001The agenda is the pledge of allegiance. Please stand for the pledge of allegiance in a moment of silence. You may be seated. Next item on the agenda is roll call. Maria, would you please perform roll call for this evening's meeting? Thank you, Madame President. Good evening. Roll call for tonight's regular governing board meeting on Tuesday, January 6, starting with Dr. Michael Buts >> here, >> Miss Victoria Castro Carral >> here, >> Dr. Megan Francoitz >> here, >> Dr. Ashley Hodgej >> here, >> and Mrs. Tatiana Pñena >> here. >> Thank you. We do have a quorum to proceed. Next item on the agenda is the adoption of the agenda. Sorry, thank you. I was having technical difficulties and trying to turn iPad off. Um, thank you, Maria. Um, the next item on the agenda is
002adoption of the agenda. Is there a motion to adopt the agenda? >> Some moved. >> Second. >> Any discussion? All in favor indicate by saying I. agenda has been do adopted. The next item on the agenda is our board reorg meeting for 2026. Um I will now open up the floor for nomination for the governing board officers for 2026 including the governing board president and the governing board vice president. At this time the floor is open for nominations. >> I nominate Dr. Ashley Haj for president. Second. >> Third. Thank you all. Um I guess I accept the nomination. And now we will we will vote. Do I have to vote first or do we do both at the same time? Okay. Are there any other nominations for board president? Okay. Hearing no other f further
003nominations, we are now going to proceed. Hold on. Sorry. >> You want to do separately? >> A vote >> separately or can we do it together? >> Um I I think we need a second. >> There's a second. Oh, >> there was there was a third. Yeah, we just did a vote. >> So there's a second president and then come back and vote for vice president. >> Okay. So the motion on the floor is for me to be president. Um all in favor indicate by saying I. I. >> Motion carries. The next um nomination is the nomination for vice president. Is there a nomination for vice president? Oh, y'all don't want to work. I nominate Miss Victoria Cashorio for vice president. >> I second. >> Are you willing to accept the nomination? >> Yes, I
004accept. Okay. There's a motion on the floor or a nomination on the floor. There's a second. All in favor of Miss Victoria Castro Cororeo being a vice president, please indicate by saying I. Motion carries um unanimously. Congratulations. Mad Madame President. >> Yes. Congratulations. Thank you. Um we do have 1.05 is one item. So I think um though you voted separately, there's not a 1.06. So I think we still need to >> vote it all together. >> Yeah. Okay. >> Yeah. >> Okay. We just write it together. >> I think we need a a motion to um nominate two. >> I can do that. So I'd like to motion that we recognize Dr. Ashley Haj is our president and Victoria Castro Carell as our vice president for the 2026 year. >> Thank you. And this I'm
005sorry the second >> second. So there's a motion on the floor. There's a second. Um and we're going to do roll call vote instead. Okay. So I'll pass it back to you for roll call. Okay. Thank you, Madame President. Roll call vote for item 6.01, the nomination and election of governing board president for 2026, starting with Dr. Michael Buts. >> I vote in favor of the motion >> for for President Dr. Hajj. Starting with Dr. Michael Buts. >> Wait, hold on. Clarification. We did both of them together. So, we're voting on one motion cuz we did it separately and then now we're voting together because it's just one item on the agenda. >> My apologies. Roll call for >> So, for clarification, we are voting on me as president and Miss Castro Corell as vice
006president together. Confirmation. Yes. Yes. >> My apologies. Roll call vote for item 6.01, 01 the nomination and election of governing board president and vice president for 2026 with Dr. Ashley Hodgej being voted president and Miss Victoria Castro Carral being voted vice president beginning with Dr. Michael Buts >> I vote in favor of the motion >> Miss Victoria Castro Corral I Dr. Megan Francoitz I >> Dr. Ashley Hodgej I and Mrs. Katiana Pñena. >> Hi. >> Thank you. Next item on the agenda is student outcome focused governance. Um and then we'll anchor the community and the board and our vision, mission, and values. Um can you elevate me to a panelist please? Did we? I skipped it. Oh, okay. Look, I got excited. >> I know. >> Sorry. Okay, my apologies. Um, going back to item
0071.06 is approval of the minutes. Um, is there a motion to approve the minutes? >> So moved. >> Second. It was motioned by Miss Pena and seconded by Vice President. Um, any discussion. All in favor indicate by saying I. I. >> The minutes have been approved unanimously. Now the next item on the agenda is student outcome focus governance. As many of you know, we adopted student outcome focused governance a couple of years ago. Um, and we are all committed to gathering meaningful insight and representing the vision and the values of the community as a board. Um now we review our RSC vision um on community united to create better futures for all through education. Um when we're talking about student outcomes focused governance, we know that our focus is on improving student achievement and success
008through researchbased policym. You can see here a picture of us going out to the community and speaking with community to make sure that we're capturing the community's value and visions. Um that is the values and visions that we use to set our goals and guard rails. You can go to the next slide. Um what student outcomes focus governance means is that we as a board strive to put student outcomes first and student success first in every decision that we make. Um some things that go along with that mean that we are working consistently with the superintendent and the executive team on our vision and goals on the values and making sure that we're setting student outcomes and monitoring progress. We're going to do some progress monitoring tonight. So really excited to see um our midyear
009data coming back today. Um, and what that means in practice is 50% of our time in board meetings is spent on student outcomes. That is our our goal. So, we are continuing to work towards that goal. We adopt a budget that prioritizes adopted goals and guardrails. The superintendent's evaluation focuses on adapted goals and guardrails. Our board conduct as board members is rooted in our guardrails, our RSD community collaboration, and our collective vision. We increase our two-way communication. We were really proud over the last year to have increased the amount of two-way communication that we've held. Um and then we have as an ultimate goal alignment from the boardroom to the classroom to the living room. >> Our adopted academic goals are 45 and five. The first one is the percent of fourth grade students that
010score meets grade level or above on um ASA ELA will increase from 20% to 45% by August 2028. Our second goal, the percent of fifth grade students that score meets grade level or above on our AASA math will increase from 11%. To 45% by August of 2028. Number three, the percent of 7th grade students that score meets grade level or above on AASA ELA will increase from 22% to 45%. And then our fourth goal, the percent of eighth grade students that score meets grade level or above on ASA math. will increase from 12% to 45%. So it's really easy to remember we're trying to aim for 45%. Uh we also have board guard rails in place. The guardrail number one is healthy board conduct and discourse. Our second is board operating procedures. Our third student
011outcomes focused decisionmaking. Our fourth financial integrity and our fifth community engagement. We've also adopted five guardrails uh superintendent guardrails. The first one being the superintendent shall not go without proactively sharing updates and plans on the budget or enrollment that will change the current landscape and stability of our district to stakeholders including board members, students, parents, staff, and community members. Guard rule number two, the superintendent shall not fail to consider climate survey results to ensure a holistic approach to student development addressing academic, social, emotional, and physical well-being, which includes after school programming and wraparound services. Super. The superintendent shall not allocate district budget resources in a matter that does not prioritize and support student outcome focused goals, ensuring that financial decisions directly contribute to the academic and developmental success of all students. Next slide, please. Guard
012rule number four. The superintendent shall not fail to implement and maintain effective strategies for the retention and development of teachers, including promoting from within to ensure that they have a positive impact on students as evidenced by data. And guard rule number five, the superintendent shall not fail to ensure progress towards exiting ATSI and CSI status, which ensures that students with special needs and English learners and African-American um receive equitable access to highquality instruction, resources, and support services tailored to a unique needs to promote their academic success and overall development. Next slide. Thank you guys all for joining um our first board meeting of 2026. Um it's nice to see all of your guys' faces again. And for all of um those that are connecting via Zoom, thank you guys as well for joining. Um please
013continue to join us every um the every first Tuesday of every month. Um we want we like to see your guys' faces. We like to hear from you. Um please hold us accountable on our goals. If you guys forget, once again, they're on the wall. Um, or you can also quiz us because we're supposed to memorize them. Um, and we continue to build this partnership and collaboration with us. Um, you guys are the expert the experts. So, um, help us see how we can better support our students and our and our community here. Um, so, thank you guys all. Also, um if you know of anybody that is interested in becoming a school board member and joining us here, there will be um a schoolboard school on January 24th from 8:00 p.m. to 400 p.m.
