. The first group of students, these third graders, now fourth graders, all earned a perfect score on the math portion of the AASA. Hunter Gordon and Mrs. Morgan, Isabella Mullen, and Miss Godsy. Grayson Chavez and Mrs. Empona. Isabelle Franco from Mrs. Aona's class and Marshall Godson from Mrs. Aona's class. Rayan Parat from Miss Zapona's class. Savannah Tesa from Miss Al's class. All right, parents, grab those photos. Here comes Savannah. Congratulations. All right. Congratulations, fourth graders. Thank you so much. >> All right. All right. Now, please welcome the students who earned a perfect score on
004the math portion from the fourth grade AASA. These are now fifth graders. Pablo Rodriguez from Mrs. Garcia's class. Ryder McFarland from Mrs. Garcia's class. Connor Hammet, Mrs. Suda's class. Kennedy Burns, Mrs. Heckle's class. In Mrs. Nig's class, we have Asher Beard and Jesse Moran. >> From Mrs. Kane's class. Charlie Barry from Mrs. Luther's class. Jace Zazeldi and Jose Pad Padella Ramirez. Right. Let's give these students another round of applause, please. Congratulations. All right. Thank you so much. Have a seat. All right. These former fifth grade students, now sixth grade students, earned a perfect score on the math portion of the AASA. From Mrs. Baros's class, Andrea Butky, Donna Nelson from Mrs. points class, Jace Merit. All right. From Miss McCllinto's class, I believe Angel Uriel Hernandez Bamante from Mr. Harrison's class. Lily Ler, >> congratulations.
005And from Miss Ken's class, Eli Levis and Hannah Vu, come on up. Mr. Ken's class. Please give these students one more round of applause. Parents, grab those photos. There you go. >> All right, congratulations. All right, now we're moving to the big kids. All right, please help me congratulate these students who ranked in the 99th or 100th percentile on the ACT Aspire, Annabelle Howard, Shelby Morgan, Ava Blower, I think he's okay. Here we go. Devin Brristlin, Dominic Bailey, Emma Manrave. Zoe Kimble, Grace Jackson, Scott Kim, and Logan Jackson. All right. Congratulations. Amazing job. All right. Thank you so much. You guys can see. Congratulations. All right. Two more groups. All right. These students earned a score in the 99 or 100th state percentile for the 2425 ACT. Michael Washington and Tristan Lions. parents get your
006photos. >> Smile, gentlemen. >> Congratulations. No, you didn't. And finally, please help me congratulate the students who scored in the 99 or 100th US percentile on the 2425 ACT. There you go. All right. Colin Miller, Caleb Stelson, John Bergman, Ree Ford, He's fighting his way through the crowd. Bridget McCabe, Casey O'Brien, Angelia Ryiki, Aubrey Vessel, Elise Quan, Ella Skinner, Xavier Smith, Ethan Donner, Athena Conway and Wyatt Martin. Congratulations Please give one more round of applause to all of these amazing students, their teachers, and their families. And finally, thank you to Mrs. Jamie Tudaman for compiling this data to help us celebrate all of these students. Thank you. Congratulations. Thank you. >> All right, we'll give you a moment if you'd like to exit if you're not willing to stay for the rest of the meeting.
007What's this? Baby, This busy >> if you guys know what's up the most period serious Just say this is visible to maintain current. >> And then we also made awesome [Music] Yeah, we're so something that whistles. >> So, we'll give her her >> out. All right, I think we're good to continue. is a damn ass. All right. Item >> item 2.2, student achievement. >> I would like to invite up Mrs. Becker and Mrs. Burke, please. >> Go stand up there. >> We're going to keep this celebration going hopefully. >> Good evening, uh, Mr. President, members of the board. Dr. Stone. It is with great pride and admiration that I stand before you today to recognize an exceptional CTE teacher, Mrs. Michelle Burke. >> Michelle is someone who has not only made a profound impact on
008her students at Lake Havsu High School, but who has earned national recognition for her incredible work in the field of computer science education. This summer she was selected as one of eight, one of eight in the entire nation to receive the computer science teaching excellence award. A prestigious honor that highlights her dedication, her innovation, and commitment to student success in software development and beyond. But let me be clear, this honor does not just happen by accident. I've known Michelle a long time, but I'm so happy for you. I might get a little emotional. Uh this is a result of tireless effort, an unshakable passion for teaching and a relentless drive to provide her students with real world skills that will take them far into their future. She has built a program where students not only
009learn to code and problem solve, they thrive under her. Um under her guidance, students have the opportunity to earn industry certifications that are nationally recognized like IT computational thinking, network security, Python and networking. And these credentials open doors for future uh careers in tech and out in our in our forward world. But she doesn't stop at the classroom door. She goes the extra mile to connect students with real world experience through our career exploration uh internship program. She helps them gain valuable hands-on skills by working with local business and industry partners. And her dedication is evident in everything that she does. Students feel seen, students feel supported, they feel challenged, and they are able to rise to their potential. We are so very fortunate to have Michelle as part of our LHS CTE team. So,
010please join me in congratulating Michelle Burke on this well-deserved honor. >> We are proud of you. We are inspired by you and we are grateful for everything that you do. Thank >> y'all. Sure. All right. Now, item 2.3, Lake Havsu City Education Association. Please welcome Miss Carol Noacowski. And as she comes this evening, I would like you all to help congratulate Miss Noacowski on her recent um new position as dean of students at Thunderbolt Middle School. >> Um Michelle, I get to say I knew you win um long time ago when she started the district. She started next door to me. So, congratulations, Michelle. Um, but there's a couple other people that can say you know know you longer. Those Zimatels. Um, so, uh, good evening, President uh, Rose, members of the board, Dr. Stone,
011staff, students, community. Um so on July 24th the uh association was able to receive or serve lunch to our new teachers at the new teacher lunchon at new teacher orientation. Um what I want to say is it was it's always a pleasure to do that. In the past we've had the opportunity of serving 40 50 even more uh new teachers. And this year we served 25. And 25 is exciting, but I want to thank you because I think it's because of you. We had a lot of retention and we didn't have a lot of turnover this year. So, um with that, we were we're excited for our new teachers and working with them. Um but we are also thankful that we had 25 and um that and most of us I think have full staff
012at our site. The other piece which is as of recent, as of last yesterday, um some of you have may have heard that there was a landmark victory. A judge ruled that the Arizona system of funding of school facilities is unconstitutional and because it fails to meet the minimum standards that our students and schools deserve. Aea was a huge part of that lawsuit. It's been eight years in the making. A long time. So, we are excited. Word for word from the judge. After carefully and thoroughly reviewing the record and considering the party's arguments, the court concludes that the current public school capital finance system does not meet the constitutional minimum standards established by the Arizona Supreme Court. And in this 114page ruling, he detailed exactly where lawmakers have fallen short, detailing leaking roofs, schools without
013needed security, not enough computers, and even schools with carbon dioxide levels that exceed safety uh standards. We've been fighting for a long time. We know that this probably will go into appeals, but um this is a big win for us. So, thank you. All right. At this time, item 3.1, call to the public. [Music] >> Maybe I too from school. Okay. Concerns. Um, my I have two kids. I have twins. I have one in Starline. Love that school. Jamaica. I have one. He is special needs. And that school too. I like that school too. I have some things to say about it. Special needs programs. There's only in two schools. Those two schools need to own those special needs programs. That sensory room in Jamaica. Unacceptable. Just looks like a closet in there with things
014shoved in there. There needs to be gated off areas. There need to be certain areas for just special needs kids. There's funding for them. We need to use that funding. They get more than normal kids. I understand this. Other uh concern, there's lots on special needs, but other concerns at Jamaica, I noticed that no playground time in AM when you drop off kids. You go directly to your classroom and stand like little soldiers. They don't get time to go socialize with their friends and be kids and play and get their energy out. Two schools allow that. That would be Starline and Oregon. Thank you. Yeah. And those are really exceptional places. And all the teachers want to go there. They actually explain itself why they have great principles. >> Yes, they do. That's why they
015want to go there. So, we need to actually make incentives for those teachers that want to be great teachers. Give them bonuses. I don't know. Top five teachers, you get $200 bonus or something that makes them incentive. Some incentive for somebody go out there and make a difference. And hours. Why do teachers not have set hours? Why is that? What time is school open? 8 to 2:30. That is not their set time. When I go to work, when I did work, right now on that home mind, but when I went to work, I had set time. I was there before the public was there. I got everything all ready. I was a service advisor. I'd make sure everything was all ready. Everything was all opened. I had my whole day planned out. I got all
016my stuff all ready for the day. I showed up early. They made sure I showed up early. If I didn't show up early and have everything ready, I didn't make my money. So, we need to make make sure we have set hours for our teachers. I'm sorry. And what else is there? I think that's enough for now. I'm only a week and a half in. So, let's get this ball going. Let's go in the right directions. We want our kids to want to go to school. That's a big thing. >> Yeah. >> So, if they don't want to go to school and we don't have fun and we're not there to go socialize those first minutes to get them out of that bed, we want to go make that recess time. Got to get out
017of bed. Come on. As a moment you guys all forgot being kids, you want to go. You want to go play. You want to go make friends. You want to go and be out there. And right now they're just little soldiers going to school and lining up. And I called around and the general census was um there's not enough teachers to watch the kids. Well, then set their time. There's enough teachers to teach. There's enough teachers to watch the kids on the playground. U kids were too rowdy. Oh, give me a break. You're a teacher. You're used to rowdy kids. They come in rowdy off of the playgrounds all the time. What do you do? You settle them down. Come on. Let's do it. Let's make this place great. Okay, that was it. >> Thank
018you. >> If you could your your concerns for special ed, if you could if you could email the the board in detail the things that some of what you spoke about tonight, but the things you were not able to speak about. >> Social needs director. >> If you could just email the board, that way we we all get it and we can work on that together. Um it if we after the meeting if we can make sure she's provided this. Okay. Thank you so much. >> Special needs to special needs kids. >> It's my first time. Hello, my name is Elijah Aston. I am a junior at Lake Havsu High School and president of the junior class. Some of you may know that class rankings are not an option available to students at Lake Havsu
019High School. I have been looking into colleges and it seems that the unavailability of class ranks is increasing the difficulty of applying for colleges and academic scholarships. Some exclusive schools and scholarships only accept those who are in the higher ranks and they cannot see that with our students. Counselors are not permitted to tell students their ranking despite having access to it. I have found that the students who truly care about their class ranking are the students who are already high achieving. I propose that we allow students to get their rankings if they directly ask their counselors, eliminating the comparison through rankings on transcripts. We are promoting self-improvement while not pitting students against each other. I have spoke to many high achieving students and this is something that we would all like to have made available.
020Thank you. >> Consent agenda item 4.1. I'll need a motion to approve in a second. I move to approve the consent agenda. >> I second. >> Michael K. >> Yes. >> Pinsley. >> Yes. >> Houston. >> Yes. >> All right. Item 5.1, student achievement. At this time, our principles will present their school level data and corresponding school year goals and action plans. Miss Olsson. President Rose, members of the governing board, Superintendent Stone. In July, I shared an overview of our district's state assessment proficiency results. Tonight, I would like to provide a brief update on the action steps the student achievement team has taken over the last month. This year, our work will focus on two focal points. What is being taught? Align curriculum, instruction, and assessment to the Arizona state standards using the PLC model.
