001Thank you so much and apologies again for the delay. We'll call to order the Sunday, January 25th, 2026 202. Number three approve. Is there a second items today? Letter AC. Um staff, thank you so much for being here. Uh we have a a day pack of information and a lot of u quizzes at the end of the day, so be ready. Uh we have we're going to have a lot uh to present. Uh I want to thank our staff for also being here. And um at this point do I have a volunteer willing to say the invocation for this morning? Thank you Miss Vance for raising your hand. >> So if you're able uh and willing please stand up as well. Okay, creator. Um, as we gather here today to discuss items, um, we ask
002that you open our hearts and our minds and to give us, uh, good thoughts and prayers for those uh, families that we've left behind today. Um, take care of them. Take care of all of our children, those that um, may need extra help during this time. Those that have lost loved ones, those that are still mourning, those that are brand new coming into this world, give them the love and hope that you've given all of us. We ask that you take care of our elders. We also ask that you continue to bless our employees, our students, our school this year. In these I ask in your name, creator, thank you for everything. So, at this point, President Media, at this point, President members of the board, there's a couple of items that we're going to
003be taking care of. Um, yes, we will be reviewing data, but also this is a great opportunity um to get our systems or refresh of our systems, ask any questions. systems in place. Um because in two weeks we have accreditation. Two lucky winners, two of you will be uh volunteering to be part of the accredititation interview and we will need an alternate. So use this opportunity to look at our path uh for the last five years where we were five years ago where we were at the beginning of the year where we are now. um and specifically look at our systems in place at the end uh of the day. Yes, we'll be reviewing our goals. We will reviewing our systems in place. We will be reviewing a data protocol. Um we will be asking
004um a couple of questions with the intention um to understand what are our systems and where we are. Um it's it's going to be a lot of information, but we're going to try to make it um digestible. At the end of the day, we will also be reviewing the accredititation rubrics so you understand what they're looking for. They are very different from the last time um that we did the accredititation. The rubrics are different. Um it's going to be all virtual. Um, Miss Leonard, every five years and moving forward every six years, um, the district and the schools, they need to, uh, go through a in-depth review and get, uh, reacredited, getting our license or or our or our accreditation recognition and that is helpful for our students to go to college as well as
005well as our our athletes to be able to participate in and be part of the AIA. So, having said that, we do have our presenters, the first two presenters here. So, um feel free to take as many notes as ask as many questions. Uh the overview of Miss um there overview of um Miss Kinsey is going to walk you again through how to read data, but also what are the systems of the data that will help you also answer questions for the accreditation. So at this point um miss and show remote control I believe you can get it before we begin. I want to announcement I guess is that we all put away our phones throughout this this time. if you if it's an emergency then um you can go out and do that in
006the hall but I think it's very disrespectful for when presenters are presenting and we're on our phones. So, um, please just um I know we've done something before where we had our little tabs here that says cell phone off, you know, whatever, but or that's something that we had discussed at one of our retreats and um it's just takes away from whatever is being presented. >> I will be taking pictures and videos, Miss Van. So, I won't be checking my phone, but I will be taking pictures for my video. Okay. disclosure. So, at this point, let's welcome our first presenter on a Saturday morning, Miss Kinsy. Let's give her a round of applause and let's get it going. >> Sunday. Sunday. This beautiful Sunday. Absolutely. Hey, good morning. Let's try that again. I'm our district
007math interventionist coach. Um, and we'll just go through a little bit of like how do we read data? Um, we'll also kind of loop in some of the stuff that y'all may be familiar with, but we do want to bring our new board member kind of up to speed with some stuff. So, I have some handouts. Um, I'm just gonna take one, pass it down, I guess. Um, on the front side of that, there are just some acronyms that you may hear our principles or our other staff members saying throughout the day. Um, so we have things like BT, DFA. Um, and it's just a little bit of what they are. So, if you have any questions on those or if you hear someone saying an acronym that you're like, oop, I kind of forgot
008what that was. Um, feel free to use that. On the flip side is our breakdown of um our assessment proficiency levels, which I'll walk through here in just a moment. All right. So, just a little bit about us. Um I'm Kinsey. I'm our district math coach. I've been in the district since um 2015 where I started as an avid tutor. Started as a classroom teacher in um and have been here ever since. Loved it. Um On the right hand side there we have Miss Gabriella Medina. She's our ELA coach. Um she is currently supporting our primary primary and our intermediate campuses at the success for all conference. Um this is their reading intervention program. So she's there strategically supporting um and and helping bring back the learning for the sites. Um so she's not here
009but she's here in spirit. [laughter] All right. There's a little delay in the clicking. So our district vision and mission, we always just want to center ourselves around these. We want, our vision is that our students will be loved, encouraged, and prepared to take on the world by embracing our human. And then our mission is we create healthy, inspiring, motivating, developing, achieving graduates. And so at the beginning of the slides, I'm going to go back real fast. We do have one of the classes, one of the graduating classes there just to kind of remember that that's our goal is to get our students across that finish line in success and like um encourage them towards success. whatever that may be for them. All right, we have our five districtwide goals. Um, we have proficiency where
01080% of our students will score 70% or better on those essential standards. We have our second goal which is attendance at 90% attendance by school grade content and teacher. Um, and that will have 90% of our parents accessing parent view. Our goal three is the essential 10. Um, so really focusing on those 10 structures and making sure that we're supporting those um and keeping them at the forefront of our minds. Goal four to support and challenge. How can we make sure that we're both supporting and challenging um at all levels in the district? And then our fifth goal is standard based instruction. So making sure that we're really focused on engaging in culturally relevant instruction. Um one of the things that you will notice is there's the icons around here. They'll come back and haunt
011you a little bit. Um What I've done is on the the slides as I go through, I'll have at the bottom left um the icons that correspond with the goals. So, it's just reminding us that everything that we do is really centered in these five goals. Um and so trying to make sure that if it doesn't tie back to these five goals, is it something we need to be spending our time, efforts, and energy? All right, so here's our assessment proficiency level. So, just as a reminder, um you'll see a lot of data today that's broken into these five different colors. Um I want to give you the little handy sheet. I know there's one here behind board members Vance and Leonard. Um, but sometimes that's hard, especially if it's right behind you. So, I
012did want to give you all that handout. Um, you'll also hear some of our principles talk about retach and enrich. So, I did want to also give you that breakdown. So, the red, orange, and yellow are when we are going to retach our students. That means that we didn't meet that proficiency. So, how are we going to support them in getting there? And then the enrich, the proficient, and highly proficient is how can take what they've learned and make it deeper, make it more meaningful, have them own it more. So, you'll see that little breakdown along the bottom there. Um, and you'll see uh the percentages of where they fall in the benchmark. So, this is just a little quick overview of those proficiency levels so you have them ready to go because you'll see
013a lot of these colors today. [laughter] All right. So, um, as the curriculum and instruction department, there's two of us, but we call ourselves a whole department. Um we are mostly in charge of four big rocks. Um and so one of those is our new teacher induction program. So at the beginning of school we have a new teacher orientation where we support our new teachers, get them um kind of give them a B USD 101. What are the initiatives? What are our goals? Um we also generally try to take them on a tour of the nation. Sometimes we go out west. Um last couple years we've been out west um to Roose and N. and then um down to him um so that we can also make sure that our teachers are aware of where
014they're teaching, who they're teaching. Um we also uh conduct new teacher academy sessions throughout the school year where we try to strategically support our new teachers throughout the course of their first year. Um education is tough and so finding ways that we can support them um is really important to us. Another big rock that we really handle is um assessments. Most of our work has been rooted in benchmark assessments, but we're also supporting with some of that DFA assessments um acclimating folks to our new platform um for housing the assessments. We also spend time making sure that our assessments are adjusted based on what the Arizona Department of Education has recommended because they like to change their minds here and there. [laughter] So, we like to make sure that we are accurately getting a where
015our students are. Um, one of the things that we'll talk about a little bit later on is, um, making some of those edits and making them strategically is something that we've noticed that we need to start to do. Um, we also collect and report out some data to site admin. Um, so we try to pull it and get it as easily accessible to them as possible because again, I'd rather spend the time in the data than pulling the data. Sometimes that's the tough stuff is figuring out how to and make it look like we want it to look. Um, we also support with coaching. Um, we are also making some edits. Um, Miss Medina and I focus both on content support and classroom support. Um, and really focusing in on how can we support our
016new teachers. And then, um, one of the last ones, one of the last big rocks is professional learning. Um, so we collaborate with site leaders. We help them with professional learning plans. Um, sometimes we facilitate those Friday PDs with targeted in mind that align to the district and site goals. So these are our four big areas there that we really kind of um come alongside our site admin and support. All right. So um data analysis, some of the things that we're going to talk a little bit about today, you'll hear a little bit about district formative assessments. Um I have those on that little handy dandy uh acronym sheet. DFAS, those are our short assessments. They're called district formative assessments. They're generally about five questions and they test just a single standard. So after I've
017taught a content, just checking in with my students. Do we have it or do we not? And that's where that retach and enrich conversation comes from. You'll see in this little image here, um, we have some green spots, we have some red spots. Um, the red is that retach. So that's that student saying, "Hey, I need a little bit of help." And then we retach them and reassess them. So you'll notice that that top line, the went from a two to a five after their ret. So that means that whatever conceptions they had, misconceptions they had were corrected and the student now has a better understanding of that content. Um even from the zero to the three, that's a pretty big jump up from zero correct to three correct. And so we're making that forward
018progress. Um our benchmarks, you'll generally see them looking like these little pie charts here. Again, you'll see they're in those five colors, red, orange, yellow, green, and blue. And then we also take a look at observation data um and walk. So this is the type of data that um we as the curriculum instruction department alongside Mr. Diaz um look at with our site admin um to make some of our decisions on how we spend our time. So, one of the things that you'll see is um you'll see a lot of data today. A lot of it. >> It's going to be great. It's what I like. But um one of the things that we wanted to show was some historical data here. Um because sometimes when you're in the midst of change, when you're in
019the midst of growth, it's hard to recognize just how far you've come. And so I wanted to pull this chart. Um Those top two pie charts are how much our students grew from the beginning of the year to their December assessment. And the bottom graph is our current students from the beginning of the year to December. And so some of the things that we can notice is how much the red has decreased, how much more we have in orange or excuse me in yellow, green, and blue. And I think the other thing that's really important to note is how our students came in better prepared for that grade level. And so while we may not be where we want to be yet, we are making some really really great progress towards that. So I just
020wanted to pause and take a moment and look at this historical data and say we're not there yet, but we are headed in the right direction. So keep that in mind as some of these charts that the principal show you, you may be like, "Ah, that's not what we want yet." But remember where we've come from to where we are now. Forward progress is forward progress. And we want to use these these data retreats as an opportunity to pause and say, "Wow, look how far we've come. Let's keep it going." So some of the curricular that have led to some of that growth um is we really we we've looked strategically at our curriculum and how we can support our teachers. So one of the things that we adopted was beyond textbooks um that's being
021adopted at all sites um K12 that do traditional instruction. Um we have year at a glance documents which is just kind of like an overview of what I'm teaching and when I'm teaching it. Um, it also provides instructional resources, um, instructional support, and then it also provides those DFA assessments. So, those little short one standard quizzes to check where our students are at. So, beyond textbooks has been a really solid infrastructure where our teachers aren't as focused on what am I teaching and when am I teaching it, but to how am I teaching this and how am I making sure that all of my students are coming with me when we're teaching. So, that's been a big change over the last couple years that's kind of attributed that's kind of contributed to the success that
022we're seeing. Um, we've also been updating our assessments. I know Miss Medina and I update them um as AD comes out with additional recommendations. Um, we also update our assessments as Beyond Textbooks at a glance documents change to make sure that we're assessing what our teachers are teaching. And then we also have adopted um the district formative assessments, those little short like hey let's check in and see how our students are doing before we move on quizzes. Um and then our K8 classrooms have also adopted teach and enrich in a structured way where we're making sure that we are looking at our students and saying this student has got this standard so we're going to enrich their learning. This student needs a little bit of support. So who's best suited to support them in our
023grade level or in our content area and let's give them that support that they need. So these are some of the big changes that have um contributed to the growth that we see in these pie charts getting our students more prepared for the next grade level and also being more prepared at the current grade. Um so another type of data that you may see today are these um standards charts. I covered up the standards because we don't need to focus on what grade level this is or what content area. We're just looking at it for the idea of what's happening. Um, and so that green line there that's on both of those graphs, that's that 70% proficiency that we're asking for as a district that aligns to goal one. And so you'll see that we're
024getting there. The top is the current year, bottom is last year. So some of the things that you may notice, I've circled some graphs or some bars there. One of our standards, our students came in about same level prepared on the pre-EST, but look how much more they grew in that first quarter. They went from growing about 4% last year to growing about 23% this year. While we're not at that green mark yet, that's some pretty impressive. Similarly, here's another one. Our students last year came in at 6% and on the first assessment were at 13. This year they came in a little higher at 11%. They grew 39% to 50%. Passing on that standard. So while we look at both of those and we say ah we're not at the green yet. It's okay.