014to understand more of what we do and um if you know anybody, please nominate them um or provide us their contact information and we're happy to extend that invitation. So, thank you guys. Next slide. All right. Thank you. That was it. The next item on the agenda is the midyear academic check for all grades. And so I'll pass it to Dr. Cortio. Thank you, Madame President, members of the board, executive team, and Roosevelt community. We are at our academic halftime. Uh Mr. Nicolo will come to the podium to go over our midyear academic check for all goals and interim goals. Um, as a reminder, this data is from our December student performance assessments. Uh, and Miss Gustin will present our continued key inputs for the second half of the year and provide an update on
015our district-wide targeted uh, math tutoring program. Uh, we will close out the presentation with Miss Gustin, Dr. Matt, and I summarizing what we observed as we visited principles yesterday um, as they led activities on their campus. Uh, yesterday was a professional development day for all staff. So, thank you. Hey, good evening, Madame President. Congratulations again. Uh, good evening, members of the board. Happy new year. Uh, Superintendent Portio, uh, Deputy Superintendent Battle and Executive Team. Uh, from a data standpoint, this is one of the more interesting times of the year when we can look at winter star data, especially the comparison of our beginning of the year benchmark. Um, as you can hear, we love using the halftime analogy and we've done so a couple of years now. Uh winter break is obviously such a clean
016time to think about that and great teams make the needed adjustments to improve their performance in the second half. Um just humor me on a sports analogy real quick. The uh Suns played the Thunder the other day and if you know anything about the Thunder, they're the defending champs and they're 20 started season like 25 and one and the Suns were down 49 to 42 at halftime and made a huge second half adjustment. Thank you. We have one fan over here. Um, and I thought it was interesting that what the Thunder coach said that the Suns threw the first punch in the second half. And I especially love that because now it's a sports analogy within a sports analogy. So, um, using the coach's boxing analogy that, um, it's probably starting to get too heavy
017for everyone except for our new vice president. Uh the point is uh between uh our January 5th PD and these uh next couple of weeks that teachers and leaders are doing and what they can do to define our first punch and how well we kick off our second half. But first we need to uh look at our data and determine how we did in our first half in order to make those adjustments. So um I I'm using a PDF again. It just seems to work better here on Zoom. Um, but you have a PowerPoint in front of you and I gave you a packet that I made a couple of um adjustments to which I'll I'll share, but nothing major, just a couple of edits. Uh, so here is our math first. Okay. Um, I
018thought we had reading. We might be missing a slide here. You have math first. Okay. Oh, there we go. There we go. Thank you. All right. so much for saying the PDF works better. Uh second through fourth here is our star reading and what you're looking at is um now we have really three benchmarks when we previously had two uh benchmarks in progress monitoring. Um you're now looking at August, October, and December testing. Before I forget, I just want to give a shout out to the school leaders, especially our assistant principles who are in charge of testing logistics and making sure that we get to 95% tested or higher. um that allows us to um be very confident in the data that we have. And so not a lot of change here in second through
019fourth. We we uh split this up because it started to look a little busy second through 8th all on one slide. Um you can see a little bit more uh movement here. I also want to call attention to that we um have slightly different y axes and um I'll explain why a little bit more with math. it just uh made sense uh for the purposes of math to have it adjusted a little bit so that you can see the difference between August, October and December which was more important than um comparing grade levels. It's more about seeing where is a grade level and how are they doing from August to December. So this is our reading data by grade and then um our student population proficiency. And a couple of things just to provide some
020clarity to here is um well first we have our total students number proficient in each of these student populations with the proficient percent proficient and then our district-wide total there I think is also important 22.3%. the growth average. Just a reminder that this it references the student growth percentile number um which is uh measuring growth in this case from August to December. AASA also uses SGP but they use from ASA test from one year to the next. Um for the purposes of growth average 50 is is a nice number. If if I saw 50, that would tell me that um as a rule that students are moving more or less at a year's worth of growth or more. Um so then um what would obviously stand out here is not only is ESS at 4.1
021proficiency, but their growth average is also at 38. So that's reading. Um I just put this slide here just to say now moving on to math. Um and so math uh somewhat similar story. Um the one difference that I want to explain here is that for Star Math we obviously do first through 8th grade. Star reading we do second through 8th grade with early literacy uh which is a K1 assessment. Um so one thing that I think always stands out and this is pretty typical year after year is first grade having that big jump. Um, I will say it's also the first time that uh many of these students are taking a math assessment of this type. Um, I don't know if that's the the primary difference, but um, this is something that we see
022with first grade year after year is a big jump. Uh, Dr. Portillo and I were looking at this uh, second grade math and really trying to think about where why there was a jump and then um, a decrease. I'm still looking into that. Um, I looked at was it um were the scale scores still good? Were the percentile ranks good and just some kids missed the bubble? But I it really was a big jump in second in second grade across all metrics, not just proficiency. And then a little bit of a decrease. Um, and so there's uh third and fourth grade as well. And then um again going back to that um axes this helps us to see the percent change across these numbers when we kind of um really lower that the y- axis
023number. So that isn't meant to do um any funny business just to help you see really two things here is a big jump in proficiency from fifth to sixth grade. Um and that our sixth, seventh, and eighth grade um obviously a much lower proficiency compared to our second, third, and fourth grade. And sixth grade math we'll get to a little bit more one of our interim goals. Um and and again a cohort of students that we've been talking about for a couple of years now. A similar story for math and student population proficiency. Um again at the bottom the the number that you would be hoping for is a 50 growth average that um uh student SGP uh that the average would be 50. Um obviously I I I know this might go without saying
024but we have a number of of pockets of really strong growth. We actually did a video that we shared and I think Dr. Portio is going to speak to it more um highlighting some places where we saw some really high SGP numbers um amongst classes and even grades at schools that were in the 60s and 70s. Um so certainly pockets of success there um but I think that this tells a slightly similar story. The only thing that might stand out to me obviously is the male versus female. That's a pretty big difference, seven percentage points. Um but interestingly it is female students who have the higher growth average. Um this this would tell me that um female students started the year further behind but are catching up albeit slightly. Um and so uh these were
025numbers that were probably similar to start the beginning of the year. I should say not probably these were student this this was the gap at the beginning of the year. So this isn't like a gap that was created this year. Okay, moving on to our uh goals. Just a reminder of goal number one. Um it is our uh fourth grade ELA goal. Um board member Pena uh just uh spoke to this. Um but uh 2028 seemed a long ways away when we were talking 45 and five, but we are really at the halfway point of that now being 2 and a half years uh from that August or really May of 2028 um number. This is the one where we have a fluency goal which we're going to be able to share with you as
026well. And then um uh the the normal star uh proficiency and minimal proficiency goals that we have spoken about um over the last couple of months. But this one is new. This is a second grade oral reading fluency goal and the progress on that goal. Um and a couple of things that I want to share is this is um uh for those who are unfamiliar, oral reading fluency is a pretty basic test. It tests their reading ability over one minute and then counts the number of words that they read accurately in that minute. Um, and then that's the number that they receive. So we have students who received a zero. Uh, we have students who received a 190. Um, and then a whole bunch of students uh somewhere in between. Um we have a number
027here on the uh board uh on the goal, excuse me, that is we want students to get to 76 words per minute um by the end of the year and that is what would be considered on watch or at benchmark. So by the end of the year if a student is reading less than that they would be considered at risk. Um and so this is the percentages of um how those students are doing up to this point. I just want to make sure that I'm on the right slide here. And um I just want to mention that this goal moves throughout the year. So what you need at this point when we're at 41% of students that was at 54 words per minute. Now this is 65 words per minute in order to be out
028of the at risk category. Um so it's not just that the percentage is moving up, but we have eight percentage points increase plus uh a goal that is getting higher. Um so definitely uh progress there. Uh but but we have this uh goal listed as trending correctly but off track. I mean all things being equal um we would expect students to get to 57% if there were no change um in their trajectory. Um so that is our uh one oral reading fluency goal that goes with our um second grade interim goals. All right. And then um this is our second grade goals 1.2 and 1.3. So we had a big jump from August to October in proficiency that has leveled out in December. Um this goal is still on track although uh close, it's very
029close in order to get to the needed 35% by May. Um, and then we're seeing some pretty consistent decrease in minimal proficiency, but not enough that we would say that this goal is on track, but certainly some um numbers trending in the right direction for second grade reading. This slide I'll I'll just hover over for a second. Um, but just for your information, broken down by school, um, as well as the percent change in proficiency on the right from August to December. Um, and just for uh the record, for clarification, uh the numbers for the student tested uh were incorrect in some of these spots. Um all the percentages were correct. Uh but that was one of the changes that we made was making sure that um that the number of students tested was accurate
030on this board. All right, moving to goal number three. Goal number three is also an ELA goal, more of our upper grades. So, this is looking at our fifth grade students who will be seventh graders when we get to um and getting their students to 30% proficiency and decreasing minimal proficiency to 45%. So, both of these goals um are trending the right way. Um and I just want to do a quick clarification for for both of these. we um are saying that this is trending the the right way even though it's obviously a decrease but now it is trending the right way from October. So after a dip um this is going down uh the right way. I mean excuse me this is going up the right way for proficiency and decreasing albeit slightly for
031the minimal proficiency. So we would say both of these are not um on track um but certainly going in the right way especially from October. And then again the proficiency in fifth grade reading and this is broken down by um school. And then the percent change again at the right reflects the percent change in proficiency from August to December. Okay, moving on to goal number two. These are our math goals two and four. So, this is looking at our third graders who will be fifth graders in 2028 and increasing their proficiency to 36% decreasing minimal proficiency to 40%. Um, this is a goal that has been steadily moving in the right direction across all three assessments. Uh, but we are still saying that this is not on track um given the current trajectory. Uh but
032a lot of progress being made in third grade math. And then moving down to the start proficiency by school. And I know this goes without saying, you see a lot of green there, especially on the percent change. Um and and this is why students tested matters is because um obviously some students uh schools are weighing more heavily based on the number of students that they have in their school when we think about district-wide numbers. And then finally, goal number four, um sixth grade math uh getting to 28% and then down to 49% in terms of minimal proficiency. And we've kind of already got a sneak peek of this um at the beginning. Uh this is a goal that is um showing I would say the least amount of growth uh and almost uh stagnant from
033August to December. And again um a cohort that we talked about at length last year um and and this year and then what we saw was that just kind of comparing the contrast between what fifth grade math scores are looking like and sixth grade math scores. So, of the goals, um, and I know that I mentioned this the last time we talked math, this is the one that is the the most off track of our four goals before I think the next is uh, oh no, excuse me. Star proficiency here is broken down by school. Um, and while we're taking a look at this, just a couple of other things. I just wanted to um honor something u from board member Pena um asking about some of our non-al noness versus our total scores. Um