021Number two, how is it being taught? Define, clarify, model, and monitor effective elements of direct instruction. To strengthen what is being taught, we are supporting teachers in aligning our district adopted curriculum to the rigor of the Arizona standards. Our teachers do not need another program or resource to learn. They need space, time, and support to plan intentionally and collaboratively. The student achievement coaches restructured all 11 new teacher seminars to revolve around planning standardsbased instruction, observing and providing feedback on the standardsbased instruction, and analyzing student work. The student achievement coaches restructured all six district PLC meetings. So every grade level will engage in deconstructing standards, planning standardsbased lessons, creating common standardsbased assessments, reflecting on assessment data, and determining next steps. As a matter of fact, district PLC leads were onboarded earlier today to support how it
022is being taught. The student achievement team has identified eight essential elements of instruction that research has shown positively impacts student achievement and that are effective across all subjects and all grade levels. For example, communicating learning objectives, ensuring student engagement, using formative assessments, providing specific feedback. Our teachers deserve ongoing opportunities to refine their craft, work with a shared set of universal instructional expectations, and receive timely explanations and feedback on these elements by focusing on instruction we are putting first things first. Each month, the student achievement team will create and share the professional development, an observation tool, and a one-page reference guide for teachers on that month's targeted element of instruction. At our first administrative team meeting, we provided an overview of the eight essential elements of instruction along with professional development and resources on crafting effective
023learning objectives. It is our expectation that principles facilitate the monthly professional development at their sitebased meetings. The student achievement team will then visit each site and conduct classroom observations alongside principles. During that same administrative team meeting, we held a three-hour data session where principles disagregated site level results and began developing sightspecific goals. We challenged each school to set bold, ambitious targets, not minimal gains, paired with meaningful action steps that reflect the urgency and importance of ensuring every student success. Over the past three weeks, I've partnered with principles providing feedback, suggestions, and reflective questions to help refine their goals and action plans. Tonight, each principal will present their sight specific proficiency rate, a smart goal, and the specific action steps they will take to improve student outcomes. So, without further ado, I will pass the spotlight
024to Mrs. Mercing. Well, hello ladies and gentlemen of the board. I'm Mrs. Merson, principal of Smoke Tree. Okay. Can I see? Okay. So, here are our site level um proficiency goals. We have a just to kind of summarize this 42% proficiency in English language arts and the 42% proficiency in math this year total schoolwide. So, that information will um lead us to my goal. So, our um goal is that smoke tree will increase the number of third through sixth grade students who demonstrate ELA proficiency by 8% as measured by total school proficiency growth from the 25 testing cycle to the 26 testing cycle. We also have a goal to do the same thing in math. So, but I will talk about our action steps for English language arts because we were asked to present one
025goal. Um, so one of our action steps is to work on backwards lesson planning design. Our curriculum is um a a wonderful contentrich curriculum, but it wasn't designed aligned to the Arizona State standards. So, we want our teachers now that they've gotten really familiar with our curriculum to be looking at the standards and then use their curriculum as that resource in which to teach the standards to the appropriate level of rigor. Um, also utilizing the content vocabulary that is stated within the standards. We have weekly grade level planning um to plan for our tier one instruction and our teachers are collaborating with our special education teachers at that time so that they can make sure they're providing the correct universal um supports or the correct supports for those students and implementing that universal design of
026learning for other students who might need a little bit of help. We have weekly PLC's with fifth and sixth grade and they are working with myself and an academic coach from the district office um where we are using those protocols that they will be using also in the 11 meetings that Mrs. Olsen spoke of earlier where they talk about what they're teaching how they're teaching it to students how they'll be assessing it and what they will be doing for those students who need enrichment and what they will be doing for the students who don't learn it to bring them up. Um we have different we have different PDs scheduled. One of them is a content writing PD. Um this last time we had a staff meeting we focused on reading fluency and our tier 2
027burst lessons. Um, the next PD is on content writing and that uses Hawkman's methods that I know our district has provided PD um to our teachers before and some keys to literacy strategies to help build sentence level um proficiency and then expand upon those sentences and then into paragraphs and into essays. >> It's content writing >> professional development. I am sorry. [Music] So we do provide after school tutoring to students who are below level um to so we use their mimic data, their state testing data, their classroom grades, their doubles benchmark data and we determine which students their minimal spaces so which students will get into those tutoring spaces. We typically have enough spaces. We make room for a student who need help. We also have homework club um for fifth and sixth grade students
028where we don't have after school tutoring but they can get some assistance with their homework and we also have um a pair of professional who goes into homework club and also calls and does um some small groupoup learning just to build some literacy skills as well. Um, so we have implemented fluency routines at each grade level in both reading and in math. So they do fact fluency, but again it was just going to focus on reading and they practice fluency routines. Last year we had a goal to increase our reading uh fluency in students according to Dibble's benchmark data by 20%, we met that goal by 34%. And now our students are uh we want to continue to see our students progress and have more students who are able to read fluently because we know
029that fluent reading is that precursor to then being able to comprehend the text they read. We will be implementing strategies from the comprehension connections book. So we're doing a book study on this and this is also one of our professional developments um where the teachers are each taking a chapter and then presenting to our staff. And what this is is these are comprehension skills that our curriculum is really it doesn't teach the teachers how to teach students how to make inferences. So it provides us with wonderful questions that expect students to be able to make inferences or answer questions about details in a text but it doesn't provide teachers with the tools to teach that at a more concrete level. So for example in math we know best practices we teach you know concrete math
030and then into the pictorial and then to abstract. So this book actually provides us an opportunity to do some of that concrete teaching with skills such as inferencing with students before they're expected to apply it to text. Um we'll have monthly multi-tered system of support meetings so that we can identify and target student needs. And this is where we meet monthly with each grade level. We talk about any students who we see concerns according to dibbles or their classroom grades. We collaborate as a team to decide what kinds of interventions or supports can we put in place. um what kinds of tools can we give to the family so that they can be helping their students at home and then we meet each month to monitor the progress towards um those the progress they're making
031with those interventions. The idea is that students get the needed intervention and then they are benchmark and flourishing and then some students might need a little bit more testing to help us determine if they might need an individualized education plan or something of that nature. Um, so professional learning comm community communities. I'm not sure why that's on there again. We talked about that already of for fifth and sixth grade. Um, but we also have what's called wing time at our school and we call that um whatever I need is what wing stands for. And that is our opportunity to teach um intervention lessons to students who need a little bit of extra support. A third layer of intervention lessons to students who need a lot of extra support. um and also to target um some
032of the student needs with EXL. And sometimes those needs are filling in gaps. Sometimes those needs are pushing a student who is already on level or above level to, you know, even the next level, a little further. Um and within those windtime groups, we have students who are receiving tier 2 services. We have students who are receiving tier three students is services. And we also have groups specifically designed for enrichment for our onle students and our above level students because we want them all to at least make a year's worth of growth as well. >> Do you have any questions? >> I just have four. I I'm interested to know why you pick 8%. You know, I see with your doubles you will set a you would set a goal of 20%. You beat that
033with 34%. I know Miss Olsson would set bold goals. >> Sure. I was wondering why, you know, 8% only gets us to a 50% that's still half of our students. >> I'm happy to change that as well. I just noticed that. >> Your thoughts on >> Yeah. So, we um we complete a comprehensive needs assessment each year um with our sitebased councils and we completed that at the end of the school year last year and with that comprehensive needs assessment, we create three schoolwide goals and our schoolwide goal was to increase English language arts proficiency by 5%. So, I changed it to 8% for this. Plus, I I I don't think that's a too lofty of a goal. I think that we can meet that with all of the things that we have in place.
034Our very committed staff and we already made posters for all of their classrooms as well. >> That is a lofty percentage. >> I mean, 50% is a lofty percentage. I would love to have all of our students at proficiency level. >> Absolutely. you know, 20% give up to a 60 or you know, 18 get up to 60% proficiency. Is that a, you know, something setting a little bit of a higher goal to attack a little harder? >> Sure. >> Fantastic. We'll get with Miss Olsson on that as well. >> Okay. >> Fantastic. >> Um, my question is regard to professional development, and maybe this is more of a Miss Olsson question. I just want to make sure the materials that each school site is using is approved by student achievement. All materials are approved by
035student achievement. I did purchase them using title one funds. They were all approved before I purchased them. >> Okay. All right. >> Thank you. You know what? I have a good question, too. So, I noticed with like all the schools, they kind of have like the same routine when it comes to tutoring. Is your guys's the same to where um it's not individualized. It's just grouped together with like common issues. Well, you know, they have an hour. So they do try to do half half half of it um math skills and half of it reading. So I think they look at the student data and they try to target um as much of of the student needs as is is common and then try to fill in the blanks with like maybe those lessons where
036we could put a couple of students on those lessons while they maybe pull a small group. >> Okay. So children's not homework. >> No. Now, in homework club in fifth and sixth grade, they are provided the assistance with their homework. But we also, like I said, have a pair of professional who's pulling in and kind of pulling kids out of that to try to boost their reading proficiency level. Gota >> and I do have one more question. This is a question I will have probably for all of our principles is we had again a large carry forward amount um this this moving into this year and this board is going to be looking how can we invest that into our teachers, into our classrooms. We're going to be meeting about that and I would like
037the opinion of every principal as they speak tonight, how you feel this board can help support our schools more to make sure our students are successful and become scholars. >> So, one thing I can think of off the top of my head are some more like hands-on type of experience and real life experiences such as like field trips. It's really expensive to pay for buses to send our students on field trips. I know at Smoke Tree, we are committed to trying to send all of our grade levels on at least one field trip. Um, some of them we have more than one scheduled for the throughout the year, but depending on the size of your cohort, you might need one bus or you might need two buses. And because a lot of our buses are
038used for athletics, um we often have to um hire a charter bus, which can cost anywhere from $6 to $8,000 per bus. So that it would be helpful if we um are able to get some students some of those hands-on experiences like the science museums and things like that. Um also like Arizona Science Center will do um field trips on wheels, but it's also, you know, $5,000 to get them to be able to come up and provide a hands-on experience with all of the grade levels. So more of that hands-on stuff and those supplies for um like STEM learning, I think, would be helpful. Thank you so much. >> Thank you. I just have one question too though. >> Yes, ma'am. >> Um, so for the homework club, is that strictly voluntary on the student
039part or can teachers make suggestions like to the parents? You >> Yes, we try to work with the families because, you know, our fifth and sixth graders don't always want to do homework club. So, sometimes they're really encouraged and bribed to join homework club because it it will help them. Um, sometimes they want to, but sometimes we have to work with the parents to really convince them that it's helpful. >> Yeah. Yeah. You're welcome. >> All right. Miss Williams notless. >> Okay. Good evening, President Rose, board members, and Dr. Stone. When we take a look at our current proficiency levels at Nautilus, we see that in ELA, our scores range from 31% to 50%. And in math, we're seeing a range between 35% and 55%. While we recognize the effort behind these numbers, they are
040not where we want to be. Because of this, I've set a clear goal that we will increase student proficiency. Sorry, there are so many words up there, it's hard to see. Um, we will increase student proficiency in both ELA and math by 10% in grades 3 through six. To measure our progress, I will use the Arizona State Assessment data. To support this goal, I've outlined several action steps. First one is instructional planning. We will purposefully and align with Arizona State Standards. Teachers and grade level teams will use backwards design during weekly collaborative meetings and Thursday's staff common planning time. Ensuring our lessons are directly connected to our unit outcomes. Each lesson will be designed with the appropriate level of rigor to challenge students and deepen their understanding. Monthly professional development will focus on high impact
041instructional practices that have been shown to improve student achievement. Topics will include such things as writing, clear learning goals, success criteria, increasing student engagement, explicit vocabulary instruction, and higher order questioning techniques. Progress will be closely monitored through monthly and quarterly data meetings. During these sessions, teachers will analyze benchmark data, mimic assessments, and common assessments to identify trends and student performance. In fact, this afternoon, our fourth, fifth, and sixth grade teams did just that, analyzed our Dibbles data. This analysis will guide instructional adjustments, help identify students in need of intervention and enrichment, and ensure that teaching practices remain responsive to all of our student needs. Targeted after school tutoring will be offered twice a week for students identified as needing additional support. Tutoring sessions will focus on foundational skills in math and in ELA with instructional
042targets determined by our benchmark data. And finally, our specialist teachers will play an intentional role in reinforcing core classroom learning. Our computer teacher will administer short DNA formative assessments each week aligned to the standards taught the previous week in the home room classes. The teachers will analyze that data and then they will make adjust adjustments, corrections or move on. Our librarian will read student readers or content related text to provide repeated exposure to concepts and vocabulary that is being taught in the classroom. Our PE teacher is going to work with our English language learner students in short focused sessions to strengthen their foundational skills. And our music teacher is pushing into our third grade classrooms to practice fluency reading with individual students. Through these coordinated efforts, Nautilus will ensure that all students are equipped with
043the skills and confidence they need to meet and exceed grade level expectations. Thank you for your time. Don't feel any need to ask any questions. >> So I see 10%. So you are far I I'll won't bite too hard at the looks like 10% maybe set like a standard across the board. >> Yes. I initially my goal was set where we looked at each individual student and we looked at the students that were not at benchmark level and we counted how many of those students were in each of those ranges. So my initial goal was we will move a certain amount of those students up to each level. Um, and then we decided, we went back and forth. I talked to student achievement team and we decided on that goal of 10% for ELA and
044math across the board. >> And maybe Miss Olson might be just districtwide is let's let's see to improve this across the board at least 10%. >> Thank you. Sorry. >> My question is >> make it easy. what can we do as a board to invest into our school sites um to help improve student achievement in the classrooms? >> So, um just like Nana said, the big thing big thing is field trips. Um a lot of our kids here in rural Arizona, they don't get to go um out of our little area. Some are fortunate and they do and others are not. So, investing in maybe some of those field trips where it's not so expensive because we don't have the money to do that. Um the other thing is in order to have um our
045we know number one is our teachers. So if we have good successful teachers that want to come to work every day that have a passion for this district, we have to help build that passion and that starts with building our cultures. I have found two conferences that I have been looking at and would like to take some staff members to that fills their buckets, gets them energized, teaches them some new concepts, some new skills that they can bring back into their classroom. And I'd love to speak more with you guys on that at a later time. >> Absolutely. Please bring those forward to us. Miss Olsson or or Dr. Stone. I I think that's >> improving our teachers, keeping the retention like Miss Norowski send, you know, keeping the retention only 25 instead of 60.
