001Uh, Mr. >> here, >> Mr. Kersner here, >> Mrs. Olsson >> here, >> Dr. Sero here, >> Mrs. Eric >> here, >> Mrs. Coach >> here, and Miss Venezuela >> here. Thank you. I have a motion to adopt the agenda. >> I'll make it. >> Seconded. >> All those in favor say I. I. >> Any opposed? Motion carries five to zero. Please stand al to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> We have no public comments. So we'll go straight into items. First of which is the certified employment of substitute teacher Jessica. >> Mr. President, members of board um Jessica has applied for and been interviewed for the position of substitute teacher. There's no board action necessary. This is a study session item only.
002>> Okay. There any questions or comments? >> And she got her substitute certificate today. Oh, she will be good to go on Thursday. >> Okay. Next item, if there's nothing on that, next item is the certified employment of substitute teachers. Steven Garcia. >> Mr. President, members of the board, Steven Garcia has applied for and been interviewed for the position of substitute teacher. There is no board action necessary. This is a study session item only. Any question? >> Okay. Good. Next item, extra pay position employment. >> Mr. President, members of the board, the following individuals have been interviewed and recommended for the corresponding positions. DJ Mendes, head girls softball coach. Lisa Co, assistant girls softball coach and 26 27 head volleyball coach. Lonnie Alvarez, volunteer girls softball coach, long girls softball coach. Um, no board action
003necessary. This is a study session item only. Okay. Any question or discussion on that item? Go to the next one. This is the certified employment of JRM tutoring additions. Mr. President, members of the board, during the October 15th regular session board meeting, various teachers were approved for during the day and after school tutoring. The administration is requesting the following addition and revisions. um add during the day to high school J after school during the day. Uh Ray Fernandez and Richard to J support during the day. Um in addition to Alexis no board action necessary. This is a study session item only. >> Any question or discussion on that item? So the the Wednesday item will be a little bit different. Um Mr. Brigadone will be both during the day and after school, but I I
004didn't change it before the deadline. So it'll be changed from the Wednesday meeting. So he'll be both. >> Okay. Thank you. If there's nothing more on that, the next item is overnight and outofstate student travel for the senior class. >> Yes, Mr. President, members of the board, um members of the senior class will make a presentation to the board requesting permission to plan and pay for the 20 26 senior class trip. The board policy overnight and obviously student travel must be board approved. No board action necessary. This is a study session item only. I believe this have our teachers and senior class representatives available. >> And we'll turn it over to our president and vice president. You guys, it's all yours. Good evening members of the school board. So we are president and vice president
005of the city class. My name is Graa >> and I'm Frank. >> So this is our busy land. >> This is our student in chro info. We will be leaving Friday probably like 2 in the morningish. So we can spend most of the day in Disney on the 15th and be coming back on Sunday May 17th at around 10. There will be 24 students and four tribes. um are we don't have one of our shackles because we counted the bus driver but we don't know who the bus driver is yet but the three shackles that we know the sh we're going are Mr. Mama and Miss O. >> So, one thing to add, if you get a bus driver, they can't be the shepherd. They have to have so much time off between the time
006that they drive you and the time that they drive in. So, they can't be the >> Okay. So, that's one thing to notice. Yeah. 1 to 10. These are our hotel prices. So we will be staying at the Best Westernings Plus in Anaheim, California. We will be staying for two nights. So for two night it is $12010 per night which per room it will be $240 20. So in total there will be 13 girls who will be going. So we'll be getting three rooms. And for the boys it will be 11. So we'll be needing three rooms as well. And for the shepherd we'll be getting two rooms. And the total for that will be $1,92160 for Disneyland tickets. Since we will be going for two days, the two day ticket which is 158 per
007day and since there will be 28 of us, it'll be 9,18. >> I want to go to Paris. [laughter] >> And as for transportation, there is 24 students in total. So, we will be needing a bigger bus instead of the white bus and the gray car. And also whoever goes there will be a ticket and we can buy it as well. >> Questions. >> How much money have you raised? We have right now in our account we have 11,72 >> and we will still be [laughter] >> okay. Is there any other questions or discussion from the board? >> Well, thank you very much for YOUR [applause] next item on the agenda is professional development for the board on this and conflict of interest. Mr. President, members of the board, um we have here before you