034so for example going back to that reading number our big reading number is 22.3% on star reading. Um if if you're talking just our gened population that number is 32.6%. Uh for math, our whole population 1 through 8th grade is 22.1% proficiency. Um when you look at just what we would call the gened population in terms of nonessl that number is 29.6%. Um and then we didn't talk early literacy because it's not one of our intermals at the moment. Um but that number is 43.9% and then 53.7%. Um and board member Pñena too. I um that's just um kind of the big picture stuff and I I I do I will get you some uh detailed information on that as well. Okay. So that is our um data across all of our grades on the
035star winter assessment and then um taking a quick look at our interim goals and an update on those at halftime. And I think that with that we're turning over to um Mrs. Geston. I don't know if you want to take over or if you want me to still run the slides. >> If you can run the slides. >> I will run the slides. >> Uh good evening, Madame President, uh new Madame Vice President, members of the governing board, Dr. Portillo and Anna Battle, uh rest of our executive team and community. Uh for this month, we'll we'll keep it relatively brief. We spent a lot of time in December talking about what's happening. And uh between then and now uh our big focus is on being consistent with those those key inputs that we identified. Uh
036so during first semester again this is not a an exhaustive list of all of the things that we are are doing to improve outcomes but the key inputs that we are putting the majority of our time and energy into are those uh first and foremost the priority reading plans uh that impact K5 reading instruction especially in in alignment with the science of reading practices. Uh, also continuing to get really solid at implementing our or utilizing our unit our our curriculum maps and our unit plans and also seeking feedback and revising those uh while it's still fresh knowing that those are things that are going those are going to be documents that we continue to uh strengthen along the way. Uh the biggest uh I think probably aside from the priority reading plans, one of the
037biggest efforts that we've uh been focused on are those very intentional weekly planning meetings and weekly data meetings uh during our PLT time. Uh we've we've done an incredible amount of work uh on that. Uh a huge credit to our principles and our instructional coaches for for committing to to doing that difficult work. Uh other pieces are other components or or inputs. Uh getting consistent with common exit tickets. Uh getting into the habit of of planning intentional retaches and then actually using a common data tracker across all of our schools for for looking at that growth and and logging uh the specific efforts we're making in response to to daily instruction. uh utilizing DNA not just for those bigger benchmark assessments but expanding uh that that use into uh especially at the exit ticket level
038at the for daily instruction. And then finally uh continuing to to refine our use of EXL uh especially during our intervention time uh as an adaptive program. that can be very valuable uh in meeting students individual needs uh for both math and for reading. And then in terms of how we're monitoring that, we've got some great systems and structure set up to to do that consistently. Uh weekly learning walks. We continue to use a common district learning walk tool. Uh we have a weekly district instructional leadership team meeting that looks at relevant data and really analyzes what's working and what's not and what do we need to do about it. And then we also have the practice that we started this year of a monthly principal and IC data analysis meeting that we do virtually
039and we get a lot of really valuable input from our schools on what's working uh and then what do we need to to pour more support in for next slide. Thanks. Uh, one of the things that we did implement uh, most recently in in response to the data is a very targeted intentional tutoring plan. As as a district, we haven't done something like this before where we say, "Okay, every school, this is exactly what we're doing." Uh, and so you just saw the math data. Uh, we decided to target uh, the four grade levels that align with our our interim and uh, fiveyear goals. So, third, fifth, sixth, and math or eighth grade math. Uh, the the tutoring model will be three times a week, three nine weeks beginning later this month. Uh, a focus
040on math fluency on multi-step word problems. Uh there will also be time where students will work on individual skill gaps and then also for AASA aligned tasks to really we don't want it to be just a test prep session but certainly there are meaningful ways that we can engage students uh in those types of tasks that will also double benefit them when they get to the assessment. We'll be utilizing DNA for exit tickets so we can be tracking that data. And our district team uh both of our math coaches and then our assistant director of curriculum uh actually they're still in a curriculum meeting uh Dr. Pettit have committed to at least for the first half of this actually doing the lesson planning for all of the teachers. So they they've developed a shell if
041you will a structure for that time. Uh they've identified the specific resources. so that it'll be we'd call like plugandplay like the teachers aren't going to have to spend a lot of time prepping for it. Uh but it'll be a good balance of of the different focuses that you see above that. Um and then finally last last slide. Thank you. Uh yesterday we had that incredibly valuable gift of a full day for our teachers without our beautiful students. Uh and that that is something that we we we value in just so deeply. Not every district gets to to have that that gift of time. Uh and one of the the priorities that we set at the beginning of the school year uh that we haven't put as much attention into in terms of early release
042time, planning time is our our MTSSB uh priority as a district. Uh up until this year, we haven't had a district-wide plan in place for for how we respond well for any type of MTSS structure. Uh the multi-tered systems of support, but especially for behavior. We've had great pockets of success where schools have implemented their own types of systems, but in terms of something that is district-wide, it hasn't been in place. And so, we did implement this this year, and this was a great time to take the next step. Uh, every school did training at the beginning of the school year. And so at the middle of the school year when when our kids come back and probably need a good reminder of of what they need to what what doing school looks like, this
043was a great refresher for teachers on what they've already implemented around schoolwide expectations, classroom procedures, uh the implementation of social skills through Boytown. Uh but then the next step was actually so if you think about that first bullet as being like the the proactive systems that we put into place. Uh the second bullet is I love this when I learned this um being responsive not reactive. So when when all the proactive measures didn't prevent a situation, how do our teachers respond rather than react? Uh so learning how to what strategies can they they implement to minimize those offtask behaviors? uh and and and when that doesn't work, then what do they need to do to successfully address the situation and help that student learn from that? Uh aside from we had two schools that that
044had a little bit of a different agenda. We wanted to honor the incredible work that they're doing in their signature programs. Uh so the first one was that at Valley View, giving them time to to to dig in more and strengthen the implementation of their the leader in me program. Uh and then for TG Bar who is very close to be uh getting to authorization for their primary years program for uh international balora uh they it was incredibly meaningful and and necessary for them to have that time to continue with that unit um in assessment planning. Uh on the next slide you can see two two quick pictures of the day. Uh but I'd love to give opportunity to Dr. Portio and Dr. battle to also speak to what they saw and then I can
045share a couple things as well. >> Thank you. So, one of the things that I would add um is that the day began with a message, a pre-recorded message um because campuses start at different times. Um so, we had a pre-recorded message that we ensured that every uh teacher across the district listened to. Um and that message was um between uh uh pre-recorded by Dr. Battle and I. and it was really talking about the importance of that day and being real accurate um in our understanding of where we are with our student um performance data. Right? So just like any team that does well, they need to have full picture and accuracy of how they're doing as a campus, where are their highlights across our district um and then how are we doing as a
046district as a whole, right? And it's also important that we we shared those highlights because we want to give clear evidence of success across our district. Though overall we see that we have a long way to go in our district average. So um uh uh Miss um or Dr. Battle and I uh presented um an an intro to that um and also shared the importance of it being halftime and it being time to really respond to that data, respond to our student behavior. Um, do you want to add anything Dr. Battle? >> Thank you very much, Madame President, new vice president, governing board members, executive team, and all. Uh, it was actually I just want to start off by commending some wonderful people that helped put the things together. One, the the brain is me
047and then the uh the team would be Nick and the marketing team for their creativity and support and a lot of this was put in place prior to the break. So there was some great thoughtfulness into it. So I want to make sure I call that out. And then also to what Dr. Portill is sharing. Um not only did our academic staff, if you will, but also our operations team, uh they were asked and did support sharing and talking through the same deal. We talked about in our initial meeting before the January how important their roles are to our excellence that we're in pursuit of. without that transportation, operations, all the other additional departments are very very essential to that uh importance. So I want we want you to know that it was throughout um
048and we made it meaningful and purposeful so that everyone knew their role and how valuable they are. >> Um I would say to you that I I had a chance to visit a couple of campuses um and I love the enthusiasm about the day. And so I went to um Sunland and the staff was engaged with Miss Beichum and um they were using that time and very engaged. This was the end of the day to boot. Not that we're not always on our tippy toes. Uh but they were absolutely engaged with um topics that were being presented by Miss Beham. And then I had a chance to go by uh Valley View and uh Mr. Mitchell had just concluded their staff meeting and I saw the same energy in him and he talked about the
049data and I had a chance to talk to a teacher as well who shared that that was a good day to really dive into the data. So what we're emphasizing to you all is the importance of that quality time for us to reflect and really look at what we're doing to assess are we getting the ROI from the work and the strategies that we're putting in place. So to the story will tell the tell as we continue but it was a very meaningful day and again I want to contribute all the support of those who helped to support it. >> Y so the the video started out with a theme like we're um sports casters at halftime in the show. So we had our our headsets on and then we did our >> I was
050the sports cer um or uh the uh the lead coach, right? I would say the owner, but that's you guys, right? So, so um the owner of the team, but um we um we started out in that theme and then we passed it over to um to Nick who was the um yeah, the live commentator about, you know, what was the name of the guy that you were trying to >> Yeah, I was trying to uh model after like Steve Cornaki or John King who do like election night stuff and are like touching the screens and all of that. So that was my inspiration. >> Yep. So he he's the one that presented the data and very accurate picture. Again, we want to make sure that though our district averages aren't where we want to
051be, that we do highlight that it is possible and we're having these pockets of success in different classrooms and different grades across our district. And then we closed out with ensuring that um they knew how much we value them, their work that they're doing, and that we know and believe that we will turn this data around. Um and I think that was the the summary. I I did get a chance to visit a couple of campuses. I do want to commend um Bernard Black. Um I went there towards the end of the day. Um and uh some of their staff um actually stayed beyond the closure and had our extra meeting in the parking lot after the meeting ended and they just continued to talk about um one particular teacher the uh connection that she
052saw in the in the training that they were re receiving with Boytown and understanding that the kids in our classrooms they need a lot of love, understanding and direction. um and really that our focus is on helping them be successful through this the skills teaching and not through um through only thinking about uh punitive consequences but really setting them up for success. So that same enthusiasm at the end of the day after a long day of learning to continue to to have a a group of teachers and um their new assistant principal who actually is um on the board agenda today for approval and is here today is back there. Um so uh yeah we we stayed in the parking lot um uh Dr. Crudder was there as well um with us um having a
053couple of different uh meetings after the the main meeting. So yeah, a lot of enthusiasm a lot across the district, a lot of appreciation for having the opportunity to pause and come back to this reflective and learning time prior to receiving students today. So thank you again for approving the calendar which includes that professional day for us. I think the last couple things I would add uh yesterday was a reminder and I think principles would agree with this. Nothing will crack teachers up more than like like uh roleplaying naughty student behavior or how teachers can respond inappropriately to student behavior. It was if you ever want to like liven up a a staff meeting, do something like that because it was it was very uh entertaining to to see. Uh I the last thing I