046That's that's what we're here to support and so so please bring those forward and uh we'll let we can do that. >> Thank you. The other thing is because you had just mentioned that special education teachers, we need to recruit and find I I my special ed teacher has already been offered another job here in the district. Unfortunately, I could not let her go. Um I have to hold on to her until I can find a quality teacher. And I I stated I I can't just let her go to put a fill in in that classroom. Those kids need the best teachers. And I know it's really hard to recruit special education teachers here. I think we're still short three in our district. So, helping to recruit those teachers would be fabulous. >> All right.
047Thank you so much, Miss Williams. >> Anybody else questions? All right. >> I like that regrouping for every single week. That's cool. And your music teacher, >> I've seen her interact with the kids. >> That's going to be super amazing for them. >> So, I am fortunate because I do have a smaller school. Um, we have a smaller staff, but I have a smaller school. So I know that some of the bigger schools their special teachers are back to back to back to back. Um mine have a a 20 minute in the morning section because we do a leader and me and then they also have um a short break because of schedules in the afternoon each one of them. And so I that's why I'm pulling them into the general education classrooms to help
048in that area. >> Thank you. >> All right. Thank you so much. All right, Miss Sautner, Starline Elephanter. [Music] Yes, in >> Is it like me? Maybe. >> Okay, lovely. Thank you. Good evening, President Rose, members of the governing board. Uh my name is Jenny Sner. I'm the principal of Starline Elementary School. Here tonight to talk a little bit about our proficiency levels from the Aasa, just one data point in a slew of many, many that um get considered every year when we're looking at student data and needs of our students. And also share with you some of the goals that we've set and some of our action steps that we'll be taking to meet those goals. So when we look at our proficiency data, what we try to look for are patterns over time
049first. So to kind of get a historical look and feel for our school specifically, every school is very different based a lot on demographics and size population. What we find is and what you can see visibly here is that our math scores traditionally have been higher than our ELA and reading. So, we've done some things, changed our schedule and staffing to try to focus on literacy and reading and to bring those reading scores. We don't want our math scores to go down. What we'd like is to keep the rigor of our math and to increase our ELA to match that. Um, the other kind of pattern that we notice is when we're looking at state data, we compare often to the average of the state. So what is happening in the state of Arizona and
050how does our school compare to the education that every other child in Arizona is getting? And so again, what we find is for ELA, we're around 10% is the average, but it's between 8 and 18% that we score above the state in um in ELA. And then in math, u between five and 27% that we score above the state in math. And um that is really attributed to the team of teachers who are teaching um and to making some decisions about moving teachers whose maybe specialties are to teach those content areas to see a higher leverage of scores that look like that that kind of growth. The one area that we noticed um we did not outperform the state in uh was this cohort who are our current fifth graders. So they did make um
051pretty significant growth. I would consider personally 10% growth over proficiency in one year is significant. I for the state that is is considered significant growth. Um they did make that it last year it was not enough to push us past the state. So that kind of leads us in. Oh and and Miss Casm would be so distraified. I just didn't also mention just look at our beautiful um a size scores which she um teaches our science for our fifth grade. So if you just wanted to peruse that for just a moment. Okay. And now you may click. Yes, I know how to keep my people happy. Okay. Um, so our smart goal mirrors and nautiluses as well. That 10% is a sweet spot number. I will agree it feels it is challenging. That is that
052is not a walk in the park to um increase growth by 10% for students who are not at proficiency. Um, it is attainable. It is challenging. So this is why we chose that. And then it also for especially that grade level. This is for our third through sixth grade students. We did not want to make our goal so narrow as to focus explicitly on one cohort of students. So generally this is what we're looking for. We're trying to meet or exceed that 10% growth um for all of our students who are taking the AASA in in both math and ELA. That would make us so happy. So, uh, that does not just, um, occur. You there are a lot of different, um, pieces that go into creating that situation. So, one of the first I
053would say just to kind of summarize is the kind of support that we're providing for teachers and the structure that holds the support for them. So, that is PLC's and I will not use acronyms for you. It makes my husband crazy when I do that, but he uses them too from place. But anyway, that's a side conversation. um professional learning communities. This is just time for teachers. This is time for them to plan together using the objectives using our our data and what we know about children to make sure that it's specific. You asked a great question, Evelyn, about how do we know that the instruction is being targeted to those students? Well, we have we need the time to plan and make that happen. Then after you implement instruction, there needs to be time
054to reflect. Was this effective? So you're looking at your assessments, formative or summative, and making sure that it had the impact you wanted. And if it didn't, then what changes are we making to address that? That is not a short process. So we um completely redid our schedule several years ago to make sure that teachers have lots of time together and they have structured meetings each week. Tier one is instruction that every child gets in the classroom. That's what your traditional like um I'm going to I'm doing reading. and doing math. Everyone is getting access to that. And then we also want them to have time to really dig into this is not working for all students. So for some students they're successful and proficient with that and others is not enough. That means they
055need a tier 2 level support and for those students do we know them and understand exactly what their needs are and then target our tier 2 instruction to meet them. And we get lots of support. I have a student success dean because of the size of my school and um she is um incredibly supportive in this level work. Um just like what Shannon was saying about knowing each kid and understanding their data. And then we also get support from our interventionist from our student achievement coach. The support is ubiquitous. We we really require it from many places in order to be successful. So supporting teachers first. Secondly would be that target in tier 2. You can see down there we are not teaching in a vacuum. We are teaching children who live at home and
056we're in a partnership with families and we're in a partnership with children. So this year with our leader in the initiative, we're asking students to make some goals for themselves. What kind of reader do you want to be? What are your goals? Do you know your data from last year? How are you going to make this increase? Right? This is this is a team approach and the same with families. So, we're supporting families through um we we have a lot of things, book study, site council, leader and me classes, like a slew of them, PTA, and how are we supporting families because they want they want what we want, which is for our children to be successful. I think that's all I had to say. I'm sorry I said so many words. More than you
057wanted, Christy. I'm so sorry. I think Yeah. >> All right. Any questions for Miss Ser from the board? All right. My question, Miss Sner, um, how do you feel the board can invest more into our our school sites, into our classrooms? >> Thank you for asking this question. This is my favorite question. And I would say of all the things that we could do, the most powerful high lever thing is to invest in the quality of our classroom teachers. That is what moves the needle. And this district is really built on teacher leadership. We are a national board certified school district. When I think of all the initiatives over time, the beautiful things that have been created and implemented as we go back in time, I've been here a long time and seen it, it's
058it's always an idea and a passion from somebody who is here. So that idea of supporting um teacher learning through PD professional development or a conference or honestly field trips it's field trip for children and it's also a field trip for adults. So we're it's um professionally enriching and when you have that you do a better job in your classroom for children. >> That's right. >> We like fresh and happy all the way to >> awesome. >> Thank you. Thank you so much. >> Rahabai, how are you? >> Yes, Hammer. >> Good evening, President Rose, members of the board, and Superintendent Stone. Our current state's proficiency scores for ELA are between 29% and 39%. Math 20% to 32%. and I will plug science with 30%. I recognize that we have significant work to do to
059improve our proficiency for our amazing students and our action steps are designed to address this urgent need. These steps support the goal of increasing the percentage of third through sixth grade students scoring proficient or highly proficient on both ELA and math for the AAS essay by 25%. >> It's lofty. >> We made it. >> I do like that. >> We will implement researchbased engagement strategies in every classroom, meaning K through six, not just our third through sixth graders. and provide professional development to ensure all students are actively participating in their learning. Teachers will align instruction to Arizona standards through backwards planning, connecting daily lessons to unit outcomes and assessments, providing visible learning practices that we have already implemented schoolwide K through six. again with teachers posting and referencing their objectives and success criteria daily. Teachers
060will use data from common assessments, benchmarks, and AASA mimics to analyze progress during data meetings and PLC's professional learning communities. And this will allow all teachers time to adjust adjust instruction to meet student needs. This ongoing teach analyze reflect cycle will ensure consistent highquality instruction and targeted supports for our students. >> Fantastic. >> So Miss Ammer when you to um took Cabisupai um you got you guys were already at that time the school was already on target and improvement. Correct. >> That is correct. >> Okay. And how has it been coming in to make that adjustment since taking over and in and the implementation of of change? >> Um, as soon as I walked in that door, I immediately got into classrooms to see what what was going on in this and um how the
061Supai made connections with families and students first and foremost. Um, and then I reached out to Dr. stone and the student achievement team and said, "How can I help make this school top-notch?" Um, so when I walked in, we started going back to what does our data actually mean? Um, a lot of times we can look at this, you know, 29 to 30%, but back to my 25% growth or up in the proficiency. It went from looking at the school to grade level to then actually students and going to I know these students can do these things. So that's why the goal was raised raised to 25% instead of um lower. Um so we really did a lot of steps right there. Um during our Thursday planning meetings um during common planning with the help
062of student achievement we dove right into what are these lessons, what are the objectives, how do we show students what they are going to be doing and what they are learning throughout their lessons. So from the five weeks in, we started um already applying that to our practice. And after that, I really um noticed that we needed to move students through, not just sit and lecture. Um our students are students who do need that hands-on experience. They need the the language. They need to be able to speak of what they're learning and be able to provide that back. So that's what I've been working on every day. Okay. >> I I appreciate the bold goal in this Olsson. I I asked you I really helped Miss Hammer to achieve that goal. You know, 30% those
063are those are tough percentages to you know it's um I know you came into target approval. So anything you need please don't be afraid to approach the board Olson. Uh we're here to help you. We want to help you. I'll take Dave's question. Where can we apply funds to help you? Um, I will always say the field trips is a big thing. Um, the the other part is we kind of talked about being able to support teachers. Well, some of that said after school tutoring, it is extremely difficult to actually find tutors that want to tutor for what they're paid. Um, and I also want the best tutors tutoring my students as well. So, trying to find that balance of what is >> the motivate tutor in sessions at >> uh 2 2:30 to 3:30
0642:45 to 3:45 twice a week. Um >> and >> part of the reason why >> just hired tutors those are teachers. >> No, they're are teachers from our school. >> So is tutoring an additional pay? >> Correct. And the twice a week it goes to on the third day we like to run our clubs. So I'm really excited. um it hasn't been presented to my sitebased council, but we're going to also um have a theater club this year. Um which then goes to my how can you still help if I I am a firm believer of the arts. I am not artistic nor do I like to act or sing. You would be scared if I did any of those things. However, um our students really either sometimes gravitate to that and going back to
065like I want to come to school. Those are some things um I share in our amazing art and music teacher with smoke tree. So those teachers rotate back. So we actually sometimes lose some of the instruction because they're packing, they're moving and going back and forth. So um if I could keep both of them all year long and I'm sure u Mrs. Mercing would agree with me um that that's something that would help us. Um that also gives extra planning time to our teachers where the backwards design it has to happen so you know exactly what the rigor has to be to meet the standard. >> Okay. Awesome. Thank you so much. Any other questions from the board? All right. All right. Now moving on to our next school. Not during uh >> we're going
066to keep this >> presentation unfortunately. All right. Jamaica Elementary School. Mr. Reed, welcome. >> Well, thanks for having me back. Uh, you know, President Rose and board members and Dr. Stone, it's been 21 years. So, since I've had to present in front of, uh, Lake Alistister board, so this is it's awesome to be back. So, I appreciate the opportunity. Um, I am a um, very competitive individual. Um, so I think that you're going to find the bold it's a bold goal as well. So if if you look at you look at the data uh and if you compare it to the state in general you can say oh well if I if I go down line by line while we're at or above you know in in every almost every category but when I look
067at sixth grade where we're just is at you know in math but I don't want to be there. I want to be well above you know that and where we were. What I like to look at and if I could draw your attention to maybe looking at things a little bit differently at an angle from from year to year because sometimes you look at the data. So if we we go up to third grade and we say okay 50 53% for ELA and then that same group of kids is now 55%. So that's that's pretty decent. They went up a couple and that's the same group of kids. But if I go to the next grade level and I'm looking at the data there I'm seeing 62% and that's great. We had 62% proficient. same
068group of kids last year 37%. That is painful to look at when you look at it that way. So those are the kinds of things that I I look at. One of my old positions was data coordinator from my past district. So I look at little anomalies like that. So those are concerns that I have either for the test or that group of kids. And so those are those are things that you want to target. So we can go down the list and you can see grades that you could you want to target uh more more than others. So anyways, without any further ado, I'll go into the go into the our our goal. Um, so basically, you know, I can read it here. It's it's basically to move 25% of our kids um in