025Sometimes it's thinking about what's the growth that has happened because those those two graphs that we've just circled and looked at that's not nothing. That's pretty grow and that's attributed to our classroom teachers really doing the most to engage our students and get them and the support that they're receiving from their class. So, um some of the adjustments based on um Miss Medina and I have edited what we do this school year. We spent a lot more time um at sites and in classrooms. We looked at what we've been doing. We looked at our data and we said, "You know what? We can a little better, we can do things a little differently. Um, so some of the adjustments that are either happening or are going to be happening. Um, one of the things that
026we've noticed is that there are standards that we are consistently scoring low on on the benchmarks year to year. Um, so Miss Medina and I will be working with those grade level teams or those content teachers to say, is there a better question to assess what our students are learning? Because we want to make sure that we're getting an accurate read and we're consistently performing the on the benchmark but doing pretty okay on that standard in the DFAS I think it's the question and we want to make sure that we give our our students an opportunity to show us what they know um we are also changing our coaching focus um so we are really going to hone in on supporting teachers strategically so we've worked with um or we've asked our principles for specific
027teachers and what they need and that's where we're going to be focusing our efforts is on a handful of teachers at each site um so that we can really support what they need and support their growth. Um and when we when our teachers are supported um our students flourish that much. Um we are also going to continue to engage in those data conversations um and really focus on those high leverage standards in math and how can we get our students to be prepared at the current grade level and what are those standards that best prepare our students for the next grade. Um, so we're really focusing on where are we now and how can we as the coaches do better. No one arrives at like I've done all the growing I can do. There's always
028more. There's always adjustments. And so that's a mindset that we've um taken into this semester of let's look back at first semester and say what worked, what didn't work, and how can we do better. Are we ready? We're going to talk a little bit about reading data because you're going to see a lot of it today. Um, some of this is similar to what you've seen in the past, but because we're now in um the end of quarter two, you'll have three instances of data to look at, not just two. All right. So, these are our pie charts. You'll often see these. These are pulled pretty much directly from um our assessment platform. And so, you'll see it goes from left to right as preest, our quarter 1 benchmark, and our quarter two benchmark. Those
029little boxes on the inside represent the number of students that scored in that proficiency range, which again, you have that little handout. So, if you forget what color is which, it's right there. One thing to note is the pre-EST is every standard that will be taught in that grade level or content area. The quarter one benchmark is only those standards taught in quarter one. And the quarter 2 benchmark is the standards that were taught both in quarter 1 and quarter two. So the assessments build hypothetically let's say the pre-EST was 35 questions. Quarter one might have been 10. Quarter two might have been 22. It slowly adds over time because we want to maintain. We want to monitor the standards we have taught and ensure that our students aren't losing it. And we also want
030to standards we have recently taught to make sure they've gotten there. So these assessments build. So one of the questions that we have there which I'm realizing now these are really really hard to see. Um it says what is the comparison between minimally proficient students from pre to and we'll say quarter two. What color is the minimally proficient orange? How many students were on that pre-assessment? 37 and on the Q2. So we saw a decrease in the students in that orange section of 16. That means 16 of them moved up into the yellow, the green, the blue. So we can start to see some of those changes happening. Some of them you can quantify. students went from orange to not orange anymore. Some of them we just look at and we can see from Q1
031to Q2. I notice that that orange section decreases and that yellow section greatly increases. More of our students are moving up. Does anyone else have any notices from these three graphs? There's more students that are highly proficient in quarter 2. 11 more students are in highly proficient than were in highly proficient in the prection. other a huge decrease in notic. We can't really see those numbers. At least I can't from here by a lot. [laughter] From 46 to N. So 46 of our students were scoring less than 25%. Targeting those nine students and saying what do they need is a lot easier than targeting 46 students and asking Don't worry. So, one of the ones that you may also see are some bar charts that look like this. These are stacked bar charts. Um, same
032colors. The number on the inside is also the count, but you also then see kind of the percentage breakdowns. Um, so this is a total of 100. One of the things that's just a a little disclaimer is that the or the the bar charts may not have the same number of students. Um that's just because enrollment changes. Um students may have been absent, especially in December. That's when sickness is really going around. So just keep that in mind. Um our sites do work really hard to get to that 90% completion as much as possible. So there may be a discrepancy in the totals, but that's just based on enrollment. So what do we see here as a change between the two from a before decrease in the notices. Now again, is it all in the
033green and blue? Not yet, but this is some really big gain. Really big gains. Um so really focusing on that as we look at our data. We may not be where we want to be yet, but we're moving forward. And that's All right. So, these ones are where it gets a little tricky. So, this is where the colors are going to be a little bit confusing because there's only so many colors that show up well on charts like this. So, when you see bar graphs that look like this, this is a standards bar graph. So, it's looking at each individual standard. So, if you look at the bottom, there's the little gray boxes. That represents a standard. Some of those standards have a blue, a red, and a yellow bar. That means that it was
034taught in quarter one. So it was assessed on the pre-benchmark, the quarter one benchmark, and the quarter two benchmark. Some of them only have a blue and a yellow. That means it was not taught in quarter 1. It was taught in quarter two. So it didn't show up on the quarter one benchmark. So there's one like the second from the far right went from 30 to 63. That means that in quarter 2, between October and December, that standard was taught and the students grew 33% on that standard. So there's kind of that dead space in the middle. And so it's a little confusing. But you may see this, you probably will see it in a couple of the presentations. Just remember that if it has the three colors, it was taught in all like it
035was taught in quarter one. And if it just has the two, it's not a bad thing. It just means that it wasn't benchmark. One of the things to point out here is that um on those standards that have the three colors, so the first four and the last one from blue to red to yellow were continuing to grow. That means the percent correct on that standard continued to rise. What that means as someone who I don't even remember what grade level this is. That to me says that teacher, that content area is really focused on, hey, just because I taught it in quarter one doesn't mean I throw it away and never look at it. We bring it with us. We make sure our students are still getting it. We're catching those students who maybe
036didn't get it that first time. And so it's continuing to move up. Do we have notices on this or should I say what notices do we have because we all are noticing things member Steven said that there are three of those lines three of those standards that reach that 70% mark. For those standards that don't reach that 70%, remember that the the goal is to grow 25%. We've got a pretty good number of those that have grown at least 25%. Anyone else want to share a notice? I'm going to restate the question in front of the mic. The question was for that second standard that did reach the 70% in the red, should that should we expect that that standard goes down? Um, we want those standards to continue to grow. So, we want to
037see either maintenance or continued growth. So this is um these colors are not the proficiency colors. This is where it's confusing. These are the the benchmarks. So the blue is our pre-benchmark, the red is our quarter one, and the yellow is our quarter two. So it gets that there's a finite number of colors we can use that show up. Well, [laughter] >> no, that's a great question because I can see how that would be very confusing and I'm terribly terribly sorry. Okay, I will continue to use the mic. >> I don't like holding it. I don't know what it is. It's better when it's there. Perfect. Thank you. Um, so yes, so these colors are confusing because we do often associate these with the proficiency levels, but in this particular chart, which you will see,
038um, it's the colors are linked to which assessment it's on. So when you see standards comparisons, the colors represent which test. There's it's really hard to pick colors that are clear but not repeat them. I've we've tried. All right. So um last board retreat um >> just >> you will see some of that for um like with the principles. If you're curious and you want to see more, we do have access to that, but sometimes it can get very muddled. So we do have this for all of our contents and our grade levels. That's something that our principles work with. we've provided to them in their um we report out their quarterly benchmark data to them in those nice charts because then they don't have to spend the time pulling it. Um and so they
039do have access to this. Um I'm not sure if it's in all of their slides. >> Sometimes those standards will change year to year. So it's not always like a oneto one because occasionally we change the order based on what ad recommends or what beyond textbooks has recommended and members of the board. Um one of the task that was given to Miss Kinsey and Miss Medina um is to review the multiple types of graphs, how to read those graphs, what questions to have um and also the the system in place um for two reasons. One, it's again I I need my board to be proficient and and to be able to ask questions to our our our principal. You will see all of the data for all of the schools shortly. Um but also for
040accreditation, but also one of the tasks that we're giving is make sure that you cover and build background because we do have a new board member. We want a new board member to get uh get cut up up to speed, but we do have all the data for all of the grade levels and that will be coming. But right now, I want to make sure that we're all on the same page that we all looking at the uh the data and that we know um what those graph means. And I never thought about what you were seeing. So, thank you for clarifying that. That could be the assumption that that many students are um nonprovision, but thank you for asking that question. So, we can clarify that question. Back to you. >> Perfect. But yes,
041we do have that data accessible. If you want to see, you can always ask principles or Yeah, I think you'll see some of that comparison. Um, so one of the things that um, Miss Medina had built last time for y'all was some questions to ask to gain insight. We've remade them just in case. So, if you don't have one, it's okay. Um, so these are just some questions that you can ask. um they're not framed through the the gotcha lens. It's not the what is your plan? I need to know, but it's it's questions to gain insight and to spark thinking. Um so some of those questions are what plans do you have in place to continue to support those students struggling in the end of quarter one? How do we support them in quarter
042two? Or at the end of quarter two, how do we then support those students in quarter three gearing up for our state assessments? what schoolwide focus do you attribute your growth to? All of our campuses have some really solid programs and initiatives. So, sometimes it's asking what do we attribute that success to and how can we further capitalize on that initiative? Um, what plan is there for the next quarter to maintain that growth? So, how do we maintain those standards that did reach that 70% to make sure we don't lose kids? And so then what was the grade level or content area focus to decrease our minimally proficient students? So some of those questions are there on that sheet for you. You can use them if you would like. I do also have different ones
043in the structure that also uses. But here's what. So what now? What? How and by when it twice? I just moved them. All right. Um, so here's some other questions that you can ask. Um, a certain number of students grew 25% or a certain number of standards grew 25% or more. Um, what are some things that your team put in place to have students grow in that area? This is asking our principles to connect their success back to what was done, what systems were put in place. What do you attribute to the growth of a certain standard from the pre to the quarter two? Can we specifically attribute it to something? Did our teachers do a really cool activity? Um, did they really focus on that as a retach and enrich standard? So, it's just
044gaining insight of what was done systematically to support that success. So, all these questions on the screen, you don't have to write them down. You don't have to panic and remember them. They're on that. Some other questions. So, one of the structures that um Mr. Diaz uses with our principles to um have them review their data is the here's what, so what, now, what, how, by, when, and who. Um, and so to kind of break those questions down, the here's what, and so what is here's what the data saying. So what does it mean? And so here are some questions that we can ask to um elicit some of that information. These are a lot of the questions when we have classroom visits and IT. These are the questions that Mr. Diaz will ask our
045principles in what proficiency level are the majority of the students? Where are most of our students at? What grade levels or content areas are experiencing success? what grade levels or content areas may need additional support. It's not asking how we're supporting them, who's doing it. It's just what is it telling us? What is this data saying? You've heard my catchphrase before, data is only as good as what you do with it. So, if we're like that's data and we move on, we're not using our data to its fullest potential. Those now what questions are okay. So now that we've decided, now we've kind of answered what the what the data is saying to us, what are we going to do? So what plan in place do we have to continue to support those students who
046are struggling? It's not that we haven't supported them, it's that we just continue to support them. What does this tell us about what systems might need to be revisited or what systems are working? Because those are the questions we want to ask. The how and by when and by whom questions. How are we providing support to teachers? How will we monitor progress and growth of staff and students? How might existing initiatives and folky further support student growth? How are we going to make these changes strategically? leveraging what we have, supporting those that may need additional support, and continuing to support and challenge those that have kind of got it. By when and by whom? It's great to have a plan, but if you don't have a timeline and you don't have who's going to do
047it, [laughter] we have to ask some of these questions. When will these system changes be rolled out? Is this a next week thing? Is this a next month, next quarter? When is it reasonable and to make some of these changes. Who's responsible for strategically supporting some of our teachers? Is this, hey, I think they would really work well with an ELA coach because they may need some support with that reading, those reading standards. Hey, I think we need to have a site admin support them with classroom management skills. Maybe we need to call in the math coach and have them work together on math discourse. How can we strategically leverage who we have who will monitor those progresses and make adjustments as needed. So, these are all questions that if you ask a principal, they
048may not have the answer for you yet, but that's okay. Know that these are questions that they're regularly asked and they are thinking of constantly. How can we make strategic changes for the best of our students? That's all the information I'm giving. Do y'all have any questions for me? You can also in the back of this picture, you can see a blurry Mr. Diaz pointing at children to sit still. He's like, "No, no, sit over here. [laughter] One of the things that came to mind when I saw your student and I know I know our teachers have they go through a whole week of trying to teach What does that do for their types of resourc All of this I appreciate intermediate because I think they are very I mean They use the language. So
049they always have a blue or green. What about If you're consistently having it, so those are pretty much my questions. Thank you. What happens? That was last month. I just want to thank my appreciation for your understand that you have my question. How are they understanding? In my experience, teachers are telling me students each other. It's a great question. Um so one of the things that you'll hear from principles today is about their retach plans and their enrich plans. Um it looks very different at the K8 level than it does at the 912. Um part of the reason behind that is in 9th 10th 11th and 12th grade in high school um retach enrich and intervention are not credit bearing courses for graduation. Um and so it's hard to build that into their day. So,
050at the K8 level, um, some schools, some grade levels, if this is after an assessment, we've done the DFA, we have the scores back. Sometimes what will happen is they'll strategically say, "Oh, this teacher did really, really well on this standard, all of their students did really well. So, let's give them the students that need to see it again because maybe the way that the teacher that teacher taught it or explained it got to the students a little quicker." And so, they'll um, grade levels and content teams will work to choose who's teaching which students. And during that retach and enrich block, students will kind of scatter between their teachers to get what they need. Um, at the classroom level, as instruction is happening, teachers are doing checks for understanding, just quick reading the room.
051Are we with me or are we not? And that's where they're able to provide those in the- moment adjustments to make sure that they're getting as many students as possible. Um, there was one more. Now I'm like I blinked on it. Give me 30 seconds to think about it. There was so much and I didn't bring a pencil to write. I didn't bring a pad to write things down. It's okay. Um but those retaching enriches, they happen both in a strategic way but also in more targeted ways. Um there's also systems in place where if a student is consistently struggling, that's where we um our sites will activate their um exceptional student services or their MTSS, their multi-tered system of support to figure out is it a classroom thing, is it a thing at home,
052figuring out holistically what the student needs, each site will better be able to answer that question, but that's just like a general overview of how as a district a lot of that happens. So in the moment teachers are checking for understanding so it doesn't get to the end and like oh no we didn't learn it. So they're doing those in the moments they check at the end and if a student still didn't get it then we disperse them into retach and enrich and if that is still consistently not working that's when they activate the multi-tered system of support to see holistically what that student needs. students. It is it is pretty neat. I think especially because those are the ways that we're trying to get students. So when you see a student or students in
053group, they are literally collaborating with each other. Here's what the problem is. How do you think it's sight to see? I think it is a different I hear what you're comfortable. >> I wrote it down. I think also um when a student's able to teach someone else, they definitely know the content. They can share that and what the student able to grasp that someone else is something that it's remarkable to see. So it is really important to kind of encourage students to do that. Also just moving forward like when they're going to be in a work setting or even in college um they're definitely going to need those skills. So those are helpful I appreciate them. If you can see kids, you can see them followups to say this is what I was always put
054in. But I do understand Thank you. And there's our contact information if you ever have any questions. And uh there's the class of 23 celebrating Disneyland in the background just in case [laughter] with all their lightsabers. >> All right. Thank you all so much. Good morning. Thank you for giving us your Sunday. Appreciate you. Good morning, President [snorts] Mr. Diaz. >> Good morning. >> Thank you. Glad you're here, too. All right. So, you can go ahead and go to the next All right. So, um you're very well very well aware of our mission as a district. We create healthy, inspiring, motivating, developing, achieving graduates. Our students will be loved, encouraged, and prepared to take on the world by embracing Um at our site level, our mission is we empower our children to have a strong
055culture cultural identity to conquer challenges and contribute to their communities and their journey of life. Our vision is all of all our children will be given the foundational skills to become college and career ready and embrace their impact. And we also have our core value statement. We are committed to creating a supportive environment to empower all to reach their full potential. Um just some background on that. When I started at the primary as the principal, the staff um was part of creating those mission, vision, and core value statements. We hours in the library coming up with what we felt that we would stand by. Um, it wasn't just going to come from me. It had to come from what the teachers also believe in our students, our families, our community. Every year we bring it
056back at the beginning of the year. This is your opportunity. Do you want to change? Do you want to add? Do we want to create a whole new vision and mission? So everybody has insight and everybody has a voice in how how and what we believe in our in our school. Um again our district goals are the proficiency, attendance, instruction, support and challenge, culturally relevant lessons and engagement and engaging activities. Um those are some of the things that we utilize in the classroom. Um the cycle of effective instruction that is something we follow. um very strategically with SFA with the active instruction, teamwork, the assessment and the collaboration. Um we have adopted the top score writing as a school to increase our writing um data. Building thinking classrooms, if you have not seen the building
057thinkings classrooms, it is amazing to see what the students are capable of. And um Miss Dion, this is something that will learning off of each other versus just the teacher. Um it's it's it's really amazing to see. I I can sit here and say it, but you actually have to see it in real time. Um and then of course our model of instruction that was created at the district level along with our leadership. Um so let's get into our quarter to attendance. We did hit that winter dip. Um our overall was 87%. Third grade did really really good this quarter with the exception of December. They were so close. They stayed in the 90s until December at 89%. Um I don't know why those colors stayed. I did change them, but the last two the