054would just say is just of the value again in in the in the learning and the dialogue that happened. Uh I at one of the schools and I'll leave it anonymous, but one of the teachers asked when they were talking about like how do you prompt a student that maybe they need to to take a timeout and how do you appropriately help them to calm down aside from telling them calm down? Uh cuz that works. Um but the teacher asked, they're like, "Well, what about when I'm the one that needs to calm down?" Uh and for one, I was impressed that she said that in front of her whole staff. Uh but then it was great learning. The facilitator talked about how actually like not only like step away there's science behind taking a drink
055of water and what it does for you physically. But uh she also talked about how like if you really do this right, you talk about those things before you talk about it to that detail before it happens. So when you're teaching these these routines or these practices in your classroom that you even speak to that of like I as a teacher might have a bad moment and so when I have a bad moment I'm going to self-regulate by you know and it was it was just such a good reminder that we're human and we're not going to handle everything perfectly but here are some strategies and that even in those moments our students can learn how to res how how to to do the same thing for themselves when they see their teacher actually uh
056modeling those same strategies. So it was I think it was a really beneficial day across our our district. So I think with that that's the end of our presentation. Thank you. Um we'll open it up for questions. Anyone have any questions? >> Dr. Francois, don't be shy. Yes, I know you have questions. >> I wanted to give everybody else a shot. So I think first of all a couple things I want to say. One is I also just want to say thank you to the principles because I know the level of planning that goes into a PD day on your campus even when the district is supporting and facilitating. There is a lot of planning that goes into that when you're planning for students to return the next day as well. So just a huge
057shout out to our principles and our school teams um for for uh yesterday. And then also just want to name like as we're looking at this data, I think it's also important for us to realize that when we're seeing students whose proficiency bands aren't moving, it's still takes a lot of effort to move a student from minimally proficient to minimally proficient. There's still a lot of work that's going into that student. Um, and that doesn't necessarily mean it's reflective of the work that the student is doing or that the teacher is doing. Um, so just wanted to say that as we're talking about uh the next piece. Um, so one of the questions I had, um, and I really appreciated naming, uh, the specific actions we're taking in math to respond to some of that
058data. I think that was really helpful to see. Um, and I really appreciated naming how it went back to our goals. One of the questions I had is that, um, in this, our interim goals are specifically about moving more students to the proficient bands and then reducing the number of students in our minimally proficient bands. And it seems like overall while there's been pockets of success on individual campuses, the trend across the district is we haven't moved overall those percentages significantly in either our minimally proficient or our proficient. And so I'm just wondering in the discussions that you've had as a team, why do we think we haven't moved those proficiency bands as a district? And like how did that factor into the planning that's happening here? Um, and I'm sure it did, but I
059just want to make sure that I'm understanding the connection between that and our interimm goals specifically, like how are we moving students across those proficiency bands. >> Sure. I think to be really honest, we haven't figured that out yet. Uh, and that's hard to say. Uh, but that's where we're at. Um, and so as we talk as a division, right before break, our division, we had a cool midyear retreat and started thinking ahead to the next school year. Uh, but one of the the steps that we want to take in the second half of the semester is actually with some outside support really get dig deep into all things math, teaching, and learning. Um, we need some outside expertise to really look deeply at at our at our adopted curriculum, the curriculum maps uh that
060we and unit plans that we've developed, our assessment systems, our instructional practices. Uh, so we can develop a comprehensive plan for math instruction that is in response to to our data and and what we're currently doing. um until we get to that level of understanding of what's happening it, you know, I I will just say, you know, this is my first year in this role. It's I've had a lot of new learning as well. Um but I just I I don't I feel like we need that information to be confident in the time and energy that we put forth toward uh toward our next steps. >> I would add that um thank you, Miss Gustin, for that. Um, I would add that also, um, our key inputs that we put in place, um, are inputs
061that are very heavy lifts as we're trying to implement them across all of our campuses and grade levels. And, um, they aren't always going to be the uh, type of um, of inputs that are going to show immediate improvement because it takes time for them to really get implemented with consistency across all of our classrooms. And then also when they are um implemented with consistency, it will take time for kids to really reap the benefits of that as well. So I I do believe these are the right key inputs. Um we we haven't seen um evidence that they're not and they have worked very well in other places. Um we do need time um and continued um accountability and support. So, a balance of both to really see these um these key inputs implemented in
062each of our classrooms again with consistency and and as we um continue to um to implement our learning walks and give direct feedback to our staff and to our um to our teachers, but then also to our principles. We're continuously asking the question, what what do you need in order to implement um at a faster rate? uh because we know that our students deserve that and then our our staff deserves to feel successful in that implementation. So, as we're creating the alignment with our budget and our resources, we're listening and providing opportunities for people to provide us input in those surveys um so that we can ensure that our resources are targeted to implement these key inputs um with the with the most level of fidelity as possible as fast as possible as we start
063planning for the following year. Um and uh then also be able to to free up some of our efforts to provide that more targeted and uh maybe faster return on investment such as our math our targeted tutoring program which we know will will give us some yield some benefit but we know we need to do more of that. However, we're really focused on improving that tier one. Is there anything you would like to add? >> Thank you madam president, vice president, governing board members and and all. I think someone had mentioned it in a previous board meeting and that while the inputs I think are are agreeable that two things are happening at the same time improving our professional development strategies along with trying to increase student achievement and and to that point I'm I
064am in agreement with what Miss Miss Gson is saying. We need that answer and and we need it soon. Um and so we we will be diligent with continuing to assess uh what we're doing and ensuring that we're getting a great return on our investment moving forward for all the right reasons. So that's kind of where what I'm thinking is we talk, we assess, we hope, we work, we push, and uh there's got to be more and so we'll accomplish it. Maybe I missed it, but what was the time timeline for us figuring out um the why? Yeah, I mean I think I couldn't give you a perfect timeline yet. Uh but we are already in conversation about what that scope of work needs to look like. Ideally, we want to have a good amount
065of that done um by the end of the school year. So that way I think it would be a missed opportunity if we weren't working at that p pace so that when we hit summertime we're able to be very intentional with professional development that if there are additional resources that uh we're we're pushing out to support math instruction that that happens during the summertime. uh but it will take time especially if we're working with outside support or expertise to really look at all aspects of of current math instruction and then identify what that action plan needs to look like. One of the um one of the investments that we made this year that is helping us to um to provide more attention to mathematics is that we did add the um two math specialists to
066our district which we we had one in the past but um if you all recall that position was vacant from December on. Um and now we have two which um you know we two is better than than not having any but um their expertise and their commitment towards um providing more direct support specifically for math more of that research. We also have a team um uh flying to the National Council of Teachers and Mathematics um uh uh conference um this spring to bring back not only um their learning but also connections with a potential expert. So like we've hired um and found found and hired a strong expert to support us with our literacy growth. We still haven't um done that work with math. So we're doing what we know is best. we're implementing our
067our curriculum, but we know that there is expertise out there. Um, and we'd like to be able to to provide the same level of support that we have for reading um to our math development. So, um I would I would say that though we don't I I can't hand you today a timeline, we know that that has to be completed and done by by summer because in summer is when we actually deliver our professional development opportunities and all of our training opportunities that are the most intense for mathematics. So, we're in the process of that. >> I appreciate that. And I think I also just appreciate naming that hey when we need that extra expertise that we're looking for it and making sure that we're not overconfident in what we know and don't know. Um
068I do want to go back then to the reading piece because I know we've we've invested in Ashok Consulting. I am seeing and and I might be off here. I am seeing some of the same trends though in reading that I'm seeing in math where we're seeing again on the campus level we're seeing some movement between those bands but overall we're not seeing a lot of kids who are moving from minimally proficient to partially proficient. We're not seeing a high number of kids who are moving to proficient. So I'm wondering from our work that we've done with Ashlock because we do have that expertise in our reading space. What have we learned from our work with Ashlock in the reading space that can be applied to our reading even if we haven't gotten to the
069math math work? >> Thank you for that. A lot of the work that Miss Ashlock has been doing with us thus far has been setting up our system, setting up our our reading block um structure, um providing professional development for our instructional coaches. Um so that in itself as we walk through um our classrooms we're not yet reaping the benefits of seeing that consistently applied across all of our classrooms. So um we do have improvement in the delivery of instruction but not yet to the point where we see this dramatic change which we are we know that we're pursuing. um a lot of the work that she is helping us to um to adapt our systems to and and our our professional development to are really targeted in the science of reading and um a
070strong focus in uh in the development of phonics and foundational skills. Um, so what we what we know is that when kids have that strong foundation, as they go on, and you all you all know how that works, as they go on to the higher grade levels, they're able to develop um uh more of the comprehension skills, though we of course are focusing on comprehension as well in science or reading. Our focus has been really strong in our um lower grades. So I I would say that um that in itself though we're farther along, yes, it's not showing um the direct benefit that um we wanted to show in our student data until we see consistency and implementation. >> But thank you so much. And then just one last clarifying question because I know we've
071talked about the priority plans. Um, if I'm a teacher and I'm doing a priority plan, am I referencing it all or thinking about my high students, my medium students, my low students, or is it just based on the lesson that I'm teaching? Like, does it have any overlap at all with me thinking about the bands of students in my classroom? Or is it separate from that? I don't know if that question is clear. >> Sure. Uh at this time it really is focused on whole group uh and getting teachers solid because there are so many key routines that type of thing like that's we want to same concept as with tier one versus tier 2. Uh really strengthening the the whole group instruction. uh making sure that that first teach is effective for as many
072as possible which then when you do need to differentiate um that that you're not having to you don't have such big gaps between uh each student. Um the other thing I would just even add on to the the previous question I when we look at the scope of work with uh Asha Consulting this first year the trainings that teachers engaged in over the summer the ongoing our bimonthly learning walks with coaches and and principles and the ongoing training has all been focused on the components of the reading block that are the structured literacy pieces the phonics the phmic awareness that that part of it the next round. So this summer we'll have the summer academy part B. Uh and that's where there is a much more uh intensive focus on the comprehension part. Uh so