069in grades three through six. So this is all our grades who scored minimally or you know, or proficiently. We're going to basically move the ones and twos and threes and fours. So we're looking at basically when I look at numbers wise 25% is a lot but when I look at numbers of kids and I look at our population that's really moving seven to eight kids from and that that seems manageable and we do that. It's going to be tough though for every single grade level to do this but it's it's a bold goal >> y >> to make sure that this happens you know for ELA and math and and if I can and if we can manage this I'm probably going to go on a talk show somewhere because no I said this is
070going to look fantastic you know when you compare it to the state. So, so I I would like to see if if we could if we could do that. Now, I'm learning just like uh some of you are as far as what do we have available here in in in Lake ABSU because I've been away for a while. Um so, some of the things I know I've learned about we have these minute tests. So, this this is great. So, this is great data that we can we can garner from uh our our students, you know, couple times a year so that we can tell where we're at and make adjustments within the classroom. Um professional development. Uh and I actually did change it because I had PD initially. And I said, you know, I'm just
071going to put because I I know I don't have to explain what that what that is. So, um, basically, I would like professional development folks in the science of reading. And you guys actually you guys got a new program in amplify that actually is researchbased and basically that's what it is. Um, I don't know if for those of you don't know, I'm I'm a big fan of this. Back at this is back in the research really goes back to the 90s when when our government actually put a lot of money forth uh for research for a couple universities uh that we we basically broke reading down into five different categories um that we thought were important. So, you know, that's basically, you know, phmic awareness, phonics, vocabulary, fluency, and comprehension. So, that's the data that
072I want to see where are we falling back on. And we have a lot of we have a lot of uh tests, you know, dibbles that gives us information in some of these areas. So, we got done today. We we just got everybody has been tested where I think we're lacking one child uh who who we need to get uh tested. Uh but we have the information we need. So, groups are going to be set uh you know tomorrow and hopefully next week we can get right into interventions that are targeted to these particular areas. Okay. Um, and our schedule allows for that too because we we all have wind time uh at all all the all the schools and actually that's the same term we even used back east. Uh, so so it's the
073same and but we we we want to target those those interventions to our all our all our levels and I I probably won't go into you know the the different categories we know we're talking about targeting you know groups that tier one, tier two and tier three but um tier three is basically that's where I think the question you brought up earlier is the smaller groups. So those are the ones that we target when we have the information we'll bring in those small groups that are are actually going to be pulled out so they get the in more individualized help and there's time in the schedule you know to make that happen. Um so anyways one of my biggest things is family engagement too. I want community involved. So I would like to encourage you
074know parents to to get involved with the school. Um, of course I I honestly I I am used to getting parents maybe not so um maybe angry at times because I I push for for for kids to be at school. Um and I also look at some of the data and we have some of our kids that have missed quite a few days of school. If we if you're not here, you can't learn. So they need to be in school. So I mean I we all know through co there's been a lot of you know it's been a lot of change in our society since we keep our kids home. But if the more we can keep our kids, you know, coming and and we're not um just holding them home because they're feeling like
075a mental health day today. So, but you get a lot of that and I'm just like that's not what my father would do. So, you're going to school. So, if if they're there, they can learn. Um so, expect phone calls. And I've been I've been making phone calls, you know, individual other things, but they haven't been negative. I think they've been mostly positive uh for the families. And that's my goal is to build relationships, you know, with my community. Um, and anyways, uh, reading beyond school day. I've always been a big proponent of, and I and I don't know if I should throw this in because I know that you guys got rid of the program and I, but I want to figure out a way to to I know it was AR, but I'm
076a big supporter of that program. I'll just say it. >> You're not the only person who brought that up. There's been many people. >> I I'll be honest, when I left here, I brought that program to my school in New York. is still there. And what I build around that as the principal is I build a program where I can identify where kids needs are and I can build a relationship with my community so that I'm getting them to read outside of school where I have uh my RSVP which that that was my retired seniors and volunteer program. They would come in to read with my kids but outside of school I would I would incentive programs work. Some people don't like them but I use my community for that. Where I came from was
077walking Glenn. It was a race NASCAR weekend. that group. We had a partnership in in Arizona in in uh Lake Abbasu. We had a lot of great businesses here that we could form partnerships with and I would get incentive stuff to make sure that our kids get excited about reading. And I had I give research. I can give you letters from parents that have said, "My kid hated reading, but my kid loves racing dirt bikes. My kid loves race cars. My kid loves this." So, if you get a connection between reading and what they love, then they're going to want to participate and they're going to want to read. So, like I said, I'm very competitive. Um, and I want to get parents on board with let's let's get these kids reading after school. If
078you if you don't believe that education is important, you could you're letting your kids down um by not promoting reading at home. So, I I would hope that every parent is is reading at least 20 minutes every day and when you go to bed, you know, just set that example for your kids and your kids will grow up to be great readers. And I have two wonderful kids that are now adults um that are that are great readers because of my wife who was a great reading teacher. So, they didn't have a choice in the matter. But, but the point is they saw her doing something great and they just it just became part of their normal routine. So today it's a normal routine for them to read and choose that over watching a video
079game. >> So just so you know I am touching base on that a little bit and I have been asking around. It's been one of those things where it's like a love and it's also like it didn't work out for some >> it depends what you do with it. >> But you're right. >> I'm trying to come up with a list. So we're going to work on that between like back in the day we used to have book it. You know what I mean? For >> book it's another one. There's a lot of there's a lot of programs you can use. the ones I I I I'll do them because because they do they do promote it. But these um you know for the Pizza Hut they you know they do that the one there
080and we have a lot of them that we can develop and we're going to do that but the only thing is they're always on the they're always on the uh the honor system. It's like oh yeah my kid read 20 minutes today or they read this list of books today and we'll send them in and that's great. We'll we'll we'll make that work. But I like I like programs where I can actually see data that comes into me that I could actually say these are the top two readers for the week and I'm going to bring them to my office and I'm going to congratulate them. Make a big deal about it on the announcements. Uh give them a prize because I use my businesses to help me support some of those prizes. They could
081be autographed t-shirts from your favorite NASCAR driver or whatever you have in your community that you use um that that kids love. I had little race back box back box cars. Those were some of the rewards, but they were purchased not by the school. that were purchased by the community by actually Watkins Glenn International at where I was because that's where I was for 20 years. So, so anyways, I I would love to use the community more and and utilize any program I can to promote reading outside of school day to help our kids. I'm I can go into I was also an athletic director. I have a great I was a we're a state championship team and it didn't happen because we we only practiced after school. that happened because we practiced on weekends
082and we practiced, you know, all summer long and we we had goal in mind and we met met that goal. Um, also this is new to us. I guess we have actually a paid MS MTSS coordinator. So, I guess utilizing the funds to making sure that that time is valuable. That's one of the last, you know, items on here and I'm going to be watching that and seeing how that's working. Um, but I I think it's great to have somebody that's going to be focused at our at our meetings. Um, to go over the Dibbles data and and and I believe the person that we have is actually going to be a great asset because I I can see already she's a great teacher. I've been in and out of the classrooms every day. I'm
083in in somebody's classroom and I told the teachers to to know that I'm in and out of your classrooms every single day. You know, I want you to get comfortable with me coming in and and knowing that I'm just going to be there at any given time. But I see a lot of good stuff happening. I have great teachers here. Um, so I hope that we can do great things for our kids. >> Yeah. Fantastic. You know, that 25% goal, I like that. Okay. >> And, you know, I just want to ensure that you're working with Miss Olsson, hitting those objectives, getting those PLC's, getting, you know, aligned to the curriculum, to the standards. Um, and I I like that it's just six kids, seven kids that it's a small percentage attack it. And I
084we can do that. So, I like the goal, Miss Olsson. We're going to we're going to do this. >> Yeah. >> So, I do have a question. What? And and I love your idea of partnering with families. Um and I know in speaking with a lot of our teachers, a lot of our administrators that sometimes can be a challenge. >> It can be. >> So what how do you see building that bridge between teachers and parents? >> I like bringing in fun events. I mean I I try to do anything I can. I I like to do a survey with parents. What what interests your your kids? What interests you? But there is a lot of STEM activities that you can do. I can give examples of things that I've done over the years, you
085know, where I bring in the nutty scientist who, you know, I they do cost money for those things, but then you you have a have them do a presentation in school, but I also hired them to stay afterwards and we would have the parents get involved to see what they can do because actually the parents can learn from these artists. Another program that I had and it off that was artisan residence program. Great program. It was a grant-f funed thing that we had written a grant for, but we ended up getting a lot of artists for every single grade level that worked with with it worked in our ELA, social studies curriculum. And what it did was it brought stuff to life for kids. So, it's hands-on stuff where you're actually bringing in an artist
086that comes in uh let's say you're in fourth grade because you're learning about the state as an example, but you bring in an artist that actually was one of the pioneers that came here and then he has all the gear and he's dressed up like one of the um you know, indigenous individuals uh and and gives you a sense of what it was like to live here back in the 1800s, you know, at the turn of the century. So, to get kids excited about doing these hands-on things, doing anything with science and bringing in some of these artists and doing them after school. Um, and one of my goals is I'm trying to figure out funding for this of course, but is to if I could do something once a month where I can get
087families to come into the school after school and to get involved, that would be fantastic. But those things cost. >> Okay. Awesome. Thank you so much. >> Thank you. Ral Grande Classical Academy. >> Good evening, President Rose, governing board, and Superintendent Dr. Stone. I'm Chris Barton, the Oro Grande principal. If you go ahead and you take a look at our slides, particularly we'll start out with our ELA highlights that our third grade last year lag significantly behind our district and our state. We certainly do see that that is an area in need of improvement. Um, our fourth grade in ELA certainly catches up with where the state and our district currently is at. And then we see our fifth grade uh where they're probably going to need some additional support because they did go ahead
088and take a slight dip from where they were according if you look at previously as well as with our current district and state scores. and then our sixth grade uh Mahashir actually led all of our groups um in the ELA. So when you're just looking at that alone in itself that the ELA certainly does show growth with our grades four through six, but we really struggle with our third grade. If you look at our math highlights again, our third grade is dipping there. It's very low. And then our fourth grade jumps ahead. Fifth grade remains strong in math. and our sixth grade completely goes ahead and excels with major outperformance by our state as well as our district. In regards to our science, we certainly see that we did um have some growth from last
089year um from the previous year. However, we do feel that that is also an another area that we could certainly have some need for improvement as science does certainly build in the reading and the math concepts. So, we are actually going to be meeting with our third and fourth grade teachers to kind of help prepare those scholars so that when they start to take that fifth grade test, we continue to keep building on those science standards because they are very repetitive. How can we go ahead and make those hands-on, make science a little bit more fun, help them remember those important facts. If you go ahead then and look at our goal, our oral grande will increase the number of third and sixth graders and demonstrate ELA and math proficiency by 10% as measured by
090the total school proficiency growth from fiscal year 25 to fiscal year 26 based on our AASA testing scores. We recently had a staff meeting a few weeks ago. I wanted my entire staff to go ahead and be able to look at the data. Um, and this was not just our teachers that are currently teaching third through six. This was our teachers from actually preschool all the way through sixth grade. Our specialist teachers, our counselor, they were all involved in the actual discussion. We believe that you have to have teacher buyin if we're going to go ahead and want to see success and improvement in our proficiency. Everybody should be on board. So, with that being said, our first action step was that we wanted to have to improve our academic proficiency. the state standards need
091to align to our targeted learning objectives both in ELA and math. What we actually did as a staff was we went ahead and in the state test scores when you go ahead and break the data down you can actually look at the cluster categories where we did not perhaps get all the points that we actually needed. And in our ELA we were able to go ahead and identify that our scholars are missing key details and central ideas something very important. So we decided that with that the tiered interventions implemented as followed we would go ahead and with our tier 2 classes have our MClass lessons our tier three would have the 95% group lessons the UFly and the additional 95% intervention for our special education needs as well. We would like to have targeted small
092groupoup instruction that is datadriven that includes our DNA lessons for differentiated support along with enrichment opportunities for the scholars who are performing above grade level. We want to keep them excited engaged. Our math focus when we looked at where that category cluster was we realized that it was in number of operations and fractions. So with that being said, during the school day we do actually have aotted math intervention time for our teachers to incorporate using malipatives to apply mathematical concepts again to real world scenarios. This that question why why do I need to know this? If you talk to any as a previous teacher why do we need to know this? We have to explain the why to them. Math's very important as we all know. So instruction was certainly going to be also informed