058second grade shouldn't be green. It's only green if they're in the 90%. Um we are still attacking the chronic tardiness. Um it's it's gone down a bit, not as much as we want to see it. But we still have a tardy issue with the same parents, same students. Um we do have attendance contracts that they do sign. Um and then the winter illness always gets our little ones. Uh we still continue with our weekly popcorn um parties with the highest percentage. We have monthly challenges. The class with the highest percentage will win a monthly prize. And then we've had semester drawings for um we let people know through weekly announcements. Our attendance tracking the attendance and the tardies. Again, with the attendance contracts, this is something we've brought up time and time again. There's really
059no real consequence to you sign a contract and then what um we do have our parent liazison and SRO do home visits and if needed, we do file CPS reports um on parents who we've seen, you know, a pattern of not coming to school. They come on the night, they get dropped, they come back. So, we have those patterns and we do see which parents we need to really focus. Um, for our second grade benchmark data, we have grade two maths up at the top and then our second grade ELA. Um, and just to give a background for Miss Dion, um, kinder and first, they do consistently take small assessments throughout the year, but felt that it wasn't developmentally appropriate for a kinder and a first to take an assessment online because it does take
060a while. Um, and we noticed they were, you know, they're five and six. They're stressing out. They're they're not taking it seriously. So, we utilize that time to make sure that they're understanding the foundations and the basics before we start assessing them. We do start with benchmarks in second grade because we are prepping them for the state test in third grade. So, that's why you'll only see the second and third grade benchmark for ELA. Um, so we did have continued growth in the non-proficient and minimally proficient. Again, we really can't compare quarter 1 and quarter two to our pre being that the pre is a summitive. Um, so we we like to look at that quarter 1, quarter two because they're assessed on the same standards, but they're added a few more standards that were
061taught within that next quarter. Um, the variation in class guides did teacher support. Um, so now what we are focusing on the partially proficient students and how to to proficient does not mean that we're neglecting our students who are not proficient or minimally proficient. But those uh partially proficient, we looked at the standard, we looked at the student, we looked at the exact score. How much did they miss it by? Did they miss it by one question? Also, as Miss Ky mentioned, um we look at the individual student, you know, what what could be going on? Do they have test taking anxiety? A lot of our students, they struggle taking a test. So then we look at the items. We look at we break it down and look at not only the child as a
062whole, but each standard, each skill. Can they take an assessment? Um the alignment of our year at a glance, our lesson plans and instruction. And then not only, you know, focusing on the intervention, but those enrichment opportunities for our students who are at grade level or above. How are we going to continue to push them? Um we have the targeted small group instruction. We have targeted teacher support and PD. We're monitoring our DFAS. We embed daily for this next quarter, we're going to embed daily writing tasks and text based responses for comprehension. And then we're going to increase the problem solving as well as shift from procedural to conceptual math. So they're getting those procedures of how to do the math, but are they internalizing it conceptually? um third grade. So this quarter we saw
063limited growth across both contents. We saw some regression in proficiency. Um we saw some gradual growth in our not proficient and minimally proficient for math and not proficient and minally proficient not much growth in ELA. We saw that we kind of plateau. Um, so we are continuing to analyze the data by class and standard level. Again, breaking it down by each student. Also looking at when the standard was taught. Um, our third grade teachers noticed, you know what, we're not spiraling. We're not going back and ensuring that they're revisiting some of those same standards gradually throughout the year. So they've been looking back to see where are we going to get the biggest bang for our buck where can we implement certain pieces through our um identified the students who are regressing and then analyzing
064those skill gaps. We're having our focus data meetings again small group instruction with the MA parah for ELA. We do have a move on with ready move on with reading pair professional that strictly is assigned to third grade to support with um ensuring that those students are reading at grade level. Uh the ongoing progress monitoring using dibbles. We have focused daily intervention blocks and then we move some staff around so that we have two additional staff members assigned to support third grade with their um wring. We decided this year to implement a writing benchmark being that in third grade they are also assessed in writing and we wanted to make sure that we were looking at their writing skills to see how we can further develop them. The writing benchmark we do give starting in
065kindergarten being that that's when they're starting to learn formations of letters, writing their names and so forth. Um, as you can see, kindergarten is where we see a huge growth. You know, they come in some knowing how to write their names, their letters. Then we have those who don't even know how to hold a pencil. They've never been in prek. They've really never ever written. It's just scribbling. Um we did start the the year with none at not proficient. We did get a new student like right at the end of the quarter. So they were in quarter one considered not proficient as of the end of quarter two. None of those students are not proficient. You can see the huge decrease in the minimally proficient. We went from, my eyes are correct, 46 or 48
066um down to 14 students. Um our partially proficient increase. We want to see the yellow. We want to see the green and the blue um increase and we definitely saw that in kindergarten. Um grade one is also making huge gains from quarter one to quarter two. We went from a 29 to a I think that's a four. Um the minimally proficient was 29, increased that to a 30. Thank you. 39. Um so we're seeing that growth in the writing. We're using the same program grades one through three consistently. That way they are spiraling throughout each year. Um we have the small grow group groups to focus on writing instruction in kinder. This past quarter we implemented the idea of predictable charts. Um and what that is is the teacher will will a basic STEM STEM
067sentence I like and then the students have to finish. Then we start strategically adding more words to that sentence to build a larger sentence include more detail. Um they were very hesitant at the beginning but they actually now have seen the improvement that it's making for our kids. Not only that, but it's that repetitive of the high frequency words like like because has. They're starting to see all of those things. Um thing I did forget to write in here is the use of word walls in kindergarten. It's very important that they have that word wall, the kids can see it. Research states that if something's up on the wall for a long amount of time, they start to visualize that even if it's removed from the wall. Um, journal writing is something we definitely want
068for our students to be able to have that free writing and it doesn't always have to be here's the topic, this is what I need you to write about. Um, again, we're analyzing the the excuse me, the data weekly and daily. Um, we're having our PLTs. We changed our PLC's to PLTS, um, professional learning teams because they do that within their grading, their grade level. A PLC is professional learning community. It encompasses everybody. Right now, this is a PLC. You know, it's the community who's supporting with the students. And then we're monitoring monitoring the writing by uh grade two. We also are seeing a huge growth in our writing again top score writing. And then we are making progress in third grade. Um third grade it gets a little bit more intense. They go from
069writing one paragraph, two to three paragraphs to now you have to write five paragraphs. a lot more detail that the students need to include in their writing. We're incorporating typing lessons into the class as well as in technology when they get tested on the AASA. They get to write it on a piece of paper, but then they have to transfer that into the computer and that's where it's it's a struggle for students. They know how to text um but they can't type. Um but you know, texting is also different. It's just sound spelling. It's not correct grammar. So, we're trying to make sure those skills as well. Um, again, same thing. We're looking at it through our PLTS. We're monitoring it closely, weekly, daily, bi-weekly, our SFA data. So, every year we are fearful of
070that red line that moves everything up. Um, and usually it's been um every year you during the winter because that bar moves pretty high. We were able to maintain, we did not decrease. We had some small gains, but there's still some wins. Um, we avoided that winter dip. Again, we maintained our increase in each grade level. Kindergarten went from 56 to 59%. First grade went to 28 to 29%. Second grade went from 43 to 45%. Third grade stayed at 31% and whole as a whole, we went from 35 to excuse me. Um we're ensuring we're following that program. We're ensuring that our students are there by the time FFA starts. Um we're stren continuing to strengthen the practices that are supporting the growth and aligning the instruction and intervention. Um, every two weeks we meet
071in our components and our components consist of curiosity corner which is prek, kinder roots which is kindergarten, reading roots which is a first grade reading program and then our wings program which is second and up. Keep in mind we still have some third and second graders in our roots program. So we at the at the end of first quarter, Miss Medina, Miss Pablo and I sat together over and thought, okay, there is a lot of second and third graders that have plateaued. We looked at how long they've been stuck in a level and we thought, okay, we need to do something different. I mentioned before SFA works, but sometimes it doesn't work for all of our learners. So, we decided what could we do to ensure that especially those third graders who are still in
072a roots program, we need to get them out of there. We need to ensure that they are fluently reading, comprehending. So, we need to come up with a different plan for those kids. So, we took the third graders that were in the middle, who've been stuck about two or more quarters, and we decided, Miss Holmes came back, I don't know if you knew, she did leave for a while, went and got her masters. Um, her background now is in reading. So, she got to learn, okay, how do I teach a third grader how to read because when you teach third grade, they come in and they're supposed to learn how to read. So, she modified her SFA class and I put that up on top. She had 12 graders who have not moved in three
073or more quarters. Four moved up one level this quarter and six moved two or more levels. These kids, I don't know. Well, I'm not going to say I don't know what she did because I did see what she did, but it also increased their confidence. She changed it so that they were successful at their level. One student, he came out to read to it. When we test them, we pull them out individually and they have to read some passages to us. If they get seven or more mistakes, then they stay in that level. One student, he didn't move and he was really disappointed in himself. He went back to Miss Holmes and told her, "I knew I could do better. We are not opposed to retesting them and allowing them another opportunity." So, he asked
074if he could retest. He came back out and he moved three months. So, it made a huge difference. So, we are letting her stay in that model of what she's doing. And now we gave her a new group so that she can support in moving those third graders. So that was very effective. And again, sometimes programs don't work for kids. It doesn't matter how many times you drill it into them, they just they're stuck. So we have to figure out what are we going to do to move those kids and make sure that they are successful. And they're very confident now. They're telling everybody, I got to move up. I got to do this. I got to do that. So it definitely was something that we were willing to try and it worked. And if
075it didn't, we would go back and see, okay, let's figure something else. How many percent of your teachers are No, I I would say about two or three. Um, next year I'm going to have about six new teachers. Some have decided for various reasons they're going to have to not return. Obviously, some of our international teachers are a huge um part of that. Um, but we we've been really good about maintaining the same staff. Okay. You feel I don't know having to set some sort of standard policy wouldn't do anything. I don't know. I think skills. So, school, especially those levels. what we need. But I also wonder I saw a couple other No, we um this is our second year utilizing them. Last year was our implementation process and now it's like we should
076be seeing it in the classrooms. Um I think to go back to what you asked, are we are we supported? I feel like we do we do have what we need. We have the right people in the right positions. I think there's just like a lot of outside factors that we don't take into consideration, you know. Um behavior. I mean, I've been here 20 years and the behaviors that I've seen from the beginning till now, it's like, wow, what what are we doing? Because we can only do so much. But if I have a student who's screaming in the classroom, I have to make sure that that student Obviously, let's see what what's going on with them. What do they have? You know, what do they need? How do we address it? But not only
077that, now it just took away from the 20ome other learners that are in the classroom. Um, I don't know. I don't know how to address that problem. We've implemented so many different interventions. Our kids, obviously, at the beginning of the year, especially with our kinder, they're learning routines. They're learning they're learning the word no, which they don't like. um because you know they've had it too where they can have whatever they want and now they have to follow a structure they have to follow a routine that's becoming um more of a problem because when you ask them I know when I was asked when I was a kid do I need to call your mom no you know and then you behave not that I was kid um but now it's like yeah call them
078like I'm going to challenge you you know go ahead call them um and then it becomes well what did other kids do to provoke the behavior what did you say to my child so that becomes discouraging for our teachers because it's like, well, I can't go home because nothing's going to be done. Do I address the behavior? Do I let them just do what they need to do to get it out? Um, so that's been a huge factor and and I don't I'm not just saying it's here. I've seen that it's nationwide. You know, the behaviors, the accountability, um, the attendance, they either care that their child's there or they don't care. Um, I think I've seen a huge decrease in the importance of being in school. You know, being able learn these skills to
079be a responsible young adult and it starts with us. It truly does. But again, it's it's always having to try to uplift our staff. Like you guys are doing a great job and then sometimes it is discouraging when you see the data because you see them in the classroom and they're doing it. They're applying the skills. They take the test and that's not what it shows. >> Yeah. I think it's more question how I know especially learning a lot more laws. There's conten sometimes what the students are they get to choose >> we have um the books that go with the lessons um the read and response is totally up to them if they want to choose a different book um there are built activities. Depends what day you're on within the lesson. Um where
080it's you can free read. You get to pick whatever you'd like to read to build the fluency. We have we have something called fluency in five where they get five minutes to practice something and then we set a timer for one minute to see how many words per minute they can read. Um so they do there's there's choices and then there's obviously we're going to guide you to to understand those different comprehension skills that we're trying to address. interesting. >> We actually did just um update update our books. Um SFA came out with um another edition and they did change some of those books. Some of those we were like these are really So, we did go through the list and we actually this past summer um we we redid everything. We got rid of
081the old books, got, you know, donated the books to the kids if they wanted them. Um but we have updated our selection. Um so within SFA, we have three different um I guess stages. So there's that routine phase, the procedure, and then there's the refinement. When we see that our teachers are in that refinement where they don't have to keep going word by word by the pro. Some of our new teachers, they need that. They need to see the manual. They need to carry that everywhere. Um, as they grow, then we allow them, okay, how could you change this? Because you've reached a point where, like you said, it's getting a little bit boring. It's getting a bit routine for our kids. How do we change it up? So, we do allow those opportunities for
082those teachers to ensure that, okay, let's see how we can spice it up, per se. Um, and that's why we we continue to send different teachers every year to the conference that Mackenzie was It's called experience site because we want them to network with other teachers that are doing SFA and how do you change things so that we don't get stuck with our kids that are stuck at that same level. Thank you. I guess my question would be specifically to the third quarter. Um I mean the third benchmark and I don't know this is where in looking at the quarter one and quarter two portion of the third grade I saw that there was like 27 students that were category that dropped down to. So I was just wondering specifically for this because we go
083back to the [laughter] specific to that. So now that we have the data for this, what have you done to see that specific? >> Yeah, we met um with the third grade team because they saw that too. And again, that's where that like well they knew it in the classroom. What happened? So we we worked backwards. We looked again at okay, so quarter one, they were given a certain amount of standards and then they were taught additional standards. So then that that's what was encompassed in the assessment. So we started looking at okay if we taught this standard at the beginning of the quarter and then they were assessed at the end how well did we as teachers ensure that we were spiraling that throughout the quarter to making sure it wasn't just okay we're
084going to teach it you took a five question assessment on it you understood and then we moved on. So they started realizing, okay, I need to figure out different ways to put in like a ret or a quick here's a quick question. Let's just see if you remember how to do this. So they started working backwards and looking at their year at a glance, looking at the standards, where did I teach it, how much time did I spend on that particular standard because they noticed the regression too in the 24 students to 16 students. Um also looked at attendance, you know, because ELA or math whatever is first in the morning, did they miss a chunk of the lesson? Did they miss out on this? What what is there, you know, and some of those
085students that were higher, they did, I think there was like two or three um that did that regression and then we noticed there was an attendance issue. Um so then that's where we start contacting Miss Jerry, our parent liaison. We started contacting Sylvia like can you make sure you know we talk to those parents and ensuring and our third grade teachers are the first ones like you need to make that that communication. You have to build that trust, build those relationships. So they started looking at those things. So they started implementing different ways to start spiraling those standards so that way the students aren't forgetting. Um because it's a lot. Third grade ELA, well ELA in general, there are so many standards embedded and they're changing them. Um and it's a lot. It's a lot
086for the kids to remember. So we're just trying to strategically find ways um to throw them out there. In the lunchroom, we'll have flashcards quickly asking different what grade it is in line. They're talking to the kids. They have we call um called pocket cards where they keep them in their their pocket and then we'll pull them out as they're just transitioning to different areas. So, we're just trying to think outside the box on how to make sure that that does not regress and that it does progress. >> Um I like the the the pocket cards, especially when they're in line and you know how they get um So that is really cool. So thank you. >> And we do that too as the admin like if we're doing supervision or whatever we walk by,
087we'll quickly ask them a question or you know on the playground like hey what did you guys do today? And so then we'll like drill them really quick and then they'll run off and they'll play. But just you know something to make sure that it's it's continuously being addressed. I know. I know. Teachers will start writing on the walls. putting putting things around the entire not >> we had asked about the language asked Yeah, we tried doing that. Especially we would put like little posters on the bathroom stalls like if you're going to be here a while, read something. But then they started marking on things. They started writing inappropriate things. So we had to remove those things. Um but we try to put those things everywhere. We also have to be careful of how
088much paper we put up on the walls because of fire codes. >> Um so we try to put little things here and there through We definitely want to see if we can do like murals because our walls are so clean. I mean, I know we have to be that way, but why not let kids >> be proud of their school and take ownership of that they drive by. Like I got to do that. >> I remember those. Yeah. Um, I just want to say thank you for sharing that information. It's really helpful. One of the things that I really appreciate is what you talked about, Miss Holmes, because I think that's something that when we are missing those students that are not grasping that information that they're given this opportunity to grow and learn and
089realizing that they all learn differently. Um, it's really great about the kid believing in himself like I can do this. So, I think that's really powerful. I would love to see that. Um, also you talked about Is there um information that's being sent out to parents about like helpful tips in regards to how to get them prepared for reading or how to do different things with them? I know like my kids haven't been in primary for a very long time. But like those are just things that I consider were really helpful. Um and also encouraging to read on a regular basis. Um like that. >> Yeah. Um each grade level does send home a weekly newsletter, whether it be a paper copy or via Class Dojo, the platform that we utilize to communicate with parents.