008the USFR uniform system of financial records. Governing board members are required to attend yearly training for conflict of interest and gifts and fill out forms. Um the governing board secretary will go over the attached PowerPoint and the forms will be at the board tables. Uh there's no board action necessary. This is a study session item only and we have Miss here to present on conflicts of interest and give some. >> So uh quick background. I know we've only been doing this for a couple of years. We found out the hard way. The auditor showed up and they said, "Oh, where's your board member conflict of interest?" That is a good question because I have not done I do training in the beginning of the year and and in August um for staff and board members
009are there then you sign up on it but not specifically for the board. So he says, "Well, now you have to do conflicts of interest for the board. Have your own policies the RB-E um and gifts and benefits. Um there are the two the AD's office um want to apply to the board and not only to the staff. So now we're required every year to give the training. Um Tyler Moore and I talked about it and it's probably better to do this every January because if we b somebody in new and we've already done a training in August, then we'll have to do the training all over again in January. So it just makes sense to do it just every January and then we're all set for the rest of the year. So um we've
010all been through this before. It's um an aging rule. It's a state rule. Um it's an audit issue. a common check. I have a big binder full of all the staff and board members of conflict of interest that you guys have signed. So, thank you very much. Um, and when they come next year to check for 2425, I'll have them all in the same packet and they go and pull random things to make sure that that we've all been there and the signing sheet um that we've all attended this training. So statutes, I probably won't read the entire thing, but it's 38-503 um ASRS statutes and it's where the law comes from and where what we have to do to um which just basically says that if you have a relative who works for school
011or works for the district. Um, and we're not giving any extra to that us to us as part of the board or as part of the administration or as part of the school districts. Um, being that we're the second or the third largest employer in in Aaho, which isn't saying anything, but the surrounding area, it's like us, Olson, and Border Patrol. Um, so we give the town a lot of of of business here and there and we just have to make sure that we are doing our due diligence as far as school finance is concerned. So um, second part of the statute um, which I'll skip down to the bottom. It doesn't just apply to a contract, sale, purchase or service. Applies to a decision to applies when a relative has substantial interest. So um,
012I know you lose use. He abstains whenever his kids come in to vote for this or that. So, it's not only a contract or a hey, we're going to use this business. It's um votes on to it's relative. It's making decisions. It's that kind of thing. Relatives pretty standard uh definition. spouse, child, parent, grandparent, grandmother, brother, sister, and then married two and spousees of sister-in-law. So the other part of the training that we're doing instead of just compl it's gifts and donations, gifts and benefits. Um I the word around the water cooler is that there was a something that happened in uh in the valley that where this needs to be made to where all the boards and all the districts. So it's not just school boards but like city of Tucson, city of Phoenix,
013they all have to follow a they all get audited [snorts] and they all have to take this training. So any kind of um governing um governing board or government agency, [clears throat] they're all taking these these trainings um ASA, ASBA, everything. So 15-213N, no employee of a district will accept gifts or benefits from any person, group, or entity doing or desiring to do any business within the district. the acceptance of any business related maturity gift or benefit is specifically prohibited except for widely distributed advertising items of nominal value. We all get those little um a couple of years ago ASBA was here and give us little giveaways with clips and magnets on them or a little bag or a water bottle. We're not talking about little things like that. We're talking about bigger expensive um
014things that we should think about. Um, this policy should not be construed demly unexpected expensive. I'm sorry, it's been a long day. This policy should not be construed to be deemed unacceptable, inexpensive, knowledge as advertising items, general distribution, green cards, t-shirts, mugs, the the bags, the water bottles, things like that. I know we we used to do when we would go to Ohio or to um for recruitment, we would get the pens and we get the little pads that have a little red writer on them and little things so that it had our number in our website so that people would look back or a magnet and something like that. So they're not talking about little things like that. They're talking about big issues. 38504C prohibits public officer employees from using their official position to
015secure anything of value or benefit for themselves that they would not ordinarily receive as part of their official duties. So not only hey what can I do Olson's can I get a you know free cheeseburg since I'm the board secretary or or however that goes. So the scenarios I pulled off from the bottom um the one first one's from the AG's office a district vendor ABC roofing and bikes teach you to a charity golf event in Scottsdale and pays your fees that includes meals, hotels, golf and then the AG's office puts it as highly questionable. Um the second example is an actual example from a past board member AOC. A board member owns the local newspaper. All purchases must be brought to the board and voted on with the older board member abstaining. We also