093by the DNA and our ISL data to go ahead and ensure that we are having targeted effective intervention. So we will go ahead and pick the lessons that where those scholars are showing the most common um achievement gaps is what we will actually be doing with that. We'll also have targeted afterchool tutoring for scholars who are on the bubble. The ones that we could go ahead and increase to their proficiency or more importantly if they're still in the bubble make sure that we maintain that proficiency. We don't want them to go backwards is what we don't want to do. And that will be an invite is what it actually will be. We will be using the data of course from our previous AAS FA the test scores as well as progress benchmarking monitoring sorry progress
094benchmark monitoring where we are going to go ahead and use the 95% uh multi-yllable routine cards that for reading as part of our afterchool program and our dimensions math curriculum. These actually align with the tier one curriculum, giving our scholars a retach opportunity along with that extra practice is what we will be doing. We also want to go ahead and prepare our scholars for testing. Give them the test taking strategies that we need. When we were actually looking at the data, we did find that we had scholars that were unscorable because they did not either complete their writing part of their ELA, which then in return actually does affect your actual um ELA test scores. So with that, we want to go ahead throughout the entire school year, go ahead and practice those test taking
095strategies when we are doing benchmark um monitoring practice tests, even when they're doing their actual unit tests, whatever it may be. Showing them how to actually when they're reading a passage, go ahead and take those notes so that they can go ahead and go back, read the passage, look at the questions, reread the passage again, build that reading stamina. As we know, those passages probably are very long on the state test. And today, kids don't like to read. They would prefer to actually be on their phones watching Tik Tok videos. So, we have to go ahead and build that reading stamina among them. Along with that, getting them to practice writing. What does a paragraph look like, punctuation, and so forth. Um, same holds true with math. Did you work out the math problem? Are
096there other ways that we can go ahead and check for our answer? Giving them those additional tools throughout the entire school year. so that we can go ahead and prepare our scholars for test taking time in hopes that they have that confidence and that they will actually be able to do better. We also want to make sure that we have meaningful and purposeful weekly planning meetings to review the curriculum, review the pacing guides, check for the understanding and increase the structural engagement strategies by incorporating and encouraging collaborative classroom discussions such as thoratic circle which is kind of part of the classical academy. Um, part of our weekly meetings is also to know our scholars data. Are there scholars of concern that we should go ahead and look at? So, we want to go ahead and
097do those data dives based off of the 10 days of progress monitoring, review any summitive assessments that we have, and of course plan for the future instruction to go ahead and close those academic gaps. um teachers at our school site when we are actually um having our staff meetings and we certainly are um very thankful that we do have those opportunities about twice a month to go ahead and meet as a staff as a whole. I would like to go ahead and have our teachers that are doing something extraordinary in their classrooms be able to go ahead and share and we model what exactly that teaching strategy is going to go ahead and look like. Um we have a few new teachers on staff. We've also done some grade shifts with uh making sure that
098we have a veteran teacher for every single grade level if we were having to bring in a new teacher. We also still have some other relative new teachers that are only year two here at Our Brande as well. Uh the other thing that we've also implemented this year that's a little bit new is that not only is our sixth grade on rotation with their math and science and then of course our reading and social studies, our fifth grade is also doing the exact same rotation. So we're able to go ahead and look at our fifth and sixth grade teachers and let them teach the content areas that is their craft, what they know best, what are they the most excited about. And they can also plan a little bit better, dive into that data and
099look at what it is that they need to go ahead and bring into the classroom to go ahead and prepare for small groupoup instruction, differentiated instruction and so on. And of course, academic family nights I feel are very important. They always have been in my previous experiences as a school administrator where family nights can actually improve the student agency where the scholars can actually share what they have learned. They are very excited. They're very proud of their work. But in the other flip side of the coin, we want to go ahead and be able to provide parents with additional curriculum resources that they could go ahead and use at home by our teachers that could go ahead and offer that support in that academic content areas such as it could be math facts, it could
100be something reading at home. And we want to make sure that we're getting our families to go ahead and work in collaboration to go ahead and create that common goal that we actually want to go ahead and get them excited about school in itself as a whole. Or recognizes that we do certainly have the need for increase of proficiency levels across all our content areas and our grade levels during this current school year. With the restructuring of our staff, the support of our strong mentor teachers, and the dedication of our intervention and resource teams, we certainly are equipped, we feel, and that we're ready to go ahead and meet the common goal, which is actually scholar growth and academic excellence for all. >> Any questions? >> Well, I I just I was going to bring
101this up at the end, but you hit on it, which I appreciate, is test taking strategies. Um, this country now has licensings for everything. Nurses, plumbers, attorneys, doctors. There is going to be a test in these children's future, which they have to pass. And, you know, Miss Olson, I I was going to suggest this at the end, but I would like to implement or see where we can fit in a a course or a lesson or a day on test taking strategies all the way through. you know um having the ability to take a test is one of the greatest skills our kids can have going forward in education. You will be required to take tests and you know a lot of people say that test take you know it's not all about test taking
102to learn. Well at the end of the day when you get when you have to show up to show what you know it's a test and so I I would like to strengthen our test fliping strategies across the board. So thank you for hitting on that. Um and and let's hit that 10% goal. >> Yeah. Yeah. And I had the question of how much is that assessment data um how much of is is the test taking skills versus the um subject comprehension, you know, the actual subject comprehension of the students? Just basically I didn't know if there's a like a measure for that or >> it felt like that the the instructors, the teachers realize that the students actually are pretty understand the material, but they're just poor at taking the tests. Exactly. They certainly
103could have that anxiety and and the other thing that we're going to be incorporating at Ora Grande is then test taking days um doing test pep assemblies in the morning. We want to make sure that we get them excited. Sort of do a pep assembly I guess is kind of what you call it in the gym if I can. If we have the right amount of laptops and the right internet, bad. I like to have actually our third through sixth grade take their tests all in the same day if I can so that we can create that excitement. And we also want our teachers to be jazzed about the excitement because if they're excited, they will be excited. They will do well for their teachers with that. And >> is that a significant waiting on
104the results? I mean, as far as just not being able to take the test with skills. Well, at my previous school, we we actually taught the test taking strategies. It was basically built into their content areas. Like, you couldn't just go ahead and write a five paragraph essay. We we actually walked our scholars through how do you actually go ahead and come up with your topic sentence. You read the passage. Now, you got to write the essay. You have to do your research. What are going to be those topics, the supporting evidence? They actually had to create an outline. And they actually learned this from all the variety of essays whether they were writing argument, persuasive, compare, contrast. So that when it came to actual test taking day, they knew what was expected of them.
105They had to go ahead on the writing portion of the state test, go ahead and write out after they read the passage the actual outline based on whatever that essay was that they are being asked for on that test. And we actually then taught them to go ahead and handwrite it, not just go on the computer and start typing it. We wanted them to actually go ahead and write it. It was probably the longest test taken day that we've always ever had was the writing, but they did very well and our scores definitely showed that in the writing area because we had focused so much on the writing portion of it. And then same holds true when they were actually reading passages. We taught our scholars how to annotate, how to take notes, what is
106actually being said. Don't just read the passage and go and jump over into the questions. Perhaps maybe you need to look at the questions first if you can, then read the passage so you can already take notes what it is that you're looking for and reread. >> Oh, Miss Barton, I I've asked you to get Miss Olson and I I'd like to integrate a lot of that in because it what you said, I've I've had a lot of tests that I've had to pass and those exact skills what you're talking about, outlining, annotating, preparing before you answer the questions, those every single course you prep for when you prep for the bar, there is a expensive course that teaches you those things. So if we can integrate those strategies >> in this district that 10%
107that 25% is going to come. So thank you for for bringing this up and he's working >> across the district with Miss Olsen and Dr. stone to help integrate some of these things because those are fantastic skills to to help our students forward >> and it gives us the opportunity to to kind of go off what Matt said to identify our students who really do struggle. They they have the knowledge of the curriculum. They know the answers, but they struggle in the test taking and to really help them overcome the fear and and to be able to achieve achieve in that. So, thank you. >> Yeah, you're welcome. And the mimic test that they take, does that replicate the same test taking environment? Like if it's if it's on a computer, the mimic test is
108also taken on the computer or are they formatted differently? >> I haven't actually yet seen the mimic test. That's it. Okay. >> Anyway, I've only been watching the dibbles. Maybe that's the same thing. I don't know. Um just like uh um uh Rod had said, I am learning a lot of platforms and a lot of curriculum at the moment. So there's been a lot of information overload in the last two months. So and I I know you're new. It's going to be a >> strategy. >> And I know you're new to the district. Welcome. >> Thank you. >> We're excited to have you. Um based on your short time with us at Oral Granite, how do you feel this board can invest into your school site to improve student achievement? >> Well, I certainly echo
109what all of the other previous principles had said with the field trips and and investing in our teachers. Um, I think that we definitely need to continue to recruit to grow our own because this was the exact same thing that I did at my previous districts when you start to count how many actually graduated from your local high schools, went off to college, and came back. These are the people that are invested in our community. They're rooted in their community, and they're not going to go ahead and be here for two years, and we're the training ground, and they go off somewhere else to go ahead and teach because it's better pay, uh, whatever it may actually be. So that is one. The other thing that I know that a lot of my teachers have
110asked about is just to be able to have some professional developments conferences, whatever it may be to go ahead and work on the differentiated instruction. We have a wide range of scholars. We have scholars with special needs, scholars that are multiple grades below to scholars that are those average ones, those ones on the bubble that we would really like to go ahead and see and grow. and how do we go ahead and continue to keep the ones in the classroom that are very getting my work done? They're they're engaged, but now they're bored. So, what do we do there with that? And I think if we could go ahead and invest in some conferences, speakers, trainings, whatever it may be to go ahead and continue to let those teachers have those opportunities just on differentiated
111instruction. >> Okay. And then I do have one more question um because I've heard answers on both sides of this question from our principles um in our elementary schools is what is your personal opinion and your experience with accelerated reader >> with accelerated reader as a curriculum or >> yes to >> just as a tool to use. >> Oh personally I've had no experience with it so I would not be the one to answer that. >> Okay, perfect. Thank you. That's all I had. I did have one more thing, but it's not actually specific to oral grande. It's applies to all the schools. Um I agree with what Mr. Houston said about how test taking skill is an important skill all by itself that's kind of separate separate separate from the um academic things that
112it's teaching. Um but one thing I don't want to be overlooked is the fact that we only have two years of data for the AASA test. And that's because the test is relatively new. Um before that it was a merit. I think before that it was STAR. Um somebody in this room would know but anyway um the tests the standardized tests that we require our students to take change every few years. They cycle. And so when we develop programs I want to make sure that whatever we develop as our strategy to improve scores isn't so specific to the test that's currently being used that it then becomes useless once the test changes because it will change in the near future. It's cyclical. >> Yeah, that's a great point. Thank you. >> All right. Thunderbolt Middle
113School, Miss Barney. >> Good evening. We have a lot to celebrate this year at Thunderbolt. You can see that we went up in three out of the four tested areas in ELA and math, which is exciting. In science, we outperformed the state by 5%. We went up by 9% from last year. That's amazing. In math and eighth grade, we matched the state average, but I think we can all agree that 27% of a state average is pretty low and we need to aim higher. So, let's go to our goals. We're under targeted school improvement just like Havasupi. So, we are focusing on our special needs population. In order for us to get out of that, they can't just grow. They have to become proficient. So, our goal is based on moving students from partially proficient,
114so they're almost there, up to proficient. That 25% is a lofty goal because to get there, they have to do more than a full year's growth. And these are students that traditionally have not done more than a full year's growth, but we're going to get there. We not only put the percentage, but the number of students to give you an idea, it's just 18 kids. We can do that. That makes it seem manageable. In our action steps, we're focusing in on tier one instruction. When you have 27% proficient, you know that you need to work on tier one first. So, we're going to focus on teaching those Arizona state standards and making sure we're hitting them at the appropriate percentage, too, because we have the blueprint that tells us you're going to have 15 questions
115on this standard. Let's make sure we focus on that standard. We have pair of professionals that are going into the classes that have a moderate number of students with special needs and they can work with anyone in that room and the teacher can work with the other kids. So if there's five kids over there that are really struggling, either the teacher can pull those kids or the pair professional can pull those kids and there's still another adult to work with the other students. So everybody is learning. these classrooms that have a high number of students with special needs, we're actually able to put a special ed teacher in there so they can co-e and meet those kids right where they are at that grade level rigor. We do also open learning labs. Learning labs are