090Um and so they do they let them know, you know, by the end of grade one, your child needs to be reading this many either words or um well words within a story fluently. There are sets goals for each grade level. Um I know I saw first grade this week a list of site words that these are the these are the words you need to practice with your child. Um, and they also let them know like these could be this could be used for your reading response because you're reading. Just because it's not a full-blown book or a story doesn't mean that that's the only thing they have to read. Um, so within their news letters, we've made it pretty much mandatory. They have to give some type of tip for our parents on how
091they can support their child. I have a question about that. So, are you like those students that are parents are not involved or parents that are like what are those extra steps that we can do to help those students if they're not getting better at so we definitely can't tell you even when they walk in on the first date you already kind of know and not to say you're judging all them but you can kind of tell who's gonna who's going to need additional support We reach out a lot again with our parent leaison. The teachers are first first in the line to you know make that contact and they notify us hey I've been trying to get support for this child. So then we look at when we plan for interventions like okay which
092students do we strategically need to make sure that we're not only working with them at that direct time but how are we incorporating it with in our classroom as well to pull them during small group instruction. Um, sometimes those kids obviously they're not getting that attention outside of school and they get it at at school and you can see a huge difference that it makes. So, it's not just I'm going to meet with you at intervention time. It's how can I keep you? I have a few teachers who will give up their lunch time to bring kids back to their classroom to eat with them, talk with them, and then do some kind of skill with them to try to get them caught up. Um, not individually. Sometimes they do it in groups. Um, I've
093seen teachers go into the cafeter and eat with them and So they do give up a lot of their time to try to work with the idea. Yes and no. We've seen um we have seen some parents that are like, "Okay, I need to get better. I need to make sure that they're getting to school on time." Again, we've seen the tardy decrease, but not as much as we'd like to see it. Um we've tried to do parent meetings, but it's the same parents that show up and it's the kids who weren't struggling. Um but then we do get some iate parents that, well, we didn't know this. You didn't tell us. had a meeting but you didn't come. Um, I don't know if there's the right answer for that. We try to do parent
094meetings like I said, but if they're not always a great turn. >> Yeah. Um, we've talked about that. It's just it's hard when the teachers because we want the teachers want to be present, but especially if they don't live here and they have to It makes it for a really long day. Um, we try not to do Fridays because that we've noticed is the lowest attendance for families because they're also doing what they need to do for the weekend. Um, if we have it in the middle of the week, um, I don't feel it's fair to have my staff come back and be here super early if they stay late. Um, because I need them to be up. Um, so it's it's kind of hard to plan to do in other locations. Um, we do
095try to do literacy and math nights. We do have one coming up. But those are very good turnouts. But again, those are the kids who are doing well. Those are the parents who are involved. Um, every now and then you'll see kids who they they've dragged their parents there. Parent doesn't look like they want to be there. And it makes a difference. The kids, so we're we're trying to think outside the box, trying to think of different ways to ensure that we have more parentage. That's our rule support. >> Yes, he stops by every week when he is here and checks in. Um if we need to call him for anything um we'll text him. He's there within the time frame that he can be there. It's very he does show up a lot even
096when we don't He'll stop by. Hey, is there anything I can help you with? He'll go out to the playground during lunchtime, interact with the kids. Um, so yes, he's very involved. I think that the school Especially students. I mean, you probably also look incentives for students or the family. >> Um, we do a lot for the students. Haven't really done a whole lot like, hey, if you come, we'll give you this. Um, I I just I go back and forth with that. I know it'll bring people, but it shouldn't have to reward you to be a part of your educational life, you know what I mean? So, I know and that could just be my own opinion, but we haven't really looked at ways in that You have a million things to do all
097day. >> In the morning when I do make my rounds and parents do show up. I definitely make sure I acknowledge them and you know come back and stay in the classroom. Some of them just look at me like it's too early for this. Um but there are some that do take it as an invitation and you do see them come in. Um, I mean, I could stand out there, but a lot of parents don't really want to talk in the morning because they're also in a rush to get to if they have to work. >> Yeah. >> But, you know, ideas Number letter D is our Indian Oasis Intermediate School data review. Miss Lewis Yes. Good morning. Good morning, President Wendia, board members, and superintendence. Hopefully, there isn't. Okay. So, um this is our
098continuous improvement plan so far. I just updated what we already had from our first quarter. And then um you can So you know our mission and then on the first I don't know if you saw the bus um but our students do literally start um with our continuing groups uh where students are running the tutoring group. So, um we are trying our best to try and get every student to be successful and to show progress. And so, that is one way that the students are helping out with our tutoring groups in the morning. And then on our second slide, you know, our mission and vision for the district and our school, um we believe that we want to make sure that we empower our students and finding ways to empower them every day and in
099everything that we do. And then um we want everybody to be successful. So we do follow our vision that um success no less we find every way we can that every student can be successful. And then on our third slide, um we do want to align everything that we do with the USD goal with our 70% mastery and then as a site we do want to help um increase our ELA math proficiency on the ASA test by 25% and then um increase our coaching by 50% and so throughout the present And then at the end you'll see ways that we have improved our yeah um in order to do um to be successful with those that we have in place. We had action plans that we had in place at the beginning of the year
100and we are revisiting it often to How can we make sure that we are following our goals, our action plans, and maybe even changing some and building on it? Um because we want we know that it works. We want to make sure that we follow um beyond textbooks because we saw that our data from last year and this year that the data is pretty much aligned. It's pretty similar. And so we wanted to make We figure out what did we do last year that we can improve on so that the scores will even be higher than it was last year and making sure that we increase our engagement strategy. We are aligning our professional development, doing our walkthroughs and then making sure that we are doing our intervention um strategies and making sure that um
101everybody on our campus is um utilized in some form for our students academics. Um it does take a community effort. So, as seen on the next slide on our here's what, so what then what you can see that um it it takes everybody to make sure that our students are successful and just looking at the pictures that you know you see our community partners that even them just being on our campus makes a difference because then it motivates our students and it gets them, you know, like, hey, you're watching me. And so this year we did start something new um last month because we wanted to make sure that we bring in more people and then and then the kids can know everybody on our campus. So each staff member has eight students that they
102mentor and it's not just the teachers, it's the office staff, it's the security, it's all the Everybody has eight students that they will be checking in on and it is just to be a mentor to say, "Hey, I'm glad you're here." Um, and they were given the data of each other so that they can check in with them and see how they're doing their class. And so, um, here's the here's what, so what, then, what, and how it starts. And it's not just students, it's not just the teachers, it's everybody that has in our students. And now looking at fourth grade on the next slide. Um there has been a huge growth in our fourth grade. The data shows that there has been growth but not seen in the data in in multiple slides. You
103don't see it doesn't show it in there that 90% of our students are here majority of the time we have 90% attendance every month and we do progress monitoring every week. Um we have PLC meetings twice uh twice a week and then we also have a PLC meeting at least once or twice after school hours and Our our teachers are get paid are getting paid through project momentum to do that. They have found it to be very successful because then they're actually they have no nobody disrupting them. They have their time to meet and plan effectively and making sure that they have all the resources that they need and then um they're able and you're not able to see the instructional practices that the teachers are doing in the classroom. um the engagement um the
104intentional planning there it's in the back of this data that you see um but based off this data there's so much here that you don't that you don't see and then the next slide looking at the ELA for grade you could see that there's huge growth and I think a lot of it has to do with the intentional And with the with the interventions that the teachers are putting in place right now, we focus more on math for interventions. So ELA, it does take a lot of our time when we're doing our PLC meetings because we are wanting to make sure that our tier one instruction is given our um as much effort as we can since we don't do as much for because we're we have SFA. So that helps with our ELA and
105then our school program. So um you could see that we have quite we have three standards that students master and many that are so close so close and so um we're trying to get the students to um start aligning what they are start using what they learned in their regular classroom by using questions and having that practice of typing so that they can get a better score. And then in math on the next slide, you can see that we have one standard that was mastered and then one very very very close. But you can see that there has been a lot of growth. Um but at fourth grade they do start getting a little bit more complex math problems for example fractions um there are a lot of steps in the inractions and in math
106many of the questions are two part questions where the students if they don't master one part of the question then they don't even get any like half points or part of and so that's where we're noticing a lot of our students are not performing well and then now looking at the at the fifth grade um there has been significant growth in the fth They are making improvements and you can see that the support and that we are doing and you can see I know it does look a little confusing when you look at the barraphs for like quarter one and quarter two but do keep in mind like that uh they are different standards so they are not same But it does show growth from if you look at the free benchmark and then quarter
107one and then benchmark quarter two and not looking at it as um in order only because they are different standards. And then looking at the next slide, you can see that there is um there are huge growth areas um that the students are having from being proficient to highly proficient. Um and as seen you can see that the targeted instruction has been very effective. The teachers are planning um trying to best stories, the ones that the students will be engaged in and that they will want to read. Um, and later on in the slides, you'll be able to see our growth in many of our students start. And then on the next slide on the map you could see. Thank you for whoever's moving. Um overall the data indicates that instructional strategies interventions and ongoing
108support has had impact on the fifth grade. This one has more standards compared to the fourth and the sixth grade in the math standards. And so they do have a lot on their plate that they will have to learn. And they also have on top of getting the the math and ELA test, they also take the science. So they do have a lot to this year. But we did notice a lot of fifth graders are struggling in the math and it a lot of it is based off or they're struggling on the math fact and so we have implemented our daily math skills where it's about 30 minutes a day. Each class is reviewing math facts and so it's schoolwide and then we also practice during our 21st century um tutoring program to help with
109our math. And then on the next slide for sixth grade, you can see um we have one of our students showing the here's what sign. Um across all the three classes, there are a wide range of proficiency levels. And but what we did notice that there's so many students to partially and so trying to focus on those specific students. We also have um schoolwide we have a hot list of students who are very very very very close to um being proficient or partially proficient. And so we want to try and catch those students are very close to moving and try to figure out where were they struggling at so that we can help them. And then on the next slide you can Overall um there has been consistent growth um among pretty much all the
110standards. Um sixth grade has grown a lot especially at their at their reading level and you'll see later on in the slide but we had a lot of growth on this in ELA. We also have quite a few students um placed in the seventh grade level. So we're really excited about um those students. We have about 13 kids in there and there's a lot more in our level six that are very close to a level as well. So we are going to have quite a few kids going on to middle school who are ready for seventh grade material. And then um sixth grade math you can see um they do have quite a few standards as well and but they had a lot of mastery in the seventh grade um a lot of 70% or
111more and They have been strategic on using a lot of our strategies and having a lot of um student leadership groups in the um in the sixth grade. They are also um like I remember earlier on talking about how the kids were taking ownership of their learning and what they're learning, helping each other. That is like that is where um it has started in the sixth grade and building on and growing to fifth and fourth where um the students are you know taking that ownership and teaching each other. Especially in the sixth grade, um they do have leaders where um if they are struggling on something, they call amongst the other groups for help and have meetings with each other. It's almost like a small tutoring group and they meet up in their groups in
112their classrooms and they tell each other, "Hey, you know, we're struggling on this. Can you help us with this?" And they will help each other. and then they spread out and go and talk to the other group and help the other group. So, it it really is a sixth grade leadership. Um they're coming like the teachers. They're like teachers now. Um so, I'm really proud of the the sixth grade. And now to the next slide. How we're going to make sure that all this happens and when it happens. This is the this is our meat of our school. So this is the system that we have in place. Um the one that is in yellow is the principal leadership that is that is their roles and what they're doing and then in the green are
113the teachers roles and then in the pink are the students and parents. So as admin we are making sure that our professional development is aligned. giving um teachers opportunities with your coaching. We're doing a lot of one-on-one support going into the classroom, helping them, and if they need help support with um help with um modeling a lesson, we're there for them. Um we are making sure that we're doing walkthroughs. We are making sure that um we are supporting them in their solutions team and giving examples of engagement and making sure that everybody all teachers are given support and then um we are supporting them in their in their grade level team and making sure that their lesson plans that are aligned to the Arizona state standard as well as focusing on the ASA blueprint. Um
114the ASA gives each um grade level a blueprint of what percentages of standard will be on the ASA test. So, we've been making sure that we align what we teach with the with the blueprint and making sure uh that they are monitoring their data by making sure that they have data data in their PLC and that's where they use the data to so what happens is they take a DFA on a particular standard and then they data dive on that standard and then based off of which teacher did really well that teacher teaches the students was 41 or two and then the teacher that um like it goes by level but with the intervention groups that they have using that data um they also use our special sobody is schoolwide effort when it comes to
115intervention. So that we can have smaller groups. We have our special teachers help with the intervention. And then so all each grade level has an instruction for just intervention block. Um and which was strategically um planned with their schedule so that able to give support to the teacher during the intervention block. And then um for our instructional strategies that we use, there's a list there. Um there's many more that they use, but those are the main ones that we use in our in our classrooms. And it is the ones on here are non-negotiable. makes the classes fun. It makes them want to be there. And I think those are a huge part of why we have 90% attendance. Um especially the RCA houses, we have monthly competition with our RCA houses when it comes to
116attendance. If they are there every month, they get particular incentives. And so right now how but alismo has been in the beginning. So we are very competitive with our houses. Um but it is a tool that we use to bring in the community. Um we have put in many people into our houses. Um the Tucum into the house fire department. We have put into houses. We put our very own chairman into the house. We put news into house. So pretty a lot of people that come on our campus, we do put them in that house. So it brings in the community and It builds our student engagement because they can see, you know, like, hey, they they're in my house and and we have something in common, but it builds a relationship among our school
117and the community and that is how we're going to bring our families in as well. Um, we do have committees with our SFA that does help bring in our parents. So, our parents are very important. So, we have tried to come up with ideas of how to bring in our parents. We had we just recently had a sixth grade parent meeting. Um we have uh we've given awards to our parents who have um their students 100% attendance. Uh and we are planning a coffee hot chocolate for the parents that drop off their It is a surprise. We're not sending out a fly or anything. It will be a surprise when that happens. Um we have an attendance committee. Um they come up with really fun ideas for our students and so our attendance is very
118important on our campus. But yes, we notice that the students are there. We have good attendance, but we do notice that um are there are quite a few students who are struggling and so with academics. So we do have weekly um check-ins with our students where our teachers are having them reflect on what they have been learning, having them monitor their own learning through data sheets that each so that they can, you know, hold themselves accountable for what they're learning and hold themselves accountable for their um how well they do and then come up with goals and then um celebrating their success. We wanted to go back to our vision of and so we do celebrate our students success as much as we can. And then um to help with behavior, we have our 44
119and our PBIS system that we have in place to make sure um that our students um are able to, you know, be our leaders on our campus and we won't have to remind them about their behaviors that they can help remind each other. And then um when it comes to academics, if we know students are struggling, we do have an system in place to make sure that um We're not having any students fall in between. So this uh this also helps when I told you earlier about um each staff member having eight students that they mentor that helps with our NPS system so that we can make sure that we reach every um on our next slide for success for all we had a huge growth from January I mean July to January, we had
12028% of our fourth grade students at grade level and move to 48%. And then in fifth grade, we had 20 27% which moved to 38%. And then our sixth grade, we had 24% of our sixth grade students um at grade level and move to 47%. And a lot of those students are in our level seven um reading which is seventh grade. So y and they're reading some really hard books right now and um I guess we get so excited. We want to see what they're reading and they and we have quite a few students who are cheating and reading ahead. So it must be really really good book. Um now our attendance um we've had 90% attendance by school and grade level for the first and second quarter which is really good. We love our
121students on campus and our incentives help a lot and right now our biggest our big attendance challenge is that if students are here every Noies, no check out the Nike store to get a free pair of shoes. And so we want to make sure that students are here every day. We're trying to come up with creative ways and so and a lot of this is because of our donor. So um it does take a lot of time to find our donors and a lot of time to research um how to make how to make this happen. So, thank you to the family and other people who have donated and then um as you can see the bus is there again meaning this is a nonstop um belltoell instruction academic that of how we can get
122students to be successful and Thank you so much. So, thank you so much again. Um, just wanted to say that >> you're talking Can you hear me? >> Can you hear me? No. >> So much report. I definitely And I know that with two students at the school there's a different excited to share the news. But I just wanted to also acknledge thank you for all the effort and I also wanted to make sure that you are feeling as much As I know, we're moving into a new school year and you will have a whole new teaching staff. So, definitely I know you're up for the task. Just want to make sure you feel especially encouraged and can't wait to see what will come from. All right, let's move on. Keep going. Okay, we'll go
123ahead and call the meeting back to order and move on to our next item on the agenda, which is the barbecue middle and high school data review. >> Good morning. Looks like we have a full house. Um, good morning, President Superintendent India, and board members. Um, so we're going to go ahead and go through the presentation. You'll see that our BSD mission and vision are listed on the front of it. Um, we have our district initiatives, our stretch goals, and our inter integrated action plan for this year. hasn't changed from the beginning of the year, but it is aligned to our district goals with um the fact that we will increase our math proficiency by 25% through the implementation of beyond textbooks at ELA and math. And then Babok Secondary Campus will build capacity through
124professional learning communities for all to strengthen instruction and leadership. Okay, we're going to go ahead and get into the meat. Our seventh grade ELA data, if you take a look at it, we have our benchmark, our quarter one and our quarter two benchmarks listed right there. Um, from the pre to now, you can see that 21 students achieve proficiency in ELA standards and five of the students have moved from minimally proficient to the next. And with this next slide, you get to see the actual standards. three of the standards have grown that 25% like we wanted to. Um, so 25%. We're not quite at 70 yet, but we're getting there. Let's go to our math. Okay, again, the same pre-benchmark, quarter 1, quarter two. We have 18 students who achieve proficiency in math standards and
12546 students moved out of minimally proficient. So, that's some good numbers. You see that first one at the pre-benchmark where it was all red and orange. And the one to the right, quarter two, we have all the colors there. Okay. And take a look at all the standards they need to master. This is a lot more than the ELA. Um, with this we've been able to attain in one of the standards 70% mastery and we're really close to 25% but we're they're not Like if you look at that first standard, it's really close to 25% but it just didn't make it by. So we're getting close. So with seventh grade again 25 21 students attain proficiency in ELA um ELA standards have grown up 25% or more and 46 students have moved out of proficient
126in math. Um we're going to go ahead and continue to monitor the student progress. We're going to identify students that have not yet reached proficiency and provide retach opportunities. And we're going to um address instructional strategies to address remaining gaps. How are we going to use do this? We're going to continue to use DFAS to track ongoing process and we're going to continue with the interventions. Um we're also going to use the PLC's to incorporate data driven instructional planning. And there's one more thing that we're going to do that wasn't listed up there. Um we have a resource Project Momentum School. We have a resource called Navi now. Um, we waited on that because no one was trained. We just kind of got it thrown on us in the last semester. I'm officially trained and
127the tools they have for data is spectacular. Um, they actually break down each of the standards even more so we can see what component they're lacking in and there are resources for them to go ahead and move. So, I'm hoping with third quarter we'll be able to see more progress. Um, I'm really excited. Like literally trained on third Friday, Thursday, one of those days. So, I'm really excited. Then go ahead to eighth grade. And this will be for seventh and eighth grade. Okay. So, um, ELA again, left to right, pre-benchmark quarter one and quarter two. Um, in this grade level, we have five students who achieve proficiency in ELA standards and seven students move from minimally proficient And then we see that consistent growth from the pre-EST to quarter two. And I had mentioned Nav'i.