016had another form board member that was a manager at the phone company, but any direction that she gave didn't physically benefit her because she wasn't the owner. So she was a customer service manager but not the owner. So she didn't have to abstain but the owner who was making decisions as he would financially profit. So then he would have to obtain. So the difference is there. So referring sorry I pulled this from the ages up sometimes a little harsh. I so everyone every teacher administrator classifies employee board member will fill out the conflict of interest form um the GB AE for staff and [laughter and clears throat] BCB-E for the board each and every year. These forms are for our governing board policy manual. They're straight from the manual. Um, this year I switched it
017up and I put the green on top and the orange on the bottom because it was just confusing. I think I'm going to keep doing that. But our exhibits we can move around and change as long as the feeling of the document is still completely the same. Um, required by USFR the general office and reviewed every year. Again, we keep them. We're supposed to keep them for five years. And since it's board minutes, board policy that we keep indefinitely, I don't ever get rid of anything that has to do with it. >> Thank you. Thank you. There any questions or discussion on that? >> Okay. Our next item then is test. >> Mr. President. >> Yes, sir. Mr. President, members of the board, [clears throat] the administration will make a report on Dibbles testing. No
018board action necessary. This is a study session item only. And I believe Miss Aon has her dibbles team here and they will have some good information for you. I'll turn it over to Miss and Ment. I will get on here. >> Yeah, I can. So, good evening everyone. And tonight I will be presenting the middle of the school year's assessment result and discussing how these um results help us guide with our instruction for our students exam. Um this is just a recap of what Dibbles is. Again, it is a literacy assessment collected by teachers interacting with student one-on-one. So it is administered three times a year and this is the second year which is our middle of the year and it is an assessment to identify reading difficulty um monitor progress and inform instruction especially
019for struggling readers. Um so we are going to begin with our kindergarten classes. Uh again this year we have two kindergarten classes and we are going to begin with my class. As you can see, our kindergartener strengths are in phoning week awareness and decoding. The primary area of focus moving forward is word reading. So this is a comparison between the beginning of the year results and middle of the year results. So our goal is for um the students who are performing to reduce the number of students who are performing at well below and below benchmark and to increase the number of students who are at benchmark and above benchmark. So as you can see for well below benchmark from 53% now we have 29% and for below benchmark from 26% now we only have 5%
020which is only one student. Now our goal is to um increase the number of students or percentage for at and above benchmark. So for at benchmark from um 16% now we have 38% and for above benchmark we have 5% and now we we already have 29% or six students. So this will be for Miss Iris Iris class or Miss Lea's class. Um uh for their class their primary uh their area of strength is in letter sounds and in word reading and their p area of primary focus is in phmic awareness. So about 50% of this class sorry about 50% of this class has needs. one third of the class is e and three students are receiving spell services. Um we have here for beginning of the school year and middle of the school year. So
021again we have to reduce the number of students in well below and uh below benchmark and increase the number of students in at benchmark and above benchmark. So as you can see for our well below benchmark students from 84% now we only have 45%. uh for below benchmark from 11%. Now we have 35%. So some of the students who are at well well below benchmark went to below benchmark. So they also increased for um at benchmark. So before we don't have anybody from them. Now we already have three students or 15% of the class and we still maintain that one student who is at above benchmark. So in this presentation we will also be highlighting the growth of our um students who are in fed um EL and JM population. So this is the comparison
022between um beginning of the school year and middle of the school year. So we're going to start with sped students. So at the beginning of the school year we have six uh who are at well below benchmark and now we only have three. Um one from below benchmark now we only have two and now we have one from at benchmark and one who is already at above benchmark. Next will be for our EL students. This year um sorry for middle of the school year we already have um nine students who are uh in EL. So at the beginning of this school year, seven of them are all at well below benchmark. Now eight of them in middle of the school year, eight of them are at still well below benchmark. But now we have one
023student who is already at below benchmark. And lastly, we have our students, our JM students. So from beginning of the school year, we have four who is at well below. Now we only have one. Three of them who are at the low benchmark. Now they all moved up to at benchmark and uh one above benchmark. So do you have any other questions for uh before I proceed to our first grade results? So this is just the overall um results of our kindergarten. As you can see from beginning of the school year we have 66% who are at below benchmark. Now we reduced that to um 30%, we only have 36% and from 21% for our below benchmark now we have 20% and the good news is we have 43% who are already at and above