116almost like a study hall. If a student is struggling, they can ask to go there. It doesn't have to be a student with special needs. I anticipate my daughter using it cuz she likes a quiet space. So if she gets overwhelmed, there's a place she can go that is a little more isolated per the student's request, not per the teacher. This is new. This year we're implementing tier 2 instruction, which is a targeted intervention for every student on our campus. Every teacher on our campus is participating in I was amazed with our staff when I went to our PE teachers. I'm like, would you rather teach math or English? and they gave me answers and they're cheerleaders and encouraging and working with students and nobody complained and like I even called Scott. I'm like, "Scott,
117something's wrong. Everybody's excited." So, that is an encouraging thing. We did a challenge in our home room last Friday and I heard kids coming down the stairs. That was fun. I heard a math teacher being like, "We didn't win, but I taught five kids integers today." So, she was pretty excited, too. that's going to catch most of our kids, but we still have the kids that need even more help. So, for those kids, we have the specialized classroom. We have alternative ELA and alternative math. That's considered a general education class. It's not taught by a special education teacher. You do not need an IEP or a 504 plan to be in it, but it's taught at a lower level. Slower level, but it's still the grade level standards. The students that are in the alternative
118ELA are using a different curriculum. They also have an ELA class, so they're still getting the Amplify curriculum, so they get it twice. Then we have resource. Resource is even slower. They're using our big ideas. They're using our amplify, but they're not necessarily going as deep. Instead of a three-step equation, we're starting with a one step, and we're going to build to that. instead of decimals and fractions with it. We might start with whole numbers, but we'll get there. We are so lucky this year to have a new dean of students. We brought Carol, sorry, or Grande. She's been amazing. She's working with teachers to understand the data and to help identify what interventions work and when it's time to try a different one. We're also participating in Project Momentum, which is to help us
119get out of that targeted school improvement and move forward. And we got into an AD training, sparking creativity with problem solving to help with our math. Since our math scores were the lowest, that's where we chose to spend our time. >> Do you guys have any questions? How many additional special needs teachers do? >> Great question. >> At least one. >> And Miss Barney, where do you feel this board can invest into Thunderbolt? >> I had the privilege of going seventh, so I made a list. >> I love it. Stop seats. We're really blessed right now that our enrollment is up, but that means our class sizes are up, too. So, we have some classes, some English classes sitting at 33, 34 kids, which is a lot. We have amazing pair of professionals. If we
120could have another one, that would be even better. Substitutes. I know the board increased substitute pay, but we're still covering inhouse. It'd be nice if we could reach out to our friends that have retired and encourage them to come on over. I am working with Marcia Becker on a CTE exploratory option where our kids would get to experience more than one exploratory that would help them choose their CTE pathway when they get to high school. So, they might be able to experience three to six in a year instead of just one. That's it for now. I do I have one more question and this because this would end up falling under CT eventually >> um and the community is not aware of this. We um had a conversation with Home Depot >> and there is
121some opportunities at Thunderbolt for them to improve um our home room and us offer home again as a class at Thunderbolt and then also our wood shop and have we heard any updates from them at this time? >> We're still waiting. >> Okay. So we we can follow up with them. Okay. Awesome. >> All right. Any other questions? >> Thank you. >> And least but not last, Lakeu High School, Mr. Becker. >> Good job, Amy. And like you said, sorry, Dora Grande. Sorry, Thunderbolt. She's coming back. As you can see, that was fantastic. And she did a great job. >> So, So, Mr. Rose, other members of the board, Dr. Stone over there on the computer, these are our scores. And and when you look at them, and I know they're hard to see up
122there, there's more things that you look up there than than scores. I I've presented this to our staff. We're lucky enough ACT returns their scores pretty quick. um because it's computer-based test. We had these scores by the end of last school year while all the other schools had to sit around and wait for theirs. But when I look up there, yes, we have improved scores each of the years. If you look at the high school where it's green all the way across and if you go down to 2021, you can see that progression. Retention has been said many times in this room. Teachers matter. Curriculum also matters. If you go back, that's about when we started implementing our English and our math curriculum. Shortly after that, it was social studies, Spanish, and so on. So
123curriculum and the teachers teaching it matter. And so we had very little turnover in staff from year to year. I think out of those 25 that Carol talked about, I think four of them were ours. We inherited two others. So we did have six, but those two others coming to us had extensive experience. We stole one from Thunderbolt and came to the high school. So teachers matter in that classroom. To further that point and just nail it home, if you look at the bottom, that's Havasu online. Kids in front of teachers matter. >> So that is that is an issue. We've changed some things with Havasu online this year to try to address that. It will take time to address that. It won't happen overnight. Um looking at our science. So I taxed our our
124three tested areas, science, math, and ELA to go back to their groups to develop a plan of what they wanted to attack. And with our science, if you could skip to the next one, their focus is the ACT science mean score for in-person LHS students will be at least 19.8 as measured by the 2020 uh spring state contract. If you look back at the other slide, and you don't have to go backwards, I can tell you because I know you're talking lofty goals, that is a.7 raising that score. When you're talking ACT is a totally different test than than what we're talking about previously. Um, the other thing that is different for us is we have one shot at this. >> We don't get these students. They're sitting right here. They're seniors right now. So,
125thank you for raising your test scores. and making us look good. Um, but they're seniors now. We are very dependent on what's happening in the classroom and we are very dependent on our mimic scores. Somebody asked and I don't remember which board member it was, I think it was Lisa that asked, "Do the mimics mimic what this test looks like at the high school?" No. And I say no in the sense they ask the correct questions. They are a great predictor to what the overall score will be, but it's the first time a student sits down and takes a six plus hour test. Test fatigue is a thing, >> especially if they've never experienced it. So that does come into play. So when you look at a 7 increase, you may say, "Well, that's not
126very lofty." I I think it is. And I did challenge my people. They came back a little lower. I said, "Nope, let's let's do this." And it's similar to the math goal that you will see. Um the science department if you go back I don't have them memorized. Um the action steps that they came up with um the PLC meanings and looking at data um utilizing practice questions during bell work and you'll hear me talk about it later. Nobody ACT is like the ACT. I don't care who you are, you can't make up those questions. Um, and then analyzing the ACT mimic data and setting goals with kids starting their freshman year until they take the test their junior year. All right, now you can go on. This is the reading category for ELA and
127they have targeted the key ideas and details uh and the the readiness. So if you can skip to the next one. Students will maintain theirs looks a little different but it still has the same outcome on the overall score. Students will maintain or increase percent met in the reporting category key ideas and details by at least 10% which I think I've heard earlier tonight as measured by the 2026 spring state uh ACT scores. Um when teaching the state standards, they're going to look at the identifiident identified goal. Teachers will review test scores during PLC meetings to address identified needs. That means when they give a student a test in our curriculum. They are looking at that te those tests and where did our kids not perform to that level during our curriculum on our everyday
128teaching and then looking at that and do we need to retach this or wait a minute how did Mr. Zampona's class score better than me and I'm teaching the same level kids. How did you teach that lesson and where can I improve my craft? All right, moving on. The next one is our math department. Our math department took it upon themselves, their numbers people. They set goals last year. They they love this stuff. So, they they set a goal last year. Um and it was preparing for higher uh math rating or no, it was the now I'm going to forget which one it was. No matter which one it was, they they raised that goal by 7% in that area. So they targeted that one of the areas when you do that and you're looking
129at a state or the ACT or a state test, you're looking at what does that blueprint look like? So how many questions are attached to each one of these categories and where do you turn your focus? Because that is what's going to raise a test score. Statistics and probability, if you look at that, it's one of our lower areas. It's at 22%. Um, for that past year it dropped and my quick math there is 11%. Um, and that dropped. They moved the statistics because there's only two to three questions till after the ACT and and they did that purposefully which directed towards their goal which they they definitely met previously. So going on to the next slide, the composite mass score will be at least 19.5. I did say earlier you're going to see a
130similar thing. It is.7 which matches the science goal but it is 19.5 in the math area as measured by the 2026 spring ACT score. Um algebra one two levels will focus on formative assessments utilizing and that is a program where students are able to get practice. It ties directly to our curriculum. I sat in a teacher's classroom that used it beautifully last year with our lower level kids and only our lower level kids had access to it. The teacher can teach the first part of the lesson the first and and kind of chunk their lesson. Go to the back of the classroom and say, "Now it's your turn to practice." They can stand at the back of the classroom and see the computer screen on the perimeter turn different colors. That identifies that red kid
131right there. I need to go meet with them as a teacher. the green ones, they've got it. And once the whole class gets to 80%, we move on. And and it was fantastic to see. I sat there at the back of the classroom texting. Yes, I was on my phone um to our student student achievement director. >> There's a reason for it, so be patient. to our student achievement director and said, "All of our elder one2 kids need to have this in front of them so our teachers can effectively assess who needs the most help, especially coming into high school where is a big jump from middle school to high school and homework is a a thing and going home. whether they do that homework at home. Now, these kids are still being exposed to
132the practice in class and being addressed for the ones that need the needs or meet the needs. Um, upper grade grade levels will utilize many math uh to spiral the identified standards. So, they're looking at the standards that are lowest and they practice those at in the first five minutes of class and have spiraled throughout. um math teachers will participate in a PD session um on statistics. So Carrie Thompson teaches she's our department chair. She teaches stats, our dual enrollment stats class. So she will be teaching that to the entire department and teaching lessons that they can address with our students. Um adjust the algebra 34 pacing guide to ensure that statistic standards are taught for the state testing. though it is a minimal number of questions. Those are questions that kids have a shot
133at getting correct. >> Go for it. Questions. >> Um yeah, I'll I'll start in one. Uh thank you very much. A lot of great stuff in there. Um you said the mimic does not match the test. Have you considered implementing a mock test day? We have, but when we take the ACT, it's on a, and I'll touch on this again as Lisa mentioned, a changing test. >> Two days ago, we got an email. >> ACT is changing this year. >> So, we have a lot of work to do with that and testing format and what that looks like. So one of the big changes is that this year if I and this is new information I it's about a day old for me so I may misspeak here before we taught or we tested on
134an early release day our kids that are not juniors they left at 12:25 just like an early release day our juniors they they got to stay with us till about 1:30 our kids that had extended time they were with us till 3 on on those days. The new way that they're allowing us to take the test, we can test math, ELA, and reading, and that's it on that day. That's you're looking at a three-hour test now versus a 6 and 1/2 hour test. >> Then on the following day, we just have to do it in the window. We can test science and the writing part. So, I think that's going to be a huge adjustment. So looking at setting up a day, >> it does affect an entire school when when you do that. >>
135So we would and to be able to mimic that for our kids. We utilize Oh gosh, Miss Ainsworth, how many teachers do we test? We test with 26 teachers, I believe, last year is what we did. So you're removing 26 teachers from class to test to create that test environment. >> Yeah. And so is that the biggest bang for your buck? In my opinion, it's not. >> Okay. Okay. Um you it sounds like there's some is there a test taking strategy courses? Is >> so I did forget to mention this. So each of these areas there is I am also sending um my department chair from math, my department chair from science and my department chair from English and then Miss Ainsworth who is our department chair for counseling. They are going on December 9th
136to a ACT conference um down in Phoenix. I was lucky enough to attend that years ago. Our teachers do teach test taking strategies, but I do believe that it is needs to be reviewed. Um when Colin Miller stood up here with a perfect ACT score. I knew what he did. He used one of those test taking strategies. I prodded him to tell what that was last year and I don't know if he missed the mark. I don't know if he's still in here. So, ACT um the test answers are evenly distributed. So, there are out of 50 questions, there's X amount of A answers, X amount of B. He kept tally marks on the side of his test. Went back and said, I haven't too many C answers. Reviewed the C answers to see if
137he can make corrections. So, there are ways to do that >> with proper test tape and strategies. you beat the game of these tests because there is a certain level of gaming that these every test does every standardized test does that is a test or >> so that is one of the topics because I can see what the breakout sessions are so that's why I'm sending that group to that >> which I'm going to jump your question here now go ahead so one of the things yes a lot of things are important I think the teacher in the classroom is one of the most important things on on creating better test scores retention is obviously one of We took a huge step in in providing uh pay for that recently. I think to continue to
138do that to minimize the turnover not just at the high school but K through 12. I think doing that for administration is important as well but I think the key piece to retention is not only money but when people have a sense of community that's where people stay. being able to send teachers, groups of teachers, not the select few, to trainings in the Phoenix area because those are readily available to all the Phoenix schools and being able to send groups of people. They not only go to that training and bring back valuable things to implement in their classroom. And I'm not a believer in just going to a PD and let's throw spaghetti at the wall and see what sticks. It has to be intentional. >> Yes. >> Yeah. But sending them there, they go