128This is where um Nav'i is going to help us because with how detailed the breakdowns are, you can see exactly because each standard has different components and it's broken down in detailed so you can see what part we need to help them with. So that's why I'm really excited for that. Okay, this one looks different. Um because the way we set it up, we asked our math teacher because she's up for a challenge um to change what we're testing at this level. We're looking more for that pre-alggebra combination for that eighth grade class because we want to make sure our kids are successful in high school. Um what we didn't want her to do is bogged down by all the remedial stuff because we have an intervention class for that. So, we're challenging her and
129with that with this higher standard of math, we were able to move three students to proficiency and 18 proficiency. So, we want to make sure they are successful and we are really using and targeting that eighth grade pre-alggebra and then interventions are for those basic math concepts that they're still missing. And again, look at all those math standards they have. And that's why you see two colors instead of the three colors. I just wanted to make sure with the other standards you see three different colors. This is two different colors. And with this challenge, like I said, our math teacher, we have one standard that's more than 70% 79% master. So, she's running with it and the kids are being successful. And then we have one standard that has grown up, had a growth of
13025% or more. Um again there's been consistent growth from preest to quarter two. Um we have that mastery 79% mastery on that one math standard and we're going to go ahead and continue to monitor the students progress identify students that have not yet reached proficiency and provide those ret opportunities. Um and we're going to address those instructional strategies to address the remaining gaps. We're going to go ahead and continue to use DFAS regularly to um track ongoing progress and continue interventions and we're going to use PLC's. The way we're using PLC's at this grade level because we've noticed the differences in some of the DFA data like the data DFAS like fives which is a perfect score but it's not quite translating over to the benchmarks and the reason for that is the stamina of
131the students. We're that they can do really good when there's five questions, but when there's 40 questions, they're getting tired after like 20 questions. So, from now, so for third quarter, we're going to be focusing on building their endurance by um getting them set up to go for the longer runs. Nth grade ELA again to 11 students have achieved proficiency on the standards. And then n students move and nth grade. There you go. Then nth grade math. We have four students who achieve proficiency in math standards and 17 students who were minimally proficient. And again, you're starting to see the colors as you can see based on looking at the ELA and math. struggle a lot more on because it's taught in one class versus all the classes. Um, but we are growing in the
132right direction. But look at all those standards they have to learn. That's a lot more than middle school. So they have to be successful in all those standards. And just so you know, 70% proficiency was observed in two standards. So the teachers doing the job, the students are putting in the work. It's just the amount of new things and standards that they have to learn in a year that makes the big skill look a little skewed. And then two standards they've grown more than 25%. So nth grade we're going to go ahead and um there's that consistent growth and 11 students in the move. Um we're going to continue to monitor her and we're going to adjust those instructional strategies and we're going to pair this one. We paired um content and elective teachers to
133reinforce essential standards and we're going to go ahead and continue to use the DFAS to track it and we are continually working with our PLC groups we need every Wednesday and the way we are using the tools and the teachers are taking it and running with it and building on it is good so that collaboration between content and elected teachers to strengthen 10th ELA. Um, again, we have two students who achieve proficiency in ELA standards and 11 students who are minimally proficient. And then you see that consistent growth in the standards. They're going, they're going. We our goal is 25% by the growth by the end of the year. So, we're working on it. 10th grade math. This one was a struggle. Um you see the data we have seven students who move from the
134proficient but the reality is these students had a teacher for one quarter and they had a sub for second quarter. So they do not have a math teacher currently in their class and that's the next one. Excuse me. But again, even with their substitute, um, Miss Kinsey stepped in to sub for a bit of second quarter. And I believe that's where that 25 growth 25% growth happened because Miss Kinsey was able to support us and go into the classroom until we got a sub to go in there. Um, but even with that, the kids there's been consistent growth in the preest to quarter 25% of growth in two of the math standards and we're just going to go ahead and continue to monitor the progress adjust um pair elective teachers and hope they can support
135our sub the best way they can. Um the current sub we have we have her for third quarter and fourth quarter we will not have that sub. So we're looking to hire um how we're going to go ahead and use CFA to regularly track online practice to data driven instructional planning and collaboration again between content and the elected teachers. So that we're we're relying on our science teachers to help. Okay. 11th grade ELA. We have six students who achieve proficiency in ELA standards and seven students who were able to move from minimally proficient Again, we see those colors. And then right here, um, in ELA, they had 70% proficiency in one standard and 25% growth in one standard. 11th grade math. I think this is my favorite one to see. Um, you see that 14
136students achieve proficiency in math standards and 32 students. So, And with that said, you see 70% proficient um proficiency observed in two standards. So two of those standards they have proficiency done 65% proficient in four standards and 25% growth in six standards. And again look at all those standards very different than ELA. Just want you to see there's a lot more. So with this 25% growth in seven standards for 11th grade and that's ELA and math. So we know that they're working and the teachers are doing great with these students. Um 70% proficiency was attained in one ELA standard and two math standards. So, we know we are going to continue to progress um monitor their progress, adjust instructional strategies to address remaining gaps, pair content, and elected teachers to reinforce essential standards. 11th grade,
137just so you know, is an important class for the sake of testing. They are the only high school class who gets um tested. So, we um see our growth and our proficiency. So, they're the ones we get those things from. So, we the teacher teachers are there. Um how do we do this? We use DFAS regularly to track ongoing progress. Use PLC's to incorporate data driven instructional planning and collaboration between content and elected teachers to strengthen nonic 12th grade ELA. Right here again you see all that red, orange and yellow at the beginning. 15 students achieve proficiency in ELA standards. 24 students move from minimally proficient. So that red is really small. And then we have 70% proficiency observed in one standard and 25% growth in seven standards. So they're on their way to becoming
138proficient. And then 12th grade math. Again, this one is this one's look at the colors. This class also does not have a math teacher. So they had a math teacher first quarter, not second quarter. Um we have 11 students who achieve proficiency in math standards. 20 students move from minimally proficient and then 70% proficiency observed in three standards and 25% growth in six standards. Again, Miss Kinsey was able to assist us with that for part of second quarter. So for 12th grade, 70% proficiency in four stand four 12th grade standards. Um 25% or more growth occurred in 13 12th grade standards. Um and we're going to continue to monitor student growth progress, adjust instructional strategies to address remaining gaps, and we're continuing to pair the content and elected teachers to reinforce central standards. The difference
139as well is with n with 12th grade math, it's more because it's a financial algebra, it's more real life. So it allows the students to conceptualize that which make them more successful. We're going to use CFAs regularly to track ongoing progress and we're going to continue to leverage that PLC and that collaboration. Thank you so much. >> 11th grade math teacher. She is also our ninth grade math teacher. And that that's Mrs. Sedora. >> She is great at what she does and that's why we have her at 11th grade. When we were for this school year. Um because she's graded 11th grade, she wanted ninth grade because it's algebra 1 and algebra 2. She felt like she would she wanted to make sure that they were ready for algebra 2. So she's got them at
140algebra one. And then as far as continue them working and that's why we focus on that nth grade and building that algebra um for those students and that's why we started at the eighth grade level because if you look back at nth grade there were some skills that they weren't so high at. So with Miss Luan who's been honored here at the board meetings before, she's building their capacity in eighth grade for that algebra so that they're ready for algebra and then we can continue forward. It's overall building that nth grade plan and you guys have been supportive and making sure that with our success plan and attempting to um apply for the nth grade success grants that'll allow us to continue to focus on that. >> Uh it's because our seventh and eighth grade
141our middle school is in school improvement. Sorry, federal school improvement in those situations where student is not grasping. I know we can't look at it and say >> well remember I think it was last board meeting when we did the trajectory from like last year's AASA and kind of just track them so we could see how they've been progressing. The well, not the problem. The challenge is that when we get to seventh and eighth grade are concepts, they're supposed to build on top of each other, but we're also given new concepts and new math components. And so, what we're using the PLC's for actually because we noticed that when we looked at the data for seventh and eighth grade is we're going to take a look at those kiddos because I noticed that red that
142did not move. Is are they ESS kiddos? Are they who come to school, do they have that chronic absenteeism? Because what we're also finding is we are getting more students from VIE schools, but the school students that we happen to be getting, most of them, not all of them, most of them are students who actually have been paused out of there because of their absences. So, we're receiving kiddos who have chronic absenteeism already as their public school. we have to accept them, right? So they are also adding to the numbers in our seventh our seventh grade specifically and then our seniors because what we excuse me notice at the high school levels we have students who are coming and they're getting keys in their science classes which if you know high school it should be
143like AB C or D and their GPA but we're receiving them with like passing so they're not getting that GPA which makes sense for the reasons why they're coming to us right I notice my kids getting a P and not an A or B or C, so I'm going to move them. So, it's there's a good side and a bad side. We welcome them all. Um, what I've started to do with those kiddos that we see that our absences are a little bit of a struggle is I've been meeting with the parents to let them know that we are watching that as well. So, we did start that when we notice the trend coming over. We are working on it. Yes. And just so you know, um we knew that the seventh and eighth grade
144is where we want to put our efforts in because they would not be able to do algebra if they're not taught that math. So, I did take it upon myself to move the teacher who was initially in um 101 12 who would have been there like before the school year and she's the seventh grade teacher. And if you look at the seventh grade math data, it's looking good because she's giving them their core curriculum, but and then we hired a new teacher in hopes that he would stay. He didn't stay. So, we are working on building from the foundation on our campus. We want to make sure that strong learners and really turning the culture back into an academic culture because there was a break since co um co just you know re pressed the
145reset button and instead of going the other way we're building that culture it is taking time but as you can see if you came to our last awards ceremony we brought back the um honoral and the principal list which hadn't been done since co so now we are able to honor the students who are showing that grades and we're letting their classmates see them. >> Um I guess my question I know you're focusing you're focusing on the seventh and eth and then the seniors of course the make the school. So, I'm looking at the statistics for the 10th grade and um when I look at the benchmarks for the 10th grade, I only see two individuals that are in the proficient category. And then when you look at the map or the There's actually no
146portion of where they should be for so I guess my concern is um you have well it's not a concern it's just I just wonder what's going to happen is because move to focus on which is good. The foundation is really important but it seems like what they call the middle child that gets neglected. [laughter] So, I'm looking at the 10th grade and I see that these numbers aren't as strong as my question is what are you looking at the pie chart for that template? What are what are your plans to increase um the proficiency or or even highly proficient students that well at this point we're waiting for a math teacher. Um so as soon as we get in a math teacher it's searching for a math teacher at this point. That's where we're
147looking at. But in regards to the math 10th grade math is geometry. So it's a very different math. So even if we have um and for state tests or for the ACT that the number for the geometry is lower than it is for the algebraas. So it's very intentional. Um the kiddos who are able to grasp geometry are a very different type and they love the shapes and they love that they can grasp that and it's something for them that's easier for them to catch on to. Um we don't want to neglect anyone but looking at overall and the way our steps are. We unfortunately don't have a choice until we have the teachers and the manpower. It's going to be like this. We are losing an ELA teacher at the end of the year
148who will be returning back to the Philippines. So, the challenge now is to find an ELA teacher, um a math teacher, and the middle school science teacher. Um we are not fully staffed. So, this is what it's going to be. And that's why we are including those um non-content teachers, those elective teachers to incorporate it. How can auto incorporate some of those geo um geo geometric concepts into their class? That's very hands-on. They can. The issue with that though is not all kids are in auto or a science where they can learn those pieces that might otherwise not be known. >> Um so does the school have any I know you mentioned the honor and principal. Um, is there any other incentives that take place on the campus for students who are meeting whatever requirements
149that they're attendance or being in 25% increase or even the staff? Is there any kind of incentives that go on at the school to acknowledge recognize those bosses and students. >> Yes, if you um at the awards assembly, we did have an option for perfect attendance. No one had perfect attendance second quarter. Not one student. We have teachers who have perfect attendance and they're honored in their classrooms to show that demonstration. We go into the classroom say so and so had 100% perfect attendance this month. So, there's those aspects in which we're doing it. As far as um material Aside from the award ceremony, no. At this point, we're looking at showing them they are intrinsic. They need to be intrinsically motivated because when they get to college, they're not going to have big parties.