024benchmark. Now let us all go to Miss In's clinch's class the first grade class. So as you can see similar to kindergarten class they're also um uh strength is in pmic awareness and decoding and the primary area of focus is reading fluency. For the comparison of beginning and middle of the school year. So we have here for well below benchmark um we have 44% before now we only have 26%. for the low benchmark we had 28% before. Now we have 26%. Now we were able to have um 22% at the beginning of the school year now we were added one student that makes us 26% and for above benchmark from 6% now we already have 25 uh 21%. So for first grade 47% of the class are at or above benchmark. So we have here
025this fed students in first grade from beginning of the school year we have two well below now we only have one and now from uh below from beginning of the school year we have one we also have one for middle of the school year for our EL students uh for beginning of the school year we have two at well below benchmark now we all we also have two for below benchmark we have one still the same for middle of the school year one and for at benchmark for from one we already have two students. And lastly for first grade um JOM students at the beginning of the school year we have four students who are at well below now we only have two and we have one student for below benchmark and we also have
026we still have the same one student at benchmark and one student above benchmark. So the data from our kindergarten and first grade students um uh shows that we have we really have a growth for our foundational literacy skills and we still have to like focus more on our reading fluency and word reading. So I think that will be for my report for um kindergarten and first grade. I will give the board to Miss >> We're not fancy. We got to use the >> Okay. And I will continue for the second grade report. As you can see, uh se more than 70% of the students are performing well below and below benchmark for reading fluency and basic comprehension. So that will be the area of focus for second grade. And then more than 50% of the
027students are at benchmark and above benchmark. So that will be the area of relative strength for second grade. for and then in comparison for beginning of the year to middle of the year uh 78% of the students decrease to 65% of the students are performing well below and well below benchmark and students who are at benchmark and above benchmark increase from 22% to 35%. And for students who are receiving services, comparison between beginning of the year and middle of the year, students got well below is three. Same thing with middle of the year. Uh for below, one student got below. And then the same thing with uh middle of the school year and then one student got a benchmark for the middle of the school year. So we are there's additional number of students and
028for the EL four that will below in the beginning of the school year and then three well below for the middle of the school year and then one for at benchmark in the beginning of the school year and increased to two in the middle of the school year and we added one uh one for above benchmark and for our JOM students well below four in the beginning of the school year and then decrease to two in the middle of the in the middle of the year. For below one, the same thing with uh middle of the school year. Two are at benchmark in the beginning of the year and then three increase to three in the middle of the year. Let's proceed to the third grade class. Miss show 50% of the students got below
029well below and below benchmark in reading fluency. So that will be the area of focus. Letter sounds and go decoding are the strength since more than 60% of the students got at benchmark and above benchmark comparison to the beginning of the year and middle of the school year. Students who got well below benchmark and below benchmark decreased from 69% to 50%. And then students who are at benchmark and above benchmark increase from 32% to uh 50%. And for Miss Sylvan's class, my class students more than 50 uh 59% of the students got well below and well below benchmark in basic comprehension. So that will be the area to focus and then more than 70 75% of the students got at benchmark and above benchmark for both letter sounds and decoding. So that's the area of
030strength and then for beginning of the year compared to the middle of the school year students who are well below benchmark and at below benchmark decrease from 45% to 24%. And students who are at benchmark and above benchmark increase from 56% to 76%. So this is the result for the students who are receiving services for the sped beginning of the school year. One well below and one in middle school year for at benchmark two and then one uh for the middle of the school year. One went to add benchmark got at benchmark and then the other one got above benchmark. And then for the EL students, there are four well below in the beginning of the school year and one above benchmark. But in the middle of the school year, three get well below, one