139to that training, they go out to lunch together, they go out to dinner together, and they build that family sense within their departments. And that's a huge part of retention. >> So, uh, what was that program, the practice program where the teacher chunked it and then went to the boundaries? >> So, that's the LL program. >> L. >> So, we have that in our algebra one two classes this year. I put the pressure on algebra one. you better show me results because I want in all our classrooms >> and it cost money. >> And I would echo that and I would yeah >> advocate to give that every course in college that was a difficult course the teacher just stood up there lectured at us. Every course that felt like I succeeded or thrived the
140teacher lectured and then gave us problems worked those problems with us gave us how to work how to think through it. So seeing that that's how I learned and so I would love Miss Olsson to expand that not just to the high school not just but across the board because I I firmly believe >> practice problems being shown how to work through processes whether it's English language arts how to read how to think to to math and statistics that is the worst math. Um but that is fantastic. So I I encourage you whenever you need there's you know funds for that bring it to us. Um I am a firm believer in the practice incourse in front of teachers. So I I I commend that and thank you for bringing that forward. >> And do
141you know um and this may be a question for Miss Olson. Does each of our schools have their own budget for professional development? >> Okay. >> So that's something that this board I would encourage this board needs to look into >> to investing in each school for professional development for programming. So >> yeah, >> and on the topic of of EXL, I know um Mrs. Olsson will notice if if I am incorrect, but um I think EXL is already implemented in our elementary schools because it does go along with Amplify and so they can use it um to make sure that the students are reviewing materials that go along with the standards. Do I have that correct? >> That's correct. And it's also uh for at the middle school. >> And then I have one
142more question, Mr. Becker. Oh, I have a online I have more spare too. I have more statements, too. have the Sue online. >> Yes. >> What do you recommend this board do to um >> I I think the more that we can educate our parents. I it it's a matter of time for me to be able to put together something to share with parents and I can send out everything on in the world. Yeah. I've I've had conversations with our new communications individual, Jason, and we do have some plans of putting out some publications that our community can read based off of what the high school does. And I'm sorry if there's realtors in the room, but I think in front of the shopping cart showing the effects on the attendance if you miss 0
143to 5 days, >> if you miss 6 to 10, if you miss this, and compare and contrast how many classes are failed amongst those students, what their average test scores are, and so on. Put that on the front of the grocery cart instead of the realators. >> Yeah, that's great. Um, another comment. There was school bus comments. Mr. Zampona doesn't have a choice. He's got to send kids to to Phoenix. We belong to the AIA. It isn't that Mr. Sampona is hogging the buses. It is We have a shortage. We have a shortage of bus drivers. It's not just Lake Havisu City. That is across the state. >> Yeah. Yeah. >> You should You can drive by Hamilton High School and there's a bus parked on the corner with a banner on it. But what
144I think you we can do in terms of field trips because we can move kids locally. We have extremely brilliant kids at the high school as you saw my one of my math teachers said and I didn't do the math so I can't take credit for this. I'm not a math person. When you looked at and not all of them showed up those kids that scored in the 99th and 100th percentile that was 4% of last year's graduating class roughly. So if you're looking at 99th percentile or 100th percentile, >> that's 1%. That's four times what the national average is at our school. So I'm extremely proud of those kids. >> And when you look at math, math can say a lot of things in different ways. >> So one of the things that we
145can do with busing and we have smart kids and I think and I've had this conversation with many, our kids get more out of it than the elementary kids do. I think we need to put our kids in front of our theater class. They produce three shows a year. Um, one of them maybe is more high school aged and we wouldn't expose them to that. >> But having them come to the theater and say, "Look at what that is." I remember visiting my high school. I was not a theater person. I'm with you, Miss Hammer. I'm not singing and dancing. I'm not doing that. But I remember sitting there as an elementary kid that got on a bus and I did not ride a bus to school. I walked um sitting there going, "This is
146my high school. This is cool." And it gives our younger kids something to look forward to. Mr. Olsson works hard and it takes our higher level math kids to the elementary schools and and or the middle school, I should say, and our kids can provide some of those field trips that are local rather than >> Well, let's get a play. I'd love to see a play you did. I was a theater kid. I did, you know, Midsummer's Night Dream, Guys and Dolls and all. Um, so I would love to see that if if you get a plan together, um, sell it to us and and I'd love to support that. Get the get the students engaged throughout the the school system, you know, older kids encouraging and showing the younger kids this is what it
147means to be a high school. This is what you can do, you know, strive. So I I I think that's fantastic. Thank you. >> All right. Any other questions? Thank you, Mr. Basher. Right. Thank you. >> Question. I wanted to throw my own two cents in about um Havu online because those numbers are very concerning. Yes. Um, I think the overall principle is this. When it comes to education, you get what you're willing to put into it. And that's true in person. And it seems to be especially true online. Um, our online program does serve a lot of students who use that program out of necessity. Maybe they are the person who is holding down a job that pays the rent. Or maybe they are the person who's caring for young younger siblings. or maybe
148it's a teenager who is pregnant and it makes sense for them to take classes online so that they don't have to drop out. So the online program does fill a vital need for our community, but I do see it you being utilized by people who don't really need to use it. Um it's more that their students would rather sleep in and sort of take their classes on their own clock and and not necessarily take their education very seriously. And I don't think that we can really do anything to prevent that because that is a family's choice. But I do think it's important to make that clear that if a student is using the online program as kind of the easy way out that that is a choice that they're making and it is a choice
149that their parents are allowing them to make. And so if your child graduates from high school and you think, well, their diploma doesn't really indicate that they got a very good education, you have to look back at the choices that you've made as a parent. and also think how did that contribute? Did I allow my child to do something that wasn't really the best for them? So that is that's my opinion. >> And I I do have a question in regards to habits online. Do we currently have um guidelines that if a student is for example at a C level or below that they have to be in person? Is there any current guidelines set for habits online? So we've and I won't use the words that I've used with behind closed doors about how
150Hav online came about. When CO started, we had less than a week to figure it out, right? >> And it was a it was a cleaned up version of, oh crap, we have to do something, >> right? >> Then it turned into, okay, we have groups of people that are willing to come back to school, groups of people that aren't, that's their own choice. Then we morphed into gosh, we have this tool and we tried to do everything. And when you try to do everything, you can't be great at anything. >> Yeah. >> So, we've really pulled back. One of the things we're not real popular with right now is we were allowing kids to take uh courses allocart, which meant you could take four classes online, but you really like these two classes on
151campus. Um, and and we did that based off of a student's feedback. She was online. She's like, I cannot teach myself math and no, you probably can't online. So, she only wanted to come back for math but wanted to do the rest online. So, we were like, all right, let's pivot and try to do everything. And we did that. And that was not a good move because other kids were picking other things for other reasons, not based off of what I felt like this girl made a smart decision to do. So we pulled that back and you can only take the classes on campus that are not offered on how to online. So that has minimized the number of kids coming off on and off campus. It created a lot of attendance issues for on
152campus as well. So we pulled that back. Um they were putting I mean I can go on for a while about Havu online. So >> it's not that time yet. >> Yes. >> But to answer your question, yes, we are putting in place Havasu online. So the three things where we had to do now the mindset is Havazu online is a privilege public school you get there's no yes or no it's yes we're a public school we accept you our public school is Lake Havsu high school the privilege is if you want to go that route you can go that route but you have to produce or you're coming back. Yeah, absolutely. Guess it might be worth a work session, you know, and dealing with people and principles and teachers to set kind of maybe
153a standard or principle that we can apply and kind of get this more uniform on what we expect for that online. >> I mean, another big change is we had kids jumping back and forth. >> Um, if a big project was coming up in class, I'm out. >> Y >> or we wouldn't I'm back in two weeks because now that project's over. So you're saying that's that's implemented now that I had to see online as a privilege and that's place. >> So after tomorrow, tomorrow's the last day. If you don't want to be online or you're going online, tomorrow's it. And the next time that you have that opportunity is fall break. The next time you have that opportunity is Christmas. And then the last time you have that opportunity is spring break. >> All
154right. Okay. >> So we we've made changes. We will see what the effect is on that, but it will take time. Absolutely. And yeah, maybe just as those go forward, you see just get us kind of a update on it as we go. >> Yes. All right. Thank you, Mr. >> All right. Item 6.1, Superintendent Dr. Stone. Good evening. >> Good evening, President Vice President Houston, member of the board. Um the legislative session has ended. So we are um updating our policies as required. Um the laws that were either amended or changed. Everything that you're going to hear tonight is due to an actual law change. So these aren't things that we are able to change in any way. Uh but this is the first reading. We will have the opportunity to review these again
155in September for approval. uh the full body of our policy is attached to um our agenda. Anything that is redlined is something that is coming out and anything that is in bold is something that's being added. So I will go over them um not massively in depth but briefly to give everyone an idea of what the change is. So our first policy is board F204 mandatory recording. Uh the law now clarifies that governing board members and substitute teachers are mandatory reporters. It also specifies that reporting to a school resource officer or school safety officer is insufficient. Mandatory reports must be made directly to law enforcement or the department of child safety depending on what the concern is. And any child abuse investigations must occur per se and counting protocol. When you look at the actual
156policy, um it clearly explains what mandatory reporting is. It adds the fact that board members and substitute teachers are also required to report. Um it clarifies um what reportable offenses are um and that we're reporting directly to law enforcement with jurisdictions um or to the Department of Child Safety depending on what the concern actually is. If it's a criminal issue, we would be reporting directly to law courtment. Otherwise, you'd be reporting directly to count safety. We will have training that gives a little more um clarification for our staff. Um I believe now that board members are listed, we also need to get that training to board members. So, we will need to find a time to do so. >> All right. Policy. Any questions on that one? >> Any questions? No ma'am. >> Policy 1-41
157is parents and legal guardians rights in education and also policy 5-303 which is our student records. Um these are amended to clarify um heritage to receive the policy that we're going to be reviewing tonight. Um, and it also changes how districts may disclose directory information about students. So, it requires both more specific notification of the right to opt out for Paris and requiring consent in writing prior to the disclosure of a student's address, telephone number, or email address unless a specific instruction applies as your policy 5-303. Um they call this this law also permit parents and legal guardians to request the health care credentials for employees or individuals who provide health solos to students. Parents and legal guardians may also request information regarding a school employees emergency response training. So those things are listed clearly
158in the policy that we went through. Um 1401 is clearly about requesting those um healthcare credentials or emergency response training. Um 5303 is are um student records and not square federal and law and state law permit us to disclose directory information. However, we have to provide um notice and an opportunity for parents to opt out which we typically do at the beginning of each year. It defines directory information and then also um clarifies that we now are held to a little bit higher standard. Um if we want to disclose this information, we need to share with parents what's the time frame for them to opt out. But we also need um affirmative written consent from a parent or legal guardian or eligible student um if we want to get that information out. So this gets
159a little more by way of um parental rights. Policy 1.302 is governed board meetings and open meeting law. Uh the situation here is that there is an open meeting law exemption for communication between a forum of a three member advisory committee if not more than one member of the committee is a board. So you have the right to establish advisory boards. If you chose to establish an advisory board and it was a three member board and one of you as board member was designated to be a part of that um advisory committee, you and one of the members of that committee could uh communicate as a forum that does that would not trigger ODM meeting law. So you would be able to have that discussion without notifying the public uh putting the med meeting minutes
160out and all of those types of things. Policy 4-101 is the board authority to employ. Uh this clarifies that we already had in our policy that the or shall not issue contracts of employment to certify teachers prior to March 15th. What they are clarifying is they meant that to um be for probationary continu continuing teachers who are employed by the district. So obviously if we have new teachers that we're hiring, we could offer them the contract prior to our fixing or for our teachers that are currently employed, we cannot offload those contracts until after March 15. Policy 5-201 is patriotic exercises um and observance stays. This clarified the requirements regarding inscriptions pertaining to terrorist attacks at September 11th. Uh they chose a new title because it was written as flag displayed US constitution and bill
161of rights mandate separation of independence. They just chose to put it all into patriarch exercise and observance days. And they also added specifically in the policy on the 911 education day and the Santa day upon honor civic celebration day. Those were already in law but now they are just clarified in the policy as well. Policy 5-203 is students with disabilities on individuals with disabilities education act. This now amends the law to require school districts to state in an individualized education plan whether a student with a specific learning disability has been diagnosed with dyslexia. And we actually have to state either way. Either the student don't have dyslexia in addition to their specific learning disability or they do not. Um, the state board of education also adopted revisions to the administrative code which now requires school