150They're not going to have those material things. So, between now, like middle and high school, we are bit bringing in more intrinsic like you need to be proud. You're representing your family. you're representing your community. So that's kind of the learning pieces that we do give. But the awards assembly do that outward. Hey look, let's honor number one in CTE. Um we also have not just CT auto one, auto 2, auto 3, culinary one, culinary 2, culinary 3. That's what our award ceremonies do are. >> Do you have do you ever have the >> we could it would take a long time to put all the names up. Um, what I what I was actually working on though is um the list of the GPA and principles list for the um Facebook page just because
151the numbers are bigger. It's good to know how many students have a 3.0 GPA or higher. It's pink. Um, we have one person on the east coast that is has applied and wants to move before the end of the semester pending an interview pending on everything. Um, the minute we found out that he was starting application, we We encourage him to apply. Uh we've been keeping in touch with him and kind of harassing him and saying, "Yeah, we really want to finish the application completed." Um we have signed up for multiple um um career fairs in multiple places across the state um and a couple of platforms as well. We also using any posting that we do um we're trying to add at the end a hiring poster to try to increase um the momentum.
152Um most of the applicants currently they continue to be uh international uh teachers um wanting to u to come and and and work for us. Um February is going to be what I call the golden month. Um we are going to any vacancies with international teachers. We have to interview them. We have to um um offer them a contract by February so that they can be here before school starts and they're part of that new teacher induction. Um we will continue to use any um any tool. Um we will uh we also have virtual and inerson tours um schedule as well. Uh we will have our um u in town uh job fair as well. >> Thank you for the follow. And I know is there is Hold on. Effort. Not that we don't teach.
153So, I'm just thinking out loud, but I open those seniors that are not graduation. Maybe that can I don't know. >> Um, we do have a system in place for the seniors. For the seniors who have less than 17 credits, they have made the transfer over to the accelerated campus because realistically under 17 that's difficult. For the five kiddos that we are concerned about, I had one-on-one conversations with them. I said, I need to progress. You are in credit recovery. How can we help you? Um because the reality is if I don't see you trying, I can't support you. And so we have invited them to tutoring which is funded by ASU. ASU has this collaboration. They're paying our tutors. So we already jumped on that because we didn't want them to be behind. Um
154the heartto-he hearts with these students always seem to do better. I've noticed um It's different than coming from Miss Haley because Miss Haley has those conversations with them. She does pull them aside. She's had two with seniors. She's had two in the semester and she said, "Hey, we need to see you working." And those kiddos who we refer to the accelerated camp is already knew. They just needed me to say it, I guess, is what it seems like. So, they're like, "Okay, it's official now." Um, so there's that part and with the um other parts and just You know with that 10th grade group they were and I hate saying this they are still the products of co because they were at intermediate through so their skills are behind because they lost a lot of
155those foundational multiplication that's when you you know in that like fourth through sixth grade it's those multiplication division facts those basic um algebraic um equations they miss those pieces and we're working on fing them up and it's going to take time and the way it is we're just doing and doing and inviting them to tutoring. Um but just know it was the seniors who didn't come. Sophomores and juniors came to tutoring. It was the seniors who didn't take advantage of it. >> No, that's that's amazing. Guess that might be some sort of a lot of students or maybe missed I don't know it's going to be it's going to follow us but just I was going to ask you about tutoring services and then you brought it up. Can you tell us a little bit
156more about the ASU process that you're going through and what they provide? >> Um, they actually asked us what we needed. We told them we needed tutors. Um, it's the collaboration with the nation and ASU. So, they came to us specifically and said, "What kind of resources do you need?" And I said, "We need tutoring. We have a lot of kids who are behind and need help with math." Okay. I have a math tutor, I have a science tutor, and I have an ELA tutor. and they are open every Tuesday and Thursday um from 3:30 to 5:45 whatever the bus time comes. So they get to ride the athletics um the activities bus and that's it's been open to all high school students um because we know that there's a need. So, which brings me
157to the question that Kathy had about the 10th grade math and I understand that is a hard thing to grasp, but are all these students taking advantage of the opportunity, especially 10th graders, because something they're going to need. We can't require tutoring. That's the disadvantage. We can't require it because we have some of those students are athletes, so they're doing enough and they're working along through. We have some who have responsibil where they take care of their younger siblings. So, we can't require it outside of school hours. We can offer it and I guess that's the difference between high school and you know some of our younger grades because the activities bus does not come until 5:45 to our campus. So, when those kiddos at the west end get home, they're getting home at 8
158or 9 o'lock at night. So that would be commitments and some hardships. It's okay. for all students. They see that they're not always It was hard to hear. Yeah. What you can do as board members is just continue to share the importance of an education. I think a lot of times students don't realize who and what have educational backgrounds in the community. What did you need to go through? Because as a person at home and I think back to my thing, you have some families who don't value education and some that do. So if I don't value it at home, where do I see the benefits of it? Where does it come from? However, if I see Miss Anamarie doing great and I want to live the life of her because I know her children,
159like, you know, I get to see that, then maybe it'll encourage me to want to do things. Um because we are doing what we can on our side with our um our college and career counselors, bringing in colleges and bringing in um companies like to come show them what jobs they need and so that we can talk about what kind of education they need in order to be there. Um but that's the only thing that I feel like we're losing at this point and that's the reason why we brought back the whole um honoral because I noticed with some of the students they're they're doing all their work getting their 4.0 you know, but they're just not out there yet. They're just not vocal. They they like to sit in the back and do everything
160they need to do, but they're not vocal, right? We have kids like that. And that was the way of starting it because like I said, this is we're trying to rebuild it and it's unfortunately going to take another year. Um, if you've seen the progress of our awards assemblies, Mr. Diaz has been here. Um, he saw when we'd only get two parents to come when their child was being honored and they knew that like all the email and a call home. And if only two parents come to see your child get honored, that doesn't show that I value your academics. Um, but it has progressed and it is becoming it it is being normalized. So that's the good thing. So we're going on the right trajectory, but just more of that would be a benefit
161and help us and the importance of coming to school. [laughter] I was going to ask are you working with um either like rehab or onetop or any other services I know but for those students who are not interested in going to college we definitely ran across a lot of those situations I want to do or even locally I think a lot of students that I can think of to e At this point, I know we do vote um work with V rehab. Um they come I want to say once a month to our site. So V rehab we do one stop. I would have to check with our college and career center um our college and career counselor um to confirm if she's reached out and working with them. She is a master at pulling
162in people. It's almost like a a new visitor every week or every other week. So I kind of delegated that position. I can find out. [laughter] And if it's not, we'll add it. past graduates around the campus or past leaders. I mean, you see yourself, you know, support. >> We Yeah. No, we did have a hall of fame in our a building. The problem with that is it's not walked through by a lot of students. Um, as you've been to our campus, we're an outdoor campus. It's finding the space to do like a real hall of fame where all the pictures are up because we in that little hall we had we had about 25 students in there but it could be bigger because we do have more and that's just cafeteria is the only
163other spot maybe but then you can't read it if it's too high. You know just all those logistical things of where to put this wall of fame but that's been a thought on our thing for a while. have a wood shop. Woodast of the Yeah, we are fortunate to have alum back on campus. So that always makes me we have we have a few of them now. Anyway, it was highlighting those teachers that actually running a video or something big ideas but just things that get kids like I want to do that. Now she about your honorable But also I just wanted to mention you mentioned that you had it. I guess that concept for the next level. And I know that we evening getting them ready to do that aligns with what the theme
164of our um community day will be. college and career readiness on March 20th. Um, and that's the, you know, how the districts have it. That's what our goal is. again. Okay, thank you. Oh, district data. You can do it. Call the meeting back to order. Um there you are. Um thank you so much for being here and spending uh Sunday with us. uh to review our progress to review where we are at. Um there's a couple of components that we need to look review and possibly possibly coming to consensus or how else we need to move forward in multiple areas. I need to start with this uh partic with this particular uh slide and I want you to look and what does that mean to you. These are the new standards for accreditation. I want
165you to think about what happened this morning as the leaders of the organization. Um what does that mean to you? What is your role? What is the role of the staff? What is the role of the parents and the student? This is a new rubric um in which it it has or it talks about the culture of learning. There's six indicators for culture of learning. Do we have a culture of learning in our district? What does that look like? What do we attribute that to? Do we have leadership for learning in our district? What does that look like? What is the system for that? Do we have a um an engagement of learning in which everyone is engaged in the learning? Do we have one? What does that look like? What is the system in
166place for that? Do we have growth in learning systems in place? where are we in terms of the growth in learning place? Um those are the descriptions but what I have done I summarized them and highlighted some of the major key components and underneath there are some factors that we need to then think about what does that look like for a district. For example, for the cultural learning specifically, um it is a system in which we feel connected to the purpose of the work and the student as evidence of student work, physical appearance of the institution, participation in the institution in the activities, parents attendance in the institutional functions. Do we have a way in which a stakeholders are actively engaged in supporting in the institution's mission? Who are the stakeholders of our institution? Are
167we all engaged and do we have a system in place for everyone to engage? Um it's a system or a culture in which learners academic and non-academic needs are interested in a focal point for stakeholders and are included and supported. Do we have that in our district? What does that look like? The leadership for learning. What does that what what does that mean? Leaders who engage in their own learning. Do we have a system in in which our board is engaged in their own learning? The superintendent is engaging his own learning, principles, teachers and students. And uh do we have a system in place in which leaders might also communicate the learning and expectations? Is the board sharing the expectation? Do we have that in place? Do we have a system in place in which
168the influence and the impact of the culture is um in positive ways? Do we model and engage in the learning ourselves while supporting others? What does that look like for BUSD? Do we have a system and a culture of engaging in um in the learning? Our learners are engaged. How do we know that? Do we have a system to check on that? Do we have an institution in which the policies require us to engage? How are we documenting or what is a system in place to uh verify that we are included in the learning process? Are we participating with confidence? Do we have the tools that we need to be confident? Do we have an agency that conducts oversight over our learning? The next one, especially today, this is our data. Was there any is
169this part of our culture of learning? Is this how we are leadership um we are engaging our own learning? Are we engaging in this learning ourselves? And last one, the growth in the learning. Are we celebrating the journeys? We have assistant in celebrating our learn our our growth in the learning. How do we reflect in the learning? How do we reflect and prepare for what we're not showing or what we're not growing? Are the learners learning the expectation? Do we have a system in place to check on that? Do learners possess an academic and nonacademic skills to be successful? Learners academic achievement reflects the preparedness to learn. Are the learners demonstrate growth in meeting the expectations as learning is defined by our institution? Are students attaining knowledge and the skill necessary to achieve the goals
170and learning? These are the main guiding questions. There's other areas, but these are the the rubric that they're going to use to determine our reacredititation. So today many of the answers were included uh for this part of my presentation and and as well as as my colle said that now let's begin. I'm going to start from I bring it up to the top and as I present see if you can answer those some of the questions that I started on the onset and welcome again to that presentation. Um I know I started uh with that I needed to start with that because I need you to start thinking now um about our systems. We began this journey three years ago. We started with bringing clarity. Part of our organization and part of our leadership responsibility
171was to bring clarity. How? Take a guess. How did we bring clarity to the institution or what is expected? How We started by clearing the land. We started by agreeing this is going to be our three-year plan. We started with clearing the land and then um building structures uh to make sure we start moving forward. And right now it took us three years to start seeing the green and the blue to demonstrate that yes, our students is starting to see um or or attain the level of performance that we want to, but yes, we do have a lot of room to grow still. Um we have um we have our mission and vision. Um and we every board meeting we re repeat our mission and vision. Um this is our core. This is our this
172is our compass um that is driving right now our institution our LEA. Um we have five goals. Those have those five goals. Um if you notice when we presented when we were young and beautiful a long time ago um in one of the conferences that we we went in to present um I said if we are just looking at the data um we're never going to grow what we need to start and re continue to reinforce is not the data but is the behaviors that lead to that um data. So as part of the presentation is what are some structures that evaluate and monitor and conduct oversight over those behaviors. I want you to pay attention to not only the behaviors that we paying attention but this the systems in place to check on those
173behaviors that are leading to the growth that we starting to see. Every every retreat that we have, I quiz you on the five goals. And today there's no exception. But today we're going to go together. What is our first one? Proficiency. Our ultimate everything has to do our schedules. They need to reflect that we working uh towards efficiency. Uh proficiency. Our retreats. We need to check that we're working towards proficiency. So yes, we are looking to see if we moving the needle. Um, and what is the needle that we agree on? What is the specific standard that we want to reach? Uhhuh. 80% of our students, they're going to uh get 70% or grow 25% until they get to the highest level proficient, highly proficient. Um, there is the science behind that. In order for
174us to get to uh a letter A, we need to have a lot of our students reaching between 69 and 100%. 70% or more use and on the to be able to get that letter grade that we need. One of the factors is not only the growth but is reaching that level of proficiency. The second goal has to do with attendance. We getting close to reach that 90% attendance. So now we have to focus on reducing the chronic absenteeism so we can get over the hump of 90%. If a children if our children they are going to become um chronically absent when they have 10% yes we want them to reach the 90% but that's borderline as we prepare to the next level we need to start thinking in the next three-year plan we need
175to raise that so in the next in the next three years I know right now we have it at 90% we need to start moving it to 90 uh 92 94 and then 95 five. So we can reach now everybody the expectation is going to be 95% of our attendance. The third one has to be that with our teachers. It's about the essential 10. The what the essential 10 that has to do with promising practices. Today you you're going to be looking um at 3 point essential uh 3.7. Today you're going to be reviewing uh goal 3.7. We're going to be looking at the benchmark assessments. Today um we also going to be going through um number nine essential 3 uh.9. We're connecting. We're here because we want to review. We want to connect not
176just look at the data. We want to connect to the data. We also um checking 3.4 number four which is checking for understanding and and or formative assessments but it's also part of goal number four Goal number four is support and challenge. The reason we here you we're going to give you that what we have but we need to understand the framework. Um and the framework that we've been working on is so we can all speak the same language. Even though we started two years ago, today you're starting to see how normal is becoming the but we need we have a new member that we need to bring her up to speed which is how do we rate data? Remember what? However, this is what behind the scenes systems in place. President did mention we
177started with um all Why don't you understand what We are warming. And that takes us to live in the land of red. your role in in the classroom and and and seeing how we're moving forward. This is what we That was not a 2020 and we can say it was no chart. number of students. So, So this is where our journey started. That is true. You saw all the data earlier. However, Now that we have time to pay attention in our intentions. I want you to look at the first uh I mean in the the beginning of the year the pre and the postap yes we had over how growing their own. You you heard earlier. So this year the third standard four. How many times upstairs. This is something that we need to let
178celebrate the level grow. Um, now when we look at math also in second grade, this has continue to be part of the extraordinary work. This is how the student started. This is how the student ended. It is look at the amount of orange and red by second quarter. What does that look like when we see it from last year to this year? Once again, look at how the students did last year in second grade. Look at how they doing this year. How many math standards so far they needed to cover by the middle of the year? 10. How many times out of 10 they hit 70% or higher this year? Seven out of 10 they hit um 70% or higher. How many of them go 25%. all of them I want to say give or
179take this one is it took a little bit longer but this is a kind of thinking and and and what we're seeing is okay how many were they were teaching how many they grew how many they grew the 25% are they meeting any of the two goals the answer is yes the next one what I asked my principles is based on the standard which one is the one that students and teachers are struggling the most. It was pretty clear, right? So, here's what I asked my principles in the what is going to be the system in place so we can address the need for students and for teachers. are the students struggling or that teacher struggling? How are we going to support that? We do have other graphs that give us that data. But this
180is again this is great way to show the growth that we want to see our students. If you notice they all um uh upwards what J curve to show this year and even how the students did last year to this year they continue to increase the level of performance. They're different students but our teachers are getting better. We take a when we take a look at fourth grade I mean fourth grade the intermediate campus I want you to see the 90% the expectation is 90% of the students or higher they going to be tested two grade levels met that so when we look at this is okay what is going to be the new system in place for fifth grade so they can reach the 90%. So to under they need to be reminded of
181okay someone dropped above here we need to correct that because by next semester I want to see an increase so all of the students they give us the minimal expectation here's for fourth grade fourth grade when we look at the beginning to now the end of the year that's exactly what we want to continue to see this is a celebration extraordinary work or example of extraordinary work and making sure that students that continue to move forward This is pretty exciting as well. It's it's when we look at how many standards fourth grade um are are are covering in ELA and then how the students did last year compared to this year. How many times they actually reach the 70% or higher and how close they are when when I look at how close the other