031below, one at benchmark and one above benchmark. Additional students. And then this is the third grade overall results. More than the results poured from 45% to 63% of the students got um at benchmark and above benchmark increased. And this schoolwide results there's a increase from 27% who got above and up and above benchmark to 49% got up and above benchmark as of the result for the middle of the school year. And then this will be our next steps. First is adjusting the small group assignments for both tier 2 and tier three including Miss Wind's intervention group. Also the groups in the classroom. Next is after school tutorials. We will continue to provide targeted support for students performing below and well below benchmark. And for those students who have excessive absences, teachers will communicate with parents,
032meet directly with parents, meet with the families together with the principal to solve attendance concerns. And then we will send MR letters to parents of students below and well below benchmark including progress updates and at home support strategies to all students. the latest uh doubles result. And next is last one. Students who need additional support will be invited to participate in spring inter session this March. I think that would be all based from the report. We're able to see increased growth for a lot of strands. So we will continue giving uh updating our small groups so we'll be able to serve those who got below and above benchmark >> and well below >> Can I ask a student question? >> Yeah. [laughter] >> So I don't know anything about how this test is administered or
033graded or scored. Can you just tell us a little bit about how you uh administer this test to the kids and and how the test is scored and how you how that's done. >> So um just like what we said it is administered um one-on-one. So the teacher will call uh the students one-on-one and then we we have our MClass levels as our assessment for our students. So we have the different subtest for every level. So it's different for kinder, it's different for first grade, second and third. And then after that one, we also have our um maze. We have our spelling tests that will be conducted to uh each one of them. And then after that one, when we've gathered just like this, when we've gathered all the um results already, we will be
034able to adjust and compare the results from beginning of the school year and then middle of the school year. So as you can see um when we were able to see the um progress of our students from uh well below benchmark and below benchmark if they've already um got our goal which is to be at benchmark or above benchmark then they will uh we will adjust the groups the small groups. So maybe from six students we will only have four or three students >> and each test is time for one minute. Yeah. >> Except [clears throat] for the go down. >> So they'll be asked to like say the sounds in certain words. So how many sounds do you hear? They'll tell a word and then the kids will have to cut the word into
035sounds or they'll be given um letters and identifying letters for the lower minute to name as many as they can. >> As many letters they can. >> Yeah. And then there's another given um I forgot two words >> and reading off as many words as they can in one minute. And there will be different goal every beginning of the year, middle of the school year and then end of the year. >> The only other slide that I I saw that I wanted to ask a question about was the frequent absences. >> Do the Native American kids are they are they more prone to have frequent absences than the other kids? So some Native Americans [cough and clears throat] have um excessive absences. It's the same kids every single year and you know we we always
036reach out schedule meetings with them but it's not just them. >> Yes. So there's there's not a lot that has attendance issues and we've discussed this um I know last semester we reached out to families and the schedule meetings we need to do it again. Um we discussed last week that anything that's more than 10% of that the number of days for example per semester is 90 days. So 10% of that is nine. That's the allowed absences. Beyond that is already called excessive absence. So in high school it's so obvious because they will see the absence and the kids are now very proactive together with academic advisors in tracking all these with elementary is very different because it doesn't necessarily affect there's no credit for elementary. So we have to be more strategic and to
037discuss that beyond um any any any student that has at least 10 up to 20 we're going to reach out to families. Well beyond 10 we're going to send the letters home but about 20 we need to sit down together with me and the teachers with the families. >> Do you use the J program at all to help to assist you with that? Yes. Yes. >> Contact from the families. >> Yes. And in fact, I've reached um we wanted to add um a social worker for that as well for those specific families. Again, it's not I can't count it in my you know the fingers, but we do have that same. >> Any other question? Well, thank you for coming. >> Thank you so much. >> Next item possible new agenda. Anybody on the board
038next folks again on the program and how it how it's working. I mean, there's a there's a non-school part of that too, right? That um Cindy Jones was was real big in that where they heard and >> I know there's a committee parent committee that works with the J coordinator >> can we can February any time anytime the next 10 years [laughter] >> I hold do that. >> Okay. Any other future board agenda items? If not, I will make the motion to adjurnn. Second. >> All those in favor say I. I. Any opposed? >> Motion carries 5 to zero. Reading >> journ 79.