162districts to publish evaluation procedures for the evaluation of special education eligibility on our website. And we also need to address the timing of communication regarding the evaluation process. So, we would share with parents if we were requesting um their permission to evaluate their student, what if the time frame that that would happen in and when we would communicate the results to them. If a parent is requesting an evaluation, there's an additional timeline that we also need to publish as to when we would get back to them with a decision on whether or not we would evaluate and then all the other timelines would be in place. But all of those would be clearly posted on our website um after the adoption of this policy. Policy 5.41 401. It's a police interview notification. This um clarifies
163that school districts must immediately notify parents, legal guardians, and or custodians if law enforcement takes a juvenile into temporary custody. But we must first confirm with the police officer that the notification does not pose a risk to the students or to the investigation. >> That is clearly in the policy at this time. >> Um the second is 5402 Department of Title Safety Interview and Custody. This clarifies that a DCS case worker may be required to present their official DCS identification upon a school visit and a valid driver's license. This is really just for the safety of ensuring those who are asking for access to our students actually are who they say they are. Um, and it also clarifies that we may not keep digital or physical copies of the personal information of the DCS case
164worker. Policy 5404 is the administration of medication. Um it amends multiple statutes to reflect the revised definition of an epine delivery system. So we no longer have just auto injectors. Um there is now a nasal spray that is epinephrine. So they have removed auto injector pen and it is just an epinephrine dominary system. whatever it is doctor hascribed for that student. >> Policy 5-216.01 is new and this reds two assessments. So this revised uh the law regarding testing prescribed by the state board of education. High school students may now submit scores from nationally recognized assessments and opt out of state board prescribed testing. What we do not know at this point um is what are the nationally recognized assessments that they are accepting and how does this pertain to stake report cards because all of
165the David that you just received for our icebergs based on the ACT. Well, now we have new tests opening. Um, and we're not sure how that is going to be uh tied to state report cards. So, we will we will keep you posted as state board of education catches on to this change of the law. And our last policy this evening is 5-410, which is intercolastic athletics um effective August 1st, 2026. Districts that provide athletic instruction in grades 9 to 12 and that sponsor athletic teams and sports programs will be required to have automated external defibrillators on each campus and at each event including all practices, trains and competitions. I believe Dustin is in the audience and I'm pretty sure they are already u meeting that requirement. So that's a positive. And then I just
166wanted to note that all related procedures, many of our policies do have procedures that go with them. All of the related procedures will be updated according to adopted policies where you auto receive when these receive final approval. Next slide. At this time, if you don't have any questions, we do just need an approval of the first reading and we move on to second. >> Move to approve first reading and move to second reading. Second. >> Wait, did you say you want to wave the second reading? >> No. Move. >> Okay. >> Yeah. Second read. >> Okay. Then I'll second the motion. >> Or did you already? I'm sorry. >> You can have it. >> It's getting late. >> Yes. [Music] >> Yes. All right. Item 6.2, Business Services. Good evening. Good morning, President Rhodess, members
167of the governing board, Dr. Stone, and everyone in attendance. U, this is a 2026 budget revision. That's the current school year, and this is to comply with the legislative additional funds that were granted before or after the actual preliminary forms were issued. So, this was this is the very stuck update. um it's about another $3 million in ML because the weight the the base level increased by $100 per student and I was able to more accurately predict the carryover amounts for ML and capital. So there's about a $400,000 uh difference for capital which is an increase. And uh so that's pretty much it say this a standard something that we had to do before September 15th that it made sense to do it now to make sure that we submit the information to the state
168in a timely manner. And I also want to uh reiterate that the schools won the law the school finance lawsuit. I know that was mentioned prior to this uh agenda item. The courts made their final ruling on August 11th. So, that is great news. And I will be attending some inerson conferences with the attorney that litigated that lawsuit so I can find out more details and share them with Dr. Stone and the team once those that information is available. >> All right. Any questions for Miss Far? >> All right. Thank you so much. All right. Item 7.1. Superintendent. Oh. Oh, we need a motion to >> adopt. >> I'll move to approve 6.2. >> A second. >> Yes. >> Yeah. >> Yes. All right. Now, item 7.1, Superintendent Dr. Shone. Good evening, >> good evening
169again. I would just like to congratulate all of our students that were honored tonight. I mean that was amazing and we are looking forward to this is also being able to read many of our names next year as we improve all our student achievement. I'll let Mrs. Olson and the student achievement team uh they really did all bottled work uh to get all of our data presented to staff and help them as they develop their goals this year. And of course, thank all of our principles as they worked um to get their presentations running and as they work with their staffs and implement all of these action steps um and goals moving forward. >> Right. Thank you, Dr. Stone. Any questions for Superintendent? All right. At this time, governing board members 7.2, I do would
170uh want to give an update on the status of our ASU property. Um the governing board has entered into negotiations with um a potential tenant. Um at this time we will not be naming that that uh in potential tenant but just know that we are in uh negotiations at this time. >> Uh I got to if first off I just want to thank all the principles everybody who's here. Thank you for your presentations. Thank you for taking the time to look at where you can improve your schools. What I think this board is here and what I know I'm here for is to increase our proficiencies so that when we send those high schoolers off into this world, they are ready that to to tackle whatever is in front of them. So, thank you for
171doing that. I I I like those lofty goals 25%, but I know a realistic goal is probably 10%. So, Miss Olsson, I I'd like to see at a minimum 10% across the board and and all principles, you know, Miss Olsson is our student achievement director. She's the point of contact for all of this. Your needs, your your burdens. Sorry, Miss Olen, but that's you. >> And and >> and approval. We want to make a standard of excellence across the board. Things that are working in one school, we want to implement them across the board. Let's improve this district. I know we can do it. Uh just a few things to We had a lot today. So, um I I would be interested in teacher set hours for for tutoring. I I know they're not going
172to like that, but just like So, at the county attorney's office, once a week, every attorney has to go sit in a courtroom and cover court. If if at each school a teacher does, you know, one day a month, one day, whatever it is, they do one extra hour. They they man the the study hall and give that little bit of extra tutoring. I I'd like to to maybe workshop that a little bit. Um, I know our our sped director N Miss N Newton, she's doing fantastic, but I would I I'd like a request a review of just maybe an action plan on that Jamaica issue that she was brought. Um, just see, let's get our eyes on it and see what's going on. Um, the class rankings, I I know we talked about this,
173Dr. Stone, I'd like to have those available, you know, as a recon ring, as a C. It pays to be a winner. It pays to be excellent, and we should be rewarding that. We obviously want to improve everyone, but if you are excelling, we need to reward you. So, I I would like to make sure that we have those class rankings available for them, that we're promoting those students and saying, "Hey, get this to your college. You're excellent. Let's get you in somewhere." Um, test taking strategies. I know I hit on I I'd like to see monthly reviews um Miss Olsson of what we're doing, how these how these um action points that we discussed today are actually being implemented. And Dr. Stone and and Miss Olsson if if things are not moving what are
174the corrective actions that we're going to maybe get a you know little kick in the butt to get them going because we want to improve these we don't want to sit we don't want stagnation um test taking strategies and then I I would like to look at field trips how can we get these kids out doing more is do we need to hire an extra permanent bus do we need to make a little bit bump in the salary for bus drivers to recruit them what does that look like does it look like taking the elementary ski to the high school, taking those high school kids on some better trips. I'd like, you know, an action plan, maybe maybe a work session to see what we can do with those things. Um, those are the notes
175I took. So, thank you everybody, your input. Thank you, principles. We're here to support you. Please bring your ideas to us. We do have some carryover funds that we need to look into spending, whether that's securing our the pay raise that we just did and allotting those for future to continue to pay because obviously our teachers are the boots on the deck. They are the ones on the front line. Uh, one thing I did have with that as a recon marina seal, when you get to a battalion, there are mandatory courses that you need to take before you are a complete sniper, dive, jump, sear school, demolition. Like, there's a there's a list of things you need to do before you're complete. Now, I don't know if we want to come up with a list
176of conferences that hit those strategic skills. Also, you're a new teacher. Hey, this year you're going to, you know, language arts conference, you're going to math conference, whatever it is. Can we get some conferences that we can send teachers to that that grow those skills, grow those personal developments and relationships to to build this community? Um, yeah, that'll be it. Thank you. >> You mentioned like conferences and stuff. There's a few people who do want to go that aren't new, but for >> Yeah. No, we want to continue pouring their charge here. Um, you mentioned the tutoring. Did we send out like a list to get like the new updated to where teachers who wanted to tutor it's already on that list by chance? >> Is it we are behind mighty ting budget now and
177how budget is less than it has been and asked so next week >> and on some of these budgetary budget issues. Please be also addressing us so that when the time comes for a bond and override that we have the ability to to get with people like our councilman here to help us. These are the the objectives. These are the actual items that are going to improve our district. This is why you're giving us this money. Not just hey blank check. We have targeted goals with for this money so we can go out and advocate for the funds. I like how we asked >> what do you need in a way? What's going to make you guys more successful? Um I want to do that more often. I want to hear from them. I mean
178>> that does. >> All right. And then I there are some things I would like to add to the next agenda. Um we I would like for us to look into a bus safety audit >> and just see where we are. Maintenance um and then the safety of our school buses. Also, Mr. Keller. Um, I would like an update on the school safety audit. Um, I would like to see us have that done in the next couple of months if possible if we could have an update from our FBI contact and actually a presentation of a couple options for the board to choose from. And then we have an opportunity um hopefully they could be here next month to present. Um, I have been approached by a farm. Um, they are wanting to partner with
179school districts and offer agriculture. Yeah. And so we are going to be having a conversation with them to see what we can do. We have lots of vacant land in the Lakehouse Unified School District. And I think it would be amazing to take, for example, our Buenav Vista property and turn that into a farm and be able to do community a community garden, our students to be able to learn what it's like to plant and to grow. Um they even talked about the potential for um farm animals on you know, so the the opportunity is is huge for that. And um I'm looking forward to moving forward in that conversation. Also, we have been approached um by the founder of Zel, the banking app. Um Paul Finch, the founder of Zel, lives here in in
180Lake Habsu City and he has approached me um actually had a conversation with him a while back and he wants to get involved in our school district. And then I've been approached by other people who are successful um business owners or a major producer that lives here in Lake Hatoo from Hollywood has also approached me and these are people that want to help mentor our students. And so Miss Olsen um I really would love to work with you and sit down with these individuals and create a mentorship program um as well as see how we can get these individuals in our classrooms. to have the founder of zel influencing our students is a once-in-a-lifetime opportunity for the Lake Havis Unified School District and we need to um take advantage of that. So, um so we
181definitely want to work on that. You you mentioned the class rankings. >> Um I definitely want to look at readings. So, there is a definitely um various opinions and um about what reading programs work and we Yeah. And and I'm this board is definitely results driven, but we want students to love to read, to know how to read specifically by third grade. As many students that could be proficient in reading, that needs to be happening. And so I would like a presentation on AR and other programs um to the board so that we can look at tools. I'm not specifically miss Olsson saying make it curriculum but tools that are available to our schools um and how we can implement those into our classrooms and equip our teachers to make kids love reading and um
182our reading per as we can see the results they're low and we need to do what we can to equip our teachers to be successful in that. So if we could have a presentation not just AR but other programs that work because for me it is it the results is what matters. that you know I and I don't I mean as far as the community what we can do as far as the community outreach to get reading started earlier before the kids enter our school system. I think our schools are doing an outstanding job. >> The big issue is is that a lot of kids are coming into our schools behind >> and it's a big catchup >> so I don't know what we can look into to get that accomplished to I know that
183they have the uh what is the kindergarten program in California they have that that starts out t Yeah. So, I mean I mean I don't know if that's a budget that we can do here. I don't know >> that's that's something >> and we can even look at a partnership with our public library to see what programs are available >> through Mojave County Library. And then the last thing for me uh this would be you again Mr. Keller is recently the Arizona Department of Education um Tom Horn has announced that he is making available funds um through the state um for school resource officers um and we need to look into that so that every school has a school resource officer not just um a couple of our schools and and currently our SRO's are
184stretched thin um because they're responding to schools where there is not one. So, if we could have um look into SRO at every school in our district would be amazing. So, if we could look at that for the next meeting, that'd be great. That's all I have. Anyone else? >> All right. If I move to ajourn. >> I'll second. >> All right. Meeting adjourned. Have a wonderful >> Oh, that's right. >> It's late. I'm ready to go. >> I'm done. >> Yes. Yes. >> Yes. Yes. Now your turn.