182ones are, which ones are some bubble standards that we can go back and quickly review so the kids can also reach them. And this is what we seeing at the at the middle of the year. So a big shout out to fourth grade in ELA. But we also have fifth grade. Fifth grade we have a great example of exemplary learning, a culture of learning, a culture of looking at student data to ensure that students are moving forward. Um I I want you to see again in first quarter and second quarter um the way they are reducing the orange and the red and then we have in ELA sixth grade. When we look at sixth grade, sixth grade and second grade they happen to be the lead in terms of growth and in terms of ex
183extraordinary um uh work. Um two uh um areas to point out is they starting to build a foundation in in second grade. So third graders the the the the grade level that is going to be tested. Sixth grade they also tested. But most importantly how we going to send our students more ready and more proficient so they can spend more time in learning rather than um other um other behaviors at the middle school. I want you to look at sixth grade. There was a major change from sixth grade from last year to this year. Look at the way how many standards they had to teach in uh sixth grade. At the end of the year, uh last year we had an articulation meeting where we looked at every single uh we got all of the
184teachers in the district and they were looking at I want you to talk to the year teacher year before and the teacher moving forward. I want you to look at the data and see what were the strengths and what did the students struggle and and talk to the teacher next year and say what what is it that they want your teacher your students to to master. Um but here's a significant change from how the students did last year to how the students are doing this year. How much are they growing? How many times they reaching the 70%? How close uh closer they are to reaching the 70%. So this is part of the board's also legacy over the last three years and how much closer we getting to the bar that we said that we're
185going to reach but also raising the status quo for our students. So sixth grade a big shout out to sixth grade um not only LA but the same story in in math sixth grade in math the students they are introduced to brand new concepts brand new standards. When you look at how the students did last year in math versus how the students are doing this year in math, it's pretty significant the difference. How many times they reach 70%. How much um they how many times they grew 25% or more. At the same time, it is screaming and yelling for the last two years what standard are my teachers struggling in which standards. So we can provide that level of support. Moving along. Same story. Seventh grade. Seventh grade. I want you to see um the
186significance from last year to this year. When we look at it specifically in math um how different they doing from last year to this year and the amount of how many times they they reach 70% or how much closer how many times they're closer to reach that 70%. how many times they reach 25% or higher and the J curve that linear growth um in each one of the standards. Um are we at the 70% uh for all of the standards? No. Do we have a lot of room to grow? Absolutely. However, this is where we need to once again remind teachers, remind students, and we need to um it keeps coming back. We need to find a way to engage the the the the parents and continue to share how to read this, how to
187support the students and continue reinforce the value of learning. Uh Miss Constance was sharing uh earlier look at algebra. Um these are students u the difference that is that is making um these are the students that they had summer school. Our ninth graders uh they also had summer school. But how is that going to look like as well um moving forward for geometry and algebra? Uh sorry, I'll take that back. These are are our juniors and seniors with algebra 2. Um the way they closed the gap in algebra 2. Um despite of all of the challenges that they had a couple of years, they had a strong teacher in algebra 2 to be able to then get him from the red to the orange. And we continue to see um the the yellow, the green,
188and the blue. This is also one of my favorite graphs. When I was analyzing the data, it's when we look at how our students did in algebra last year versus how they doing it this year. Again, are we changing the status quo? Are we moving the students forward? This is an example of extraordinary work. the amount of growth that is 25% or more. How many times it reaching the 70% or higher and is barely half of the year? Two two quarters. ELA, these are students that we're getting ready uh to to go to college. How are we sending them off? How they started their senior year? How is it looking in the middle of the year? how the students were doing last year compared to how the students are doing this year. How close are
189we to the 70%. And if we were able to do that in half of the semester, we cannot lower our standards for the second semester. We need to take the time to celebrate and and and remotivate our staff and and and go back and celebrate them and and letting them know uh that we believe in them and that we look forward seeing and celebrating with them at the end of the year as well. This is an opportunity to also let the students know thank you because this is your growth. This is a time uh to let them know um if you accomplish this, you're going to do incredibly well in the state assessment because you're showing that you're reaching the level of proficiency to be able to take this challenge. Finance algebra, this is another
190success story. Last year they did great, but this year they did they're doing even better. Um this is at the middle of the year. We still have half half a semester. they have already depending on all of the standards they have three that they've reached 70% or higher. Um many of them they have reached 25% growth. Um, and we see the ones that they need to go back and retach it and also provide that support to the teacher because this this graph specifically is letting us know where are some deficiencies from the teacher and we have a great math coach that is aware and now um to be able to meet and go back and replan that level of lessons. I'm going to skip this one. Um, I'm going to have you quiz and and
191and and ask you um what did you see and what should we be um what what should we do next? Um but right now what I want to emphasize and and and and spend some time is how do we reduce the risk factor? What are the systems in place? How are we going to continue to reduce the risk factor for our students and for our teachers? I said it earlier, we cannot just look at the data. We have to be looking at the behaviors that lead to the data. One of the ways that we can look into how our teachers are going to be successful is by making sure that teachers they have a a quality lesson plan, a quality lesson plan. Um and that the principles are checking on that and they keep providing
192the feedback and that somebody's checking on the principal. Well, there's a lot of checking. It may seem as mistrust. No, this is how do we reduce the the risk factor across uh the district for our students. What is different from last year to this year? We are um every week um the principal is expected to review the lesson plans, score the lesson plans and provide that information to the superintendent. So this is part of their tracker, their their data binder um every quarter, every week, we can see then overall um who's getting threes and fours, who are the ones over time who getting great lesson plans. those lesson plans they need to then turn into great lessons. Not always the case. However, this is one of the first steps that we can reduce the risk
193factor is by making sure every principle has a data binder. Every data binder it is um we go over the data binder. Um how do what is the accountability system in place is that you have been part of the classroom visits. We go through the classroom visits. we debrief. Something that we're doing differently this year right after the the classroom visit then is uh by the the check-in with the superintendent depending on the areas all of your data binder we go over and then it becomes part of the principal's evaluation. So they have not been checking on lesson plans. They have not been doing some parts of of what is expected to reduce that risk factor and then is reflected also on the on the principal lesson plan uh on the principal's evaluation. What is
194the second uh behavior that that we are monitoring to to reduce the risk factor? It is the classroom visits. It is expected that they spending time looking at the lessons providing developmental feedback. So part of the data binder is the the principles going into the classrooms and then tracking how many times they have gone to each one of the teachers each week. each week. So that's information that is being uh provided to the superintendent and also um when um the it's indicated who's goes into the classroom, when both principles get into the classroom, when admin goes into the classroom or when they're doing um formal evaluations. Yes, principles they go more more than what you see here. However, they only get credit for what I see here. So, principal, well, I did go so many
195of the different times. I I can help you with that. I had to see it here. It needs to be reflected so then it can be reflected on on the checkin on the bi-weekly checking evaluation. Um, how do we know that teachers are doing what they're supposed to? Here in front of you, there's also part of the data binder. every two weeks. Every two weeks uh um give or take the teachers they have to give a DFA the district formative assessment. That DFA is the five questions to check if the students are learning the standard that they were supposed to be learning. So what you see here for example this is what fifth graders is supposed to be learning for um one particular quarter. So at a glance I can see well this the fifth
196grade they have to teach all of these reading five is for the grade level R is for the reading and then the other ones they let us know what part of reading is a standard but in here what I want to see did they give the DFA if you notice on the first column it says DFA1 that DFA1 is showing that they taught it and they test it however anyone that score a one a two and a three There's supposed to be a retaching lesson and then retest it for DFA 2 to see they learned that only for those that score one, two, and three if they exempt from retaking the test because they got a four or five. So it's is how that is happening every two weeks. So this is something that I
197have to be continually continuously monitor to see that all teachers they they're doing this and the principles they are checking on them. So that's part of the shared accountability system in place. So then every two weeks we go over the lesson plans the classroom visits and then we take a glance hey are are teachers where they're supposed to be are they submitting the information and are they are we doing the reteing? Those three steps are vital foundational steps to reduce the risk factor so our students continue to have a better chance to learn. this winter right after uh the first week um after we came back from the the the holidays and we reviewed the data um we also had to go back and review our systems in place. Something different this year compared to
198other other years we have uh the model of leadership plan. this particular plan it contains um it's a manual it's bringing clarity clarity is kind clarity is kind and what it does is asking teachers um for example I'm not teachers principles um I want to know where are you in in your system in place to check on preassessments I want you to tell me where are you in your system in place for your data analysis I want you to tell me what is your system in place for your coaching continuum. It it explains and specify this is what is expected because once again So sure that The principle. model in high school behavior that needed to be calibrated. So that in the third one of The other level. Level I don't think it comes to
199accountability. Every time they have an evaluation, I have what I believe. So every time we go and visit They are of those last year. This year every month. And also We had a celebrating all of us. We all the more I want to I want you to see how I'm going to take an example. The state is I want you. I'm is how many you are right. I was wrong. I did not I'm going to go back on the graph that I show earlier. How many Okay. How many You see how I'm trying to point out Are we based on the middle of the year? How many number How many How do we understand that? That happens. Any questions about comments about what I presented right now? Questions, comments? Yeah. Okay. So, I know that
200our uh we have in writing that um our students are going to um move up 25% And we had we had seen in some of the the areas um that they did the 25% um but I know that the state only counts the the profic and highly proficient number and not be partially proficient. So we also want that shown as a school district for our information for our parents and for our teachers to see that there is growth. But when it really comes to the state level and testing they don't And so where our numbers goes down to just the proficient and highly proficient I mean yeah proficient and highly proficient. So it's just I guess we use that to see the vote in the district when those numbers come out. It's not as high
201as it's not that number is low because we don't because the state doesn't count the partially proficient. So it's just um when you say that uh like in the coming years we're going to have to increase um our expectations. Then we do we we do have to do that. But also I think in the time um I know some some in one of the presentations I can't remember which site said that they were going to increase that proficiency by that by the next um semester and then another site said by the end of the year then we'll be at the 25% but yet I think that it should be done um when the data is given out and that they already see it then their goals should be by that next data. So I guess
202it's just a com I want Great comment. Great question. just your entire team. Um, six years ago years similar to this. It wasn't I don't know heavy on the data when I sat there was disheartening and I say that because it was like completely totally even though there was little percent I took that as what do I need to know how do I fix what do I do it makes me feel a little like is it But definitely genuinely started with the guidance of allitis for raise it even though it don't like it. But it did then change the whole mindset as a child as a student as a teacher everyone. It's overwhelming but at the same time it's also sense of our students are in good hands and we're here as a individual not
203wasting our time for What I think is necessary or prioritization it's not where it should not where it needs to be. It can be better. It will be better. But I'm also glad that you are pretty much laying down. just standard information [clears throat] also to present it to the community to the web. So I guess if that was the kind of question answer you were looking for it. I said it before. I Yes. Another question. That was great. automatically. or Miss behind or they need teaching. What is the system in place? So what we choose to pay attention will show our intentions. what we celebrate it reinforce what we want to to see as evidenced by the intention of today was to give you any other comments. I'm going to ask you again the
204same questions. Hallelujah. Are we What are you doing? Some of our schools are getting So this is part of based on the work. Let's take all the feedback. This We'll be focusing on However, I don't know. You don't have to worry about the other stakeholders and then voice the generous generate action because then the mistrust we have in performance. Do we have a system employees? By the end of the day, That's not platform and anything else that shows up our journey accreditation is a reflection time. It's a reflection to say okay what did we do in the last five years? Are we better than last than the last five years? What evidence do do we have to provide that yes, we are moving forward or backwards? >> That was Accreditation. So, in the last six
205months, One of the changes is no longer in person. Bane items. Michael get clarity. how we want us to move forward. Please welcome welcome aboard. Thank you with enthusiasm. Welcome. We're almost there. The we have it an alternative accelerated program that is It's a drop out for the district. We do have students that have the accelerated program. It's intended students who are falling behind some of the data but also some data collected now by looking at the dating data and this is some of the attendance I want you to pay attention are seven and eighth graders and ninth graders. And right now First question is right now. when they're missing originally for the school. It was intended for 10, 11, and 12th graders. Ninth graders, they're not behind credits and need the seat hours like
206everybody else. If they want to complete any of those credits >> currently we have three that were supposed to be meeting the needs of 11th graders but they have been providing the support. Right now we have So funding we have right now we pay extra For the most part, we have instructions. We also provide based on the school or the the way the school or the setup for the school. Um the school is our program to But there's always ways that we can Have you used the mic so people can hear Okay, maybe I'll just hold it up and that'll be much better. There we go. Um, So um I I feel it's very important that I also just review and have uh another opportunity to um mention that um our formula is different from
207the other schools um when the state is giving um the state grades. So ours is based on graduation rate. Um with that said, um our the first slide here that you see is uh our December graduates were there were three on track as of July. Um out of those three, one did complete all the requirements and um did graduate in December. Um the deadline for those courses to be completed was in uh December 18th. Notes over to the side you'll see that it says we're working to improve and put in place a system with TOCC dual enrollment timelines for obtaining the transcripts so that um we also overcome the challenge of not having a TE language or TO history teacher. Um so that is something that we have in place um for the moment until
208we re we have a teacher for our campus. The next piece I'd like to review is the that there are nine students right now on track for spring of 2026. Um and one of our students um did complete all the requirements this month in January, but she will walk in May. So, um this is something that we are keeping in pro in progress with our students um of those um students who are going to be looking at graduating in the in the spring. We are doing the monthly check-ins and um our deadline to oversee these potential spring graduations um is March 16th so that we are making sure that we have all the requirements in place. So the official deadline for those eight students will be March 16th just to make sure that we have
209all the transcripts or that you know they're going to be coming in the ECAPS the CPR. So with those eight students, we are doing um formal monthly sitdown mandatory in-person check-ins with a final official check in the week of March 16th. So right before uh beneath that is the ECAPS, civics, CPR to language and history. Um those are continuous and in progress. Um and the the deadline for that is Mar uh April 1st of 2026. And these are ongoing scheduled in groups or individually. Our attendance under review constantly and um January 31st every month. As a matter of fact, not just January 31st, but at the end of the month, we do review those the the attendance to make sure that they're having seat times, what's going on. Um we look at attendance contracts if
210they have any. Uh that's something that has been in place at Indian Oasis Middle and High School, me coming in. Um there's uh one for the middle school currently, but this is I want to focus on the high school. Um so our students um are put on a attendance contract if they're not reached that 80% and if they don't um stay to that 80% and if they're um not meeting that then we meet again and calls, emails, incentives um are a part of that as well. The average uh age of our students in this particular group that I mentioned in in this um small review here is is just to give you an idea of the ages that we have on our campus. In this particular group, we have 21 year olds. There's three of
211them. um three 20 year olds, two 19 year olds, two 18 year olds, and one 17 year old. And these are the averages um that have the potential to um graduate this spring. Just to give you an idea of what what the averages are like. Um as you know, once they are 22 um they are not eligible um to complete their graduation with our school. Impacting on what um Mr. Das was mentioning earlier and opened up the presentation with is um being that we are um looked at by the state as far as percentage of graduation. Our middle school grades have impacted us in various ways. Um at the moment we have six students um in the middle school and I was looking at at December. Um but just this January, our middle school enrollment
212doubled, almost doubled. So now um we have 11 students in the middle school and um of I'm retract of the six students that were with us um from July to December out of all their courses um for semester 1 36 alto together um they only completed five which worries me and concerns Um, are we equipped? Um, do we have all the resources for these middle school students? Um, I know that they're not part of our state grade when they're when they take into consideration um, looking at that piece. Uh, but also uh, you know, as a school with three teachers and our focus being graduation um, this isn't impacting us um, sense that our teachers, you know, giving our potential graduate students all that attention and support that they need. Um, Here we go. So,
213it's having these conversations and next month is an incredible, incredibly important month because we have to open up the enrollment uh for next school year and my goal uh was to open it up um on February 2nd. Um however, I I I'm holding until I hear from my governing board because I need our best thinking right now. Um Again, the highlights is what what's working and and and and and why do we continue to support and we want to continue to support and how are other ways we can continue to support uh our accelerated school. Um one of them is our dropout prevention program. It's a smaller setting. U it is non-traditional. Some of our students really appreciate the level of attention. Um one of the main goals is to support our students to expedite