073there has in in the training that's happened so far while the priority plans most definitely do include really solid comprehension routines and expectations the focus first has been on the structured literacy side but the comprehension piece comes next. And to Dr. Portio's point, what our STAR assessments uh measure might not show growth that's happening when it comes to those the the science of readings type of of skills that we we want for our students to have. >> Got it. Thank you so much. I really appreciate that. And I think we see that also when we look at some of the oral reading fluency data is like exactly what you're saying. So, appreciate the clarification. >> No more question. and seeing the the long-term plan of the Ashlock um work the um distinguishing between what a
074first day of instruction might be more whole group as we go throughout the week of of that lesson. Um we know that the um the uh student release time, so releasing students so that they're more independently practicing or practicing in small group and the teacher is pulling that that is part of it as well. We're just not yet there as a district. Um, but that is part of the work that she's going to help lead us through. >> All right, I have a few questions. Okay, Miss Gaston, um, I wanted to just have a little bit more um, clarification for better understanding. What is DNA real quick? Well, we all have it. No, I'm kidding. I I'll give it I'll I'll speak generally, but then if if you fill in because because Nick definitely has
075a lot more direct experience with it. Uh it is a it's an assessment sorry assessment platform that that we've adopted first for the essential standards assessments. So we alternate month between the the star assessments which uh measure essentially the full year of what we want students to learn uh versus essential standards is measuring just what essential standards were taught in that last time frame. But it's a full assessment platform uh that has like endless possibilities for different assess it has a dramatic item bank uh and lots of different features for uh developing your own assessments and then capturing that data. So as of right now the big part the first part was implementing the essential standards assessments every other month. Uh, and then the next piece is like teach going in and being able to
076develop even just a one or two question assessment for the end of a of a lesson that students either you can print it out and have them do it on paper or students can do it online. Uh, so it'll immediately score and give you that data and capture it. Do you want to add into that? >> Madam President, board member opinion. I'm just going to say pretty much the same things the same way a different way is uh it was well said DNA as a program um we use STAR as a as a dynamic test. Those questions change get easier or harder as it goes um along depending on how the student is doing and gives us a really good idea of where a student is at in terms of grade level equivalency or are
077they at proficiency. DNA does the same um but it is uh more I think focused on standardsbased and where um as a district we are on the pacing guide. So for DNA assessment number one which we call our big district benchmark um students only received uh questions that were on the pacing guide up to that point. Um so in theory optimistically it was all taught and learned um up to that point and the combination of the two assessments star and DNA has given us really good data and a good understanding of where students are now besides the district benchmark and Mrs. Gesson said this too is uh DNA also has the ability for teachers to create their own smaller assessments beyond the uh three district benchmarks that we do. Um, so that will come in
078really handy as we get closer to ASA because they are very AAS aligned questions um that uh teachers can use to ensure that um students are prepared for the ASA with AASA uh type questions. Does that help? >> I appreciate that answer. I should have asked what does DNA stand for? that I got a great amount of knowledge from that. So, thank you for the detail, but mostly the what I meant to ask was, is that the actual name of it or does that stand for something? Cuz I just wanted to understand the name of the the assessment that we use. But no, thank you for that explanation. That really gave even more information than I wanted. So, thank you. >> Well, I'm going to learn something new, too, cuz I actually don't know what
079it stands for either. It's like deoxy ribboucleic acid. Isn't that what DNA stands for? Uh it stands for data and assessment. It's nothing nothing fancy. >> Okay. Duh. That's a good one. Okay. No, I really appreciate that because I you know as as I know people watch these meetings some of those things it's like what what what does that mean exactly? So thank you so much for that. Um second question I really appreciate uh Mr. Olvie. I don't that you gave me the data um without the you know um speced and um ELA or not ELA um ELLL students so that we could kind of see that growth in comparison. Was that just for sixth grade or I I didn't >> Excuse me. Uh great question. I I just had that slide up. I was
080just going back to um all grades. So all students who took STAR assessment. So for reading 2 through 8th um all was 22.3% um noness nonll was 32.6%. >> If you repeat all the other numbers cuz I didn't write the um combined and then se I just put the separated >> put the um in writing too. Uh for math it was 22.1% for all and 29.6% 6% for non-ESS, non ELLL. And then finally for early literacy, it was 43.9% and 53.7% for nonSS and nonL. >> And Miss Pñena, we'll we'll provide you and the rest of the board members with a a chart for that with that. We'll email it to you. But also um um it's really important to to uh it's it's very interesting to see the data disagregated that way, but it's
081also very important to to note that um the students that we have are the students that we we're here to to serve with all of our hearts and and all of our efforts. And a lot of the um implementation that we have of strong tier one instruction when it comes to behavior, when it comes to math and reading, those reading priority plans are really designed to meet the needs of kids that are struggling. So, as we look at all of our um at all of our data, a lot of our students are struggling and that's why we've chosen um the um the key um inputs that we have. understanding and knowing that we also have to differentiate for our higher achieving students. Um and uh I know that at a different setting we can talk
082a little bit more about what are we doing for our higher students and our our gifted students as well as one of the investments that we made this year that we added was a specialist to support us in building out our our supports for our higher achieving and gifted students. Um but but yes, we'll definitely provide that data to you and we all know including yourself um that we we absolutely value and and have um actually today's guard rails um at the next item is focused on um on the needs of our EL kids, our our um special education kids and really getting working and hard to get out of that TS TSI um uh le level and then also just improving learning for them too. Thank you very much. And then the last one
083was for Mrs. Geston for the targeted tutoring. Um you mentioned that this is being implemented. Did that just start or how recently? And then the next thing is um who is doing the tutoring? Did we hire tutors for this? I just want to understand how we're fulfilling this to make sure that we are just implementing it successfully. >> Sure. Uh it has not started yet. It'll start in the next couple of weeks. Uh we used Thank you to Tanya Diamond, our federal programs director, who did some magical budget work uh to to secure funding for this. And so again, consistent across all schools, having uh those specific grade levels, one group per grade level. And then the the schools really because of so many different teacher commitments. Some of our teachers coach uh they're on
084committees. Uh it can it can sometimes be a little bit challenging to find teachers that are are available and and willing to to also do the tutoring. So uh but in getting feedback from schools, they are getting everybody locked in. Sometimes what that means is that you might not have a teacher who is uh they might not might not be teaching that particular grade level. might be a fourth grade teacher that's going to take on the third grade group. Uh which is part of the reason too why we wanted to make sure that we were equipping them with the plans and the resources to do the tutoring. Uh so we could have as much consistency and and know that the experience during that time was uh aligned to best practice for for math instruction. So
085uh no outside tutors. It will all be all it will be our teachers that are are are leading that work. And to follow up with that one, um, is this going to be after school tutoring before school? Like how's that look like? Uh, most campuses will be after school, but we have had a few campuses have asked for uh for before school, especially if you Now, that might not be great if you're a 7:30 start school, uh, coming an hour early, but but for our campuses that start a little bit later on, uh, before school can be a great time while while kids are fresh uh, and ready to start the day. So they they have that choice for what works best for them >> to stay on this one. Thank you for that because
086I have some similar questions. Um so I just want to clarify the people who will be teaching will be math teachers. They won't be I teach reading. So now I'm going to go help and tutor kids in math. Uh that that's the goal. That might not to be perfectly honest that might not be possible on every campus. Uh again, which is why we want the the the plans to be so welldeveloped that that they can do so uh with with confidence. Um but as much as possible, we want our math teachers leading tutoring. It might not be possible and we want to still we don't want to not do that for that grade level because somebody's not available. Um, but we also, you know, we we that's that's the reality of of our our circumstance.
087But we know between our principles, our instructional coaches that they'll be making sure that whoever is working with the students is is equipped and and supported with that work. >> Okay. And then I know that it's going to be across uh the whole entire grade. So, how are these students going to be chosen? Which students are we choosing that to be invited to tutoring? >> Sure. uh we gave guidance for uh sometimes we use the term the bubble kids. So the kids who are predominantly in like the partially proficient range that need a little bit of additional support to to boost boost them up to uh proficiency. So I've been getting questions on uh you know if maybe we even the question around like okay I because we want the groups to be around six
088we're talking small so they really can get a lot of good attent attention and individual support. Uh but I had a question just come through that was you know I we have five partially proficient is it okay to bring up you know a high minally absolutely uh but we want to make sure that it's that that the group that is is in front of that teacher is um at the right place in their math understanding that this is really going to benefit them. >> That's kind of a comment too. Um the question that you posed about is it going to be math teachers that we already have in place. Um a thought that comes to my head is that um you know sometimes children they have such a long day and it is stressful for
089them. And so sometimes to have like a breath of fresh air, somebody new can make a big difference from them. And I am very supportive of this tutoring program. I think this is going to have an impact. Um I've seen time and time again tutoring does benefit children um you know when they're when they're struggling, right? So, and then another thing to keep in mind is that sometimes there might be a teacher that math is not their main uh thing that they teach, but they might be very passionate with certain grade levels tutoring at it and just, you know, because the personality, the way that they approach it. So, I see that that that that actually could be beneficial, you know, switching things up so that the kids can have just something different and then
090they have a better um a better bond if you will with the tutor that doesn't it's not necessarily the teacher they were with all day long. And I'm pretty sure for the teachers too, they they will probably appreciate also having a little break for them as well. Something to keep in mind too is that this is one the targeted tutoring program that the district is doing consistently, but based on the campus's um available budget and um data and uh grants that they might have there there may be other tutoring opportunities for kids. But this particular program is is very targeted um and very um directed uh because we only have nine weeks to make a difference in this particular program. you know, thank you for that. I'm super excited that we um saw the data
091and we're doing something about it. So, I'm really really um excited that we are implementing tutoring for for our students because they deserve it. Are there any other questions or comments from board members? Thank you so much. News anchor, sports anchor, I don't know which one is it. >> You would like to request the video if you have not. Literally, that's on my that's on my list. Can we have the Can we have the video? >> Madam President, I think she had already u mentioned that. I think she's going to I don't want to put words in your mouth, but they want to see my Steve Cornaki impression >> or John King. I don't know. >> Well, we we will definitely email it to you. I don't think it's I don't think it's ready to
092to roll. It's not um set up right now. It already has shown, but we'll email it to you for sure. Um it's about 12 minutes, so we also were we're were cognizant of time. >> No, we're appreciate we're appreciative of it being sent to us. Thank you. Um next item on the agenda is the progress monitoring report for Superintendent Garo number five. Um and I'll pass it back to you, Dr. Portillio. >> Thank you, uh Madame President, um members of the board executive team and Roosevelt community. Um tonight we will review our progress towards attaining superintendent guard rail number five. um and its corresponding interim guardrails. Um as a reminder, uh superintendent guardrail number five is um that I lead the pursuit of attaining the academic goals and in doing that that I not fail