214and get them back on track. also is that we provide the J JDC uh support for our students. Um they're still part of our community, they're still part of our system for the most part. Some of them they might be VA, but however, some of them um once they become part of JDC, we are providing that level of support. We do understand that the high school or the accelerated, it does not generate enough uh income to be self sustainable, but it's good for our community. It's good for our kids. The question is um then how do we provide that support? So one of the challenges that the the staff they're voicing is the um the the counselor they they need counsel and support. Um the challenge is is that there's staff a small staff. Um
215there the staff that even when they're sick they show up because they know the workload. So if one person is out um serving all of the students, it becomes a challenge. Is a range of serving six to 12th graders uh with those three teachers ideas to generate more ideas. the to generate the the discussion and and one of the first steps that I want to discuss uh and have a courageous conversations is about the middle schoolers is yes it is a seventh through 12th school but is that the best setting for our seventh and eighth graders? If it is and then we need to make the the commitment that then they will need additional staff for those students, number students or the students. We need to let them know based on your attendance, based on
216your level of maturity in the program, you need to get back into a traditional program because you're not taking advantage of this accelerated program. Um the especially with the levels of attendance that uh we review for the first semester is not getting any better um for them despite of the incentives, despite of the contract and um the um not getting also the level of support um that they need from the family. So they started strong with 190% they they they just keep diving to 54 to 64 and now the numbers increased um at at the high school I mean at at the intermediate um not at the immediate at the middle school for the accelerated school if then if if if we want to continue to move forward uh having that and then they will
217need that level of support If not, we need to have the conversation with parents is they're not based on those behaviors, they might not be eligible for that school and they need to get back to a traditional program so that the three staff members that they have, they can focus uh entirely in supporting those students um that I need they need to graduate. The ninth graders is a wild card. When should a ninth grader become part of an accelerated program? Because they have to do all the se time. They cannot accelerate. They had to start. Is it when they retain if that were going to support retention in ninth grade? Um but the program originally was intended to support 10, 11, 12th graders and super seniors um want to get accelerated and to get the
218support thinking um also outside the uh outside the box and and how do we provide in that level of assistance and support. Um the there used to be a position um in in in in the district a job description that was approved by the company board. If we combine the funding that we have for JDC, the funding of security and the funding of 33 of a counselor, can that be combined and create um that position or fund a position that can support in having those uh counselor support um when the teacher is out, they can serve as and step in in the classroom um to be able to support JDC as well. Um instead of having all of those different I want to know what are your thoughts. Um because what we do will impact
219our students in seventh and eighth and possibly ninth for next school year or is going to all of them and the staff based on what are we trying to accomplish. Um, again, it's an open conversation, but I need guidance. Um, and what are your thoughts? I believe in this program. I believe in and when every time we see one of the students graduating that this is something that is working, but I also want to be um responsible um in in having this courageous conversation to determine what's going to be the level of support or the level of clarity um and or the uh for the parents for the students. Um is there anything that we can then change and do uh in terms of eligibility for the school? Because if the service is there, but
220they're only showing that 50% of the time. Um then what is the best uh support that we're going to do? Um it it's I don't want to have something that looks sounds great but then it's it's it it doesn't have um all of the components for the students to be successful. Um and and and and have that courageous conversation between all of us. Uh Miss Mason, she stepped in. She's getting the information. She's having those courageous conversation. Um and also the staff. Um it's again when they're out they they they're struggling, they're suffering. Um and also the students, these are the students that need the most support. Um and we providing bits and pieces and I know I've heard it from the board. Hey, how else can we support the school the different ways? So
221it's an open conversation. What is your best thinking? What is your your your guidance? That way we can then decide how do we support all the students in this I'm all year and I'm going to be taking notes >> and from those students uh in seventh and eighth grade what are like what is their background in regards to like what are why are they there um are they part of like the juvenile system questions I Thank you. At the moment, one of them is um well, we're not sure, but one of them um is possibly a JDC student um in the middle school, possibly ninth grade. We're um a little unclear that, but the rest are inerson um students who um just within this last month u we saw that double and increasement of middle
222school students. And um what I've implemented and and um want to ensure that I keep um doing this is I have a entry meeting with with with um the parents, the adults in their life, the student as well so that they're there and any support that um might um also be part of that child's life whether it's inner mountain or um behavioral health etc or probation officers even case worker management managers as well. So, um mostly students coming in that are in middle school to our campus are behavioral and um at times uh some of them also have uh emotional um reasons why they're there as well. It's been challenging even though I have put this in place where we meet together and I ensure that they're going to have a successful trans to my
223campus instead of just showing up and giving putting them in a schedule and then starting off and then me not knowing did they need glasses, are they taking medication, you know, what's the home status, who's you know is are they being picked up, are they bus, are they, you know, so all these um small pieces of information they take, you know, um considerate um and purposeful reasons why I'm doing this um for the students. Um, with that said, it's um very noticeable that that um in questioning because they come um all I receive is just the um the you know the paperwork that comes from um the high school I mean the the other school um with the hearing officer and and the decision but I I don't find any um interventions I don't find
224u grades um so when I ask I said I ask you know what were you passing all your classes and and and they are not they what did you have in math F what did you have in ELA F you know etc um so academically I know that they're not there for that reason but I know that um academically they're also their status is not um at the Do you do you feel like they're being sent there because they don't want to be dealt with the current place and then sent somewhere else so that you can deal with those issues? You know, I've heard um them comments um from different from students to teachers to parents that we're like a dumping ground for that. And I don't want to believe that that that's why they're
225coming here um because they don't want to deal with it. But it also doesn't make sense to me that um they're coming from schools who have a lot more resources. And I'm looking at Where is where's my guidance? You know, where where do I go from here? I don't um were there interventions? Was there a plan in place? How many did they meet with parents? Um so the feel for it um is like like [clears throat] Mr. Aliaz mentioned a campus. It's just my campus is just all over the place. It's, you know, just not I don't have a direction. I don't have a direction. um they're coming in with nothing. So it's it's a start from zero with them which is you know it's a new beginning of course um but um it is
226impacting the purpose of the bigger um reason of why the campus is there. One of the things that I was going to say is that what he pointed out was like they're still not coming even though they're being there but they're not coming and I also feel like their maturity level is that's a whole different thing to deal with especially when that age of being in middle school and then having them be with adults. So I also feel like it could it becomes an issue because you're spending a lot of your energy resources on these students who need more attention and then there's other students who also question how do you manage It concerns me that that you know there's a big difference between you know I have 12 year olds all the way to
22721 year olds all um that small campus so safety is my top priority for all of my students right for everyone um so I often think a million things go through my mind and and just that alone um you know putting out different types of fires just to make sure that everyone is getting what they need. There is um a lot um a lot of moving pieces to to the situation on our campus right now and um the resources are very limited and um my teachers are not all equipped um for all these um specific needs whether they be emotional or um you know um although I you know I believe that you know some students should be in the restrictive environment. Um, my teachers do not have special ed certification or training. >> Silia
228to open. And then middle school. They're not questioning So currently we have a a temporary ESI teacher who is um fulfilling the ELA position and uh we currently also just recently um hired someone for and has been there this past um these past few days uh someone for the office manager position but no no additional that I know I don't know if I don't know if in the past there were counselors or any other support or um It just depends on some of them are seventh graders, some of them are eighth graders. So it just depend on egenuity um because that's our our our curriculum. It's fully digital. So uh depending on their grade, they um take lessons on there uh for the six classes. So electives are digital. Um their math, their ELA, everything
229is digital. So it just varies um within the grade levels in the middle school of of you know what those fulfillments are. Um but uh if you if we think about it, they've been there since um July and that's almost six months and for them to only have completed five courses um is where we are not servicing them adequately and giving them what they really um truly need. So I'm afraid that they're picking up habits that they're seeing around them to be like the cooler kids. I'm not sure. A lot of things go through my mind about what exactly um you know could be that why is it that they're not succeeding um in this program. [clears throat] the syntal of four teachers and um the principal um the re the fourth print uh the
230teacher was because the total number of students that were um exceptional education ESS students it was so high that it required a full-time person. Um, and right now we have a part-time uh ESS teacher. We do have the math, the science, and we have a long-term sub for the English um component of it. So, it the numbers change um as Miss Constance was uh sharing earlier for the spring part of our system in place. Um if by the spring any seniors have less than 17 credits they have to be transferred. So they around in the spring that's when their enrollment every single year increases because any senior at that point that they have not demonstrated enough growth they have to transfer over so they can expedite and then graduate by by May um with the
231accelerated program. So um they have the the three permanent teachers. Uh one of them is an sub and the other one is a halftime based on the ESS students that they have. >> Correct. >> The at least uh coming in um these the the students that you we currently had um were there already. I don't know if they rolled over or how they necessarily got there, but I know that the that just recently this past month, the ones that did get enrolled um which is um six of them uh came in for behavioral reasons. >> When was that middle school? My only my only comment then is going to be I don't know we can We probably should make sure there's an item for action for this just so that we can also make sure
232that the community I agree I don't think that there should be so if you want I mean if you're just asking for guidance because I feel like that's that's what you're asking for but if you need some sort of action item then agenda have discuss That's my thought. Um because it is going to impact families, students, parents. >> The designation it it was always approved uh middle school, high school. Um it was never promoted for middle school. Um there was a period in in which um it it became just open. >> Yeah. And I think the largest push you're going to get all over the place middle or give it that It's a really good campus, but I think the other thing I want to make sure to say, I don't mean to in your
233assumption of the ship over there, I I really I need you in general to I think there's been a lot of lot of times where you have had opportunity to get in there, clear the land, do what you need to do. Um, so this is one of those things that you're starting that was genuinely explained. What about Yeah, I think the age difference does play a huge role trying to fix this because I know that with the intermediate school site um I know there's a reason why there's that fence right there that separates the Indian high school but you have intermediate students at this campus and That's something that needs to be looked at and and you know the age that they're at, you know, and as was mentioned, why are they there? And if
234it has to do with them needing support otherwise, then then that's something that the parents need to be aware of and need to look into because it's doing them in justice. It's doing the students injustice. resources are at this other site and they can be um looked at and evaluated and you know uh supported and all of that better there than at your site then that's something that you know that really needs to take into consideration. Not only that, but if those students were really really looking at graduation, why is the percentage so low? The 54, 64, 79%. Um, so those things need to be taken into consideration. I I would say from forward that it does continue to be that we're accepting middle school students, then some kind of um agreement needs to be
235put in place to say, you know, you have to be in attendance. Um 90% that's what we're reaching for 90% of the time. You have to be in attendance, you have to be here, you have to be learning, you have to be moving forwards. Um because seems like it's just for them. It's just a place to be and it's not really I always wonder why we moved away from retaining students that didn't meet the qualifications to move forward and we moved them forward anyway. You know, that's what we're doing um as a school district and I don't know if that's like every You know, I always thought and wonder, you know, with all the fs I saw, why are you moving to the next grade? You know, you didn't even pass these uh things here
236and that you're moving and and now you're in a boat where you don't even have you have credits of a freshman and you're you're almost a senior, you know, things like that. The thought of you know, we're just moving them forward and that's not working. You know, we just we do need to think about things like that, but also with the site, I know your teachers, you have you have great teachers at your site. You really do. You have amazing teachers there. But as was mentioned with the high school already saying that they've already told these students they're moving over to. So you're going to have to be you have to be um thinking about those new ones that are coming in that are in that level where they need to graduate before the 21
237year um their 21st year as opposed to the I'm not saying it, but these little ones that are still have time to adjust and make education important for them, you know, it's it's still they're still coming. And so I I would agree with that, you know, you want to bring something something. You only have those really just makes sense. just, you know, to agree with the rest of the board that I think that the idea of having there is really challenging trying to tailor to, you know, whatever you guys do with them as far as like the learning styles and how you guys, you know, assist them. I feel like it's a little bit too I don't understand that process and I'm still learning about it and everything with the decisions that were made as
238far as including schools, but sense to me that we would just have them transfer over to that, you know, type of learning style and we probably should see what the root of the problem is as far as them not thriving in a public school setting and having to go over there. I think trying to research and a little bit I mean research and doing a little bit more digging as far as why they're in the position they are to have to go to that type of setting is really important for us to learn and understand a little bit better on how that you know that plays a role in their education. So I really need to so that way everybody's aware of what's happening and you know everybody kind of knows this is what took
239place and kind of think of ways that we can improve. Is it possible for her because she just got a whole new group of six students to come in. Is it possible for them to just go back because that's, you know, they're not there to get graduation credits. They're there because they're dealing with behavior issues. And then she's going to pick up a whole new group of seniors. And I don't think it's fair to her our our senior our high school students um will not perform at their best because a lot of them feel crowded already and they're already telling me they're uncomfortable that there's too many kids and they shut down and then they sign out because they don't want to deal with it. They don't want to deal with the little kids. They
240don't want to deal with they say what being, you know, in a in a classroom where, you know, they can't feel comfortable. And um so with that said, uh I I just if one teacher is out, I I'm going to have a lot of kids just leaving super early, it's going to impact the attendance. It's going to impact a lot of things um because they don't like feeling um I'm already picturing it. Sorry. >> Um, thank you for your question, Mr. Stevens. Um, um, I I appreciate the board listening and and understanding a level of um, importance um, regarding this matter. Um, we do need to ground the information by policy. Um, and and in and knowing that we have your support to review a possible recommendation. Um, I believe that also been Mason and
241I we need to have a meeting with parents um and and be transparent and get ahead of it and say listen um based on the data um we believe that um this is not environment for a a younger student to thrive. Um we will be over impacted and based on the purpose of the school uh we want to emphasize uh all of the level of support and energy and also the possibility um of having some eligibility um to be there. For example, you mentioned that it's if you miss more than 10%, hey, maybe this is not the u the setting for you. um and also keeping up with the work. Um it's um it's it's not a place to hang out. It's a place to accelerate the learning and and and let's provide the teachers
242the support that they need to focus on the resources that they have to support the kids that the school was intended for. So I believe based on what I'm hearing is our first step is come to you with some information. Uh but um parallel to that it begin uh meeting with parents say listen this is the direction that we're going to go um what level of support your children need in a regular setting that way we can uh ensure that there's a transition um and based on on this um I need to have a a further discussion um with other cabinet members um to determine if if then the recommendation is effective next year or effective immediately based on when we bring the recommendation to the governing board. Um again, I I I feel that
243um it is also in our best interest to get ahead of it and and meet with those parents. Um that way we can bring them the transparent. I think the transparency goes a long way letting them know, hey, this is the resources that we have. This is the support that your child need and at this point this is not the right setting. Um, I was gonna say, um, but it also has to be the mindset of the current middle school staff and I think their practice or their beliefs that they can just like they're like, "Oh, I'm not going to deal with the students. send them to >> also having those discussions of this is not going to be your option to learn how to deal with this and we have resources here. What are
244we going to do for these students to learn? How can we provide them resources? >> A great statement. Um it is what resources they need to be successful at traditional middle school >> just like Is there any possibility to put a pause on the incoming students? And I think this goes back to of having top of that support in the designation of that campusific. address students in need for that type of not formalized already that's all it is circumstances and I don't know when it started but I understand having done a couple of needs to be done sooner also needs to be emphasis on sites especially which I'm not saying maybe that's not why they sent them but not generally >> and I don't want that to be my message either. I've met with every
245kid and every family and they're amazing and and and we have great conversations and I take the time to hear them out uh and and question like so how can I help you know what can I do? resources. I will be one more I'll be available. >> Yeah, it was just a phone call. We'll do it. So one more I follow you. All right. Hendrick second.