093to focus on ensuring the progress towards exiting ATSI and CSI status, which ensures that students with special needs, English language learners, and our African-American students receive equitable access to highquality instruction, resources, and support services. tailored to their unique needs to promote their academic success and their overall development. And Miss Geston will walk us through our efforts on meeting the board approved interim guard rails. >> Am I am my sharing screen or is that nope? >> Don't know. >> Uh Mr. Hawkins, can you please tee up the presentation? I'm informed he's he's flying solo today because um his Ryan isn't here today. So, I think there we go. Thank you. Thank you, Mr. Hopkins. All right. Uh so the first guard rail uh is by December 2025 establish a district-wide progress monitoring system for EL students
094English language acquisition with data reviewed at least quarterly to ensure that 100% of students receive timely interventions based on their English acquisition needs. Uh so when we look at where we're at with this, we we saw three different categories. uh and the first one being assessments and and you've heard us speak a lot to our different assessment systems. So several of our current assessment systems are used to measure progress toward English language proficiency uh which includes our STAR and our our DNA assessments. Uh but in addition to that, we also have an EL reading benchmark that was administered in November uh that's aligned to our ELP standards. uh it's housed within our synergy system uh which we'd previously used for our old essential standards assessments and to be really honest it's kind of clunky uh
095especially when we look at now our our our nicer DNA systems educ uh so our EL team our EL coaches are are working with our assessment team to to explore a couple different options moving forward uh the first one would be to actually move that assessment to DNA uh and continue administering it like we have according to our district assessment calendar so that November our EL students take that particular assessment. Uh but one of the other options that we we could look at is actually adjusting our DNA assessments uh and aligning questions so that they can assess both our Aza standards and our ELP standards. Uh we could also add additional questions if necessary. Uh and that way what for one it's one less assessment for our kiddos to take. Uh but if we have
096that those assessments would be taken by all students which would also give us uh some comparison data between our EL students and our our non-ELL students. So those are some additional steps that we're looking at in terms of assessment. Uh and then also with our educ platform that's our bigger platform for all data uh assessment data, attendance data, discipline data. Um we're able to look at our students comprehensively. Uh so that includes all the different data sets that I I mentioned. Uh this can be sorted and filtered so we can look specifically at our EL students and look for trends uh specific to them. And if there's that will then drive some decision- making uh on how to better meet those needs. Uh it can also help us in identifying obviously like factors that might
097be hindering their growth. So again current system that we're using for all kids can be used uh strategically for EL students. Uh and then finally in terms of monitoring and evaluation we have structures in place uh both at the district and the site level to monitor all data. uh and I've spoken to a lot of those things already and to us it's not about doing something extra like an additional data monitoring piece but within the systems that we have the protocols making space to ask those questions uh specific to e students same thing as our ESS students uh our two e coaches thank you for for giving us the opportunity to have those two positions they're regularly analyzing e learning data they're getting out into classrooms and and and looking at EL instruction. Uh and
098that they're then using that data to inform their strategy, their actions, their coaching uh for for EL uh especially for our targeted intervention piece. Uh sorry, I just look at my last note. Oh, sorry. Go for it. I thought you were good. >> You're good. that I just want to make sure that we reiterate that in the creation of those protocols, we intentionally created them with the EL question and the special education question on those protocols. So, that's not a separate meeting. It's the same meeting. We're always talking about all of our students and it specifically has um questions regarding the the success and lack of success of our e our ESS and our EL kids within the the protocol that we utilize at each of the meetings. All right. So, moving on to guardrail
099number two 1.2. Thank you, Nate. Uh, this one, this was actually uh in October. So by October, conduct an external comprehensive study of our district's English language acquisition services, including tier one instruction delivered by general education staff, intervention, parental communication, and communication and engagement, leadership and organizational structure, curriculum, and professional development. uh back in August when we gave you a report on uh where we're at in EL, we spoke to the the audit, the consultant that we would be working with to to do this comprehensive study and that study continues to be underway. So you can see a a a summary of where we are at. So in August we we launched the project. There was a lot of foundational data collection uh or collected and and analysis there. Uh we we gave uh Fenita
100Consulting a ton of information, staffing models, all of our curriculum, our student achievement data. So looking at all components, all facets of supporting uh English acquisition. Uh there was communication out to schools and stakeholders uh of of what to expect in this in this audit. Uh so then moving into the fall uh they did site visits doing classroom observation at five observations at five schools. Uh the primary focus was on tier one instruction uh language support. So not just what's happening during targeted EL time but really in tier one are those scaffolds in place for our EL students. Uh they also did principal interviews to get a little bit more information about what's happening on campuses. uh surveys have been developed for administrators, teachers and students. And then there was also a community survey that
101was developed and administered. Uh it looks like we had over a 100 responses to that. Uh which now moves us into the last phase uh December and into January. Actually this week we are uh going to be distributing the surveys for teachers and for students to get their perspectives. Uh interviews will happen shortly after that. uh and then becomes the big analysis of all of the data that's collected uh to really help triangulate uh instructional practices, the adult supports and the leadership systems. So that is where we are at in that particular guardrail. And then moving into uh number three uh that was by December 2025 ensure that each school with a with ATSI and or CSI status has implemented a comprehensive needs assessment and action plan with 100% of the plans anchored in evidence-based
102strategies proven to increase the learning outcomes of the school's specific identified targeted student groups. Uh so all of our schools as as part of our uh process being title one, all of our schools complete the full integrated action plan process in the spring. Uh that happens through guidance from AD. Uh that includes all of those key components. the comprehensive needs assessment, establishing uh measurable goals and leading indicators, evidence-based strategies, action steps, progress monitoring, and then even the funding source alignment. So, everything that they say they're going to do, uh there has to be a connection then to their actual title one budget. They can't budget for something in their in title one that is not in their integrated action plan. On top of that, all of our schools are part of project momentum, which also
103comes through AD. Uh, and project momentum goes even deeper from that. The integrated action plan is kind of this bigger bigger overarching plan. Project momentum gets down to the quarterly uh level uh where you are setting quarterly goals and implementation plans. Reminder, those are due January 15th. We do one at the district level as well. I was doing that right before this meeting. uh all of the the goals need to align to this gears framework for school improvement uh which is all evidence uh evidence-based strategies uh and then one of the other requirements within project momentum each quarter you we do three goals uh two can be overall for the school in alignment with their specific needs but the third goal has to be uh focused on improving instruction for the the student population that
104uh was identified in their ATSI or CSI status which I think for virtually all of our schools in that is is our ESS students. Uh along with the project momentum implementation plans, action plans uh part of that partnership is that every principal has a principal partner. It's like a principal coach that they meet with once twice a month uh to to coach them on the implementation of their plans to be on campus giving feedback being a thought partner as they uh implement those action plans. Uh and then also the last part of that is with project momentum. It does come with the additional funding that schools can use to support teacher development aligned with those goals. So, paying them for planning time outside of their contract time, paying them to attend uh professional development, paying
105substitutes to provide class coverage so that they can do work during the the school day. Uh so, that is a summary of where we're at with those three guard rails. Any questions, board members? >> Yeah, I have a question, Madam President. Um can you share the thought process behind um using tier one um instruction versus tier three for the uh guard rail number five uh 5.2. >> Sure. I'll I'll take that one. Thank you um Dr. Buts for that question. As we look at our data, we have a large number of students that are struggling um across all of our demographic groups. And so I we know that one way to improve the performance of our African-American, our ESS, and our EL students is to improve tier one as a whole. Um, and that's the
106the um the area that we're focusing on right now just to make sure that um the amount of um professional development and initiatives that we have given our teachers are uh manageable and you know and we know it's still a lot for them. So, as um the guardrail, and I know I I mentioned this to a few of you when as we met on one-on- ones, too, is that um as I'm looking at guardrails for next year, um I'm thinking about how do we take these guard rails and then switch out the interims so that we can go deeper, right? But still within the same focus. So, right now we're focusing on tier one. That doesn't mean that we will only be on tier one um for the following year. >> Thank you. Um, Madam
107President, um, I think just a question to understand kind of the upcoming timeline. What I'm understanding from the discussion is obviously we've got all of this data. It's being analyzed. When I hear that, I'm not anticipating that we will get our next set of guard rails until after that analysis has been complete. Does is that accurate? >> Yes. Thank you for that. And also we bring in also the um the uh results that we had when we did our independent uh ESS audit so that we um both we use both of those to inform the um the continuation of the interim guardrails. >> Got it. So in terms of expecting the interim guard rails, we would expect then new interim guard rails at the end of this school year for the upcoming school year. Okay.
108Thank you. Appreciate that. And maybe my question is premature or maybe you can jog my memory first. Can you um tell me how many schools are currently in ATSI and CSI? Does anyone know? If not, that's fine. >> Anybody in the audience? Oh, thank you, Dr. B. So, we have se seven. Yes, thank you. >> And so, with with the work that we're doing now, can we anticipate any of our schools transitioning out of it? Yeah, I mean that that that status is determined based off of AASA results. So that that wouldn't change until the next round of of testing and looking at how those results come out for us in in May. Um >> so so I would say as we're looking at our data as it stands right now, um we are especially
109struggling with the needs of our ESS and EL kids. So, um, we may be able to be closer at a few of the schools, so we can do that analysis and bring it back to you. Um, I don't anticipate having a huge exit, um, a lot of our schools exiting at this point. Um, because we're still working so much on tier one instruction. Um, but, uh, just to mention that in our targeted math tutoring, we have been very intentional of also selecting uh, children that are within these um, groups. Madam President, so um my last question is I'm certainly excited that we're getting the funding from AD about uh project momentum, but from a leadership standpoint, how are we monitoring the implementation of project momentum and kind of watching that throughout the >> year? Thank
110you for that question. So along with um the principles having a principal partner um Miss Geston, myself and Dr. VAT also have a partner that supports us in the implementation of the program across all of our campuses. So, she meets with us regularly, more so um closely working with Miss Geston, but she meets with all of us to um see the um progress of all of our campuses on their goals for their specific um student group that they're they're focusing on um and also to set the district goals for project momentum. So, um the same work that the campuses are engaging in, we're engaging it at a higher level. Thank you. >> Any other questions? Thank you. All right. The next item on our agenda is public participation, and we do not have public participation
111tonight. The next item on our agenda is item 4.01, which is the superintendent report, and I'll pass it to Dr. Portio. Thank you. Um, Madame President, though we though I don't have a specific report um for the superintendent um activity, I do want to take this time to acknowledge that this is board appreciation month. Yep. So, yay. And uh we uh sincerely value your commitment and your leadership in serving the voice of the residents of South Phoenix. um you dedicate so much of your time, energy, and passion uh to our district and your love and uh and support for our staff and students as a parent in all the commitments that you make in these leadership positions, which I I know we've mentioned are not paid. So, thank you for taking so much time from
112your families um from your your jobs that pay you um and sustain your families um to be here and really um pushing and guiding me and my leadership as we work towards um meeting all of these goals and guard rails. Um we have prepared a video and then after that a few words to share about each of you and um there's a small gift. It's in the mail still. So, it hasn't arrived. We hope to have it to you. It's it's member appreciation month, right? So, we have a we have a we have a study session coming up and it has not yet arrived. So, thank you. >> This month, Roosevelt School District proudly celebrates National School Board Appreciation Month and extends a heartfelt thank you to you, our governing board. Your dedication, time, and
113care for our students and community do not go unnoticed. Through thoughtful leadership and a shared commitment to student success, you help shape a brighter future for every learner we serve. Your service strengthens our schools and moves the genesis of change forward. From our students, families, and staff, thank you for all that you do for Roosevelt School District. and that that will be played on our social media as well. Um we have prepared a few words. So each of the executive team members are going to take a moment to um speak on each of you and I know we have a PowerPoint with your photo that'll come up so that you can awkwardly look at your photo as we say as we say kind things about you. So if we could have the first one come
114up Dr. Ashley Hajj. So, I get to talk about Dr. Hodgej. Um, Dr. Ashley Hodgeg's leadership as board president has been instrumental in advancing Roosevelt School District's focus on student outcomes, stability, and long-term improvement. She has consistently centered governance decisions on what matters most for students, which is academic achievement, safe and modern learning environments, and equitable access to opportunity. while holding the system accountable to achieving clear goals. As an alumni of our district, Dr. Hajj leads with a deep personal connection to the community and an authentic and understanding of the hopes and challenges of our families. On a personal level, I deeply appreciate the guidance, thoughtful feedback, and clear accountability she provides me in my role as superintendent, which strengthens both my leadership and the work of our executive team. Through her vision and commitment,
115Dr. Hajj continues to move our district forward with purpose, integrity, and pride in Roosevelt's legacy. Thank you for your work. My turn is over. Oh, thank you. >> Next slide, please. Thank you, Nate. Appreciate you. It is my pleasure to have this opportunity to talk about Dr. Franowitz. It will come to no surprise the number of things that I could mention in here, but what I've chosen is top priority. Dr. Frankowitz exemplifies a deep commitment to student achievement and keeps students at the center of every decision. She is a steadfast supporter of our staff, recognizing that strong schools build built through empowerment of educators and collaborative leadership will never fail you. Her genuine love for this community is evident in all that she does. in both her words and actions. She's a fear of us
116leader which we appreciate which models the excellence we all aspire. She consistently challenges us to reflect, grow, and improve. Because of this, the district is stronger, more focused, and better positioned to serve every student in the RSD community. So, thank you, Dr. with. >> Next slide. Next slide. All right, Dr. Buts, uh, Dr. Michael Buts. Uh, Dr. Buts brings the perspective of an instructional leader to the board, drawing on his experience as a high school assistant principal to ground discussions in what is best for students and educators. He is measured, reflective, and intentional in his engagement, consistently advocating for strong public education both within our district and across Arizona. Dr. Buts approaches his role with a clear commitment to equity, excellence, and responsible governance, and his voice adds depth and balance to board conversations. We
117are thankful for his service, his professionalism, and his dedication to advancing educational opportunities for all students. >> Next slide. We want to sincerely thank Tatiana Pena for her deep commitment to Roosevelt and to public education. Tatiana is a lifelong educator with roots that run generations deep in this district with her parent, her sister, and herself all having served as Roosevelt teachers. She brings strong family values, courage, and integrity to her role as a board member. and she consistency consistently leads with kindness and curiosity. Tatiana asks thoughtful probing questions, remains open to new perspectives, and demonstrates a genuine desire to understand complex issues so she can best serve students and families. She has been an unwavering cheerleader for our district, frequently acknowledging the hard work of our staff and the progress we are making together. We
118are grateful for her steady support, her authenticity, and her deep love for this community. You guys are so excited to hear from me. I love it. We're not clapping first before I start. No. Okay. It's okay. It's okay. All right. >> Uh, Miss Victoria Castro Carell is a dedicated advocate for students, families, and educators who strives to put the needs of those she serves first. She listens thoughtfully, leads with integrity, and works collaboratively to create an inclusive environment. With a strong commitment to positive change, she has lifted her voice to support policies that strengthen academic success, student well-being, and community trust. At the same time, Miss Castro Carell has been enthusiastic in her support for for the district, committing to time beyond the board meetings to visit classrooms and praise the hard work happening in
119our schools. Tonight, we thank her for her leadership as she pushes us to ensure our schools grow, adapt, and thrive for every learner. Thank you, Madam President. Um, and with that, um, I conclude my superintendence report. >> Are there any comments from board members? >> Best superintendent report ever. I mean, five stars. Um, one thing, Madam President, I would just love to say is I think as we do interact with boards across the country or superintendents across the country, I think it it is worth stating that like our board and our the work that our board puts in along with our executive team is unique not only to the city or the state, but also to to the country. And I think Ashley and I have had a chance to watch quite a few board
120meetings over the course of the the last year as part of our our student outcomes focused governance training. Um, and it is not like this in other places. So, just like a huge shout out to our board and the work that we've put in and a huge shout out to our executive team and to our Roosevelt team. Um, this is a very special place with very special things happening, but it takes every person in that mix to make those things happen. Um, and it is truly like a it is every person pushing for that goal to be able to help us reach those goals. So, just really honored to be a part of this team. >> I want to add to that too as well. Um, you know, it's interesting because, um, it takes work
121to get to a relationship like this. And for people who don't understand how school board works and how everything happens, there's a lot that goes behind the scenes. A lot. And so, it's not that we're all yesmen. Um, there is actually push back and can we change things? I'm not happy about this in the background so that we do not have, you know, a cat fight out here or anything. You know, that's what we we do and we just know how to be professional and respectful to one another. So, I really appreciate that that is how we have our culture here and that's part of the reason why I have a lot of hope that the district is going in the right direction as well. Um because we've come a long way here in Roosevelt.
122So, I just want to um say thank you to all of you and thank you to the executive team. That was totally a surprise. Thank you. >> Um I just like to say that uh you know there are other boards and throughout the state um throughout the country that you know have a lot going on you know personal personality wise, relationship wise and so like you said we don't we don't have those things here and so we're able to focus on the work, focus on the students and focus on supporting you also. Thank you. No pressure. You're good. I totally forgot that it was board appreciation month. Um, right. Cuz I literally forgot. But yeah, so thank you so much for that. Um, exec team and Dr. Portillo and to my fellow colleagues. I appreciate
123you all tremendously. Um, thank you for appointing me again to do all the hard work. Um, I appreciate it. And I just want to say to to my former VP, thank you so much for your support this last year. I couldn't have done it without you. So, thank you so much for all your time, commitment, and dedication. I really appreciate you. >> You're still going to ask me to do stuff. So, just absolutely. And I'm going to ask everybody to do stuff this year. It's going to be a little different. So, next item on the agenda is I'm not going to allow y'all to talk after that. Like, I'm just going to move on. Um, is board member update. Well, just kidding because you can talk now. Are there any updates that board members would
124like to share? >> Madam President, I'd like to just uh kind of advise the um the staff that I did attend the ASBA conference. Um, and I I'd like to generate a report on my my thoughts and feedback. So, um for everybody for later. Thank you. Oh, for later. I thought you wanted to do it now. Okay. Um, I wanted to We're not done with the touchyfey. Okay. Cuz I wanted to share something for um the staff members. I think mostly um our principles here, our administrators, but for all the staff members that are here or listening, it's so wonderful to see your faces. Um, and I hope that you got so much rest during um, this holiday season break that we had. So, I hope that you guys really enjoyed that. But as I
125was reflecting on what I wanted to share with you guys and seeing all the reports here in our midyear um, report and everything, the thought that just kept occurring to me is that, you know, we just we just celebrated regardless of your your backgrounds, you know, that season is a season of miracles. It's a season of faith and um and that is another thing that I'm seeing on in in this board. I'm seeing it in the district is the miracle of the change of the culture of of Roosevelt School District. Um it takes a while to implement and to have change um for everyone to to have organization and structure and um you know it takes a while and I know all of you are dedicated hard working and you have really really tough days
126and you are burnt out. Um, but it is all worth it and I am very appreciative of the sacrifice that you make to be here every day and to serve these children and this community. So, I wanted to express that and I also wanted to express that let's not forget that vacation that you took that you spent with your families celebrating whatever faith, whatever background you may have. Remember it was a time of remembering miracles and miracles do exist. Keep that in your heart as you are working and remember that these children they all are miracles and they all have capabilities and possibilities and futures. As you keep that in your heart, as you instruct them, that portion is going to be felt in your classroom. And that is something no amount of training here
127can bring. That comes from you from within. So thank you for your dedication. Keep that spirit. Keep that light with you. It will really really have an impact on those children. Thank you. >> All right. Any other board members? All right. Next item on the agenda is the REA report. We would like to welcome Dr. Thomas to the podium. I think she left. Is somebody else doing a report for her? >> No, Madam President. There's no RA report for this evening. >> Okay. Thank you. Next item on the agenda is reinventing Roosevelt. And I'll pass this to Dr. Portio. >> Thank you, uh, Madame President, members of the board, executive team, and Roosevelt community. um in our reinventing Roosevelt um presentation today, we'll provide an update on our bond project, our facilities project, we'll provide
128uh a um update on our uh focus on Bush and the reopening and reinvention of Bush. Um and then uh we will summarize our reenrollment and new enrollment campaigns. >> Thank you very much, Dr. Portillo. And again, I always like to give credit where credit's due. Um, I want to also appreciate um, Mr. Gabe McDaniel for his work in partnership um, with all of the things as he stepped into a very difficult role and he's riding it very, very well. So, thank you for your leadership. With that said, the board is already approved. Our last board meeting um working with Grace Design for continuation of Sunown Projects. Um and then as well as the duration of finishing with the phase two multi-purpose facility, gym, cafe, performing arts. Very excited about the work. And if you
129haven't been over there, look at the grounds. It's absolutely beautiful. So things are coming together quite nicely at Sunland. So thank you, Grace. And I know Mr. Sarvana is here with team and we appreciate you and your partnership. And then uh secondly um we have um plans and you have on the agenda tonight um we're hopeful that you will approve our recommendation for the architects uh for Irene Lopez school rebuild as well as Cesar Chavez school rebuild. And so, um, with that said, you'll see a potential timeline, the duration of the projects. Um, and we'll also, we're in the middle of Semar, which is our construction management at risk program process in in action. So, again, this is about the rebuild specifically from this slide. So, yeah, I didn't mention those two yet, but yes.
130Yeah, I I mentioned for the approval already, but the two we'll talk about once the board approves them. Um, but thank you, Dr. Portio. Um, and then to the next slide. Um, some specific projects were really excited about um would be our playgrounds that are in action. Um, Julian, um, we have it's up and running and saw video. We had to tell adults to get off of the field. So, it's absolutely gorgeous. And uh hopefully the kids will appreciate and I'm sure they will. Um we've got um over at Kenny um preparation December 29th too. So early February that's in operation. You see we are excited about some playgrounds. And then uh at Greenfield also um preparation starting on January as well. They've been very well patient as we started that discussion last semester I
131would say um last year. And then Southwest also we we're in the middle of an internal assessment. It's completed. Um and then the vendors have walked and they will be just as excited in the very near future. And then lastly, Pastor. So this particular slide res reports the playground projects utilizing our bond dollars. So we're going to have some good old good time there. And we want our community to see that we're using our bond dollars um to help support kiddos. And with a an update on on Bush um a little bit in general of course and I want to also appreciate Miss Miss Crystal uh Danzy for her good work um and planning and meeting the community and working internally and externally has just been um wonderful. So current status includes uh formal planning
132and design phased to ensure instructional quality, staff readiness and compliance prior to launch which is an unbelievable task and she's championing it with her best. instructional focus will be consistent with what we're accomplishing um well and areas that we'll want to continue to improve at our other campuses would be strong science of reading align with foundational literacy interdisciplinary projectbased learning um at its best and grounded in Arizona standards. So we'll start to see some contextual with our competencies evident in our learning processes and then daily structures that support belonging deliberate strategies for collaboration and realworld application of those standards at the grade levels. Um included in our update would be staffing and leadership. Again, we're working very closely with across the district with our human resources department as well as TNL and also finance to
133ensure we're we're thinking through all things, but specifically with team- based teaching under development with our partnership with ASU. It'll start this spring and on through the summer for teachers. Uh positions uh for with job descriptions are being finalized and um we'll be ready to have appropriate staffing to engage in all things enrollment. And then community engagement has been essential with planning and ensuring that we're um making sure that the community understands what is being built in the re reimagining of Bush and that takes a lot of work and thoughtful planning. ET had some discussions here today as well. So that's just an over overview of what we're looking at at Bush and then that's all unless you have questions for me at that time. Um actually if we can do the last the last
134slide and then um okay so the and the last thing we wanted to share with you today is the importance of our reenrollment and enrollment campaign um and it's uh headed by uh Miss Maggali Rivera our director of marketing. Um so it's really important that we communicate to our families that um our budgets, our staffing, all of our supports are um are based on our reenrollment predictions. Right? So it's really important that as we talk about our enrollment and marketing campaign that we focus strongly on our reenrollment and retention of our students. So in that um in the last few months um what we did is we had a district-wide focus on um in December on promoting our STEM and our steam learning opportunities um specifically our use of technology for innovative classrooms. In January
135the big focus of district-wide marketing will be our focus on academics and then um the strength of our teachers. So highlighting different teachers. In February, we have a district-wide showcase, meaning every campus will create an opportunity to really show off and show out um to our existing families and then to potential families to come out and see what's unique and special about their campus. Um to really educate and and sell our community on the strengths that we have as a district at our campuses because we know that the best marketing occurs at our campuses. Um though our district of course is um working hard to share the story of what's happening on campuses, it's best told by the campuses themselves. Um and the focus districtwide will be um sharing with the community our efforts to
136create safe and caring schools. So, our investments that we have in our um social workers, counselors, school nurses um and all of the supports that we have um to create safe and caring schools, our focus on Boytown, um our approaches that we take towards discipline, um and then the uh physical environment and safety that we're creating with our perimeter fences, our our single entry points to schools. Um our cameras, our all of our systems that we have put in place for safety. And then our big focus on parental involvement. And again, our our investment on in our um in our um uh our our family and engagement um um specialists on every campus. Um as you see, this is a flyer. Um this one is specifically about Bush Future Ready Academy, but one will be
137created for every campus so that we can utilize that um not only in our social marketing but also physical handouts. Um uh so this particular one is for Bush Future Ready Academy. Currently our well in December on December 12th when we created this presentation to get it to you in time, our enrollment was 6,99. Um, as of today, our all-in enrollment, um, so preK through 8, including our self-contained programs, is um, 7,38 um, 7,038. So, it's going in the in the right direction. Sorry I >> also district. >> Oh yes. Yes. So on each flyer for every campus it also is promoting the district as a whole. >> Yeah. And of course our genesis of change >> and to if I might Dr. Portio, you did mention and I didn't want to get ahead of
138my skis. That's my word for our exec team. Um, we do have in the audience uh if you would be so kind as to approve appropriately in the consent agenda our recommendation administration for to award um grace design uh to support um Lopez um Irene Lopez rebuild and then if I'm saying that correctly. Okay. and then also uh DLR group who's represented is CX and also Bala uh to to support uh Cesar Chavez. So that's in there and if I could have the two of those architects organizations stand and be recognized please. Thank you. There's Roxanna and Boa. Thank you very much. And again um a lot of good work in partnering with Bob and Gabe and team. Um, we believe we have recommended uh quality support to build schools that will support all things
139that Roosevelt's values and what we look to achieve in the classroom and instruction. Thank you. >> All right. Um, Dr. Portio, real quick, that's great news to hear that we are actually growing in enrollment mid year. Um do you by chance have our numbers from last year or anything like that? >> Yes. So we can um show those to you when we send you the u midmon report. Um we'll make sure that we have it in comparison to last year at this point. >> Excellent. And then um another followup um Dr. Battle for Bush. Um is there any talk of that potentially being a more accelerated campus for accelerated learners? >> Thank you for the question, Miss Pena. and and yes and we will be able to contextualize what that acceleration looks like specifically that
140will help support I should say accelerating learning um very intentionally and targeted way. >> Yes. And the design um is multi-age so we would be um really creating more of an individualized um approach towards supporting the students. Madam President, um to piggy back off of U Miss Adana's question, so um with the showcase happening, is there also conversations about revisiting the like the identity of each school? And if so, when will that be evaluated? Um, I'm hearing great stuff about Sunland, I believe, with their um, performing arts and um, like really picking up dual language acceleration like a gifted program um, and really strengthening those um, those opportunities for our students to continue in our district. But not only that, but also create some kind of pathway to our high schools here in our district.
141um that might also continue that um the the gifted and those interests. >> Thank you. Yeah, thank you for that question. Um yes, as part of our strategic planning efforts, um right now we're currently in in the process of strategic planning. Um that would be an update that we'll provide um in in a future board meeting as to where we are. Um but in that part of the process is to um start creating the structure so that every one of our campuses um has the opportunity to if they already have a signature to recommmit to that particular signature and then if they do not have a signature for us to start to develop what that signature might be. um the um the uh signature process. One of the requests that we've made is that we
142really um think through what um our competition is offering, what pathways our students might be able to have as they continue on to their high school success. How will how will the experience in their elementary system help them in their high school? what um potential um supports do we have from our local um business um business um supporters as we're thinking about um funding? And then in the um override that um just was approved by our voters in um November, one of the focuses of the override was to support to fund those signature type of of programs. So, we have um the the funding to be able to to really um create um a signature program that is um robust on each of the campuses and and really supported through staffing and budget. And then
143one more question. I I saw that in the flyer the RSD the link is available to enroll. Um what's the Well, it's it's available now. So, can we drop that link on our Zoom? And if so, um, is there also like I don't know if there's like like with parent teacher conferences like what's the what are we doing to um just hear from our families and our students if they will be continuing next year? >> Yeah. So um our our principles um we've already opened reenrollment. We do have um regular um um almost like a report in a little bit of a competition of like who has the reenrollment, right? the reenrollment is so important and the retention of our students is is very important. Um the showcase is one of our biggest efforts um
144to have people enroll there um or reenroll there at the event though it's open already. Um we really want to push that showcase. It's a a highly um important um event for our district um as we know that uh it's really um critical for us to have accurate numbers as we're planning staffing and budget for the following year. Um we are in a in a great place financially and then we're able to push forward and invest. Um, and we want to make sure that those investments per campus are are are right for what our students need and our staff needs. So, um, uh, just to to answer your question at that showcase is one of our our biggest um, events for enrollment. Um, anytime we have um big district enrollment uh, uh, events, we also
145are have our enrollment teams there um, promoting our schools and reenrolling. Is there anything else you'd like to add, Dr. Riddle? >> No, no, Bri is here and thank you so much uh for her efforts and thank you board for allowing her to go to the synergy training because she really wanted to create some additional steps to really refine the reinrollment and enrollment process. So along with the principal support they have asked for it to be open before break but we said we wanted to be sure that Sabrina had a chance to make sure she made those necessary changes and we were in to go. Dr. Portillo and I when we do our one-on-one with our principles, we have on our scorecard where they being the principles have goals um towards how to retain but
146also how to recruit and increase enrollment. So, we've done some things that data will help guide us as well and and we're looking forward to great things. Uh Chris, Mr. Pulk, I'm sure he's excited about finding some percents that we can have some confidence around for budgeting. So, somewhere along the way, our team knows Annabattle likes 100%. Um and there will be a time that we'll get to that 100% but reality for confidence around budget we're we're shooting for it don't tell the principles about 85%. But um but along that time I'm certain they've already got some things in the works so that we can move forward. And if I might Dr. Portill, I want to be clear, the board has this document, but relative to the awards that we're recommending tonight very clearly. Um,
147we're recommending Grace uh design to Irene Lopez uh DLR group to Bush and to Cesar Chavez. The same time part of the process as you've read, we've got to come to an agreement and if we don't come with one, then we'll follow the the second page that you see as far as uh meeting with uh the second um architectural group to move us forward. So all clarity to our public but also what you have to support the consistency of the information. So thank you for that. >> Dr. Battle, I have a followup. Um there was another question I had. Um Sunland, they are working on that that new building right phase two right now. They are working on it. Um are they cuz they're going to have to like tear down the other building, right?
148Is that predominantly like like what's that? Can we have a little bit of detail like when they expect that to be ready for that? Because I'm just worried with the time cuz Yeah, we just don't want to have like a little hard time with making those transitions with uh No, very good question. Thank you very much. um board member opinion and governing board members. We have considered the timeline not only based upon starting with school um but also in style. Um we had our designing team planning meeting before break to kind of give a general idea. We will have a follow-up meeting with architects grace design um here in the very near future. There were some things we already had considered if this was approved by the governing board. Um so the timeline will not
149be a problem. they have being the contractors as well as the architects we've worked on have demonstrated a commitment to the timelines not to interrupt instruction. So I'm going to trust that that's going to be consistent. But we believe there is enough time to support the tear down of that existing building and also the build of the new because one will happen after the other kind of like we did the school itself. And forgive me because I do not remember the layout of where that's going to be but if it's possible could you give me that layout. I just want to see, you know, like where are they going? I I I just want to know where exactly that's going to be cuz that is a concern I have that we make sure everything is
150ready for the start of the new year and not have any hiccups or or as minimal of hiccups as possible. >> Yes, it'd be my pleasure and I'm certain we got a mental note earlier with Mr. McDaniel. So, we'll get that to you as soon as possible. >> Any other questions? Perfect. We are over time. Um, next item on the agenda is approval of the consent agenda. And I know there was um a request to edit the travel log um to correct it to update it to 2026. And that is item 5.11. >> Madam President, I move we approve the consent agenda with an edit made to item 511. Um updating the year to be 2026 rather than 2025. Second. Any discussion? All in favor indicate by saying I. I. Motion carries. Next item on
151the agenda is approval of the progress monitoring report for Superintendent Garo number five by roll call vote. Is there a motion? Um Madam President, I would like to make a motion that we approve the monitor progress monitoring report. And I would like to with that motion request that we get a date for when we will receive the summary of the findings. Um knowing that that's in progress just uh that the board at some point before our next meeting will get the timeline for when we will get the summary of the findings. Is there a second? Second. Any discussion? All in favor indicate by saying I. Oh, sorry. Roll call. Just kidding. Thank you. Look at you. Thank you. I was on a mission. >> Thank you, Madame President. Roll call for item >> 6.01 to
152approve the progress monitoring report for superintendent guardwell guard rail number five starting with Dr. Michael But >> hold on one second for the record. Let the record reflect that it's with the expectation that we'll receive the timeline as to when we can expect >> um at the summary of the uh when we'll expect the recap of the the data analysis. >> Yes. Okay. Thank you. Roll call vote for item 6.01 01 to approve the progress monitoring report for superintendent guardrail number five with the expectation of a timeline summary to be provided to the governing board starting with Dr. Michael Buts >> I. >> Miss Victoria Castro Carral >> I >> Dr. Megan Francoitz >> I >> Dr. Ashley Hodgej >> I >> and Mrs. Datiana Pena >> item 6.01 approved with the completion of roll
153call vote. Thank you. >> Thank you. Um there's no information or discussion, no exec session. Next item on the agenda, having concluded our our business tonight, is there a motion to adjurnn? >> So moved. >> I second. >> All in favor indicate by saying I. Meeting adjourned.